MORE WORDS YOU NEED B Rudzka, J Channel, Y Putseys, P Ostyn MACMILLAN PUBLISHERS© Text B Rudzks, J Channell, ¥ Passeys, P Ostyn 1985 © Ulustations Macmillan Publishers Led 198 All rights reserved. No reproduction, copy or transmission ‘of this publication may be made without written ppermision. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accardance with the provisions of the ‘Copyright Act 1986 (38 amended). Any person who does any unauthorised ace in elation o this publication may be liable to criminal prosecution and civil claims for damages. First published 1985, Reprinted 1985, 1986, 1987, 1989 (tice) Published by Macnilan Publishers Lid London and Basingstoke ‘Associated compenies ond representatives in Aces, ‘Auckland, Delhi, Dublin, Gaborone, Hamburg, Harare, Hong Kong, Kuala Lumpur, Lagos, Marzini, Melbourne, ‘Mexico City, Nairobi, New York, Singapore, Tokyo Flmset by August Filmsetting, Haydock, St. Helens Printed in Hong Kong More words you need. 1. Vocabulary——Problems, exercises, ete. 2. English language——Text-books for foreigners TRudzks, 8. 428.1076 PELIIS ISBN 0-333~36071-0,A. Semantic Fields Unit 1 B Synonymous pairs A’ Semantic Fields Unit 2 Contents Preface Dictionaries consulted i To the student Abbreviations American and British English Stylistic distinctions iv Acknowledgements iv Live and learn 1 teach, educate, instruct, coach, tutor, train commence, initiate, instigate, launch entrust, consign, confide enhance, heighten, aggravate, intensify benefit, profit, take advantage hamper, hinder, obstruct, impede, block, bar strike, hit, punch, clout, slap, smack 1 develop, evolve 2 get rid of, discard 3 say, reel off 4 enjoy, relish 5 critical, scathing 6 disobedient, recalcitrant 7 agitated, frantic 8 reliable, sterling No place to hide 20 eavesdrop, spy, snoop, Pry betray, divulge, reveal, disclose break, violate, infringe sue, take sb to court, take legal action, try, bring sb to trial stem, originate, derive scatter, disperse, strew, sprinkle crucial, critical, vital, essential, fundamental versatile, multi-purpose, many-sided, diverse, multiple, multifarious er auEeneB Synonymous Pairs Unit 3 A. Semantic Fields B Synonymous Pairs Unit 4 A. Semantic Fields B_ Synonymous Pairs Unit 5 A. Semantic Fields B_ Synonymous Pairs 4 7 accuse, charge 2 prevent, bar 3 stop, intercept investigate, explore 5 malign, defame 6 send out, emit safe, secure 8 possible, feasible 9 dependable, sound 10 broad, wide 11 weak, feeble The stream of time 4a 4 7 pace, speed, tempo domain, field, province, sphere, realm, territory covet, envy, begrudge tend, look after, take care of, attend to calm, tranquil, serene, placid comfortable, cosy, snug, restful continual, continuous, constant, perpetual, incessant, eternal decline, wane 2 extend, expand 3 stick to, abide by hold, cling 5 take notice of, heed 6 help, sponsor postpone, delay 8 old, elderly 9 brief, transient to unmindful, oblivious 11 difference, disparity To ban or not to ban? 63 forbid, prohibit, ban debase, deprave, corrupt, debauch, pervert restrain, curb, check, inhibit incite, rouse, arouse, foment spread, diffuse, disseminate, propagate crowd, flock, throng famous, renowned, celebrated, distinguished, eminent trick, hoax 2 lessen, ease 3 strike, batter 4 control, repress| 5 wane, subside 6 attack, assail_ 7 please, gratify 8 eloquent, articulate Language isn’t just speaking 82 scream, shriek, whine, wail, groan, moan, sob, sigh, gasp chat, chatter, prattle, babble, blab, gossip imply, intimate, hint, insinuate huddle, nestle, snuggle, cuddle encroach, trespass invade, intrude stagger, reel, totter, stumble slide, glide, sip, skid push, shove, thrust, heave mix, blend, merge, mingle, amalgamate hole, breach 2 encourage, foster 3 speak, ramble browse, peruse 5 insistent, persistentUnit 6 A. Semantic Fields B Synonymous Pairs Unit 7 A. Semantic Fields B Synonymous Pairs Unit 8 A. Semantic Fields B_ Synonymous Pairs How to keep the doctor away 108 cure, remedy, medicine cure, remedy, heal bear, endure, tolerate, put up with, stand, suffer fidget, twiddle, fiddle, doodle, fondle, crack, clench, grind brisk, agile, spry, nimble, sprightly ill, sick, diseased, sickly, morbid, unwholesome insane, deranged, mad, crazy, nuts, nutty, potty, touched, daft, loony, crackers, bonkers, cranky 8 thin, slim, slender, lean, skinny, scrawny, lanky 1 stimulus, goad 2 cause, induce 3 decay, rot 4 twitch, jerk 5 wriggle, squirm 6 pull, yank 7 firm, adamant To be a woman 133 1 pacify, appease, mollify, placate 2 indulge, humour, pamper, spoil, mollycoddle 3 deaden, muffle, mute 4 mutter, murmur, mumble 5 roar, growl, snarl, bellow, bark, howl, grunt, bleat, twitter, hiss 6 scoff, sneer, jeer, mock, flout, despise, scom 7 scrub, scour, scrape 8 shy, diffident, bashful, coy, timid explain, expound 2 growl, snarl 3 mend, repair reject, dismiss 5 deceive, delude 6 imitate, emulate 7 lonely, solitary Make the punishment fit the crime 158 1 criminal, felon, convict, culprit, delinquent Kill, murder, assassinate, slay, slaughter, butcher, massacre, execute, exterminate ransack, rifle, rob, plunder, loot, burgle forgive, pardon, acquit, exonerate dissuade, deter, discourage, divert fatal, deadly, lethal, mortal 1 exclude, suspend 2 interrupt, disrupt 3, put away, tuck away 4 admit, concede 5 hateful, odious 6 clever, ingenious 7 gloomy, dismalUnit 9 A. Semantic Fields B_ Synonymous Pairs Unit 10 A. Semantic Fields B Synonymous Pairs Eat, drink and be merry! 178 lump, chunk, hunk, morsel, chip, chop, crumb, cube, slice gobble, guzzle, wolf, devour, gorge ’ nibble, chew, munch, gnaw feed, graze, crop sip, swill, swig chop, dice, cube, shred, slice, mince, grate throw, cast, toss, hurl, fling lurk, skulk, slink, sneak, prowl acrid, bitter, savoury, piquant, pungent, tart, hot, spicy, acid fat, obese, corpulent, stout, portly, plump, chubby 1 1 crawl, creep 2 runaway, flee 3 give, donate 4 close, bang § intermittent, recurrent Necessity is the mother of invention 200 1 rubbish, refuse, waste 2 relieve, alleviate, allay, assuage 3 harbour, house, shelter 4 destroy, demolish, raze, pull down, tear down 5. vanish, disappear, fade 6 fade, wilt, wither, shrivel, languish, droop 7 lavish, generous, profuse, luxuriant, lush 8 current, prevailing, prevalent 1 smell, fragrance 2 think, ponder 3 advantageous, beneficial 4 valuable, preciousPreface ‘This book, like its companion The Words You Need, sets out tof organise the acquisition of language skills within the context of a structured approach to language teaching. It is intended for late intermediate and advanced students who, having mastered the main grammatical structures and basic vocabulary of English, wish to extend their expressive and comprehension skills by increasing both the number of words they know, and their knowledge of how and when words are used. The book may be used equally well for self-study or as a course book. A fall key to the exercises is provided in the Teacher's Book. ‘The approach is 2 completely new one, adapting insights from theoretical linguistics and psycholinguistics to the service of the language learner. Words are presented in sets whose members have similar meanings, which allows precise and detailed information about meaning and use to be given in an economical and thence learnable way. The techniques of vocabulary analysis used here have a wider application than just the material in this book, since once the analytical techniques are understood, they can be applied to any new vocabulary the student meets. Students using these ‘materials not only lear new words, they also gain a greater sensitivity to vocabulary in general, relationships between words, and the important notion of appropriateness. ‘A teacher’s book accompanies this student's book. In it we explain the teaching methods used and give practical guidance on the many and varied uses to which the material can be put, Dictionaries consulted “The Barnhart Dictionary of New English 1963-72, London: Longman, 1973 Britannica World Language Dictionary, Editon of Funk and Wagnells Standard Dictionary, Volumes 1 and 2 Casell’s English Dictionary, London: Cavell, 1975 ‘The Compact Edition of the Oxford English Dictionary, Volumes 1 and 2, London: Oxford University Pres, 971 {A Dictionary of Slang and Unconventional English, Volumes 1 and 2, London: Routledge and Kegan, 1970 (Oxford Advanced Learners Dictionary of Current English, AS Homby, EV Gatenby and H Wakefield, London: Oxford University Press 1973 Longman Dictionary of Contemporary English, London: Longman, 1978 Oxford Dictionary of Current Idiomatic English, Volume 1, London: Oxford University Press, 1975 ‘The Oxford Mlustrated Dictionary, Oxford: Clarendon Pres, 1976 ‘The Penguin English Dictionary, Harmondsworth: Penguin Books, 1973, Roget's Thessurus, Harmondsworth: Penguin Books, 1973 Webster's New Seadents Dictionary, New York: American Book Company, 1964 Webster's New World Dictionary of the American Language, Cleveland and New York: The World Publishing Company, 1958, ‘Webster's Third New International Dictionary of the English Language, ‘Unabridged, Springfield, Mas.: GC Merriam Company, 1976To the Student How do you learn new words? If you have thought about this question, you may have decided that it is necessary to meet a new ‘word several times, in different contexts, and to consult dictionary, before you can be sure of it. In this book we save you time and effort by giving you all the information you need to use new words correctly. We show you how they are related to words you already know, and we teach you techniques which you can apply to any new vocabulary you come across on your own. “You may not have seen analyses of vocabulary like those in the ‘Word Study sections before, but do not be discouraged! In Unit 1 ‘you will find explanations of how to understand the grids and the terminology. Here are a few tips on how to use the book: (Once you have read the texts in any unit, go through the Word- Study section. You are not expected to lear the contents of the ‘componential grids (analysis of meanings) by heart — rather you should start working through the exercises and keep going back to the Word-Study section or the texts when you find something you can’t answer. You should aim to be able to give the answers to the exercises instantaneously when asked to do so in class, as this will bbe a similar situation to spontaneous speech. In this connection you are advised to pay special attention to the collocational grids (which words go with which) and example sentences. You will find the Word-Study slow at first but as you become more farniliar with the method you will speed up. Abbreviations abbr abbreviation of old-fashioned Am — American sb somebody Br British sl slang coll colloquial sth something esp expecially US United States of America fig figurative usu usually lit literally vulg vulgar Symbols * indicates that the word or phrase used is considered incorrect => indicates the figurative sense of the word ft used to enclose features which apply to more than one wordAmerican and British English ‘This book teaches standard British English, Yet much written English is American, and you should be able to recognize and understand American English. Differences of spelling are noted below, with the unit number in which each word appears. The differences are not noted in the units. You will se that most of the differences are systematic. AMERICAN BRITISH 1 CONSONANT DOUBLING 1ou counseling (7) counselling fueled (10) fuelled grueling (6) gruelling labeled (1) Iabelled traveling (3) travelling others focusing (10) focussing program (6) programme (note that British English uses the American spelling for program when it refers to a computer program (8)) 2o OF... Our behavior (5) behaviour behavioral (9) behavioural favor (7) favour favored (5) favoured harbor (10) harbour humor (3) humour labor (6, 7) labour neighbors (8) neighbours neighborhood (1) neighbourhood Beer te center (3, 7, 8, 10) centre fiber (2, 9) fibre meter (3) metre self-centered (3) self-centred 4.330 license (2) licence offense (8) offence 5 others ‘mold (3) mould cozy (4) cosyStylistic distinctions Where a word’s use is limited to one particular style, we havé pointed this out. We have also noted when a word should not be used in a certain style. The descriptions used in this connection should be understood in the following way: slang not accepted as correct English, not used in writing except personal letters. Used between close friends or members of a social group to express intimacy or sense of community eg criminals, students colloquial used between close friends, or people of equal age and social standing eg relations, work colleagues informal used between friends and acquaintances in informal settings eg parties, meals, classroom situations and in some publications eg popular newspapers formal used between people of unequal age or social standing, or people meeting for the first time. Also used, for example, in lectures, conferences, legal proceedings, academic writing, offical documents and reports, and in business correspondence literary used in creative writing, novels, poetry, etc ‘These stylistic distinctions are intended as a general guide and are in no way definitive or exhaustive. Acknowledgements ‘The inspiration for these books came directly from the work on semantic fields and lexical structure of Adrienne Lehrer from the University of Arizona, and we owe her a particular debt for her encouragement and continued interest. ‘We are most grateful to Sandra Colen, René Dirven, Roger Flavell, John Green, Adrienne Lehrer, Jacques van Roey, Emma Vorlat, and Don. Young, who read, reviewed and criticised sections of the manuscript. We would also like to express our thanks to the following people, who provided examples, comments, suggestions and the opportunity co discuss recalcitrant points: Alessandra Bini, the Channell family, Patrick Grifiths, Peter Kelly, Androulla Kyriacou, Mary Ann Martin, Maryam ‘Mathis, Conny Templeman, Margie Thomas, Ludolph van Hasselt, June Wickbolde. The following people arranged or took part in tests and trials of the material: René Dirven and his seminar students at the University of Trier, Germany; students of English at the Katholieke Universiteit te Leuven, Belgium; and students at York Advanced English Summer School, summer 1978 In preparing More Words You Need, we are fortunate in having had the benefit of comments from teachers and students who have used The Words You Need, and in this connection we would like to thank especially Ron Carter at the University of Nottingham for the constructive suggestions and feedback he has given us.Unit 1 The Pygmalion Effect Lives by ROBERT ROSENTHAL Pygmalion created Galatea out of {ivory and desire. In Ovid’saccount, Pygitaion fell in love with his own sculprureof the perfect woman, and Venus, who spent a lot of time granting requests in those days, gave life to Galatea" Psychologists have not yet learned how to produce Galatea or hher male equivalent in the labora- tory, but they have demonstrated thatthe power of expectation alone caninfluence the behavior ofothers. ‘The phenomenon bas come to be called self fulflling prophecy: peo- ple sometimes become what’ we prophesy for them. ‘Self.fulflling prophecies even ‘work for animals. Bertrand Russell, who had something to say about neatly everything, noticed that rats display the ‘national characteristics ofthe observer. Animals studied by ‘Americans rush about frantically, ‘with an incredible display of hus- tle! and pep’, and at last achieve the desired result by chance. Ani- mals observed by Germans sit still and think, and at last evolve? the solution out of their inner con sciousness.” Live and learn FONDLING* SMART RATS. Rus- sell was not far off, We told a lass of 12 students that one could produce a strain’ of intelligent rats, by inbreeding® them to increase their ability torun mazes’ quickly. To demonstrate, we gave each stident five rats, which had to Tearn to run to the darker of two arms of a T-maze. We told half of ‘urstudent-experimentersthatthey hhad the ‘maze-bright’, intelligent rats and we told the rest that they had the stupid rts. Naturally, there was no real difference between any of the animals. But they certainly differed in their performance. The rats be- lieved! to be bright* improved daily in running the maze ~ they ran faster and more accurately — ‘hile the supposedly dull animals did poorly. The ‘dumb'® rats re- fused to budge from the starting point 29 per cent ofthe time, while ‘the ‘smart’! rats were recalci- trant only 11 per cent of the time. Then we asked our students to rate the rats and to describe their own attitudes toward them. Those ‘who believed they were working with intelligent animals liked them better and found them more pleas- ant. Such students sald they felt more relaxed with the animals; they treated them more gently and were more enthusiastic about the experiment than students who thought they had dull rats to work with, Ie rats act ‘smarter’ because ther experimenters think they are’smar- fer we reasoned, perhaps the same phenomenon was at work in the Classroom. $0. inthe mid-1960s colleague and tlatinched what was to become a most controversial study INTELLECTUAL BLOOMERS" We selected an elementary school {in a lower-class neighborhood and gave all the children a nonverbal 1Q test at the beginning of the school year. We disguised" the test as one that would predict ‘intellectual blooming’. There were 18 classrooms inthe school, three at each of the six grade levels. The three rooms for each grade con- sisted of children with above- average ability, average ability, and below-average ability. After the test, we randomly'® __chose 20 per cent of the children in eath room, and labeled'® them ‘intellectual bloomers’. We then gave each teacher the names of these children, who, we explained, could be expected to show remark- able gains during the coming year ‘on the basis of their test scores. In fact, the difference between these experimental children and the con- trol group was solely in the teach- er’s mind, ~ Our 1Q measure required no speaking, reading, or writing. One part oft, a picture vocabulary, did require a greater comprehension of English, so we called it the verbal + In Greek mythology, Pygmalion fell in love with a statue he had made of beautifl gir, Galatea, She was broughe to life by his prayers. ~2 Live and learn IW SURE YOU/LL ALL GROW UP BEAUTIFUL AND subtest. The second part required of the influences that produce the less ability to understand language Pygmalion effect. People who have ‘but more ability to reason abstract- been led to expect good things from ly, so we called it the reasoning their students, children, clients, THE PYGMALION EFFECT LIVES + ell hurrying, doing things quickly and with energy, putting presure subtest fe, appear to: ‘on others so Ea they hy ‘Weretestedllthe children eight —cteateawarmersocialemotion- ff > Amlencrgy, go, activity months later. For the school as a al mood around their ‘special’ YP 3 develop whole, we found that the experi- students (imate) 4 touching, soking and caesing ‘mental children, those whose teach- — give more feedback" to these crs had been led to expect ‘bloom- students about their performance ing’, showed an excess in overall (feedback); 1Q gain of four points over the IQ ~ teach more material and more gain of the control children. Their difficult material to thelr. spectal excess in gain was smaller in verbal students (input) and ability, two points only, but sub- ~give ther special students more stantially greater in’ reasoning, opportunities to respond and ques- ‘where they’ gained seven points tion (output) more than the controls. Moreover, We still do not know exactly it made no difference whether the how the Pygmalion effect works child was in a high-ability oF low- But we know that often it does ability classroom. The teachers’ work, and that it has powers that ‘expectations benefited children at can hinder" as well as help the all levels. The supposed bloomers development of others. Field and blossomed”, at least modestly. experimental studies are beginning to Isolate the factors that will give some insight into the process. Such EXPLAINING THE PYGMALION awareness may help some to create EFFECT. The currentevidenceleads their Galateas, but it will also give meto propose afour-factor ‘theory’ the Galateas a chance to fight back. 5 albroed line of ancestors and descendants 6 breeding trom closely related imal 7 Sconstractin of interconnecting snags without a direc route rom one ide tothe ater, sever 9 slow in understanding, pid 10 Am ll pid fol Br Sick, dim 1x Am cll ever, silat M2 diaobedient - 13 people who have developed tobe lever or beau, plans which produce many Bower 14 changed the appearance ofn order to deceive 15 dlbrtelysleted rely and Segue ot aecoring ay 16 puta label om aed 17 liropened into lowes, bad Bowers 1 information which comes back to the originator of something abost itsftct 19 What pti ofa nto copter, 21 obstruct ® Psychology TodayLive and learn 3 DOWN WITH SCHOOL} ‘School is an institution built on the axiom! that learning is the result of teaching, And institutional wisdom continues to accept this axiom, despite overwhelming evidence to the contrary. ‘Most learning happens casually, and even most intentional learn- ing is not the result of programmed instruction. Normal children learn their first language casually, although faster if their parents pay attention to them. Most people who learn a second language well do so as a result of odd circumstances and not of sequential” teaching. ‘They go to live with their grandparents, they travel, or they fall in love with a foreigner. Fluency in reading is also more often than not a result of such extra-curricular” activities. Most people who read widely, and with pleasure, merely believe that they learned to do so in school; when challenged, they easily discard this illusion. Everyone learns how to live outside school. We learn to speak, to think, to love, to feel, to play, to curse #, to politick* and to work ‘without interference from a teacher. Even children who are under a teacher's care day and night are no exception to the rule. Orphans, idiots and schoolteachers’ sons learn most of what they learn outside the ‘educational’ process planned for them. Teachers have made a poor showing in their attempt at increasing learning among the poor. Poor parents who want their children to go to school are less con- cerned about what they will learn than about the certificate and money they will earn. And middle-class parents entrust’ their children to a teacher’s care to keep them from learning what the poor learn on the streets. Increasingly, educational research demonstrates that children learn most of what teachers pretend to teach them from ,peer® groups, from comics, from chance observations, and above all from mere participation in the ritual of school. Teachers, more often than not, obstruct such leaming of subject matters as goes on in school. Half of the people in our world never set foot in school. They have no contact with teachers, and they are deprived of the privilege of becoming dropouts’. Yet they learn quite effectively the message which school teaches: that they should have school, and more and ‘more of it. School instructs them in their own inferiority through the tax collector who makes them pay for it, or through the demagogue ‘who raises their expectations of it, or through their children once the latter are hooked on'” it. So the poor are robbed of their self-respect by subscribing to a ered" that grants salvation only through the school. DOWN WITH SCHOOL + a principle or statement accepted as 2 Das for furcher research 2 following im order of ime or place 4 ot par ofthe curriculum but pare Ofschool or college if, eg sta, Fate, amps publieatons, ee 4 potasile 5 ear, us bad language 6 tke part in plies discussion or 7 give 10 another the responsiiy 8 equal in rank, age, ec 9/colla student who leaves school or college before graduation, or [person who refuses to take a job {nd join society in the normal way 10 col dependent on something to the ‘extent of nat being able ta live normally without t, originally ‘sed for drags, but now with ‘wider use, ir caught with a hook 1 system of bebe Ivan Illich, Deschooling Society4 Live and learn ‘Anne Barrie's Do We Over-educate Our Children? reminded ma that the German author Ginter Grass once said falling his school leaving exams was 2 blessing without which he ‘would never have achieved the posi- tion he now holds. | wonder how many other great men and women ‘awe their succass to having failed in ‘their academic careers. | was a schoolgirl in the 60s~the time when it was believed that the future wealth ofthe countrydepend- ed on the education of the young. money was plentiful, new univer sities sprang up and great myths evolved to lure’ young people into the academic life. And so | too became that magic person — a student. Three years later, | obtained a first-class degree in mathematics. For some montns there had been pressure to remain and ty for a further degree — the more post graduate students there are, the ‘more financial benofits exist for the My fellow postgraduates and. | knew nothing of the outside world. ‘and happily believed that academic life for another three years would enhance? us in the ayes of future employers; and so | went to London and began work for a doctorate. Here, for the first time, 1 came across ‘mature students’ — people who had left school at 16 and. years later. token A-levels? at technical colleges and come to university. Having chosen their sub- jact with great care, and being more mature, they found a joy in their ‘courses unknown to most of us. I have been working now for several years: life has been very different from what I had been led to expect. Many friends and col- leagues have discovered that their ‘chosen course of study has been a mistake and that they are unsuited to the work available. However. itis too late to change: the state under- standably will not pay to re-educate people completely. As | think back, | Fagret that | did not fal my A-levels. DrM DB, London WE A-LEVEL DISILLUSIONMENT 1 attract, entice, tempt 2 add to the value of | 5 abbr for General Cerificate of Education, Advanced Level (chool-leving exams in GB, 5 ir ‘necessary for atmision to professor and for the department. Good Housekeeping | Uiniverty) igen cHOon Night School hhave to work,’ says a young banker ‘walking wearily and heavily or ‘wieh an effort developed, tof young ‘Sas having go thei adult feathers, Br fly fledged 4 with cd cheeks denoting health 5 enclled for & dation fr adults 7 number of des eae or students s “Am period of continsous exching ‘n'universty, asally about 12 vee in length, Br terme Each weekday evening, a reverse rush hour takes placein Manbattan'sGreca- Wich Village, While most New Yorkers ae trudging home from thir jobs, a few thousand others are piling into the three modern buildings that house the [New School for Social Research. The St year-old institution ia fledged? university, but most ofits students are fot concerned with accumulating credits orearningdegtees. Norarethey apple-cheeked youngsters: a. pial New School student is. the _wage- ‘aming adult who has signed wp fr® a ‘course in anything from sociology to ‘Oiputer programing to creative knit- ting an effort to broaden his intele- tual or occupational horizons. I don't want my mind to fll asleep while I ‘who has signed up for a course in psychology. ‘The New School today remains the only degree-granting university in the nation devoted primarily to the educa tion cf adults. As such, it may well be riding the pedagogical wave of the future, Recently, the Educational Test- ing Service feported that nearly 80 nillion adult Americans want or need continuing education’, ‘but that less than half of them are getting it, Re- flccting this thirst for learning, enroll- ment” at the New School has doubled in the past decade, and of the 13,000 students taking one or more of its'875. courses this semester, more than 80 percent attend evening classes NewsweekAye, He's A Changed Man!! When my No. + son was accepted for university, it seemed a good idea tome. "The fact he would no longer go through the larder" like a plague of Jocusts? every other night was bound to reduce housekeeping bills, So, back in October, 2 tal, clean- Timbed?, innocent fresh-faced 1 year-old packed his grip and headed inta the unknown. His mother sobbed® quietly into het hankle', I relished’ the prospect ofhaving the bathroom to myself of morning. T should add chat, up till then, he had shown very little outside interest in anything but Partick Thistle* and the exploits? of that sterling’® bunch!" of musicians, The Who. ‘The change when he came home at the end of term was eataclysmic, Fora start, there was the minitiche. ‘You couldn't eal ita moustache. It was an under-nouished seven-a- sside!® that could have passed for a Streak? of dire at thirty paces. said as mueh, laughing heartily. was rewarded with a seathing" look and a comment to the effeet that thin upperlip adornment'® was the fncthing* among the eognoscenti"” A CHANGED MAN 1 pantry, room where foods and feat ae stored 2 winged insets that migrate in great swarms, destroying ‘egetation and crops 3 having long sion legs and arms 4a small ravelling bag ith two handles 5 wept, ried 6 ollhandkerchiet 7 enjoyed, appreciated 8 A Scout professional football 9 bold and advencurous acts 10 figof good quality, pure, here oni, 1 transpired’* the lad had broadened hs interests by joining the debating society, the ches cluby the learate® club, and mosie apprecia tion T wondered aloud how a former discpl of The Who could appredate musi of any kind “The reply was another curl of the lip and the information that ‘one's isial tastes cover a wide spectrum? It was imponible eo sbut him up Weird?! and wonderful wordsliteraly sprayed out of him, Like infrastruc tare", viability", chrough-pat'* "When | mentioned Iwas sick af is nonsensical views about devolution’ heriposted? with, take your point, bu ie took my point approximately 14 times over the felling fee days in 8 series of wideranging. discussions — ffom whether Enoch Powell wasadopt- ing the correct attade towards our celored population, to whether Pa- 11 band, group 15 lira atey ofthe game of rugby foodbal with teams half the site OF the normal game, here a metaphor ‘ed to expen smalls 15 smear 1 expressing contempt 1 omtament, decoration 16 eal the thing that wasn Eishion 17 insiders, peal 1 became known 19 boy 20 kindof elf. defence, originating in Sn 2 odd, srange 22 the esental elements ofa structure orsystem Live and learn 5 tick Thistle had sufficient depth of resources to stay in the Premicr League. Then he astounded his mother. by producing what he described a5 ‘a frivolous* little wine’ co accompany her mince and tatties’* Teadded, he informed her, a ‘touch of je ne sais quoi?” to a rather ped- csirian dish’ ‘At this point, his mother fetched him what T can only describe as a viable clout? around the infrastruc ture of hi left earhole, It must have brought him down to earth, because the following day he presented her with a halfpound box ‘of chocolates, and invited me to be his ‘guest atthe Partick Thistle game. "Thistle lst. At time-up I asked him his views junchamuge’',” he replied with feeling. Allis not yet lost, my son.—RL. ‘The Sunday Post far 23 capability of being cxeried out, put {nto operation 24 the quantity of raw materials which may be procesed in given 25 movement rowseds patil independence of regions of Gest Britin, expecally Scotland and Wales 26 teplied 27 foolish, lacking in seriousness 234 lah consisting of very smal pices of bee with balled poatoes (eaies a9 Frenchy it know nos what 40 blow, knock 531 a bunch (collection) of mogs (aio)6 Live and learn Poort sees s sees ees ese eee eees) 4H Noxice in college canteen: ‘Shoes are required to eat in the canteen.” Someone has added: ‘Socks can W catwherever they like” - MS Leaseeenecae COLLEGE RAGS 1 very obvious 3 clllodgings 5 Stern sever, usally Scottish 4 tell Aucny 5 untidines 6 collection of words, phrases, selections from ierature, et College Rags I was being shown some digs? th Il dour’ suspicious landlady. She reeled off the usual restrictions:no_ | male guests after dark, no loud ‘music and no clutter® “That's fine, T replied, is ong as there’s room for my novels, gram- mars, anthologies, dictionaries... and my thesaurus’, of course.’ | Disspprovingly, the womanshook her head. ‘forgot ~ no animals either.” Theres C: Nuneaton, Warwick. | ‘Two students in our class used to in fuariate us by helping each other with set work in order to achieve better ‘marks than anyone else. After a par- ticularly blatant! piece of copying, however, their work was returned with a mark on only one paper. Underneath was the comment: ‘Share this between you.” ~JF, Leeds Discussion 1 “School has become the world religion of a modernized proletariat, and makes fatile promises of salvation to the poor of the technological age’ (Illich). What do you understand by this? Do you agree? ‘What is your opinion of teachers? Do we need them? 3 ‘Neither learning nor justice is promoted by schooling because educators insist on packaging instruction with certification.’ (from ‘Down with Schoo!’ by Illich). What does this mean, exactly? What examples can you find among these articles or elsewhere to justify this view? Asa result of your studies, do you agree with Ilich’s assessment of how people leam forcign languages well? 5 Which is better, an educational institution which is strict and traditionally examination orientated, or one where those studying are free to choose how and when they study? ‘Was your education 2 good preparation for the job or studies you are now doing? Looking back, what would you have changed? “Education today is faced with incredible challenges, different from, more serious than, it has ever met in its long history. To my mind, the question of whether it can meet these challenges will be one of the major factors in determining whether mankind moves forward, or whether man destroys himself on this planet, leaving this earth to those few living things which can withstand atomic destruction."* Do you agree that education is as important as this, and ifso, ‘what kind of new things does it have to try to do? + Rogers Carl L., Freedom to Lear, Charles E, Mersill Publis Columbus 1969, p. vi ng Co.Live and learn 7 Word Study A Semantic Fields 1 Passing on knowledge or skills *| + +[afe[e[4]+ + + +8 Live and learn Educate, coach, tutor and train all collocate with the ! preposition for; instruct, coach and tutor take in, and teach and train occur in to..... sb to do sth. My sister + English in Africa for 3 years. Mothers should + their children good manners Twish Teould + my students more vocabulary. Martin + + | is dog to fetch his newspaper. He +/+ ‘himself n the evenings after work. ‘The Johnsons + all their children in private schools She was + in Belgium. My father + iy brother for the law. Good schools don’t just teach their + them. pupils, they + us in life-saving techniques, He used t0 + people in swimming. He + the girl who won this year's ‘Wimbledon tennis championships. The headmaster himself + ‘my Brother because his Latin was so bad. My older brother + ie in exam techniques so I didn't have| too much trouble. ‘The lectorer who is + ime in psychology is really excellent. ‘An English lady +[+ hhim for is English exam. He used to + |_| + | a football team. She + [asa nurse and then became a midwifeLive and learn 9 2 Beginning or setting into motion commence | + inidate + ‘Commence is used in formal style. & hy hes LL Ss i me BES EI YS, yl? PISSED PASSES commence [+] + [+ Inatigete ele [ele initiate +/+ launch +[+l+ 3 Transferring to someone or somewhere else ‘entrust + + consign + [+ confide +] + ‘The verbs can occur in the following constructions: to entrust sb/sth to sb; to entrust sb with sth to consign sb/sth to sth to confide sth to sb; to confide in sb10. Live and learn OS EES ' I + ‘you with my secret and you didn't keep it. He las + ‘me with the job of accompanying his wife to Braail. She + her diamonds to my care and they were stolen. She has + [|_| her children to the tender care of her mother-in-law. Thad to [ [+ |_| my old ar to the srap heap, My ser + | tome that she doesn’t really get on with her husband. Everyone likes to + | insomeone, but being responsible for other ‘people's problems isn't always easy. 4 Increasing value, intensity or qualityLive and learn 11 All the verbs are transitive, and heighten and intensify are alsd intransitive. EXAMPLES ‘The storm seemed to heighten and then subside. ‘As the sun rose higher in the sky, the heat intensifi ‘With only 2 week to go to the election the campaign is intensifying at all levels. In colloquial style aggravate can also have the meaning of [+annoy], and in this sense, it often occurs as a present participle. EXAMPLES Both children seemed to be doing everything they could to aggravate me, when I was already in a bad mood before getting home. I find his habit of opening windows all the time really most aggravating, particularly when the temperature is minus 10. Vy Lee Ss he VELL enhance [+ [+/ + [ + heighten + + [+/+ aggravate +/+ intensify +e PEELE 5 Receiving good from benefit profit Take advantage Benefit and profit collocate with the prepositions from and by; take advantage always occurs with of and it differs from the other items in the feature [+ make use of to further one’s own purposes]. Benefit can also take an object without a preposition and then it means [+do good to}.1a Live and learn EXAMPLE I think it would benefit you a lot to take a physical fitness course, benefit + profit + take advantage + + [F[ete 6 Getting in the way of hamper + hinder + obstruct + + impede + + Block + [+ bar + [+ [+ All the verbs are transitive and may be used in the expression to... sbjsth in sth. They are frequently found in passive constructions.Live and learn 13 My movements are grealy + By having a broken arm, Proves and objections rom many | + |+ | [+ reallation of the Government's people have nuclear power programme Tanguage problems often roam children's progress in school. Sah + te all the morning by insisting on ¥ ‘confiding all her problems to me. “The opposition wok acon to FYE TP [+ |) the Paslamentary Bill wo reform the electoral system. The way war F] PF |e | bya lange eee which had Bille actos ' the roa Snow drifts ad + the passage of the twain Ifyou reise to answer a poleman’s + Him in the course of his duty. Questions you are sad to have We tied to exape from the buming + | bya locked door. bhulding but found the way was 7 Hitting stike punch C3 doar top smack14 Live and learn Strike can be extended to mean [-+have a strong effect on the mind), EXAMPLES ‘What struck me particularly about him was the direct way in which he answered our questions. Twas very struck by her gentleness in handling her patients. Note the special expression to strike a match (to light a match by rubbing it sharply against a rough surface). formal colloquial we ee strike hit clout punch smack He her sharply on the arm. ‘The man became angry and the child with his stick. Boys ate taught that they should never [| aie The femer the dog which had chased his sheep with 2 big stick, ‘The children + the branches with sticks to make the apples fall down. One of the boys +[+ the other and gave him a black eye. ‘The boxer + fis opponeit onthe head and knocked im out, Dad + "Terry over the head when he came home drunk. If you don’t lear to behave, my girl, PI + ‘you over the head so that you won't forget it. She + Ther fiancé in the face and threw her ‘engagement ring on the ground. He laughed loudly and + his companion on the knee. Ifyou children don't behave better, + | you and send you to bed with no Lill Supper. Mammy + [_ me because Tore up one of her booksB Synonymous Pairs Live and learn 15 1 todovelop [[+move ahead or cause) or[+begin to have] to move ahead] [-+usu gradually} [+in a continuing, toevolve | process} [-+over a long period [usu gradually] of time] [Fimplies improvement] EXAMPLES Girls tend to develop earlier than boys. He has { developed | method of fertilsing fruit tees artificially which guarantees success. ‘The day we were due to leave for the US all the children developed whooping-cough. Ietook many thousands of years for man to evolve to the point where he could speak. Language is constantly evolving so there can be no absolute criteria for correctness. 2 to get rid of todiscard — | [+tafier selection] | + usu of ideas or inanimate objects which can be handled] get rid of discard16 Live and learn 3. tosay toreel off | [+without pause] (+sth quite long] Reel off would not be used in formal circumstances. a list of names a speech from ‘Romeo and Julict” the telephone numbers of ail the members of one’s to reel off} family the name of every station between London and Edinburgh one after the other the names of al the presidents of the US 4 toenjoy torelish [often with excessive satisfaction] EXAMPLES Ireally relished the sight of my worst enemy's proposals being demolished by the committee. Ido not much relish the idea of a three-hour wait atthe airport. 5. critical scathing [contemptuous] retort na ings 100 (@) seadhing) eee remarks ‘comments Scathing is often used predicatively. EXAMPLE ‘The professor was very scathing about my theory that ‘mathematics may be considered as a language. 6 disobedient recaleitrant | [-+ persistently] [++usu of children] Recaleitrant is often used semi-humorously. EXAMPLES My recalcitrant daughter is doing no schoolwork at all, but doesn't seem to know what she would like to do instead. Our recalcitrant first year students refuse to do any further work until the examination system is reformed. 7 agitated frantic | [+being very upset] [+suggests urgency] EXAMPLES She is frantic with worry, having just heard that her daughter was probably on the plane which crashed this moming. ‘As we approached the area of the bushfire we saw fran animals running anywhere to escape from the blaze. smallLive and learn 17 8 reliable sterling | [+admirable and moral] zelinble sterling Exercises 1 Which nouns-can be 1 hinder 2 aware 3 adorn 4 enroll 5 bloom 6 certify derived from the following? 7 accurate 8 own 9 fluent 10 prophesy 11 comprehend 12 press 2 Explain the meaning of 1 orphan 2 pedestrian 3 sculpture 4 control group 5 maze each of the following in your 6 axiom 7 feedback 8 lure 9 comeacross 10 ‘challenging own words: 11 infuriating 12 rewarding 13 astounding 14 cataclysm 15 approximate 16 blatant 3 Replace the words in 1 People were (entering in a disorderly way) the building. brackets with synonymous 2 She (registered) for a course in computer programming. words or expressions from 3 Workers were (walking wearily, heavily) home from their jobs. the texts. 4 They wouldn't (make the slightest movement). 5 The child lovingly (caressed) his pet’s long silky ears. 6 There was a warm social-emotional (atmosphere) around the bloomers. 7 How would you (evaluate) his performance? 4 Ineach case provide three 1 scathing 2 discard 3 benefit from 4 enhance. 5 profit by or four nouns that can 6 take advantage of 7 aggravate 8 intensify collocate with the following: 5 Fill in the following & grids: ‘ Z t SPI SS instigate @ sterling © Feliable18 Live and lear 6 Guess the right word. The first letter(s) of the missing item will help you. 7 What differences and/or similarities are there between the following? 8 Sort the following words into those which can be used as compliments and those which cannot. What do they mean? Use each one with a suitable noun. 9 Complete the expressions with words from the given list. 10 Explain the meaning of these expressions in your own words. a1 In each case provide two ‘or three nouns that can collocate with the following. 1 He struggled fr to extricate himself from the overtumed vehicle 2 Wetried tol. ... the snake from its hole by placing a dead frog just at the entrance. 3 Out of the confusion there slowly began to ¢. order. 4 Iwasa st... on such a small car to expect it to tow such a ong caravan, 5 The people were h . .... out of the square by the soldiers, many complaining bitterly at their rough treatment. 6 Hef. .... the dog’s ears absentmindedly. 7 She was so convinced she was right that she wouldn't b an inch and come to a compromise with us. 8 Ther. .... schoolboy was finally expelled as being impossible to teach. 9 Hed... himself of nothing during that holiday, buying himself just everything that took his fancy. 10 The fancy-dress party posed a problem for him for he had nothing with which tod... .. . himself. -some sott of 1 desire/expectation 2 creed/belief 3 input/output 4. bright/a pretty girl 5 a verbal/a non-verbal test 6 a social class/the middle class 7 wisdom/intelligence 8 torunjto rush 9 to back/to help sb 10 to bloomto blossom 11 conscious/conscientious 12. peer/equal EXAMPLE: a dull teacher weird dull sterling suspicious educated recalcitrant mature devoted frivolous dim coloured accurate hold eam broaden bring raise hook signup set show Taunch 1 to.....foracourse 2 to.....sb’s expectations 3 to adegree 4 tobe.....ondrugs 5 to.....one’s mind 6 to... foot in school 7 to.....sb down to earth 8 to..... insight into 9 to.....aposition 10 to.....a programme 1 to head into the unknown 2 every other night 3 to relish the prospect of...., 4 astreak of dirt 5 to pack one's grip 6 akarate club 7 the in-thing 8 awide spectrum 9 inbreeding 10 to ride the wave of the future 1 an undemourished ... 2 ascathing... 3 a former 4a fully-fledged... 5 acasual... 6 an overwhelming ... 7 asubstantial... 8 anodd... 9 a wide-ranging . ro a financial12 Find words to fit these descriptions/definitions. x3 What can one - 14 Describe the differences between the words within each group. 15 How would you explain the meaning of the following? 16 Fill in the blanks with appropriate prepositions. 17 Choose the word that best fits the context. Modify its form where necessary. Live and learn 19 that cannot be believed 2 a person who leaves school or higher education without completing the course or who refuses to take 2 job and join society in the normal way ‘ 3 cool room or cupboard where meat and other kinds of food can be stored 4 the action of drawing in the breath sharply and irregularly from sorrow or pain, especially while crying 55 to change the appearance in order to deceive or hide the identity of 6 a game with thirty-two pieces (pawns, castles, knights, bishops) ona board with sixty-four squares 7 hours at which crowds of people travel to or from work 8 payment received (usu weekly) for work or services 9 to become a member of an institute or society to do things quickly and with energy, or put pressure on another so that they hurry 1 behooked on 2 broaden (lit and fig) 3 achieve 4 be concerned with 5 come across 6 knit 7 reel off 8 share 9 spray 10 adopt a hinder, impede, hamper, bar b aggravate, heighten, enhance © punch, slap, smack 1 abehavioural science 2 a'T-fork (ofa road) 3 a random sample 4 an average IQ § test scores _ 6 an extra-curricular activity 7 one’s peer group 8 2 fully-fledged programme 9 to make a poor showing 10 continuing education, 1 There is evidence... . the contrary _2 He was an exception the rule 3 Tthink I'l subscribe... Time Magazine 4 Why do so many people fail... their academic careers? 5 He enjoys teaching English . .. Orientals 6 What does happiness depend. 2 7 She obtained a first-class degree ... philosophy 8 Her grandfather coached her . .. her Latin exam 1 These modest blushes only . . ... the girs youthful appearance. (heighten, enhance, intensify) 2 The wound was....... by the continual rubbing of his boot on his leg. (intensify, enhance, aggravate) 31... my cases to the hotel porter who disappeared into the lift with them. (consign, entrust, confide) 4 The scheme was... . despite much scepticism from outsiders. (initiate, launch, instigate) 5 He was... in mathematics and passed the test easily. (train, teach, instruct, coach) 6 Asit wasa warm evening, the girl... . her cardigan, (discard, get rid of) 7 The dog... .usat every step by criss-crossing the path just in front of our feet. (bar, obstruct, hamper)Unit 2 No place to hide SO YOU THINK T.V. IS HOT STUFF ? Just you wait — by Erik Barnouw Don't look now, but your television set is about to be replaced by something more up-to-date. As with many giant steps in technology, it will involve ideas that science-fiction people have been picturing for Gecades—in fact, for a century or so. Now, at lat, in diverse laboratories and field ests, their visions are turning into practical hardware’. The ingredients? seem to be right at our hands. Your television set, your stereo, your telephone are really quite primitive ~ ‘tometoms'? compared to what is now possible and inevitable, according to Peter C Goldmark, the far-sighted retired chief of CBS Laboratories, responsible for many electronic breakthroughs* ‘A factor behind the euphoria? is a development relating to cable television. This system has long been able to deliver 20 channels or more —a versatility" impossible to over-the-air television ~ so far not at a sensational profit. Now itis about to be expanded further, in a fashion: it may soon offer a choice of hundreds of channels, along with another dramatic option ~ two-way communication, the chance to talk back “The key to al this ss mysterious optical ber", now emerging from the laboratory. This glass fiber looks like a thin violin string. Laser beams! can travel through it and ~ incredibly ~ carry innumerable streams of communication simultaneously in both directions. Combine this virtuosity with various ‘miracles’ already familiar to us computers, satellites, cassettes, facsimile transmission” — and what do you have? ‘A “elecommunications’ revolution, it would seem. This revolution might result in something lke this. In one wall of your room will be a telescreen. It will be able to bring you a wide range of images and sounds and data, via push-button controls. Inthe first place, you can summon up current events, drama offerings, game shows,TV IS HOT STUFF? 1 mechanical and electronic ‘equipment used in the field of leetronie data procesing, opp: Software (=programs) 2 components, items which make up the whole (usually used for cooking) 4 Indian drums used for signalling 4 advances, often in scientific knowledge, in which some major problem i solved 5 exaggerated sense of well-being "WOW NICE THAT WE CouLD HAVE. DINNER TOGETHER UKE THY No place to hide 21 werent a se etic SfSbwa asec fee renee seas sre ae 12 method of dividing a television essential a screen so that images coming from athletic contests ~not unlike your current television choices, But you may also decide to see a classic film which a computerized switching system can call forth from an archive. Or you may decide to take a university course, prepared and stored in an electronic repository"; cach lesson, as and when you need it, can be summoned"! by your push buttons, ‘When ready, you can order the exam: question after question will appear fon your telescreen, to be answered by push button, and the sequence will be climaxed by your grade, which will at once be recorded somewhere in a data bank. Some of the choices will be free, while others will involve payment but probably by as painless a method as possible. The act of ‘tuning may simply deduct the fee electronically from your bank balance, People will be able to converse with data banks as easily as they do with ‘one another. Instead of conversing with a computer you may prefer to talk to a human being ~ your daughter in St Louis, for example. There seems no reason why the telephone function, including sight, should not be incorporated in the telecommunications system. Thus you and your daughter will be able to speak to each other while each appears on the ‘other's screen. For conference calls, split-screen arrangements’? can be used, so that face-to-face business conferences can involve representat- ives of widely scattered offices, even on several continents, Almost everything will be possible at the touch ofa button, so what will, all those people do those human beings who no longer need to stir from ‘home, who will save endless hours of mass transport and be blessed with leisure? What will they do with their lives? What will their lives mean to them? Who will be the gatekeepers"? of the evalving'* system? Will authority be dispersed’, or concentrated? Will the multiplicity of channels provide a rich diversity of choice, or only seem to? Who will decide what treasures are to be stored in the electronic archives available to your push buttons? Our whole history teaches us that these are erucial'® questions. More recent history confronts us with still further questions. Will the right of privacy survive the telecommunications revolution and its network of data banks? For the moment such questions remain unanswered, and unanswerable. Smithsonian22 No place to hide “NO PLACE TO HIDE” In an interview last month, Frank Church, chairman of the Senate ‘committee that is investigating the CIA, issued’ an oblique? but impassioned? warning’, that the ‘technology of eavesdropping‘ hat become so highly developed that ‘Americans might soon be left with ‘no place to hide’. That day may have arrived. Newsweek has learned that the country’s most secret in- telligence operation, the National Security Agency, already possesses the computerized equipment 10 monitor® nearly all overseas tel phone calls and most domestic and international printed messages. The agency's devices monitor thousands of telephone circuits, cable lines and the microwave transmissions that carry an in- creasing share of both spoken and ‘written communications. Compu ters are programed to watch for ‘trigger’ words® or phrases in- dicating that a message_might interest intelligence analysts’. NO PLACE TO HIDE 1 armed, aioned agaist 3 Inder 3 showing deep emovon 4 Hiei onerton 5 veceive and latent 2 Eop words word that rigger the computer and make ido ram ings 17 people who sady or analyse secret, ‘maton gud tneligence Bepartment of government, whieh colets and ffi tfornaon fain war or detnce call spying 9 that an be done, capable of being done to clin toby stacking a tminiature electronic mierophone 11 thar which isnt oot 2 fret When the trigger is pulled, nti ‘messages are tape-recorded or prin- ted out. ‘That kind of eavesdropping is, however, relatively simple com- pared with the breakthroughs that lie ahead in the field of snoopery* Already it is technically feasible? to ‘bug"® an electric typewriter by picking up its feeble electronic ‘emissions'? from a remote’? location and then transiatin believe that it may be possible in the future for remote electr equipment to intercept’? and ‘read’ human brain waves. ‘Where such capabil to0 does the potential for abuse. It is the old story of technology rush- ing forward with some new wonder, before the men who supposedly control the machines have figured ‘out"* how to prevent the machines from controlling them, Newsweek 13 seize or catch between the stating point and the destination 14 Br more usually ‘worked out ‘THE COMPUTER & PRIVACY 1 becoming larger 3 needs 5 lndications of the limit and scope ofan underaking 4 ways of approach 5 safe, prudent eiable, dependable 6 the opportunity to get at oF use 4 make aeration to & wrongly, inthe wrong ‘One who har the care or custody of Something 10 deliate 1 measures taken beforehand a possible danger, fire, ete 1a that ean be relied on, trusted 5 promises solemnly “How much esol information abot a oft coed rompNo place to hide 23 pot t tress ee sees sesesesess==4 We at IBM believe: The computer 1. Individuals should have access® to t t * . ; 1 and privacy information about themselves in I record-keeping systems. And there i should be some procedure for J 11 the last 20 years, the productivity individuals to find out how this of the computer has increased over _ information is used. 100%. 2. There should be a way for With this kind of technological _individuals to correct or amend” " ,avance, the possibility of storing inaccurate records. 1 snore and more information at a 3. Information on individuals should 4 central point is growing at a not be improperly® disclosed or used I phenomenal rate. But so is the for other than authorized purposes. possibility of gaining access to the 4. The custodian” of data files I stored information. And that raises _ containing sensitive'® information I serious questions regarding personal _ should take all reasonable Il privacy. precautions"! to make sure that the 1 For some time now, there has been data is reliable’? and not misused. J a growing effort in many European Translating such broad principles [| countries to preserve the individual's into specific and uniform guidelines is || privacy in the face of expanding’ _not easy. It calls for thoughtful | requirements’ for information by _ interpretation in terms of the widely business, government and other varying purposes of information organizations. systems generally. i In some countries, legislation has In particular, there must be a been enacted to protect the proper balance between limiting individual’s privacy. In others, it is access to information for the I P af under study. rotection of individual privacy on if Pe PI y In searching for appropriate the one hand, and allowing freedom 4 jegislative guidelines’, private and _ of information to fulfill the needs of governmental groups have explored _ society on the other. I many avenues* and considered many _ Solutions must be found. And they I aspects of the problem. will call for patient understanding and Four basic principles of privacy the best efforts of everyone I have emerged from these various concerned. In this search, IBM. Il studies, and appear to be the pledges’ its full and whole-hearted fe i public policy. cooperation. | foundation for sound’ public policy. cooperation. i sya Tribune Lee eee eee eee eee eee eee eee eee eee Lee eee eee eee ee eee eee24 No place ta hide WHAT'S HAPPENING? he delivered Playboy to the home of the school superintendent every The wife of postman’ ina month. large city wrote to the local ‘The local postmaster ordered newspaper criticizing the school an investigation, saying that the superintendent for reading postman had violated ‘several Playbay magazine. She said a man sections’ of the mailmen’s! code who read such magazines should of ethics that prohibit mail not have a position in the schools. earriers' from telling anything ‘The postman had approved her about the mail they deliver. As a letter, the wife said, and itwas as result of the investigation the though he had sent it himself. It mailman was barred from ‘was he who had told his wife that delivering mail and was Freedom of thought ‘The idea of thought control is hateful to Americans, brought up as we have been with a tradition of freedom. The concept that we are not free to think what we like, even if we do not express our thoughts, has been the subject of many books (George Orwell's 1984, for example), articles, and political arguments. No mater how many laws may inhibit! our speech and actions or how much our friends may influence our speaking out, we feel that one area is exclusively and completely ours — our thinking ‘Nobody can tell me what to think,” we say, seeure that deep down inside we are free. In reality, however, a great many people tellus what to think, and the idea that we are fre-thinking persons becomes questionable when we consider the influences on our intrapersonal communication, Our values and attitudes often stem from? persons we admire. They probably shaped our opinions about dogs and cats, men with beards, tall people, fat people, black skin, white skin, yellow skin, brown skin, church ritual, and various kinds of food. Although we may change our minds as a result of personal experience —switch to mashed potatoes iffrench fries? give us indigestion, for example ~ we are influenced by the opinions of others in almost everything we do We usually borrow our belie from someone else— what we read and what we see others doing and hear them saying. Stereotypes develop when we assume that everyone or everything in a particular group is identical that all Texans are rich and wear big hats, that all apples are red when they ar ripe, and that al doge are fienly, for example. You “slmen (US) =poxman (UK) are rewarded by your frends ifyou believe the same things they do. You 5 dainaging 3 pesos reputation are probably more comfortable with yourselfifyou can depend on some 4 the actof making known, of ideas without having to think too much about every little item in your __-“™VeTing, of Bringing to ight ‘world. In many ways we become dependent on others for our ideas. It is very difficult to tell which ideas and attitudes you have developed for yourselfand which you have simply borrowed from others you trustand } (SuTannOMd ak admire 3m iced fred potatoes, Br chips WHAT'S HAPPENING? FREEDOM OF THOUGHTNo place to hide 25 Discussion 2 Are there absolute rules governing what one citizen can ‘make public about another? Generally speaking, libel is the act of defaming? with printed words, and slander is the act of defaming with spoken words. Would you have taken this case to court if you had been the superintendent? 4g Had you been the mailman, how would you have reacted to your wife’s asking your help in ‘making the disclosure‘ public? (She read the letter to him before sending it to the paper.) Would you expect the postmaster to take some action against you? GE Myers and M Tolela Myers, Communicating 1 How much personal information about you (your financial ¢ situation, age, health record, criminal record, educational history) isin the hands of diferent private or public organisations? Do you know how safe this information is? Have you ever thought that these organisations might exchange information about you? Would this be wrong? 2 Does the fact that the National Security Agency of the USA can monitor any overseas telephone cll seem to you wrong, or ist justifiable for security reasons? 3 Suggest some answers to the questions about control of these now systems posed at the end ofthe television article on page 21. 4 What kind of effects would you envisage on ‘these human beings who no longer need to stir from home’? (page 21 ) 5 Imagine learning English from a television course of the type described here. Compare it with the kind of lessons you are having now. Which do you think would be better and why? Word Study A Semantic Fields 1 Invading privacy snoop + [ee + Pry, +[+[+ [eT + Eavesdrop is usually found in constructions denoting 2 continuous or repetitive action. Snoop and pry often collocate with the preposition into. Snoop may also be followed by about. Spy is quite common with on. EXAMPLES eavesdrop Two pupils who were eavesdropping outside the examiners’ meeting were severely punished. ‘The safest place to have a private discussion is in the middle of a field because there no-one can eavesdrop.26 No place to hide spy The children hid behind the hedge and spied on their sister and her boyfriend, All the great powers spy on each other to try and find out what the others are doing, snoop A stranger has been snooping about, watching the house and asking questions about us in the village. ‘When will she stop snooping into our affairs! pry He's fascinated by other people's misfortune and is always prying into things which don't concern him. I discovered my sister has been to see my doctor. I don’t know why she is prying into my affairs behind my back. 2 Making known something hidden or secret betray [+ [+ divulge reveal + disclose + +|+]+]+ QSOS SEES Tig cnemy were walting for wss0 someone [F ww hem ‘The Arab races very rarely + thir real feelings. Under pressure om his eaptors the hostage | [+ | +] | hissecret, ‘Our fongrheld secret was + bya few careless words. Someone has + the real value of the cargo to the customs authorities ‘The authorities have now the real facts about the economic situation ‘The witness has now + [= [that he was Tying to protect his fiend. We stripped the paint off and + |_| some beautiful old panelling behind ‘The mysterious seranger + |_| his rue identity3 Acting contrary to + + + +|+ No place to hide 27 Break is more colloquial than the other two words. Infringe collocates with the prepositions on or upon. &§ g 7 ‘ CMS KE oe Me LE KE LIES ESE SS ireak sfe(efe{s violate feel [ele infringe +/+l+ + [+ take sb to court take legal action ty +) bring sb to trial + +[ + ‘Take sb to court and take legal action are used by people outside the legal profession. Take gal action is the expression. normally used by firms and individuals to threaten others with what they will do if they do not receive payment. The use of sue by non-specialists usually has the sense of [+to obtain compensation}.28 No place to hide EXAMPLES ‘The police are bringing a charge of drunken driving against him. He is suing the company for damages amounting to £25,000 for loss of earnings, resulting from the accident he had while working for them. take legal action ‘The firm threaten to { eee coon pitt do not pay their bill within two weeks. The judge who was trying the case summed it up in a very impartial way. He was tried for murder in the High Court and the case caused a great scandal. He is charged with obstructing the course of justice but I don’t think they will be able to bring him to trial for it because there really is not suficient evidence. Note also the expressions: to be on trial he undergo legal proceedings in which one is to go on trial Fs cused of a serious infringement of the law. to stand trial EXAMPLE, is on trial He4 will go on trial | for the murder of his sister. will stand trial 5 Having as a source or cause stem + originate +f derive + [+ All the verbs are usually followed by from; originate may also (but less frequently) take in or with.No place to hide 29 S: : apa aw RO a Tom ia yar vay os gh Fuld y he econ eBook : fom be ate Bn co PH = She EL Rom Engin ba now he eee Conde ‘This whole line of research + ‘itiffom one chance remark by a young acne [Hie just sat in his office all day and + ‘work for everyone els. Gy any Bagh word ae = hem rch T + | 2 great deal of pleasure from the work I did Ce eh eee My parents obviously + | a lot of satisfaction from seeing their children succeed in life. He ~ | | great benefit from his stay in America, 6 Sending out or throwing in different directions scatter [+ [| + [+ disperse | + [+ +[ + ‘strew + + Sprinkle + Scatter and disperse can be either transitive or intransitive. Strew and sprinkle are transitive. Scatter, strew and sprinkle often collocate with the prepositions on and with.30 No place to hide a & hey OSs The crowd + before the advancing soldiers He + figs wl ove fe ava of land which bad een prepared for it. Pieces of paper were +[_[F about all over the room. The cowd + 1+ flowers in the path of the victorious athlete. Why do you have to + [+ ‘your possessions about all over the house. Tlept in a hut whose floor was + with leaves. The crowd quickly + because the speaker was boring. Syeamore seeds are + by wind, The dish was + [_ with cheese and grilled If you want houseplants to grow well + [_ them regularly with water. 7 Being of major importance In practice, these semantic distinctions are not respected and many speakers would use any of the words, except fundamental, to mean [+very necessary]. All these adjectives collocate with the prepositions to and for.LES No place to hide 3x Vi ‘ Newaod ‘evidence about the causes of cancer has just been revealed. isitatey + requirement of the course that students should have previous knowledge of computing? The success of this experiment is + [+ to the whole project. ies + [+/+ Torfto the success of the whole operation. es really + to get in touch with him before he leaves the country. The + ;Point in negotiations between the two Countries has now been reached Kencdddatoncscency | | * inimaascaze | [F The most +/+ part of the machine has been broken. In order to succeed in business i's now + [+ to have good qualifications Flourisan + Ingredient of most cakes and i ‘K good knowledge of grammar is + for language learning. 8 Having many characteristics, abilities or uses ‘versatile + ‘multi-purpose + mrany-sided + diverse + + multiple +_]+ multifarious + + Notice that multiple cannot be used predicatively..32 No place to hide Versatile multi-purpose many-sided diverse multiple multifarious B Synonymous Pairs 1 responsible for to charge to accuse fr that sb is, some wrongdoing] } [+officially] [+done by authorities) [+ usu results in legal proceedings} ‘The most common constructions in which the verbs occur are: to accuse sb of sth/of doing sth to charge sb with sth/with doing sth 2, OS > The wile [| Rerhusband of cuehy during the ime they lived toyether TThave bea - [| of cheating in the Gam Heis [+ ‘of assaulting a policeman. ie was arested after the Fight but the police have decided not to him, ‘After what happened atthe demonstration she is being 2 to prevent to bar EXAMPLES ‘with causing a breach of the peace (legal term for disorderly behaviour), or [+exclude] He has been barred from practising asa doctor. ‘The Department of Education has decided to bar all unqualified teachers from state schools.No place to hide 33 3 tostop to intercept | [-+between starting-point and destination] a letter ‘ a telegram eee aloeage ‘One can intercept) 4 radio signal a mesenger someone making a journey. 4 to investigate fies to find out } more information about] or [+ travel in little known places] [+t0 know more about them] to explore investigate explore 5 tomalign é ee [+speak or write ill ors} [+ discredit sb's reputation] Defame normally occurs in infinitive and participal constructions, and in its nominal form defamation. EXAMPLES ‘The newspapers have all maligned this poor man who seems to me to have the best interests of his workers at heart. I think you should not malign your teachers unless you are sure you could do better yourself. I would say the television company deliberately set out to defame the reputation of the journalist who criticized it. He is suing the paper for defamation of character because they printed an article saying he organised ‘weekends of debauchery’ at his country house.34. No place to hide 6 tosend out toemit [-+only of things that can flow ot are not concrete] ’ 7 safe [+ free from damage, danger or injury] secure | [+fice from fear, care, doubt, or anxiety] or [+ well fixed] EXAMPLES Despite the many dangers they encountered, al the members of the expedition came home safe. It is not safe to stand under a tree during a thunderstorm. I put my watch in a safe place, and now I can’t remember where I putit. Ichas been consistently shown that a secure home life during childhood is very important for forming emotionally-balanced adults Having suffered a lot of unhappiness, she seems to find it hard to feel secure in any kind of emotional relationship. ‘The climber felt for his next secure foothold in the rock. 8 possible feasible | [+reasonable, given the circumstances] EXAMPLES Due to an air traffic controllers’ strike, delays of up to two hours are possible today at London Airport. Itis possible to make fire by rubbing two sticks together. Is it feasible to make the return trip from Brussels to London in one day? ‘The project seemed sound in theory but exploratory tests showed it was not feasible. 9 dependable | sound [+sensible or wise] or [++healthy] or [+sturdy] SKE, SELES SES depenasste fr [f+ [+] +1 1 sound LePEEEEYNo place to hide 35 10 broad wide | [-+sometimes suggests that the thing qualified could be measured] ‘The difference between broad and wide is mainly collocational. LS Voy WEIL § SE broad +[+ wide [+ [+ [+/+ [4] 4/4 11 weak [-Fnot of strong composition] or [+ below normal or accepted level] feeble | [-+resulting from lack of energy] ‘, S S SESE SLE Aé GI SLs e weak feeble | TEL +[+[+ +[+[ [4] 4] = | | 1 Find words to fit the following definitions) descriptions: 2 What can you...? 3, What do the following terms mean? Exercises 1 a major achievement in, for example, technology or negotiations 2 asmall lever for releasing a spring, especially on 2. gun 3 exaggerated sense of well-being 44. a question or point that arises for discussion 5 an unvarying, often simplified, conventional expression, opinion, mental pattern 6 a folder, cover or case for keeping papers (documents) in order 7 a man-made object put into orbit around the earth 8 a ray or stream of light (eg from a light-house, laser) 9 ‘components, items which make up the whole person responsible for checking all entries to an institution 1 grow 2 tape-record 3 sprinkle 4 disclose 5 misuse 6 prohibit 7 scatter § file 9 protect ro store 11 shape 12 divulge 1 (violin) string 2 push-button control 3 archives 4 hardware 5 leisure 6 court (of justice) 7 screen 8 data bank 9 school superintendent 10 laser 11 mashed potatoes 12 pledge 13 bug (eg sb’s telephone) 14 inevitable36 No place to hide 4 Fill in the blanks with gain disclose explore bring monitor take pledge enact appropriate words from the subscribe issue raise given list. Notice that one of | ¢g,_. legislation 2 t0..... toa mag: Eee 0 - legislation - +++, toa magazine legal ¢ the words will fit two action against 4 to.....awaming 5 tB.... . access to contexts. 6 to....-all possibilities 7 to... telephone calls 8 to precautions 9 to..... questions 10 to... information 11 to..... one's cooperation 12 to.....sb to trial 5 Add appropriate nouns to 1 secure... 2 whole-hearted ... 3 reliable... the following: 4 expanding... 5 basic... 6 broad... 7 feasible... 8 far-sighted... 9 crucial... 10 giant... 11 multiple... 12 multifarious... 6 Describe the situations ex ampie: smirk: implies smiling for unpleasant or foolish where the following words reasons. If you describe somebody as smirking you express could be used and say why disapproval; moreover, if you say it to their face you are being they would be used. very critical and quite rude. 1 tocurse 2 toinfuriate 3 to trudge 4 to blossom 5 toamend 6 tosmack 7 mature 8 multiple 9 to intercept TO wages {1 rags 12 stereotypes 7 What nouns are I approve 2 inhibit 3 store 4 rely 5 defame 6 private derivationally related to the 7 maintain § proceed 9 snoop 10 disclose 11 emit following items? 12 multiple 13 diverse 8 Fill in the missing 1 That's the way it has been . .. centuries. prepositions. 2 Everything is possible . .. the touch of a button. 3 He was prevented . .. leaving. ‘4 When was the issue brought. ..? 5 What are they suing them .. .? 6 I would never spy . . . anybody. 7 He was barred forever... delivering mail, 8 He disclosed their address... the police. 9 Will he go... trial? 10 She has been accused . .. theft. 9 Fill in the following grids. omit Send out|No place to hide 37 6 Sy : broad wide 3 dependable sound ‘ e Ss ©, i, Sv oy sy oe LS) © Sy SLE es S/SBI SKE B/ BPE SRI SEE Feeble weak | 10 Describe the differences andjor similarities between the following: 11 Choose the word that best fits the context. Modify its form where necessary. 1 libel/slander 2 computer/brain 3 mashed potatoes/chips 4 spy/snoop 5 inftinge/violate 6 stem/originate 7 accuse/ charge 8 borrow/lend 9 correct/amend 10 bring upjbreed 11 sensitive/sensible 12. many-sided/multi-purpose 1 He was a typical village gossip, who loved nothing better than to... into the affairs of others. (spy, pry, snoop) 2 The proceedings of the conference were only ..... to the press after general agreement among its participants. (betray, reveal, divulge) 3 The young couple only . . ... their recent engagement when all the guests had arrived. (reveal, disclose, divulge) 4 The crows... .. . at the sound of the shotgun. (scatter, disperse, strew) 5 The howd... quietly for once after the football match. (scatter, disperse, strew) 6 A national economic crisis was only averted by .. last minute talks between employers and the unions. (critical, vital, crucial) 7 He wasa..... musician, changing from classical music to jazz with the greatest ease. (diverse, versatile, multiple) 8 There was... spread of dishes for the guests to choose from. (multifarious, many-sided, versatile, multi-purpose) 9 She asked for a... .. cup of tea (weak, feeble) 10 The plan looked . .... to us. (possible, feasible, probable)38 No place to hide 12 Match appropriate features with each of the following words. Notice that not all of the features mentioned are relevant. 33 Summarize orally, or in writing, Barnouw’s ‘So You Think TV is Hot Stuff?” using the following words and expressions: Rx Supply the words that best fit the following definitions/descriptions: Ra List the most familiar collocations for the following: 3 What are the differences and/or similarities between the following items? R4 Supply the missing prepositions. 1 toreveal 2 toderive 3 to infringe 4 to disperse to bar 6 todisclose 7 toexplore 8 toemit 9 diverse 10 secure 11 critical 12. versatile 4a + only of things that can flow or are intangible] b [ + able to do many things] ¢[ + with force] d[ + being a turning point and thus decisive] e [+ of things differing widely from one another] f{ + make to be seen or known] g [+ show disrespect for] h [+sth that should have been kept secret] i [ + obtain] j [+ disturb] & [ + go in several directions] ![+ sth previously unseen or unknown] m [+ usu positive feeling or non-material value] 1 [+ fall in small drops or particles] 0 [+act contrary to] p[-+make to be known] q {+ far and wide] [+ determining] s [+50 as to completely break up the assembly/ collection] [+ very serious] u [+ having many aspects] v [+able to be used for many purposes] w [+ send out] x [+ exclude] y [+ travel in litele known places] 2 [+ free from fear, care, doubt or anxiety] glass fibre, computer, data bank, telecommunication, telescreen, technology, laser beams, channel, privacy, store, talk back, order, summon up, up-to-date, electronic, crucial Revision Exercises 1 an equal in rank, age, ete 2a student who leaves school or college before graduation 3 a construction of interconnecting passages without a direct route from one side to the other 4 information which comes back to the originator of something about its effect 5 breed, line of ancestors and descendants 6 to touch, stroke and caress lovingly 7 to walk wearily and heavily, or with effort 8 to attract, tempt 1 tocnroll in 2 toattend (a) 3 to subscribe to (a) 4 to grant 5 tobe deprived of 6 to spray 7 to disapprove of 8 to accumulate 9 tocurl 10 to owe sb 1 teachfinstruct 2 initiatefinstigate 3 enhance/intensify 4 Denefitjtake advantage of 5 obstruct/block 6 say/recl off 7 developfevolve 8 critical/scathing 9 reliable/sterling 1 tobe frantic... worry 2 to be scathing... sth 3 to leave England 4 to cloutsb...thehead 5 tocoach sb. .Rs What are the British English equivalents of these? R6 Produce a logical and coherent story by filling in the blanks with appropriate words from the list below, modifying their form where necessary. Notice that not all of the words mentioned are relevant. No place to hide 39 mathematics 6 tohitsb...astick 7 to take advantage... sb 8 tocntrust sth ...sb 9 toconfide...sb 10 toslapsb... the face 11 to profit...sb'sdeath 12 toentrustsb...sth 13 toeducate sb...the law 14 to punch sb... the head 15 to instruct sb... swimming, 1 to mail 6 mailman 2 tofigure out 3 dumb 4 pep (il) 5 french fties to launch, to initiate, to educate, to train, to coach, to commit, to entrust, to consign, to summon up, to amend, to enhance, to heighten, to aggravate, to benefit, to take advantage of, to hinder, to impede, to evolve, to reel off, to eavesdrop, to abuse, to intercept, to disclose, to display, to disperse, to dispel, to snoop, to relegate, to investigate, breakthrough, strain, blatant, prudent, remote, feasible, dour, versatile, crucial ‘The r ..... for the young writer came at last and his carcer was 2... With the publication of his first book. Tt was a 3 moment for him and a4... . on his nerves, this waiting for the critics’ reactions. They were very cautious about the book, not wanting to $..... themselves too much. One 6... . journalist 7... all the things that he didn’t like about the book, 8 ..... ing such 9... ... prejudice against the author that his criticism in the end only 10 ..... the young writer and 11... . . his reputation as one of Britain's controversial new novelists. The young man kept 212... silence during this period of journalistic debate though he 13 ..... afterwards that some of the misinterpretations about the book had really 14..... him. Later, he 15..... a reception held in his honour, 16... his courage, and told his audience his ‘views on the matter. He was 17... . speaker and showed that he ‘was capable of 18... criticism and turning it to his own advantage. He did not 19 ..... his position of importance by using that as an argument in itself against his critics, but rather, 20... with his audience, the basis of some of the criticism. In doing so he 21... . our fears about his being an arrogant young man, and indeed, we were only too happy to 22 . .... our opinion of him. He explained how he'd been 23 . .... in a small state school, 24... to the back of the class asa slow leamet and, having failed his exams, had been 25... .. by a private tutor. Our interest was 26..... when he explained how his own interest in writing had 27 ‘The fact that he had learnt to read late in childhood had, apparently, not 28 ..... his progress in adolescence. His story was 50 29..... from our own spoilt childhoods; and yet, explaining his own rise to success, he made it all sound so 30 . ..... Brom the moment he'd 31... .. his manuscript to the hands of the publishers his luck changed. At this, his chest swelled a little with well-founded pride.40 No place to hide Ry Solve the crossword puzzle. ae i iz G 7 fe P no Ft fre rs Fe ro re rv Fe fo reo Pet ba fs fa e Ps far Pes fe ao far ise is Across 1 person from Scotland (4) 44. make a sweater using wool and needles (4) 6 weep, cry (3) 8 takers (anagram) (6) 11 hams (anagram) (4) 13 touch, stroke, caress lovingly (6) 14 room where food is stored (6) 17 Bugging equipment can i telephone calls automatically. © 18 vie in table (anagram), for “difficult to avoid! (10) 19 libel or slander sb (6) 21 The Government's decision to tax refrigerators will off a storm of complaints. (7) 23 one who has the care or custody of sth (0) 27 install equipment for secret listening (3) 30 lectronic wave which is sent ‘out into the air (8) 31 a grave tag (anagram) makes things worse (9) 32 idiot (!) (@) 33 I don’t like people to p into my affairs and try to find ‘out what Lam doing. (3) Down 2 tell sb private information about oneself (7) 3 opposite of short (4) 5 Family difficulties often i. children’s progress at school. (6) 6 sled ran (anagram), to speak badly of sb (7) 7 Thit bin (anagram), to prevent sth (2) 9 Ifplayersi..... the rules, they are sent off the field. (8) ro metal (4) 12 the act of doing things quickly and with energy (coll) (6) 15 quantity of things placed one fon top ofthe other (4) 16 The rats had to run round a ) 20 put ewo numbers together to make a total (3) 24 walk wearily and heavily (6) 22 opposite of of (2) 23 part of the face (3) 24 You must keep s-.... while take your photograph! (5) 2 Elephant’ tusks are made of 26 move from a fixed point (ll) 0) 28 ray of light (4) 29 small piece of cloth used, eg to wipe the floor (3)Unit 3 The stream of time Cultural concepts of time The tmelessess of en ‘The pace! an individual keeps in work and recreation, his sub- jective sense of duration, and what he imagines he can accomplish Within any specific interval are aspects of time that may be influ- enced by culture. Temporal attitudes pervade” a culture to such an extent that they are almost invisible, yet they are probably more Influential than we imagine. In subtle but powerful ways, cultural concepts of time have helped to mold? the history of civilization.42 The stream of time CULTURAL CONCEPTS OF TIME + speed, chythim 2 penetrate into every part 3 form into a certain shape 4 freedom feom error 5 hurrying and wanting to hurry oF push others into doing things 46.2 pare which shows what the whole ‘slike 7 reprocested so as to be used again 5 briet, lasting only short time, not permanent 9 warnings, advice 10 hold fatto, stick to 11 penetrating into every part 12 people who walle while they are seep 13 unaware, not mindful 14 pay attention to 15 boling, moving rapidly, being excited, agitated, oF disturbed 16 not harmonious 17 keeping to, not devising from 1 rate of change increasing fart with 19 quick and violene vise 20 throw with great force 2r increase of speed 32 push with force 25 desire greatly 24 great riches 235 strangement in time 236 makes the most of 27 sexy changing according wo repeating patter (ass biological 28 difference ‘9 physical ‘Time concepts may help to explain the astonishing accuracy* of carly Chinese histories. Not only did the Chinese document events from earliest antiquity, but they also expressed an orderly respect, for family tradition and rules of human conduct, qualities that appear to have been generated by a philosophy embodying respect for time cycles of considerable magnitude. Naturalists and astron- omers saw that the cycles of the sun and moon were reflected in life, and this in turn influenced their philosophy: “The sun at noon is the sun declining; the creature born is the creature dying,’ In cycle-oriented Taoism time was divided into seasons and eras, considered part of an infinite chain of duration ~ past, present, and future In the thirteenth century, the Chinese Book of Changes gave an estimate of phases in the evolution of life covering about 130,000 years. At that time the Chinese were calculating astronomical periods in millions of years, Western attitudes of that era were primitive by contrast. Judeo-Christian perception of time was linear. The flow of time was believed to begin with some specific point in space-time. In seventeenth-century Europe, people piously believed in Bishop Usher's calculation of the date of the Creation of the Universe ~ October 6, 4004 Bc. Time, it was thought, had to begin with some significant event. This simple linearity dictated much of Western thought, custom, and philosophical egotism. It encouraged a self-centered concept of our place in the universe, our hustling’ individuality, and our philosophies of cause and effect. These notions have been instru- mental in the development of Western science. Westerners measure time by action and outstanding actions are recorded as history. In contrast, India has never produced a written history. The Hindustani never troubled to make detailed chrono- logical records of their national development, for they lived in a time domain characterized by a changeless sense of ever-becoming, ‘To Westerners, Indians may seem lacking in urgency. Their universe, world, and social order are eternal; personal life is only a sample’ of a succession of lives, repeating themselves endlessly. ‘Transmigration of souls and perpetual rebirth make meaningless any quantitative view of a particular period of time. Life, infinitely recycled’, makes ‘history less significant, and an individual's biography is merely a transient® moment in the process. ‘The Japanese Buddhist concept of the transience of the physical world has very different consequences: it has led to intuitive, sensitive admonitions? that if all things are transient, one must appreciate but not cling’ to the moment. In Japanese sensibility, time is not an absolute nor an objective set of categories but aprocess. It is the change of nature. Man is part of that change and able to appreciate it, fecling transience to be part of the eternal loveliness of the universe rather than a threat to the ego (as Western man sees mortality), Even the briefest statement is sufficient to indicate that cultural concepts of time have a pervasive"! influence upon individuals and upon major social developments. One can see why ancient peoples might have accepted notions of biological rhythmicity, connecting human life with natural cycles, and why such ideas are almost nonexistent in our own society. ‘Most of us move from day to day in a measured circle of time. Slaves to the clock on the wall, we progress like somnambulists'? in deep trance, unaware, out of contact, oblivious"? to the clocks inside us. We heed" the gross demands of the flesh that our skeletons carry, but what principle gives order to the endless activity within this flesh? What force prevents utter anarchy? Time structure gives this seething’ life a shape. Yet nobody teaches us about our body's time. Body time is rarely mentioned by doctors and even more rarely considered by leaders of business and government who set the schedules by which we work and live. ‘Time is the most-overlooked dimension in human nature. As a result we now live at a pace that is dissonant"® with our inner needs. We no longer act in harmony with natural cycles as did our ancestors throughout the millennia, working by day, resting by night, abiding’’ by the seasons, and traveling no faster than animal fect or sails could carry them. So man lived for perhaps 30,000 generations. Suddenly, only fifty years ago, the exponen- tial'® surge’ of technology began to fling” us out of all former concepts of time and space. Today we travel at the speed of sound, and with media such as television it is possible to compress the information of several lifetimes into a month or two. Itis an exciting time to be alive, buta disturbing one, for our bodies and brains have not changed so much from those of our primitive ancestors, yet we must adapt to constant change. Acceleration”? is the thrust? of our technology. Coveting” the affluence” of technology we conform to the kind of social scheduling” that is economically efficient, and which optimizes” the use of machines. But it is not necessarily a beneficial pacing for human beings. In biological systems, time is represented in a metabolic” process that is cyclic, in which we eat and digest, inhale and exhale, absorbing and using energy in a rhythmic way. These time sequences in us are often dissonant with the social machine, and many victims of this disparity” suffer from emotional and somatic” illnesses. Gay Gaer Luce, Body Time The stream of time 43 gress A new lease of life” Once she had rete rm hd job a, cducnion inspector an wenGonal guidance adviser’ eames het, Erne the days deagelog” oppce ssively*. Fortunately, she discovered = Third Age Calg’ tn ance the enrolled! lat spiag he ie bes feguinel fa freer Weren and sc # tivity. [J Jeanne Lerot is one of nearly 1,000, cadens ie year a Ted Age Colege. Tiss new vegan of the | Univesiey of Tutouse and conde ‘cluivey for people who ave tached wren age tae enanee exams hc cutie mand pce arent ay eens ss br norma graduates Ba the fare! iid and vated east eloing leary sian tor a dy jet ona wide veey of tone [nung fom the thereat he very pital While a St there was cerein amunt of afckering’ on the peo Pn younger studenten eden [cena of ie wite hal tle! ae {Shen for graced? : ‘This new Gales isthe brains child stone Of he Univers profes She in. ran Ue loge on showering budget" cat ns own departments und bt ow the Trench government Improved it has promised subetan. a nao A NEW LEASE OF LIFE 1 somebody who advises young people about jobs 2 pasting slowly 3 heavily 4 became a student § lit food and drink, menu, ere 7 laughing 2 halE-suppressed langh, making fun of 8 inhabitants 9 accepted without question or Special notice 11 tight, smal, barely sufficient budget 12 largeThe stream of time “4 Every day is a gift when you are over 100’ by Alexander Leaf, M.D. “There are places in the world where people are alleged! to live much longer And remain more vigorous in old age than in most modern socities. Ihave visited the best known ofthese regions, all relatively remote! and mountainous: the Andean village of Vileabamba in "Eeuador, the and of Hunza in the ‘Karakoram Range in Pakistani controlled Kashmir, and Abkhazia in the Georgian Soviet Socialist Republi in the southern Soviet Union, where 1 ‘met Kha Lasura, oldest ofthe many centenarians I interviewed. She is small - not five feet tll ~ ‘vhite-haired, and full of humor. 1 if Lane with one ogee visited her one spring morning and found her inher garden, surrounded by children, pigs, and chickens. Iwas ‘greeted in warm Georgian fishion, and ‘we toasted? each other ist with vodka and chen with wine as we talked ‘She talked about her life, the present and the past, about things she remembered, She had a lott tll because her memory was good - and she was more than 130 years od ‘She told me about her first marriage atage 16; her husband died during an epidemic some twenty years later, and she married again when she was about 50. A son lives in the stone house next to hers. He is 82 years old ‘She remembered 28a recent event the big snowfall in 1910. “My son was already an adult then, and I was about 70. The snow was more than two meters deep, snd 1 helped him shovel® it from the roo" ‘The present? She was just back from a visi to relatives ina distant village. ‘She simply got on the bus alone and ‘went visitng. She had worked on the Tocal colletive farm since it was formed some 40 years ago, retiring only in 1970; inthe 1940's, when she was already more than 100 years old, she had held the record as the farm's fastest tea-leaf picker’ ‘There is no baptismal record of Khfaf Lasuria. Soas I talked to her, I ‘kept doing mental arithmetic. Ihave sad that she is more than 130; I should have said ‘at least’. According to her account’, her father lived to be 100 and her mother 101 or 102, She had seven sisters and three brothers, and is the only survivor. Her son, who was born when she was 52, is now 82 (arithmetic: 824+ 52134). She was married the second time at age 50, at the time ofthe Turkish war ~ which ‘ended 94 years ago in 1878 (50-94— 144). When she was 20, her frst Inysband almost lef home eo fight in the Crimean War of 1853-56 (118+ 20=138). She started smoking in 1910 ‘when her younger brother died at age (60; he was some ten years younger than she (60+104-62= 132), Her second Ihusband, who was to years younger than she, died 28 to 30 years ago, when hae was more than 100 (1004+ 29+My interview was conducted in such ‘way that i would have been diticule for cach ofthese assessments’ come out in such fait* agreement unless a common thread? of reality linked ther. Mrs Lasuia believes she is TA years old; ths T would accept some age between 131 and 141 In the Caucasus T asked the old people to what age they thought youth extends. Gabriel Chapri of Gulp, age 117, paves tical respons, “Youth normaly extends up othe age of 80” Twas sal young then The youngest age ted was 60. ‘ua Jonathan ge 110, a0 of Glipshi, was embarosed st he ‘ues, nce Twas accompanied by 8 tfoman doctor from te regional health center, He thought ‘yout’ meant engaging in sexual activity and Sted tht e had considered imac a youth une dozen years 260 Profesor Pckhelur has collected some figures relating marital satu 0 longenty® He found from studies of 15,000 persons oder than 80 that, with rate exceptions, only marred people ‘attain extreme age. Many elderly" couples had been married 70, 80, or even 100 years. He concides tat ‘mariage and regular, prolonged sex life are very important longs. Women who have many children tend tole longer, His figures showed that among the centenarians only 2.3 percent of marriages mee cess, Ihereas #4 percent ofthe women hed four tosx children, 23 perent hed nly two or thre children, 19 percent iad seven to nine ciléren and'5 percent had ten to ffcen. Several ‘women had more than twenty lent [USEFUL To THE VERY END A striking"? feature common to all Uhre cultures is the high socal starus of the aged. Each ofthe very elderly persons I saw lived with family and close relatives — often an extensive"® household — and occupied a central and privileged position within cis group ‘The sense of family continuity is strong. ‘There is also a sense of usefulness. Even those well over 100 for the most pari continue to perform essential Guties and contribute to the economy ofthe community. These duties included weeding" in the fields, feeding the poultry; tending! locks, picking tea washing the kundey, cleaning house, or caring for grandchildren, al ona regular daily bass. In addition, the aged are esteemed* forthe wisdom that i thought to derive from long experience, and their word in the family group is generally bw. Tn none ofthe three communities is there any forced retirement age, and the elderly ae not shelved", és occurs in most of our industrialized Socities. Khfaf Lasuria, the former" tea picker, had retied only two years before I met her. When I asked Seine Butba, age 121, ithe was helping in the construction of a new house springing ‘up next to his own, he responded, ‘OF course, they can't do without me.* ‘Many of the centenarians emphasized the importance of being independent and free to do the things they enjoyed and wanted to do, and of maintaining a placid’ state of mind free from worry tr emotional strain. ‘Now everywhere people don’t live so long because they don’t live a free life, commented Sonia Kvedzenia of ‘Atara, age 109. “They worry more and don't do what they want.” Gabriel Chapnian, 117, of Gulripshi expressed similar thought when told that few ‘Americans attain his age, His response: “Hem... too literate!" Expeciation of longevity may also be important. In America the traditional life-span’ is three score” and ten years. But sthen we asked the young people of Abkhazia how long they expected to live, they generally said, “To. hundred’. Dr Georgi Kapras of Gulripshi cohfirmed that the public has the nation thatthe normal ie-span of man is 100 years. For exaggeration, when proposing toasts, they may say 300 years, but everyone expects tobe 100. National Geographic The stream of time 45 “EVERY DAY IS A GIFT WHEN YOU ARE OVER toot 1 suppose, ics claimed that, 2 faraway, digg, secaded 3 dnc as gee OF ood wil to somebody or something 4 tocar wih a shovel 4 person who pick or gathers ietves ofthe te-plant 6 ory, deseption, explanation 4 caeticions judgement 4 js, resonable 9 chain, something which connects, {3 fine length of eg cotton, ssed fer sewing two pleets of miei together to long if, ability to lives long time 11 of advanced age ta rematiable 1 larg, bee numerous 1 remove weeds, wild plots growing there they ae noe wanted 1s wateing over cxing for 16 thought highly of regarded as very vai vcd sclera Tie par on shelf put side wt caller 1 unditurbed, calm 20 educated able to read and write 2 uration of ie 22 twenty (only wed in et exprenion’)46 The stream of time Retirees may overburden labor force Caring for the elderly promises to pose increasing problems as senior citizens grow both in numbers and in average age. Because of longer life expectancy and a decline in the birth rate, the ‘number of people aged 75 and over in the US will grow at a rate two- and.a-half times that of the national average over the next two decades. Where there are now 4.6 workers for every retiree in the United States, by 1990 there will be only 3.5, according to the Ford Founda- tion, which is funding! a study to ‘examine the need for new retire- ment policies. Many economists and policy analysts wonder whether petition tothe Prime Miniter. Just as blacks exposed racism and ‘women uncovered sexism, so the nation’s elderly citizens. have now discovered the demon of ‘ageism’, by which they mean the systematic discrimination against people on grounds of age. Responding to slogans like‘Don't Agonize — Organize’, the elderly are pooling’ their power through such organizations as the National Coun- cil of Senior Citizens (which claims ‘Members ofthe British Pensioners Trade Union Action Acsocation prepare to present a the smaller pool of workers will be able to support future retirees. A trend toward early retirement ag- gravates the situation: the Social Security Administration reportsthat ‘most applicants are now under 65. ‘Many fear that the Social Security system will not stay solvent®, Part of the solution may lie in raising the retirement age. Robert NN Butler, a psychiatrist and author ‘of Why Survive? Being Old in “America, cites Sweden, Japan, and the Soviet Union as countries who perceive the older worker as a valuable resource and provide in- centives' to delay his retirement. Ia 1972, 53% of Soviet men elig- ible for retirement were still work ing, including almost three per cent of the 80-yegr-olds, according to Butler. cf ‘The Futurist 3.5 million membersin 3,600 clubs), the Gray Panthers (a smaller, more boisterous? confederation boast- ing? 6,000 members) and hun- dreds of state- and city-sponsored SENIOR POWER 1 putting together 2 rough, noisy, ee politically aggresive 4 having the advantage of posesing RETIREES MAY OVERBURDEN LABOUR FORCE 1 paying for 2 able to pay its debts 5 that which incites 2 person to action, stimulus 4 postpone 5 Beco be chon, having the right qualgcations NOT EYE! £ clinie which provides advice and help with contraception Not eye! My sixty-eight year old uncle walked into a hospital clinic and said to the receptionist: ‘I need my eyes tested” “You certainly do, Sir’, she answered. ‘This is the Family Planning Clinic. Miss P.R., Yorkshire ‘groups that champion the rights of senior citizens ‘The fight against ageiem will be ‘won only when the young discover that they are the ones who suffer when the old are segregated. This realization, says Sharon Curtin, ‘author of a touching* book on the elderly entitled ‘Nobody Ever Died of Old Age’, appears to be dawn- ing on the children? of ‘nuclear’ “Children need th nts as much as the grand- parents need thom,’ she observes, ‘because children need more thi fone or two adults who love them regardless of what they do.’ At the same time, she argues, mobile middle-class neighborhoods need ‘old people who can add stability, variety and character to the com: munity. Newsweek 4 emotionally moving 5 the children are beginning to realize 6 group living together consisting nly of two parents and their childrenThe stream of time 47 ‘Aunt Maud never had any trouble from doorstep dodgers® or people calling atthe house to try and find out if twas worth burping” She felt auite sae. After her death, her cottage was cleared out, and the policeman’ hat was packed away in a sutease and orgotten. Just the other day came across it, and remembering Aunt ‘Maud’s idea, Thung it on a peg® in the hall for any caller to see a8 soon asthe door opens. really feel safe and snug? now it's there! ~ Miss A S, Devon A tip for readers living alone For years my Great Aunt Maud lived alone in a remote! cottage beside a road in the Welsh hills. Yet she was never afraid of being attacked or robbed? because she had devised? a unique way of protecting herself. Hanging inthe lobby of her house, ‘end visible from the front door, was a policeman’s hat, Naturally anyone calling at the house immediately noticed the hat and assumed that there was a policeman living there. A TIP FOR READERS LIVING ALONE . el 1 fc aay om opal et Discussion 5 having posestion taken fom one by a caitina 1 What is the attitude to time in your country? How do you feel 5 uh out lange invented co a come eames Tae 4 Sktepicd as fact without definite 2 Are you afraid of growing old? If so, why? evidence cil st hence 3 I YoUr experience, is it true that older people are discriminated 6 dishonest people who al arhowes" aainse and forced into a secondary role in society? What reasons eng ngs or ob eee money can you find for this 7 the house sentered and property 4 What can the younger generation leam from older people? 5 tee Tem Ned hold clothes 3. What do you think of the idea of the ‘Third Age’ college? 9 cary, comforeabe, warm 6 Do you want to live a very long time? Why? Will you try to make sure you do by adopting a healthy life style?~ Word Study A Semantic Fields 1 Rate at which things happen 75 mo {+[+| + [+ speed [+4] + + tempo [+ + {All the nouns collocate with the preposition of. Speed can also take with. Tempo originally applied only to music, but now refers to life or existence.48. The stream of time You can walk much further ifyou maintain a + steady Work onthe proeeris proceeding ata very | ‘because of a shortage of finds. slow The rapid + |_| ¥]” ofppresent-day life would astound our ancestors He walks at such a tremendous +[+ that [cannot Keep up with him, The + ‘with which one event followed another let sme quite breathles. “The ear was traveling at high + = could not turn the comer and crashed into the fence. ‘They usually take months to answer letters 50 + OF their reply is really remarkable. the ‘He maintained a terrifying + throughout the whole journey. ‘My new tape recorder can run at three different |_| + The music is marked by its many changes in | in just few bars 2 Areas of activity or interest Originally these words were used only to delimit physical areas or objects. All are now used in a figurative sense as well. — domain. [+2rea of land] [-owned or controlled by one person, ora group of people] field [+ piece of land] [+ divided off from other land, often by a fence] province [+ administrative territorial area] [+ forming part ofa larger political entity] sphere [+ globe] [usu planet or star] realm (+country] [+ruled over by a king or queen] territory [+are2 of land] [+ruled by one individual or government] or [-+area or district] [++in which sb does his work]The stream of time 49 domain field province sphere | + realm + ‘territory + +[4[4]+ + Realm only occurs in a few set expressions, the most common of which are: ‘possibility ‘oe imagination ‘The figurative use of territory is colloqui ‘Notice that the verbs which collocate with these nouns in their physical sense may also be used figuratively. EXAMPLES a domain Most research into animals’ ability to acquire speech has so far been carried out in the domain of psychology, though one might feel it belongs properly in the province of linguistics. This article on talking dogs is good, but I fear we shall be. accused of trespassing in the domain of psychology if we print it. field While I find industrial relations very interesting, it is really outside my field. Candidates are asked to name their field of research, and describe what they intend to do within it: province The province of a bank is to deal with my money, not to make judgements about the social acceptability of the job I choose to do. sphere While we found your article on talking dogs very worthwhile, we feel it is really outside the sphere of interest of the Journal of Modern Languages. She is as talented in the sphere of the creative arts as she isin her scientific work. realm. Itis within the realm of possibility for us to finish the ‘work tonight, but I think it would be better if we did not. territory Tam the Sales Manager here and I regard your instructions to the salesmen as a deliberate attempt to encroach on my territory.50 The stream of time 3 Feeling dissatisfaction at another's advantages covet [+ [+ + [+ envy [+ [+/+ + begrudge + [+ [+ + ‘These verbs are all transitive and occur in the following constructions: to covet sth; to envy sth/sb/sb sth to begrudge sth/sb sth/sb’s doing sth Covet in older usage implied something very wicked (and sometimes it still does). But it is now often used colloquially to express approval and liking. For example, ‘I covet your new sheepskin rug’ does not mean ‘I want to take it away from you’ but rather ‘ike it very much’. Note that informally envy is often used in the negative to mean, “be glad that one does not have to do sth’, for example: I certainly don’t envy you having to teach grammar to that difficult first-year class, EXAMPLES. Icis wrong to covet another's possessions. Iis natural for the poorer classes in society to covet the wealth they sec in the hands of a few rich people. Julia seems to envy everything her brother says and does, even though she has the same advantages herself. I can’t help envying you your good knowledge of English. I certainly don’t begrudge my sister her wealth and fame, but sometimes I envy her just a litle John really begrudges Arthur his success in winning a scholarship to the United States. Ido begrudge Mary's winning the first prize, when she had done so little work.The stream of time sx 4 Caring for é tend +[+ [+ Took after cams take care of +e [e attend to +[F ‘Tend and attend to are formal, tend is slightly old-fashioned. Notice that look after may suggest caring for something that is not one’s own. EXAMPLES Could you look after my dog when I go away for the weekend? Tam looking after a friend’s children while she takes a week's holiday. G g ‘s O/ Lo fe LK Ss we S/S SS BLS SEEK DISS IEE SI EES S SEL SES SSE LSE E tend +[+] a] + look after t[+} +} +] +] 4] 4+] +] 4] + + take care of +) t) a) + +)t+]+i ei) e pe] + attend to + +[ +] 4+] + care for +L 5 Being peaceful calm +[+ + tranquil +/+ serene +f (4 [+ Placid + +52 The stream of time > Sy SELME SEES ‘The best drivers are those who are very | + inan emergency, one should wry t keep as | + as posible. ‘After ewo days of storm we were glad to | + ‘again. find the sea Tif in the county bs more + F]_ than in the city. The family ac home together in the + +] scene. evening presented a The new bride's face was a picture of + happiness The sky over the lake was =[_[ +] and doudless ier: won't be upset, he has a most + ature Heisa very + baby and hardly ever cries. 6 Being comfortable comfortable [+ cosy +| + snug, +> + restful + Cosy and snug are very colloquial CLL) SLOSS comfortable (+[+[+{+ cosy + snug + restful‘The stream of time 53 ‘When comfortable, cosy and snug are used predicatively and with a [+animate] subject, their features change to read [+ having case or material comfort] and/or [+being in a place of shelter]. EXAMPLES ‘ comfortable I can see you've made yourself very comfortable in your new house. I’m not very comfortable sitting on this hard stool cosy Well, you look very cosy here by the fire! snug We're very nice and snug in here out of the rain. 7 Recurring, continuing or never-ending continual + ‘continuous +[F [+ constant [+] + + perpetual + [+ [+ + incessant +[+ + ‘eternal +[+ + In colloquial style, eternal is often used with the sense of continual or incessant. EXAMPLE ‘This eternal bickering has really got to stop! It may also be used metaphorically. EXAMPLE My love for you is eternal.34 The stream of time 3 @ ee Be » SE +| {+ interruptions make it dificul 0 Interference isa +] [ele hazard in second language learning. Hee +] [+ l+l+ complaining is rally getting on my The +/+ + chatter of my two travelling companions prevented me fom enjoying my book. ‘The noise from next door, which used | +] + + and I really think I shall have to to be sporadic, has now become almost complain. x + Soclane motorway, some 350 jometres long, connects Penzance with London. The + low drone of the ship's engines eventually sent me to sleep. The company now ransa + shutde-service of fights Between es London and Paris. ‘Weare the only radio sation to offer + broadcasting, 24 hoursa day. Tris necessary to hold the temperature + ‘otherwise the experiment will not of the liquid work. “The originality of his ideas is @ + surprise to me. The + | conflicr between parents and children will not be changed by any new psychological theory The wait seemed | utevenualy we were told we could B Synonymous Pairs 1 to decline [+ in quantity, quality or value] [+ decrease] to wane [+in power, importance, extent or intensity] [-+implies the subject has previously reached a peak of force, excellence or intensity] Note the use of decline in the expresssion one’s declining years.‘The stream of time $5 ‘After a rapid rise to stardom at only 17, his +/+] fst popularity now seems to be es FF [overs Tona peed ‘ie influence ofthe Charch as tended to $ [in Wester Europe neem yeas ‘tert rem o England he heath + | aialy Tie vale ofthe dollar fas + | vather than nerd: 2 toextend [-++in length, width or amount of time] or [+ reach as far as] [-+increase] . to expand [+rin size, area, volume] or [+open, unfold) or = [+ give more detail] ‘The road extended in an unbroken grey line as far as the eye could see. We are extending our house and creating two new bedrooms and astudy. Is it possible to extend the time allowed for writing a dissertation? ‘The firm is expanding and taking on more personnel to produce a greater range of products. 3. tostick to or [+ follow] or [+keep to] [act according to} to abide by| [-+-carefully or exactly] Stick to is not used in formal style. Sy NG CS oy OS They did not + the route [had given them, so they got lost. Don’t talk about anything too difficult, just + ‘what you know. iF people would | F] the rls thee wouldn't be any rouble Many firms have not +| +] _ the pay guidelines iswed by the Government, Tam very nary tat you ave not +I [ike agreement we ame$6 The stream of time 4 tohold tocling | [+tightly] [+by embracing, grasping] or [+ be or stay near] Like hold, cling may be used figuratively. EXAMPLES ‘The climber clung desperately to the cliffas the wind suddenly increased in strength. ~ People tend to cling to old habits and customs. ‘The child clung to his mother’s arm and screamed when she tried to leave the hospital. 5 to take notice of | to heed [+ closely or attentively] [+-usu of advice or warnings or forecasts of the future] EXAMPLES I told you it would be impossible to travel by plane in this weather, but you didn’t heed my warning IfT had heeded the good advice I was given 3 years ago, I would have studied harder and passed my exams. 6 tohelp to sponsor | [+make possible an undertaking by giving or guaranteeing financial support] EXAMPLES He has persuaded a lange engineering firm to sponsor his attempt to sail around the world alone. ‘The University’s leukaemia research scheme is sponsored by a group of pharmaceutical companies. 7 to postpone (+ put off until later] to delay or [-+make or be slow] poate dehy EXAMPLE I delayed as long as possible to try to see you, but eventually I had to leave, 8 old { jor former] [+of advanced age] elderly [+f people only]‘The stream of ime $7. Elderly is more polite than old and is normally used attributively. old, elderly 9. brief [+of short duration] transient | [-+not permanent] brief transient 10 unmindful { [+not noticing] or or [+ forgetting] oblivious 1 {+deliberately ignoring] Both adjectives collocate with of. Oblivious can also take to. EXAMPLES ‘Unmindfal of everything she had meant to do, she rushed to the airport to meet her long-lost friend. ‘Unmindful of his own safety, the boy plunged into the freezing river after the struggling child. He goes through life completely unmindful of the needs or feelings of others. ‘Once I start concentrating on my work, I'm quite oblivious to any nearby noise. He's completely oblivious to criticism and refuses to believe there is anything wrong with his behaviour. 11 difference disparity | [+usu in rank, amount, size or quality] EXAMPLES, ‘The disparity of age between the different participants is likely to affect the results of the tests. University lecturers are complaining about the disparity between their salaries and those paid to teachers in Polytechnics and Colleges, of Education.58 The stream of time x Explain the meaning of each of the following: 2 Describe the differences and/or similarities between the following: 3, With which words would you associate the following adjectives? 4 Find words to fit the following descriptions) definitions: 5 What can you. 6 Give as many synonyms and antonyms of each word as you can. 7 Guess the right word. Exercises 1 shoe-string budget 2 doorstep dodger 3 nuclear family 4 vocational guidance 5 Third Age College 6 mobile middle class neighbourhoods 7 state- or city-sponsored groups 8 ‘life span’ v. ‘the span of a bridge’ 9 transient physical world ro sexism 11 exponential surge of technology 12 to mould the history of civilization 1 periodjera 2 cottage/house 3 burglarfintruder 4 alleged thieffthief 5 pass/drag on 6 robjsteal 7 remember/remind 8 etemnal/temporal 9 mountainous/hilly 10 eligible/fit 1 opposite 2 emotional 3 privileged 4 boisterous 5 proud 6 specific 7 infinite 8 outstanding 9 endless 10 intuitive 11 efficient 12 somatic 13 constant 14 seething 1 person who is a hundred years old 2 disease spreading rapidly among many people in the same place 3 non-material part of a human being 4 list of times of recurring events, projected operations 5 long life, ability to live a long time 6 wish sb happiness, success while raising a glass of wine 7 enlist or register as a member of an institute or society 8 laugh a half-suppressed laugh, make fun of 9. give up one’s work or position mainly because of one’s age 10 load too heavily 1 able to pay one’s debts 1 abide by 2 calculate 3 clingto 4 attendto mould 6 claim 7 sponsor 8 compress 1 touching 2 rigorous 3 subtle 4 extensive 5 distant 6 ancient 7 exciting 8 self-centered 9 brief 10 pious 1 eternal 12 mental 13 brutal 14 outstanding 15 utter (adj) 16 major 1 She tried to find someone who would be prepared to sp her application for a loan from the bank. 2 Despite opposition from her parents, the girl p..... in going ue with the young man. 3 Hes... earth out of the hole and into the wheelbarrow with great energy. 4 Delighted with theit financial project, the two businessmen t..... cach other’s health with two large whiskies. 5 The pretentiousness of the man before him ag... .. . the doctor. 6 He was fab... .. nature, always shouting and singing, and generally waking up the household. 7 He sewed the material together using a strong t.... 8 The mission a... .. . ed, the soldiers returned back to base.8 Provide a few collocations in which all the words given in each set can appear. 9 What differences and/or similarities are there between the following pairs? 10 Describe the contexts in which the following would have negative connotations. 11 Fill in the following componential grids. 12 Choose the word that best fits the context. Modify its form where necessary. The stream of time 39 exampre: dry, dull: 40 Mectuesubjectfbook 1 old, elderly 2 continuous, continual 3 serene, peaceful 4 snug, cosy 5 perpetual, incessant, eternal 6 to postpone, todelay 7 tohold, to cling on to 8 to care for, to look after, to take care of 1 survive/live 2 fling/throw 3 pervade/spread 4 confirm] establish 5 sponsorjbe responsible 6 ancestor/descendant 7 saimple/pare, one ofa number 8 admonition/warning 9 subsidy/money 10 affiuent/tich 1 decline 2 begrudge 3 dragon 4 overlook 5 boisterous 6 oblivious 7 incessant 8 illiterate 9 dissonant 10 jostle Took after take care of ‘attend to 1 fone doesn’t ..... the doctor's advice, one only finds oneself really ill later on. (take notice of, heed, pay attention to) 2 With an impetuous gesture she .. ... the knife across the room in the direction of her employer. (fing, throw) 3 He secretly ..... his brother's farm. (envy, covet, begrudge) 4 The girl was too strong-willed to let herself be ..... by the evil influences now at work around her. (form, shape, mould) 5 He... .. with contempt, sending a shiver up my spine. (snicker, giggle, laugh)60. The stream of time Rr Explain the meaning of the following words and expressions. Ra What are the differences and{or similarities between the following pairs? R3, When and/or why: Rg In which of the given phrases can the adjective be placed with ‘versatile’? In which can it be replaced with ‘sterling’? Rs Fill in the following collocational grids: 1 6 Heavy traffic... .. us and we were a litte late for the meeting. (postpone, put off, delay) 7 The child looked very .... » tucked up at last in a warm bed. » (restful, snug, cosy) 8 There was nothing he could say to ruffle her ..... countenance (ace, its appearance and expression). (placid, calm, peaceful) 9 Now that sleep had overcome her, her face took ona... expression. (placid, serene, calm) 10 Alll their children looked well (tend, attend to, care for) Revision Exercises 1 satellite 2 stereotype 3 laser 4 breakthrough 5 trigger 6 hardware 7 gatekeeper 8 ingredients 9 precaution 10 split screen arrangements rr intelligence analysts 12 to pledge 13 to monitor 1 get rid offdiscard 2 enjoy/relish 3 instigate/commence 4 stem/originate 5 spy/pry 6 disclosejdivulge 7 scatter] disperse 8 accuse/charge 9 malign/defame 10 agitated/frantic 11 possible/feasible 12 versatile/diverse 13 disobedient) recalcitrant 14 crucial/essential 1 would a telephone be bugged? 2 would a letter be intercepted? 3 does one bring a charge against sb? 4. does one infringe on sb’s privacy? 5 docs inbreeding take place in a community? 6 would one-want to disguise oneself? 7 can sb be barred from a club? 8 would one want to pry into other people's affairs? 1 diverse attractions 2 multiple achievements 3, multi-purpose appliance 4 multi-purpose furniture many-sided student 6 multifarious interests. 7 multiple choice 8 diverse duties 9 reliable character 10 reliable information 11 reliable cat 12 admirable qualities intensify ‘Gahance ‘aggravate heightenThe stream of time 61 , ALE 6 ' SEs GIES VSI SEI SE ss LIS EL EDS SEE inaach 1 1 instigate initato | 6 The words mentioned _— tobenefit 2 toeducate 3 tocoach 4 to aggravate below can be'used in several 5 tostrike 6 to betray 7 to violate 8 toderive 9 multiple (literal or extended) senses. Identify these senses by giving distinctive semantic features (without looking back at our analyses!). Ry Ineach case give aless exampze: hustle: push precise synonym of the 1 covet 2 trudge 3 clout 4 wane pledge 6 fling given word. 7 blatant 8 crucial 9 perpetual 10 impassioned 11 euphoria ra thrust 13 surge R8 Choose the word that 1 Having lost her dog, the girl was... . . to find him before he best fits the context. Modify. got onto the road. (frantic, agitated) its form where necessary. 2 It’s amazing that no other mammal... ... in the direction man took, towards enhancing his intellectual capabilities. (develop, evalve) 4 The tennis player... the ball befor it touched the ground on her side of the court. (stop, intercept) 4 A major... . . in medicine was when penicillin was discovered. (discovery, breakthrough, finding) 5 The . by Gallileo that the world was round altered man’s vision of himself and the world. (discovery, breakthrough, finding) 6 She ..... her earlier statement that she'd never seen the accused before. (maintain, keep up) 7 He lived in the word of: busines and high finan. (large, great, big) 8 Being generous, they gave. ... . amounts of money to charities. (large, great, big) 9 The sirmation has rapidly in your absence. (develop, evolve)62 The stream of time Rg Solve the crossword puzzle. ae g la G é 7 G 3 fo. yt 2 rs ha ns Fe r re ne f20 fat 22 Ps 24 2s 26 a7 ey 9 30 Across a5 beresponsible for beginning 13 very obvious (7) 1 admit onion (anagram) for sth continued by others (8) 14 Equals in rank or age are “elling of (10) 8 This report certainly e known asa p....- group. (4) 5 process food which has been the student's chances of 15. to speak or write sth bad about eaten (6) suecess forthe scholarship. (8) sb, which is nor true (6) 8 He'll... the prospect ofno 29 metal used to make cans (3) 17 Hiss... .. qualities have made work for two weeks! (6) 30 dye mob (anagram) (6) him admired by everyone. (8) 10 produce fowers (of a plant) (5) 19 decrease in power, 15 Tell me.....results,plesse. Down importance or intensity (4) @) 2 postpone, make sth/sb late (5) 21 D..... your hands in the 16 defames in writing (6) 3 opposite of botions (3) river to cool them off! (3) 18 scatter here and there over a 4 Noy it’s... as easy asi 24 used to tie a shoe (4) horizontal surface (3) looks! (3) 26 in GB (of) place where 20 belief (5) 6 the sel, as perceived in relation _ travellers stay (3) 21 What goes up must come to the rest of the world (3) 27 The hand is joined to the @ 7 ear (anagram) for ‘period’ (3) been) 22 Fruit mustber:....before 9 to hit sharply with the fat of you eat it. (4) the hand (3) 23 The test consists of m.... choice questions. (8) 11 past of light (3) 12 Woe (anagram) (3)Unit 4 CURB THAT FILTH 1 offal prevention ofthe publition of» book, play fm Eee, beeaze might ofend the ile oF have aba influence 2 figand cll morally offensive, usa a aexual way 3 convincing 4 babeving ene i doing sh which will bnefic others : 5 tbe to express thoughts and feelings clearly 6 people who write leters, take part fn demonstrations and ae genecaly seve in support of certain cause 7 was widespread 8 something which fterrups che ‘eon oftometing che the act of cing <0 9 being prevented from doing something one wants 0 do 20 ply, drt without tact 5 fe wp wih hen ace ofland normally dey, it covered with water 12 prevented from being known or 15 made les strc, lesened, ti Toorened La ms tomy 15 voluntary sual intercourse Gerween unmarried persons) 16 theact of one male forcing sexual itera pon an ning mole 17 Shown, exhibited 18 flooded with, fall of 19 morally offessive words and piety, lt die 2 Fuses ton large numbers 63 To ban or not to | ban Cu Dye Censorship! is becoming more and more of a dirty? word. So persuasive? have been the arguments against it, put forward by intelligent, well-meaning‘ and above all articulate’ cam- paignerss, that nowadays censorship is hardly found in any State of the US. These people argued that the censorship which had prevailed’ throughout most of history had resulted in needless interference’ with, and frustration? of, the creative talent of artists and writers. ‘So now we have the opposite situation. But are the effects of this change as beneficial as expected? To put it bluntly'®, has the literary market been flooded! with hitherto suppressed!? masterpieces since censorship was eased!3? Oddly enough'*, & rather the opposite is the case, and moreover we now have @ 8 situation in which fornication'!s and homosexual rape's can be displayed!” on stage in the name of entertainment. The book and ‘magazine market is awash!® with printed filth!? and the public flocks® to buy it.64 To ban or not to ban troubled condition 22 informal s habit or atte which <7 emsins after the conditions which ‘ued ichave disappeared 25 care ab 20 lose semis of what is sgheand good i 2 the spot of inciting dogs to atta chained bear 25 fights beeween gamecocks for public entertainment 26 crimes agsinst the law of country 27 make morally bad 28 to follow or discover by observing evidence 29 not allow sth to happen 30 control sytemarically, in accordance with rule or standard 31 forebly imposing rules 52 explicit reference to, of depiction of sexual intercouree or genital txgansin book, fm or pictare 433 (i) people who campaign forthe Fights and liberties of ordinary But perhaps I am wrong to be worried by this - maybe my disquiet?!, and that of others like me, is just a hangover” from the former more restrictive situation. Many people would argu: against us that books, plays and films do not have the power td corrupt?3. Yet it's clear that society does have some conscience about what its members do in the name of entertainment. We would not, for example, allow someorie to take his own life as part of a tele- vision show (although a recent Hollywood movie was frighten- ingly realistic in its depiction of TV producers promoting just this event to enhance their audience ratings). We have made such entertainments as bear-baiting™, and cockfighting?s, criminal offences’, because we believe that watching such things tends to deprave”” and corrupt spectators. ‘The type of censorship we need is, in my view, similar to the laws we have governing the use of alcohol and tobacco. Although we can trace the bad effects of smoking and drink- people ing, we have not prohibited? them, but introduced laws which 34 Increasingly large amount of lit @ regulate2® their use, rather than repressing” it altogether. In innasted by theforce ofthe moon's @ the case of pornography, such legislation would not run con- gravy trary to liberal principles and should therefore be acceptable to 4s kept under control 25 Rep under cond jor put right even the most ardent civil libertarians”. The rising tide of pornography must be curbed®, before it does irreparable*® to the quality of life in our counts Its now widely agreed that witnessed’ violence heightens? the chances that its observers will act aggressively? themselves, particularly if they are already in an aggressive mood for other reasons, People’s reactions to observed violence undoubtedly depend upon what they learn from the scene and their level of excitement and the degree to which the scene stimulates aggressive responses or lowers their restraints* against such behavior. If all these processes explain the immediate effects of movie violence, there is greater uncertainty as to how long (and why) these effects last. The present experiment asks whether filmed violence will have an aggression enhancing® effect fan hour after the movie is viewed as well as immediately afterwards, Responses after observation of movie violence Mayra L Buvinic and Leonard Berkowitz A violent scone fon the fl Shane.The Book Banners Book banning? is not as much a thing of the past as most ‘Americans might like to believe. ‘The American Library Association reports more than 100 attempts last year to ban books from school libraries or curriculums. “The ‘general situation today is much ‘worse than just five years ago,’ says ALA offcial Judith F Krug. Pethaps more important, it also inquires whether preliminary attack upon an available target* fight after the film is seen helps maintain the heightened aggressive tendency that had been initially produced by the movie. The subjects were university men who fist received either an insulting or neutral evaluation of themselves from their supposed partner and then watched either @ prize fight or an exciting but onaggressive scene. After this, they either had an opportunity to ‘evaluate their partner right away or they had to wait an hour before evaluating him, We found that (a) the fight movie enhanced the aggressive tendencies in the angered viewers, (b) the angered subjects’ initial attack on their tormentor? immediately after the conclusion of the violent film strengthened “People are worrying about things like drugs and crime. They are looking for easy solutions, and they think that if we can just get rid of this “dirty” book or that “subversive?” book, our problems will go away. Books are bannéd for nearly as many reasons as they are written, ‘The most suppressed book in the country is ]D Salinger’s ‘Catcher in the Rye’, @ favorite of high-school English feachers that has been attacked for twenty years because of its four-letter words? and disrespect of parental authority. Right behind ‘Catcher’ on last ‘year's censorship list was "The Inner City Mother Goose,’ which retells nursery rhymes in a bitter urban vernacular*. Conservative Whites have sought to ban Eldridge Cleaver’s ‘Soul on Ice’, while black activists have set out after® “Huckleberry Finn’. Other books frequently assailed® include “1984”, “Grapes of Wrath’ and even ‘Gulliver's Travels. Newsweek the movie-produced reactions so that the eifect of the aggressive movie could still be seen one hour later. and (c) the aggressive inclinations stimulated by the violent movie subsided® within the hour if these hadn't been acted tupon soon after the film was viewed. We cannot be certain why the ‘practice trial’ led to this more persistent aggression but we believe the persistence of the aggressive tendency over time can best be explained if we assume that the observation of the fight film had somehow interacted with the aggressive responses performed in the course of the initial aggression measurement. The insulted men in our aggressive film condition might have also reinforced? thoit relatively Intense, movie-enhanced attacks fon their tormentor by imagining To ban or not to ban 65 THE BOOK BANNERS «forbidding, excluding 2 tending to overthrow existing beliefs 4 4 words considered very cade or shocking 4 Toe popula Iangoage § aac lrchased & attacked MOVIE VIOLENCE 3 Wanting to Bight 4 salfeontrol 5 heightening 6 something (or somebody) set up to be atacked, it circular object for practising shooting 7 one who torment, tortures, teases, annoys 8 went down, became les violent 9 made stronger 1 incited, motivated 1 probably, 12 Gonsed to suffer their victim's pained reaction to what they were saying about him, ‘Another possibilty is that the initial evaluation of the partner was reinforcing for the provoked subjects who had seen the aggressive film because it enabled them to carry out an action they ‘were strongly instigated'® to perform. The first opportunity to ‘evaluate the tormentor was therefore a relatively gratifying chance to aggress against him. Cartying out this activity thus enhanced the inclination to further aggression (presumably"® until the subjects thought they had inflicted"? a sufficient degree of injury). condensed from Joumal of Experimental Social Psychology66 To ban or not to bart ‘A Frightening Catalogue A Glasgow tenement flat’ was broken into recently. It was wrecked", and a puppy hacked? to death. Police say it was the work of hooligans* imitating ascenein an X film: ‘An isolated incident? Sadly not ‘Look at these examples of recent crimes up and down the country. 16-year-old boy tried his hand fat a bomb hoax? by phoning Heathrow Airport and demanding £250 from Pan American. © 14-year-old boy, said to be ob- sessed! with horror films, plunged” 2 five-inch knife into a woman's SILENT TOO LONG 1 able to speak about anything. 2 ll shout or ery loudly Said ina low voice 4 the name or idea is appropriate; cap, litkind of fat hat saYing what one does not believe fromnow hit hard and often 7 Silent Too Long by JOSEPH MeCULLOUGH Talking about what adjective, other than ‘permissive’, would describe our society today, someone suggested it should be calied ‘the unreticent! age’ [that is taken to mean an agein which people do not know when to keep their mouths shut and baw?) what should not even be whispered, the eap* cer- tainly its, ‘The Victorians are accused of being hhypoeritical® because they regarded so many subjects as. ‘unmentionable’ What, I wonder, will be the verdict century hence® on us, who have gone to the opposite extreme and even in our ‘own homes allow our ears and eyes to back while he rode along the pave- ment on his bike. 15-year-old boy was found guilty ‘of demanding money with menaces. He tried to copy a story of extor- ion? he saw on TV. © 16-year-old boy dressed like a character in A Clockwork Orange — described by the Judge as an evil film ~ caused grievous? bodily harm to a 15-year-old boy by kick- ing him, © Two boys, aged 12 and 14, tried 10 derail"? trains by placing metal bars!” on the track © After watching a TV programme a 15-year-old boy made a petrol bomb and threw it towards two teachers. A frightening catalogue. 8 rawest, roughest, most unpleasant, unrefined 9 resule 3 Ps 5 morlly offensive spoken words abnormal, ewisted, coreupe up to now Tigble to be brought to coure tendency official person who examines books, films, ete to se thet nothing in be battered” with the cradest8explicit- ness? "Not in front ofthe children’ has ‘ceased fo be anything but a comic idea from a previous age. Could there be anything more hypocritical than our shocked surprise at the outcome?” We take immense eare nowadays to pro- tect bodies from infection but precious litle to protect minds. You may do yourself and your children irreparabie damage by propa- gating lies, half-truths, and foul- ‘mouthed indecencies!° as well as per- verted! ideas of the most intimate and (hitherto!) sacred things experience without being i before any earthly judge. There is nothing to stop you, except your own sense of decency and values, and your own awareness of the feelings and sensibilities of other people. T suspect that an opinion poll would reveal an increasing majority against this ugly trend! of our times. The mast ] a rricurenine EaTALOGUE 1 fat in a age building divided ipto many cheap low stand fats 2 denroyed, tuned 5 hopped with n axe, cu roughly nd domi 4 members of ging, oualy of young men, wbickcxoes {rsatbanes in the streets and other publi places s Eee bomb arm 8 excesivelyinterexed in, inking nothing che 7 thrust foribly 4 brining money Grom others by threats 9 wvere use to go off the rails Tong, sf pieces oF some solid sats such ar iton, et them might offend or havea bad influence onthe general public 16 protced looked ater, hr having {om things peed around for 17 hor being given what needed fn defining the bits, om ating flow tr one can go 1p ablty tobe disgusted, scandal, outrget effective censor!s in any society is educated public opinion. By educated I mean all whom the school of ex- perience has taught to think and act responsibly, with common sense, es- pecially in regard to their children Who in his senses wants the kind of society in which nothing is held sacred, ‘and where children, as lke as not, will {grow up without manners, morals or Taith, materially eushioned!® but sprit-~ ually deprived'?? We have certainly been silent too Jong on this subject. For the sake of our children it is time we became our own censors and made plain where we insist thatthe ine is drawn's, ‘A society’ said an eminent judge ‘isto be measured by the level of its dispustabilty!™". We must admit our level looks remarkably Tow at present. SheA Semantic Fields To ban or not 10 ban 67 Discussion 1 How do the censorship laws in your country compare with the ‘liberal censorship’ proposed in the first article? If you were in charge of censorship, what would you want to control, and why? 2 Discuss the validity of the statement ‘Books, plays and films do not have the power to corrupt’ 3 In the face of the evidence about the bad effects of film and TV violence, should depiction of violence be restricted? What objections would be raised to this restriction, and by whom? 4 How can censorship be carried out? Who, in your opinion, is qualified to decide which things are bad for people, and which are not? 5 Which have the strongest effect on people, things they read, things they hear or things they can see? Why? What effect does this have on censorship laws? Word Study 1 Notallowing Forbid prohibie ban ‘The verbs are all transitive and pattern in the constructions: to forbid sth/sb to do sth; to prohibit sth/sb from doing sth; to ban sth/sb from doing sth; to ban sth/sb from. Prohibit is quite formal.68 To ban or not to ban E : ‘J Ce CxS SSL SLES ‘The Farmer has + the children t play in the barn. i + you to use those swearwords to me ies + vo spit on the floor. Smoking in cinemas b + [+ | by law in many States of the US. The Government has [> | all farther sales of the drug pending an |_| enquiry. ‘The controversial film about race relations + | in many countries. has been Many quite harmless books are being ¥ | by prejudiced heads of school, The Univenity has + | him from doing any further teaching. Fiehas been + | from entering Britain because of his politeal activities. 2 Lowering or losing standards Lis Ke debase cs 7 deprave + corrupt +/+ debauch =] pervert + All the verbs are transitive and corrupt is also intransitive. All, except debase, occur frequently as past participles and in passive constructions.‘s EES GE To ban or not to ban 69 OS i ler in the Middle Ages fequently the coinage of their territory in order 60 get money to fight their personal battles. In Briain articles made of silver and gold arc marked with special samp (a hallmark) to show that they are made of ‘pure metal which has not been To teach children immoral ideas is to them. ‘This pardculaly violent murder appears to ‘belthe work of a aa mind, ‘A gang of thieves systematically {young boys and used them as spies and thieves. The local language has been by the influence of English ‘The young man made friends among a bad set of people and became low and in their company. Ir isalleged that pornographic films the taste of people who go to see them, [He has been charged with attempting to + the course of justice. iis tastes were not normal and natural but 3 Controlling and stopping restrain [+ curb + check inhibit +/+ 4+] + +[ 4 ‘The verbs are transitive and take the following types of objects and prepositional adjuncts: to restrain sb/sth sb/sth from sth ; sb/sth from doing sth to curb sth; to check sth to inhibit sb/sth; sbjsth from doing sth170 To ban or not to ban EXAMPLES restrain He could not restrain his anger and was very rude to the driver of the car which had hit his. ‘Six men with ropes were needed to restrain the angry bull from! attacking the farmer. curb Icis very important that we curb consumer spending on imported luxuries ‘You will never succeed in business if you cannot leam to curb your temper. check Adverse publicity checked his meteoric rise to fame. Struggle athe woul, he could not heck the aeroplanes downward dive. inhibit Knowing his parents were in the audience definitely inhibited his performance. ‘The student's failure to distinguish between the simple present and present continuous is undoubtedly inhibiting his progress. ‘An unhappy childhood often inhibits a person’s ability to form emotional attachments in adult life. 4 Stimulating to action incite [+ +[+ rouse [+/+ arouse +[+ [4 [+ foment +) lel i+ ‘The verbs take the following objects and prepositional adjuncts: to incite sb; sb to sth; sb to do sth to rouse sb; sb to sth; sb from sth to arouse sb/sth; sb from sth to foment sthTo ban or not to ban 71 wpoyoe ‘ ESS Political agitators deliberately the crowd to violent action. He was to dislike his mother by the attitade of his, step-mother. ‘Ac 3 a.m. a tremendous storm ‘everybody from their beds. [lis flagrant disrespect forthe rles has everybody to action. ‘The shortage of food deep feelings of discontent among the people. Seeing injustice tends to all my aggresive feelings. Militant students are some Kind of direct action against the authorities. The revolt was in fact by a small group of people within the Government. 5 Spreading and multiplying spread diffuse disseminate All the verbs are transitive and spread and propagate are also intransitive. All, except spread, are more usual in formal style.72 To ban or not to ban “The disease was brought into the country in| + ‘rapidly throughout the South of England, contaminated food and has He + ‘his bread with a thick layer of fresh butter. ‘The invention of the printing press meant | + ‘much more quickly than before. that new ideas “The sunlight was + ‘through a thin layer of clouds, Information bulletins on the progress of +[+ ‘0 the troops, “The new doctrine has been widely +/+ by its followers. Syeamore seeds are + by the wind. ‘Animals may also help to + seedy crying them on tei fst or odes. ‘Television is a powerful means of +[+[+ new ideas. Inthe 10th century litle was known about | + + how diseases ‘Many plants +] by spreading out a network of roots ‘underground, 6 Coming in great numbers erowd| [+ [+[+[+[+ flock +[+[* + throng] + [+ + ‘The verbs are usually only used with animate agents and objects] adjuncts denoting place or direction. Colloquially, however, crowd may be extended to other objects when it means [-+make closer together].To ban or not toban 73 EXAMPLE Crowd the potatoes up a bit or they won't all fit in the pan. The verbs collocate with the following prepositions: to crowd together/round/through/in/into ‘ to flock together/round to throng round/with (people) EXAMPLES crowd Thousands crowded into the hall to hear the Queen speak. Heeryone erowded into my little room for tea and cakes. ‘The restaurant was so crowded that we couldn't find a place to sit. People waiting to sce the star crowded the airport lounge and spilled out into the street. ‘When I opened the cage all the rats erowded together in one comer in fright. flock Everyone flocked around her to congratulate her on her success. People are flocking to see the new film about space exploration. throng The narrow street was thronged with shoppers as it was Saturday morning. People were thronging the streets, all eager to celebrate the news of the end of the war. 7 Being well known famous +[+ renowned +)F]4] + celebrated | +| + + distinguished [+|_ [+ +, 4 eminent +| [+ +] + [¥ ‘The difference between distinguished and eminent is mainly collocational.74 To ban or not to ban ty S/F, SLE, ‘ S/o fy S/S) eS : ($e) ” S Sig ELF / ey LIMES his SSUES famous (+ {+[+ [4] +] +] [se renowned +f lel ‘celebrated +[+[-[+ +[+ distinguished +[e[ele[ [e+ eminent +/+ [+ aps Te Famous, renowned and celebrated can be used in the following, constructions to be famous/renowned/celebrated as (cg) a painter to be famous/renowned|celebrated for (eg) one’s knowledge/ skill B Synonymous Pairs 1 trick hoax | [+ deliberate deception] [+ for gain] or [+ for fun] EXAMPLES ‘The people who bought tickets for a trip to the moon realised they ‘were the victims of a hoax when they discovered the rocket in which they had been loaded had no engine and no pilot. The telephone call we had telling us we had to go to the station urgently was a hoax to get us out of the house. 2 to lessen ee eam | (mates = or physical anguish)To ban or not to ban 75 a Thea + Thenumberofeppians [+ Thestorm +e The pan +/+ The stuaton + 3. tostrike to batter | [+hard] [+ repeatedly] fy KES SE He ~ + hher on the side of the face. ‘The brick + the window with a tremendous force and broke it Fler jealous ‘husband | a “+ [+ | her on the head with a stick. The thieves + | the door down to get in. ‘The waves threw the boat on the rocks and + | itto pieces. 4 to-control to repress [+to the extent of taking away all freedom of | expression or action] ‘control repress76 To ban or not to bar 5 towane [+having reached a peak of [-+become less} | force or excellence} to subside [tof violent activity orf disturbance] ‘The moon has mae ‘without the weather improving The influence of antigovernment agitation has | + in recent months, ‘Affera rapid rise to fame the star's career + equally quickly : The storm finally + | after causing considerable damage. ‘After causing a noisy seene, the girl suddenly + [into tears. ‘The volume of trafic should | liter in the evening, 6 to attack to assail [+ violently] = [+ pester] Assail often occurs in the construction to assail (sb) with sth. EXAMPLES ‘Although I have decided to leave, Iam constantly assailed with doubts about whether I am doing the right thing. Everyone wanted to hear all about England, and they assailed me with questions every time I appeared in public. ‘Two toughs assailed him in the strect, hit him on the head, and stole his wallet. 7 to please to gratify EXAMPLES [++to satisfy already-held desires] was gratified to see how well my students did in their exams. My American friends were responsible for gratifying my long- held desire to see the Grand Canyon. ‘They are really spoiling their children and never hesitate to gratify their slightest whims. 8 eloquent [-Fusing, or expressed in, elegant language] [+ persuasive] [+ ffuene] articulate [-+using language accurately] or [accurately expressed] LE S oy SS EKE, CEES SEL IE She, GLI EES SS © aloquent (+ (+ [+{+(+[+/ +/+ articulate| FEREEPEEEE1 What differences and/or similarities are there between these pairs? 2 Provide synonyms which are more intense than the given words. 3 Fill in the missing words. 4 What are/were the fanctions of the following? 5 Fill in the following collocational grids. To ban or not to ban 97 Exercises i 1 flockjthrong 2 curbjcheck 3 debase/deprave 4 diffuse/ spread attack/assail 6 please/gratify 7 wane/subside 8 corrupt/debauch 9 control/repress 10 celebrated/eminent EXAMPLE: dirty — filthy 1 ugly 2 tactless 3 pleased 4 todestroy 5 to thrust 6 toshout 7 to strike 1 The emergency services call rumed out to bea 2 They tried to... .. the train by placing metal bars on the 3 He... his hand into the hole and, to his great surprise, took out a purse full of old coins. 4 You'd better keep your... shut! 5 His anger ..... when he realised that it wasn’t their fault 6 He was found... . of murder. 7 What's the name of the main ...... in that film? 8 Itis not clear where we should... ... the line. 9 How are they going to protect themselves... ... the cold? 1 agladiator 2 amechanic 3 a plumber 4 2 censor 5 aphysician 6 anelectrician 7 anactivist 8 a parent78 To ban or not to ban SI 4 ° EEEELES Goquent articulate. 1 show/display 2 batterjstrike 3 hack/out 4 target/goal 5 drug/medication 6 library/bookstore 7 surveyjopinion poll 8 curriculum/schedule 9 liar/hypocrite 10 bruises/injuries 11 atticulate/eloquent 12 reticent/reserved 7 What nouns can collocate 1 permissive 2 subversive 3 bitter 4 conservative 5 crude with the following: 6 hypocritical 7 intimate 8 ugly 9 triumphant 10 utter 11 familiar 12 grievous 8 Explain the meaning of 1 witness 2 liberal 3 civiblibertarian 4 fornication the following words and 5 hangover 6 tenement flat 7 bomb hoax § fine 9 common expressions: sense 10 railway track 11 absurdity 12, bearbaiting 13 vernacular 14 suicide 15 inall sincerity 16 oddly enough 17 irrelevant 18 reticent 19 foul-mouthed 20 sacred 9 What kinds of things can 1 curb 2 produce 3 disseminate 4 enhance -5 wreck one...? 6 repress 7 workout 8 ban 9 witness 10 be obsessed with 11 regulate 12 subdue 13 display 14 restrain 15 inflict 10 Fill in the followingTo ban or not to ban 79 11 Choose the word that best fits the given context and modify its form where necessary. Rx In what style (formal, informal, colloquial, slang) are the following words most likely to be used? + (Huent, 1 Fora child of eight, she was astonishingly .. eloquent, articulate) 2 Once we had been able to ..... her fits of hysteria, we could begin to find out what had happened. (repress, subdue, calm down) 3 We found their solicitude (concern, help) very .... . ing. (gratify, satisfy, please) 4 The number of children... .. to death every year is increasing. (strike, hit, batter) 5 Britain’s most... . poet, the Poet Laureate, died yesterday. (cminent, renowned, distinguished, celebrated) 6 The carly Protestants... . their new religion with an ardour rately seen among established Catholics. (propagate, diffuse, spread) er despairing teacher. (incite, arouse, rouse, foment) 8 Because her parents were there, the girl felt a little... . about showing her feelings towards her fiancé. (inhibit, restrain, curb, check) 9 The longer he knew the girl, the more... . ed his values became. (deprave, debase, debauch) 10 Dutch Elm disease has... . . to many countries and wiped out their most beautiful trees. (diffuse, spread, disseminate) Revision Exercises 1 commence 2 cosy 3 discard 4 aggravate (=[-+irritate)) 5 out 6 serene 7 smack 8 ban 9 the in-thing 10 infringe 41 tranquil 12 hankie 13 getridof 14 attend to 15 snoop 16 snug 17 perpetual (=[+ too long])80 To ban or not to ban Ra What differences and/or . 1 coachfinstruct 2 developjevolve 3 say/reel off 4 entrust/ similarities are there confide 5 slap/smack 6 stopfintercept 7 send out/emit between the following pairs? 8 hinderjobstruct 9 safe/secure 10 crucialfcritical R; Fill in the following collocational grid cosy snug, comfortable R4 What are the British 1 elementary school 2 pep (6!) _3 dumb (coll) 4 french fries English equivalents of the 5 mailman 6 movie 7 prize fight & sidewalk 9 to figure following expressions? ‘out 10 to sign up (for a course) Rs Fill in the following collocational grids: ‘The enemy were waiting for us so someone us to them, had ‘The Arab races very rarely =a their real fe ‘Under pressure fiom his captors, the hostage his secret. Our long-held secret was bya few careless words. Someone has the real value of the cargo to the customs authorities. ‘The authorities hay the real facts about the economic situation ‘The witness has now ‘We sipped the paint off and jas lying to protect his friend, ome ‘old panelling behind. chat ‘The mysterious stranger his true identity.R6 Produce a logical and coherent story by filling in the blanks with appropriate words from the given list. Modify their form where necessary. To ban or not to ban 81 delay postpone eminent, distinguished, gratified, incited, snug, subversive, striking, elderly, placid, serene, boisterous, substantial, eligible, bluntly, hangover, expedient, outcome, hoax, longevity, centenatians, to enroll, to pose, to persist, to sponsor, to esteem, to curb, to ban, to debase, to pervert, to restrain, to inhibit, to arouse, to propagate, to attack, to subside, to step in, to baw! ‘Mr Jones was an r..... young man with a2... bank balance anda 3..... hugh. He was the proud owner of a 4... little flat and in'short, 5... .. that any young lady should be only too 6... were he to offer her his hand in marriage. He had 7. . blue eyes that had already 8 . .... the sleeping heart of many 2 young woman. He had a9 .... . nature but one which, when 10 there was no 11 ..... ing. He had been known to 12... -athis 13... parents when he'd drunk a glass too many but in the morning, suffering from a 14....., would have resumed his-air of reserve. Some years ago he 15 . .... for evening classes which were 16...... bya local political party, but was 17... .. from them because of a chance remark he had 18... let fall about its 19... chairman. The 20... ... of this last incident was that he had begun to be thought of as rather a 21 .... . element in the community, some people even going so far as to 22...... libellous stories about his private life. At this point though he 23 . made a public declaration; the rumours soon 24 among all but the 25...... who, anyway, could not said, and thus 26... ... in dragging his name through the mud. The only 27..... then, he realised, was to publish his declaration, which 28 .....no problem as his uncle was a printer. He was not 29.....about 30....... his critics with a verbal force of which the villagers had not seen the like. Some people took the pamphlet for a 31...... Others complained that he was 32. .... the tone of the village by publishing such things82 Unit5 Language isn’t just speaking Now Mr Whatshisname will __ Say a few words To the unintiated, making a speech ‘To your horror, the speaker immedi carries with ita certain glamout. J ately before you’ seems to be saying ‘After hearing an expert, you may exactly what you had so laboriously think, “That's as easy as falling off @ rehearsed! Jog ‘The chairman rises. ‘Mr... wil now ‘With the result that when a wily? A saya few words," and he looks pinted- secretary of a golf lub, c., phones to Iv at you as he stresses the word ask if you'll say a few words at some \ ‘few’ fanetion’, you may be filled with @ ‘You stagger to your feet!S, “Mr warm glow of pride. ‘Chairman, fades and gentlemen.” ‘Youmake some modest reference to ( &y 9) ‘Your mind goes blank. your inexperience, éc., whereupon be In desperation, you try to save the ives vent tot a hearty laugh of dis- QS situation with number 363 from the belief, and says, ‘Well, that's settled, g IR J joke book. Friday the 13th at 7.30 pan.’ And the vf “Ha, ba, ha,” you babble!s, “That phone goes click i ‘woman the chairman was out with last ‘You don't know, of course, that he f‘ night was certainly no lady!” haa already tried half a dozen other Hi Haye YOU ever tried to explain a suckers’ and received an emphatic TIAL XL joke to a sn of hostile faces, oF, for refusal in each case. that matter, explain a joke to anyone? In your, mind's eye you see an ‘What happens for the rest of the audience, hanging on your every word, ‘evening would bea blessing if it could laughing viproarfisly® at your jokes, For the next fortnight, you go about be called amnesia!. But you will and giving you a standing ovation." glassy-eyed!®, You lose a, stone in remember only to0 well the horrible ‘A thought may intra’. You don't weight. Your bestfriend hin thee is details, know any jokes! no disgrace in seeing a mental special- Within the next day or two, you will So you go out and buy ‘A thousand ist. receive a letter from the chairman's ‘and one jokes for after-dinner speak- At ast the dreaded evening arrives. lawyers, suing! you for slander! es. [otal themicat cubes! inthe world You ‘will have to resign ftom a ‘You spend « happy houir browsing! — will give that dinner any favour. position which ha a promising Fature, over this wealth of material, andfinelly The speakers are listed on the menu. and the only place left for you is decide on number 563:— You are second lst. darkest Aftice, ‘st gent "Who was that lady Tsaw _-Youliste,dry-mouthedandtrembl- My advice thereforeis, when youre you with lastnight?” {ngas the other speakers ramble on'2to asked to ‘Say a few words’ don't.—ML ‘2nd gent ~ “That was no lady, that the point the audience is bored to tears ef was my wife Thal bowl them over? and'you've stil to face themt Ct!LANGUAGE AND SEX DISCRIMINATION Language differences often betray discrimination in social relationships. In her book Mal Fenale Language, Mary Ritchie Key describes how labels' and descriptors can imply unequal status: ‘A study of the descriptions of females who are in public or professional positions provides examples ofthe actual values put on females in society ‘The following are illustrations I have collected from magazines and newspapers. The women described are not women who won the lottery, but are women who have positions entailing? a good deal of training and expertise. The women were variously described as: ‘a serene, delicately formed woman’ (referring to an executive chairperson); ‘a brown-eyed cutie’? (referring to an athlete); ‘(she) speaks softly blushes* and laughs...” (referring to a commanding officer); ‘a very feminine woman’ (referring to a chief of a Plight Service Station). A pilot was headlined as ‘Woman fier...” A member of a commission was, designated a ‘mother’. A book which received considerable attention was writen by a ‘housewife with an Oxford degree in English. Appa- rently an attempt is being made to assure women they can still remain sexually attractive even if professionally competent. Unreal and cruel dichotomizing® in language behavior inevitably leads to double standards in the treatment of male and female in every aspect of language use. Job titles and classifications are different depending upon whether male or female fils the position. A male is an ‘assistant manager’; a female is an ‘administrative assistant’. A female professor will be ‘Mrs Doe’ while her husband (on the same campus!) is ‘Prof Doe’. Descrip- tions of male and female have a different ring to them: an older woman has ‘Wrinkles’® but an older man has ‘deep erevices" ‘The matter of description of people and the interpretation of human qualities is based for instance on this double standard. A Bold® man is ‘courageous’ but a bold woman is ‘aggressive’. A student pointed out to me that one can say of'a woman who is easy 19 seduce?, ‘She's casy’ but one cannot say ‘He's easy’. A person who is innovative is ‘pushy"?® if female, but ‘original if male. IFinbistene", a female is ‘hysterical’, but a male is ‘persistent’. If politically involved, a female is ‘over-emotional’, a male is ‘committed"™*, Mary Ritchie Key, Male/Female Language AFEW WORDS 1 a rough mass or length of wood as 8 reading here and there for iecomes from the wee cxjoyment 2 crafty cunning 9 cll diom, relly amaze them 3 asoci! meeting (ofanimportane 10 lieeseand without expresion king) 11 blocks of compresed foods 4 express designed to ad favour to mest 5 ‘olla person who is easily deceived dishes in cocking 6 very soily 12 talk on without rch purpose 7 force or push (self) in without 13 repeated ected in onder ‘permission or invitation practise Language isn’t just speaking 83 LANGUAGE AND SEX DISCRIMINATION. * woidor shor pte asociged ‘witha perion or thing to describe andidentfyie 2 making neces 3 mall ete atractive, Sn charming gil 4 Decomes pink inthe fice (because ofembarrscment) 5 making dichotomies, divisions nto 6 small folds or sdges inthe skin especialy onthe fee 7 extcks of openings (It in walls, rocks, ete) 8 ‘without fear or pushing oneseiE forward 9 pessuade co engage in sexual 1o cal eying to ateact to much Strenton to onecié 11 commanding snd compeling 12 devoted toa cause ey, 14 emphatically, directly 1g-sand up unteadily 16 utter a stream of words which ‘make litle or no sense 17 loss or impsicment of memory 18 take legal sction, make a im ina court of hw 19 the offence of utering a fille statement which is intended to damage 2 person's reputation,84 Language isn'e just speaking STANDARD, NON- STANDARD OR BOTH? 1 taking away, getting id of 2 a thing (or person) that i the cause of shame of ducredit 3 hineat, suggest, mean without saying drely 4 fling of epraton or diference 5 group of pees, equals & connected wth yout 1 Sparse, having die aractersies © 2 Dingo he a jesitabie 11 changing, 12 hoping for something so ideal as to beimpossible 13 remembering, keeping in mind 14 indeicately 13 maning, meurhing, encouraging Standard, non-standard, or both? If non-standard-English-speaking children suffer educationally because standard English is not their native language, what steps can be taken to solve this problem? So far it is possible to distinguish three different approaches. The first approach has been described as ‘elimination’ of non- standard speech’. In this approach, every attempt is made in the schools to prevent the child from speaking his native non-standard variety, and each non-standard feature of which the teacher-is aware is commented on and corrected. For example, the child will be told that itis ‘wrong’ (and perhaps even bad or a disgrace’) to say Idone it, Iain’t got it, or He a good guy. Standard English, on the other hand, is presented as ‘correct’ and ‘good’ ~ the model to be aimed at. Linguists, and many others, believe this approach to be wrong, for several reasons. First, it is wrong psychologically. Language is not simply a means of communicating messages. It is also very important as a symbol of identity and group membership. To suggest to a child that his language, and that of those with whom he identifies, is inferior in some way is to imply? that he is inferior. This, in turn, is likely to lead either to alienationé from the school and school values, or toa rejection of the group to which he belongs. It is also socially wrong in that it may appear to imply that particular social groups are less valuable than others. Finally, and perhaps most importantly, itis practically wrong: it is wrong because it does not and will not work. To learn a new language is a very difficult task, as many people know, and in many ways it is even more difficult to learn a different dialect of one’s ‘own language — because they are so similar, it is difficult to keep them apart. The fact must also be faced that, in very many cases, speakers will not want to change their language — even if it were possible. First, there are no communication advantages to be gained (as there would be in learning French, for example) since the child was already able to communicate with standard English speakers Second, the pressures of group identification and peer-group* solidarity are very strong. Linguistic research has shown that the adolescent® peer-group is in many cases the most important linguistic influence. ‘The second approach has been called ‘bidialectalism’, and has received the overt” support of many linguists. This approachteaches that the individual has @ right to continue using a non- standard dialect at home, with friends, and in certain circumstances at school. But it also advocates that children should be taught standard English as a school language, and as the language of read- ing and writing. The two varieties, standard and non-standard, are discussed and treated as distinct® entities’, and the differences between them are illustrated and pointed out as an interesting fact. ‘The aims are to encourage the child’s interest in language by study of his own dialect asa legitimate!” and interesting form of language, and to help the child to develop an ability in code-switching" — switching from one language variety to another when the situation demands. However, children will learn to speak standard English, which isa dialect associated with and symbolic of a particular social group in our society, only if they both want to become a member of that group and have a reasonable expectation that it will be possible, ‘economically and socially, for them to do so. The third approach, which appears to be obtaining growing (but still minority) support in America, has been called ‘appreciation of dialect differences’. This view states that if children suffer because of their non-standard language, this is due to the attitudes society as a whole, and perhaps teachers in particular, have to language of this type. If this is the case, then it is the attitudes that should be changed, and not the language. In other words, the problem is not really a linguistic one at all. We should, according to this approach, teach children the ability to read standard English, but, beyond that, we should simply attempt to educate our society to an under- standing, appreciation and tolerance of non-standard dialects as complex, valid and adequate linguistic systems. Critics of this approach have called it hopelessly utopian". Given time, however, it might prove to be simpler than the other two approaches, since it may be easier to change attitudes than to alter the native speech patterns of the majority of the population. From the point of view of the linguist, therefore, the most satisfactory solution to the problem of non-standard speakers in a standard-English-dominated culture is the adoption in schools of a combination of the two approaches, bidialectalism and apprecia- tion of dialect differences, bearing in mind" that bidialectalism is likely to be only partially successful (and then probably only in the case of writing) and may be dangerous, particularly if insensi- tively"* handled, from the point of view of fostering linguistic insecurity. P Trudgill, Sociolinguistics: An Introduction Language in’ just speaking 85 ) Watch it! Have you ever noticed that in most con vetsations the person who is bein spok to watches the face af the speaker, u is his turn to speak, when he alternately ches the other and looks away. And the tirecton in which that person looks away is very revealing. Researchers have found — and this can be tested literally anywh that wen people look to the eft they are remembering, and when they look to the this one could be dangerous. your boyfriend has been away and you ask him where he has been, watch his yes Hf ashe rept you know that hes ty butt they slide down tothe right you know Something imaginative is coming. JEROME BURNE Honey86 Language PERSONAL SPACE smartly, fashionably Br prefers packet 3 dhs knives, forks spoons ee arranging it in line with ‘communicated an intention to punish or hure Communicated an invitation to compete (lit deliver an oficial invitation to ght) 7 insist on your rights, put yourselE fbrward and ery to be important to mark the limits of a territory violation (of law, a promise, taste, ete) ro forcing myself upon you 1 gpl oring touched, df, clear, not vague 12 mix together or become mixed 13 hold fst to stick to 1 gathered ina group . 15 apparently in disagreement witl the foets oes) 16 crowd or pres together 17 closeness 18 distance (of people) 19 pusing vigorously 20 forcing sexual intercourse on sn unwilling partner 21 Squeezing 2 small amount of flesh betoreen the thumb and the finger 22 lita very thin ball of liquid filled with air or gas 33 atuck, Personal Space How much space does a man need? 1 had lunch not too long ago with a psychiatrist fiend. We satin a pleasant restaurant at a stylishly! small table, At one point he took out a pack’ of cigarettes lit one and put the pack down three-quarters of the ‘way across the table in front of my plate “He kept talking and I kept listening, bur I was troubled in some way that T couldn't quite define, and more troubled as he moved his tableware? about, lining it up with* his cigarettes, closer and closer to my side of the table, Then leaning across the table himself he attempted to make a point. It was a point I could hardly appreciate because of my growing Finally he took pity on me and said, ‘Thave just favored you with a demonstration of very basic step in body language, in non verbal communication.” Puzzled, I asked, “What was that?” “L aggressively threatened® you end challenged* you. I put you in a position of having to assert ‘yourself’, and that bothered you.” Still uncomprehending, I asked, “Bus how? What did you do?” “Tmoved my cigarettes to start with,’ he explained. ‘By unspoken rule we have divided the table in half, half for you and half for me.” ‘T wasn't conscious of any such division.” “Of course not. The rule remains though. We both staked out a territory® in our minds. Ordinarily ‘we would have shared the table by some unspoken and civilized command. However, I deliberately ‘moved my cigarettes ito your area in a breach’ of taste, Unaware of ‘what I had done, you still felt yourself threatened, felt uneasy, and ‘when T aggressively followed up my first breach of your territory with another, moving my plate and silverware and then intruding myself, you became more and ‘more uneasy and still were not aware of why.” Te was my first demonstration of the fact that we each possess zones of territory. We carry these zones ‘with us and we react in different ‘ways to the breaking of these zones. How different cultures handle space Westerners see space asthe distance between objects. To us, space is empty. The Japanese see the shape and arrangement of space as having ‘a tangible" meaning, This is apparent not only in their flower arrangements and art, but in their gardens as well, where units of space, blend’ harmoniously to form an integrated whole. ‘Like the Japanese, the Arabs tend to cling” close to one another. But while in public they are invariably crowded together, in private in their own houses, the Arabs have almost too much space. Arab houses are, if possible, large and empty, with the people clustered'* ‘together in one small area Partitions between rooms are ‘usually avoided, because in spite of the desire for space, the Arabs, paradoxically, do not like ro be alone and even in their spacious ‘houses will huddle together. “The difference between the Arab ‘hudaling and the Japanese proximity'” is a deep thing. The Arab likes to touch his companion, to feel and to smell him. To deny @ {riend his breath isto be ashamed. ‘The Japanese, in their closeness, preserve a formality and an aloofness". They manage to touch and still keep rigid boundaries. The ‘Arab pushes these boundaries aside.‘Along with this closeness, there is pushing and a shoving" in the ‘Arab world thet Americans find distasteful. To en American there are boundaries in a public place. ‘When he is waiting in line he believes that his place there is inviolate, The Arab has no concept of privacy ina public place, and if he cen push his way into a line, he feels perfectly within his rights to doo. ‘As the Japanese lack of a word for privacy indicates a certain attitude toward other people, so the Arab Jack of a word for rape” indicates a certain attinude toward the body. To an American the body is sacred. To the Arab, who thinks nothing of shoving and pushing and even pinching” women in public, ‘violation of the body is a minor thing. However, violation of the ego by insult is a mejor problem, ‘The Arab at times needs to be alone, no matter how close he ‘wishes to be to his fellow man. To bealone, he simply cus off the lines of communication. He withdraws, and this withdrawal is respected by his fellows. His withdrawal is interpreted in body language as ‘T need privacy. Even though I'm among you, touching you and living with you, I must withdraw into my shell.” ‘Were the American to experience this withdrawal, he would tend to think ic insulting. The withdrawal would be interpreted in his body Tanguage as ‘silent treatment’. And it would be further interpreted as an insult, ‘When two Arabs talk vo exch, ‘other, they look each other in the ‘eyes with great intensity. The same intensity of glance in our American ‘culture is rarely exhibited between ‘men. In fact such intensity can be interpreted asa challenge to a man’s ‘masculinity. ‘I didn’t like the way he looked at me, as if he wanted something personal, to sort of be too intimate,’ is 2 typical response by an ‘American to an Arab look. So far we have considered body Language isn’t just speaking 87 language in terms of spatial differences in widely disparate cultuies, the East and Near Eastas ‘opposed to the West. However, even among the Western nations, there are broad differences. There is 1 distinct difference between the way a German, for instance, handles his living space, and the way an ‘American does. The American carries his two-foot bubble® of privacy around with him, and if friend talks to him about intimate ‘matters they will close enough for their special bubbles to merge. To a German, an entire room in his own__ house can be a bubble of privacy. IF someone else engages in an intimate conversation in that room without including him he may be insulted, ‘These are all elements of| nonverbal communication. This ‘guarding of zones is one of the first basic principles. How we guard our zones and how we aggress to” other zones is an integral part of how we relate to other people. Julius Fast, Body Language88 Language isn’t just speaking Body Language Feature Kirsty McLeod How to decide whether people warm to! you or not? Are enjoying themselves or are bored? Are pleasant or nasty2? Are responding irresistibly to your sexual power or are just being friendly? .. . such questions as these are fundamental to organising our lives properly and not making appalling? rmisjudgements. We tend to think that whet people say is of most significance; but itis only in telephone conversations that words are the only, or even the best, clue*. Most of the time we have whole people to watch and (much in the same way of our ape forefathers) the appearance, posture®, expressions® and ‘twitches’ of human beings tell you quite a lot of what's going on in their heads. BODY LANGUAGE 1 become interested in, like 2 unpleasant 5 serious lis horifc, disgusting 4 something that helps to solve a problem ora mystery 4 the cariage oF ttirude ofthe body 6 peculiarities of speech, behaviour, gesture, style, ete 7 Jerky, usualy uncontrolled ‘movements of some part ofthe body First Impressions FIRST IMPRESSIONS 1 equal in rank, merit or quality 2 abbr for intelligence quotient (measurable amount of intelligence) 4 suggesting rich sensual delights 4 not frank; deceitfal, untrustworthy 5 ain, having too high an opiion of 6 identifying mat, lit code of letters and numbers ssigned eo an ‘operator, activity or station For use in radio communication 7 Laura Ashley is British clothing farm specialising in long, filly, flowery, romantic dresses 8 col takes advantage of 9 2 venomous female spider, socalled from ite colour and its habit of cating its mate 10 free from roughness, even, sof display proudly, show off 12 intelligence, quickness oF mind, ability to be verbally amusing ME & ae ‘ ~S THE STUDENT AND THE BANKER LUSCIOUS® LATIN LOVERS By wearing the exact uniforms Such is the reputation of the their peer’ groups expect of them, hot-blooded Latin that any these two communicate their age, dark-skinned man is in danger of class, occupation and probable being mistaken for one, and 102. Moreover. by telling us just expected to be quick-tempered, this and no more, they both reveal__ sly and conesited® - the ' whole lot more about assumptions we generally make ‘themselves. A person frightened of about Mediterranean males, boing an individual. of giving anything away about himself. is likely to lack confidence and ambition, be unimaginative and ‘over-anxious,Language isn’t just speaking 89 ACH AND SUCCESSFUL Generally those who have it flaunt’ success, however subly Ire about the most patont physical signal of al, especialy in @ man. Women are less attracted by looks than they are by things like ability. achievomont, wit", stiong personaly. Think of the men, ugly but rich and successful, who are maried to beautiful women, Then think off the other way round Honey THE PROFESSIONAL ROMANTIC Recognisable by her eall-sign® (the Laura Ashley’ look). she trades on® her apparent helplessness and the male instinct to protect. In fact she's about as helpless as @ Black Widow spider?. Adult love, psychologists tell us, is a replay of our first experience of love in childhood: the male playing parent. the female as child, Women use ‘make-up to emphasise thoir childish qualities ~ smooth’? skin, soft hair. large, round eyes. Discussion 1 What do you think is meant by ‘personal space’? In what way is it handled in your culture as compared to those mentioned here? 2. The notions of tbody language’ and ‘personal space’ may éxplain some traditional racial type-castings and prejudices which encourage or discourage relations between certain racial or cultural groups, eg ‘Luscious Latin Lovers’. Cite as many examples of this type-casting as you can, and try to say which characteristics are responsible for them. 3 ‘The Student’ and “The Banker’ are said to be hiding behind their outward appearance. Does this seem to you true, and can you cite other examples of types of people who do the same thing? Or do we pethaps all do it? 4. Are you conscious of distinguishing people socially by the way they speak? If so, does this distinction seem to you useful, or unjust and likely to lead to prejudice and resentment? 5. What is the social effect of the existence of a standard or ‘correct’ version of any language? What happens to people who cannot speak it? 6 Compare the situation in Britain and America outlined by Peter Trudgill, with that in your own country. If your country uses several languages, what difference does this make? 7 ‘Just be yourself’ is an old axiom. But isn’t it impossible once you are aware of how others are judging you by your appearance and speech? How much do you think you ‘act a role’ to achieve a certain reaction in others?90 Language isn’t just speaking A Semantic Fields Word Study seream [+ [+ + shrick [+ [+ = whine | [+[ [+ + wail +[+ +[ [+ groan +] [+ ‘moan +, [4+ + [+e [+ z0b + + +[+ 2 sigh = +/+ [+/+ mp +) [+ + [All these verbs can follow a direct quotation and may precede it if they occur in conjunction with another verb. All take direct objects ‘which name the type of message (eg ‘a story’, ‘orders’, ‘a few words’) and all, except sigh and gasp, collocate with about. Scream and wail can also be followed by a that-clause. Obviously, all these verbs can also denote sounds not accompanied by words. EXAMPLES scream ‘Let me go!” she screamed. ‘What is that child screaming about now? shriek ‘The children shrieked with excitement when we told them about their holiday. whine She came whining to me with some story about unfair reports from her supervisor. wail ‘TH never see him again,’ she wailed. ‘Margot wailed that everyone had gone out and left her by herself and she was lonely. groan He groaned when he saw the mess which had been made by the cars on the grass. moan ‘It’s my arm, it hurts,’ she moaned. He's always moaning and groaning about something, sob ‘He hit me,’ sobbed the small boy. She clung to me and sobbed convulsively. ‘Based partly on G. Miller and P. Johnson Laird (1976), p 627.Language isn’t just speaking 92 sigh Everyone sighed with relief when they saw the rescue boat ‘approaching. ‘Don’t ever leave me,’ he sighed. ; gasp The messenger was so out of breath that he could hardly. ‘gasp out his news, "Water,’ she gasped. 2 Talking informally 7 The use of all these words is restricted to colloquial speech or writing. EXAMPLES chat I've been next door chatting to the neighbours and catching up on the news. ‘Once you invite him in he sits and chats for hours on end. chatter The little girls chattered incessantly instead of going to sleep. I waited 15 minutes to telephone while this girl chattered on to her boyfriend about the most trivial incidents. rattle Once she gets started she prattles on endlessly about nothing. ‘What are you prattling about? I wasn't listening.” babble With everyone babbling at once I can't understand a word. She's babbled our secrets all over the village. blab Someone has blabbed — the police know of our plan to raid the bank, He's blabbed to everyone that we have serious financial, problems, gossip I despise people who gossip about their friends behind their backs I must admit I enjoy gossiping as long as it is not harmful to anyone.92 Language isn't just speaking 3 Suggesting Kg imply [+ + [+ intimate [+ + hint + + insinuate + +] fF ‘The verbs are all transitive and take a that-clause as direct object. Imply may also take 2 nominal object. Hint may be followed by the preposition at. Intimate is the least common of these words. Tink the lever + That you will be offered the money. iis behaviour seoms to + that he intends to leave. He +[+ 2 lot of things without being explicit. ie seemed t0 ++ that I would get the job He L(+ [tome that he was willing to help, Thereport + |_| at corruption in high places. Thaithe + |_| atthings which he didn’t feel able to sy Girecdy. ‘Worse things have been +) [| 4] tan have actually been said. ‘Are you + “+ | that Lam dishonest? i go gas me, Why do | vaguelyLanguage isn’t just speaking 93 huddle +[+[+ nestle +[¥[ [Fl = snuggle + ‘cuddle + + ‘The verbs are all intransitive and cuddle may also be transitive. ‘They occur in the following prepositional constructions: to huddle together/up against/under to nestle together/up against/up to to snuggle/up (together) up to/into sth/down in to cuddle up (together)/up to Huddle and nestle may be used figuratively for inanimate objects (usu buildings). Snuggle and cuddle are colloquial. sey SOD SESS The sheep + together for warmth behind a hedge. Four of usted vo + tnder one umbrella but the rain was 0 envy that weal got wet Kiew conga + ‘ap against an old grey church Formed the vhiage ‘The child slept + iin her father’s arms, The chicks z ‘under the moser hens wings to Seep Thetis + atthe foo ofthe mountain in a shelersd tale eps EP reseher for warmth ‘The sleeping child + [+ | up to his mother. ‘The puppy + | + | up to his young owner. The mother $ | hell gil after she hada nightmare ‘My brother thinks it’s babyish to let our + | him, now he is eleven. ‘mother94 Language isn’t just speaking 5 Going where one is not supposed to encroach _| ‘trespass invade + + + intrude 7 + + ‘The verbs occur in the following constructions: to encroach (up)on sth/over sth to trespass upon/on/over sth to invade sth to intrude (up)on sth Notice that only invade can take a direct object. The use of all these verbs can be extended to personal space, psychological freedom or sphere of influence. ‘ / 4 9 CxS ¢ SO Ox SSS SMES POSSE The sea gradually + ‘over the low-lying land, ‘The green fields are being + ‘on faster and faster by new housing development. While Fdon’e want to + ‘on your territory, I do feel my experience inthis matter may be of some vale. ‘Although this section of coastline is private, over it all the time. people ‘We have put up high fences but itis + ip our woods and picking all the spring impossible to stop Beople lowers a anenumeinane Thope Thave not — 4 too much on your time. England was ” + by the Normans in 1066. ‘At holiday times London is + by foreign tourists. Some people seem quite unaware that they +] on one’s privacy. Please excuse me~Isee Thave + [ona private converLanguage isn’t just speaking 95 6 Moving unsteadily totter stumble All the verbs are intransitive and usually collocate with the following prepositional adjuncts: ‘along sth | ee to stagger) front side to side Teel} like sb like sth to one’s feet along sth across sth to totter to one’s feet _to stumble on sth over sth into sth Stagger, reel and stumble across/on may be used figuratively, in which case stagger and stumble across/on are transitive. In their figurative uses, which are informal, stagger has the features [+shock deeply] or[+.cause worry or confusion to), reel hhas the feature [+ be shaken] and stumble across/on means [+ find by accident], EXAMPLES ‘What staggered me was the barefaced lies he told. Twas staggered by the news of my daughter's elopement. ‘The idea that my own daughter would do such a thing really made me reel, Thappened to stumble across a very pretty chair in a funny old junkshop where I had gone to look for books.96 Language isn’t just speaking ‘When the boy's name was called he + to his fet, but could not walk ‘Aithough his leg was injured he managed to | cane pga rm, whee Found ‘The sailor had been at sea for so long that he Bom tide to side when he tried to walk on ‘We meta pary of drunken students ‘back from a tour ofthe town's bars The wounded man ‘momentarily a the cis edge and then fal I felt very weak, but managed to up the stairs to bed. The pony on the rocky path and amos ll The survivors of the expedition + into the desert trading post just before they completely collapsed. 7 Slipping and sliding Al these verbs are intransitive, and slide and slip are also transitive. Slide and slip are often used figuratively in informal circumstances to mean [+ pass gradually] [+ into or out of a state, condition or opinion] [+ often for the worse] EXAMPLES He slid into bad habits. In today’s permissive society it’s all too easy to let one’s standards slide/slip. 1 sort of slipped into the habit of visiting him every day for half an hour.Language i just speaking 97 Note the colloquial expression to let things slide [+ do nothing] [+about things which are wrong]. EXAMPLE I'm sorry the place is so untidy, I rather let things slide when If am here by myself. Ghildren Tove to down sandhills, ‘The wardrobe is too heavy to lift, but T think we can across the floor. ‘There was too much on my desk and half’ the papers ‘onto the floor and got out of order. He Qe jnto the room and took his pace at She (on a banana skin and sprained her ankle. I over in the snow and broke my arm. The boat + smoothly through the calm clear water. The nue + “soundiessly past cach patient's bed, checking} that they were all peacefully asleep. The cr need round the comerand toa halt justin front of the house. Hie fell off his bicycle when it ‘on the wet road. 8 Moving with force posh [+f shove + trast + ineave + |+{+|+ +[ + All the verbs, except thrust, can be used transitively or intransitively. Thrust is only transitive. Shove is colloquial. ‘Thrust is not much used in colloquial speech.98 Language isn’t just speaking ry XOL, SOS SF ee Ss ‘ GLEE Could you + the button to stop the machine? i + may way dough the cowds and managed at last to find my friends. After two hours walking, + our way through dense undergrowth, we found the river-crossing. He + back his chair from the table and stood up. Everyone was Pa To my to make sure they got ples onthe baw [just + ‘things in the back of the car and drove sta as teal ie FT [#11 send down through thesof ean, trying to locate the lat ring She suddenly FI] TT ds into my band and vn off ling mete Enjoy myself with it. Weal + | on the rope together to pull the boat in. hed ‘we have an oil-fired boiler, no-one + | coal any more. ast Tt took two of us to + | the heavy trunk into the back of th car. 9 Combining mix + +/+ tend IESE + merge efeP te mingle EE + amalgamate TELL ‘The verbs can be used transitively or intransitively but mingle is not often used transitively. All can occur in the construction to «+ +sth with sth, and all can be followed by the preposition with, Note the phrasal verb to mix up which means [+ confuse].Language isn't just speaking 99 EXAMPLES He mixed up all my carefal arrangements and managed to arrive at the wrong station two hours late. The two flocks of sheep got mixed up and we couldn't recognize which of them belonged to which farmer. Waerand awa F ‘The two groups of students don’t + with cach other at all. ‘en making + cake you ma +15 a ingredients rogalior ey WaT She doesn’t + 4) with the other children in her class. ‘The tea we buy is usually the result of (4) + several varieties. Treally don’t think those two colours _|(+)| + ‘well together. itvamazing Wat sucha modem paining | —[F Taso wel wih your amigas mire {The Teacher Training Callegehar 5 wth te Univer Thetwo compar [LE form one mach gar a ‘Two engineering unions have recently + + | to gain greater bargaining power. Tenia Tate er omer cece Tews exceng to +) | Race cclcbrae tcasbonsl sey Fw whoalhave F [po eve on Fond Bale ‘Wouldn't it be possible to + | Both theories to achieve wider coverage B Synonymous Pairs 1 hole breach Breach usually occurs in set expressions the most common of which are: a breach of contract/promise/faith/confidence/the peace (=public disturbance), [-+esp one in a defence wall] = [+ violation] 2 to encourage to foster [+ certain feelings or ideas in the mind] or [+help to develop]100. Language isn’ just speaking mcounge [+ foster 3 to speak/write to ramble | [+at great length] [+ usu without ever coming to the point] Ramble is colloquial. EXAMPLES Her letter rambled on for pages about how unhappy she was but T couldn't really gather why. If you think I'm going to listen to that old fool rambling on for two hours about his work on dialect differences in West Yorkshire, you are quite wrong! 4 to browse [-+at random] [+ for pleasure] (eal to peruse [+ carefully] Peruse is formal and a bit old fashioned. EXAMPLES T really enjoy having a long breakfast on Sunday morning and quietly browsing through the newspapers. I spent the aftemoon browsing through old history books in the second-hand bookshops. ‘The immigration official perused my papers at length but, eventually he smiled and told me I could continue. Toccupied myself in perusing the titles of the books in his library. 5 insistent [+ compelling attention} (+ determined in persistent } pursuing a goal] [ [+-over a long period] or [+ recurring] or [+ continuing EXAMPLES for along time] An insistent knocking at my door aroused me at 3 o'clock this morning. He is so insistent/persistent that she may yet give in and agree to marry him, ‘The Government eventually had to give way to persistent pressure from all sides that the laws conceming privacy be changed. ‘This persistent cold weather is really most depressing.‘ollowing definitions) descriptions. 2 Choose the word that best fits a given context and change its form where necessary. 3 What kinds of objects/ people can be described as: 4 Which adjectives collocate with which nouns? Language isn’t just speaking, 101 Exercises i 1 hard covering of bird’s eggs, nuts, and of some animals (snails! Toobsters) Yai 2 small folds or lines in the skin especially due to age vaniwlete 3 false statement that damages a person's reputation Slawcse /It fe! 4 something said or done to cause amusement “So 5 rough piece of cut tree-trunk; short piece of this for a fire Loe 6 speak or act in a way that hurts or is intended to hurt a person’s feelings or dignity o¢cons - 1s 7 showing clever and humorous expression of ideas, being very lively in one’s speaking 'ui-ty 8 the grounds of a university cA. eus 9 narrow opening or crack in a rock, wall cke yi ce 10 game of chance in which one buys numbered tickets; only a certain number of tickets are drawn Lotte « y 11 variety of a spoken language peculiar to a region or to a social group Aiolact 1 She loved to. ....in our bookshop when she came over to England. (read, peruse, browse)vs ead koe be prcre For pluery 2 Despite having a knife in his back, the man managed to across to the telephone. (stagger, stumble, reel) “oi vostced 3 The two lost children finally .... . up together under a tree and fell asleep. (huddle, cuddle) “> ©"! 4 His way of . “2? things about other people made him the most unpleasant of companions. (hint, imply, insinuate) 5 He gave a... of despair when he saw the pile of paper-work still to be done. (sob, groan, moan) 6 There was a long... .. of despair from the child as he realised someone had stolen his toy. (scream, shriek, wail) 7 The aroma of freshly-ground coffee .”¥ 23 with the smell of steaming hot rolls sent our appetites soaring! (merge, mingle, blend, amalgamate) 8 The children enjoyed the ice on the roads because they could on it. (side, slip, skid) 1 smooth? 2 scared? 3 tangible? 4 soft? 5 potent? 6 sly? 7 appalling? 8 cruel? 9 bold? ro growing? 11 verbal? 12 horrible? 13 intimate? 2 1 native 2 original 3 wrong 4 valid 5 competent 6 hysterical 7 standing 8 dangerous 9 utopian ro conceited 11 superficial 12 tangible 13 over-anxious 14 serene 15 wily b 1 age 2 treatment 3 approach 4 result 5 ovation 6 speaker 7 language 8 lawyer 9 training 10 custom 11 form 12 answer 13 passport 14 character 15 mother 16 evidence 17 road 18 proposals 19 driver 20 salesman102 Language isn’t just speaking 5 What are the main semantic features of the following? 6 Fill in the blanks with Appropriate words from the given list. 7 What kinds of things can one: 8 Fill in the following componential grids: 1 cluster 2 shove 3 browse 4 rambleon 5 hint 6 flaunt 7 entail 8 blush 9 cling to 10 intrude 11 bowl sb over 12 rehearse i vent second point standing shell wear bear likely fill light 1 Why did you !'PAE the candles? 2. What she said was very much to the 21011" 3 From then on she withdrew into her . Felt 4 The Pianist ‘was given a. 7) ‘Ovation? 5 John is | 6 Have you got somebody to .\l, . the position? 7 Why did she 22". that weird uniform? in mind what I told you. to his felings. 9 Please 10 He gave Yaar 1 aim at? 2 watch? 3 browse over? 4 foster? 5 point ont? 6 light? 7 advocate? 8 stake out? 9 face? 10 rehearse? 1 look up? 12 flaunt? 13 deny? 14 assert? 15 cling to?veat least one word has the opposite sense hat differences and sities are there en the following pairs? what sense are the fing words negative? ho or what can you: hat differences and fities are there in the following pairs? in the following itional grids: “yy 1 covet 2 Siig. 3 Atk a oy eh 7 hostile. 8 aloof 9 ‘promising 0_luscigul (fruit) a1 nasty?" 12 GBUSEE Sy cau 14 AGERE TS opian rtstpc 16 valuable Worthters x babblejblab 2 cuddlefhaddle 3 rememberjremind 7% 4 blend/imerge. $ trespasfencroach 6 wail/groan 7 slip/ikid 8 notice/point out 9 encourage/foster 10 lure/seduce 1 sigh/enp 12, tbleware/slyeryare Revision Exercises 1 debauch 2 unmindful 3 incessant 4 libel 5 wane 6 smirk 7 covet 8 malign 9 infringe 10 pry 11 divulge 12 aggravate 13 scathing 14 hoax 1 defame? 2 sprinkle? 3 divulge? 4 betray? 5 pry into? 6 sue? 7 store? 8 stir? 9 trigger (off)? 10 intercept? 11 explore? 12 prohibit? 13 violate? 14 bug? 15 coach? 1 restrainfinhibit 2 prohibit/ban 3 arouse/rouse 4 crowd/flock 5 diffuse/disseminate 6 suffuse/spread 7 consent/permit 8 relishflike 9 filthy/dirty 10 blunt/plain 11 witness/sce 12 enhance/heighten 13 plunge/thrust 14 inflict/cause Ss oP agitators deliberately t Lt ¢ the crowd t violent action, to dislike his mother by the attitude of his ees 2 enendous form oes nt dsespet forthe rls Tas Soc Frage of food — ‘deep feelings of discontent among the : people jute tdi Se ens are cote Kind of direct action agai the sradents Sains of dre acson agin lewas in fact ‘by a small group of people within the GovernmentTos” Language isn't just speaking ‘The farmer has ‘the children to play in the barn, you fo use those swearwords to me. 16 spit on the floor Smoking in cinemas is by law in many States of the US. ‘The Government has all farther ales of the drug pending an enguiry. The controversial film about race relations has in many countries, been Many quite harmless books are being by prejudiced heads of school ‘The University has Thim fom doing any further teaching He has been Prom entering Britain because of his politcal activites repress control Rg Give distinctive semantic features for the following groups of words: 3 R6 Supply appropriate p¥epositions/adverbs. strike, slap, clout 2 entrust, confide, consign educate, instruct, coach, tutor, train We are slaves... . the clock. Egypt is famous... its pyramids. People crowded . .. the famous actress to get her autograph. We live. . a pace that is dissonant with our inner needs. He is oblivious . .. what is going on. Is there anybody looking... . the children? Iwill attend . .. this complaint, They were assailed . .. doubts. ‘There must be a way of stopping that dog . . he meets. Nothing could possibly rouse them . .. their beds. ‘Wiat has incited them . .. such extreme behaviour? biting everyone‘R7) Guess the right word. R8 What differences and/or similarities are there between the following pairs? Ro Provide a few collocations with which both the given words/expressions can occur. Rro Fill in the following componential grids: Language isn’t just speaking 105 12 The shopping centre thronged . .. people taking advantage of the winter sales, 13, They work... day. i 1 There was ab .... . of light showing underneath the darkened door. 2 Alaw wase..... by Parliament to reduce racial discrimination. 3. The judge's long tirade against strikers was 2 clear a... .of his position. 4 The only pr... we took before climbing the mountain were to inform the police, and to make sure we had enough provisions 5 She always wore a p..... smile, as though nothing could ruffle her, 6 He sn’... unkindly behind his hand and immediately straightened his face as if nothing had happened. 7 The literature was considered to bes... . as it clearly aimed at helping to overthrow the government. 8 All the natives of the island spoke in the v.... . but none of them could read or write. 9 The lady was re... .about where she had been that day, but the police soon extracted the facts fom her. 10 Hehadas..... grin on his face which made us distrust and dislike him, 1 disclose/divulge 2 confirmjestablish 3 mouldjshape 4 obliviousjunmindful s somatic/mental 6 weeds/plants 7 disparitylincongruity 8 admonition/waming 9 subsidy/ money. 10 surge/movement EXAMPLE: to get rid of } unripe strawberries from a basket to discard S half the texts in the book 1 to benefit/to profit 2 to postpone/to delay 3 to hinder/ to obstruct 4 to initiate/to launch 5 to heighten/to intensify 6 to break/to violate 7 to tend/to look after 8 versatile] many-sided betray105 Language isn’t just speaking restrain curb ‘heck inhibie R11 Choose from the words in brackets the one which is ‘most appropriate. Modify its form where necessary. necessary. Riz Solve the crossword puzzle. 1 The demonstrators... . together, some thousand strong, to listen to their speakers. flock, throng, crowd) 2 ‘Birds of a feather . .... together.” (fock, throng, crowd) 3 By driving too fast we were... . the law. (encroach, invade, > infringe) 4 The cat... to the tree-trunk with its sharp claws. (hold, ling, seize) 5 After the match the crowd ;... . quietly. (scatter, strew, disperse) 6 We were mildly . .... to see her back so soon. (amazed, surprised, astounded) 7 The little boy . ... . the dog with great tendemess. (tend, attend to, care for) 8 Once she had... ... her thoughts to paper, she knew there was no tuming back. (entrust, commit, confide) 9 Information on the progress of war was ..... to the troops. (propagate, diffuse, disseminate) 10 How do you feel about the President's attempts to... .. plutonium reprocessing? (curb, restrain, check, inhibit) Across 16 animal like a mouse, but larger 1 We tried to b..... the way ® by putting a tree across the 18 cut to pieces, oughly and road. (3) clumsily (4) 43 A film or book is censored ifit 19 make coins lower in value by is found to be likely to corrupt putting les silver in them (6) andd.....the population. (7) 23 very religious, praying all the 7 breathe in (6) time (5) 10 act or cause others to act 24 very important, often in immorally (7) zesolving a problem (7) 12 Near the door were some 5 high, windswept, barren area p..--. for banging coats. (4) of land (4) 13 spread slowly over the surface 26 person who walks in his sleep of sth (7) (12) 15 As.....book is one which is 29 I told him it would rain, but he against prevailing political and didn't h. .... my waming, social norms. (10) and went out without a coat.(4)4o guns (anagram) for ‘warm and. cosy” (4) 43. passage or hall (5) 34 les within ther. ....of possibility that the weather in England will be good, but it isn’t very likely! (5) 35 hit, usu on the head (coll) (5) 36 small road in the country (4) 37 part of the body (3) 38 the fact of not being permanent or lasting (10) Down 2 move on a horse (4) 4 lug pen (anagram) for ‘thrust forcibly’ (6) 5 Persons aged over 6 are e. for a pension. (8) 6 quiet, not saying what one thinks () 8 Iya las? (anagram) for ‘attack violently’ (6) 9 officidl who checks books, films, ete to make sare they have nothing in them which could corrupt (6) 11 place where you live (5) 12. be widespread (of an idea or belief) (7) 14 pans (anagram) for ‘length of lite) ry You musta... by the rls. ) Language isn’t just speaking 107 20 money paid by a government to meet the cost of public services (9) ar eall, send forsth (6) 22 a trick, designed to deceive people, pretending that an event has taken place (4) 25 concemed with the speed at which bodily processes (eg digestion) takes place (0) 27 able to move (6) 28 tool which you use for moving, eg coal or snow (6) 431 obvious, clearly noticed (of demands, injustice, etc) (3) 432 allow (3) 33 unwanted plant growing in a cultivated plot (4)108 Unit6 How to keep the doctor away Exercise for ever! In our pursuit of good health and shapeliness, most of us think immediately of dieting’. If only we could eat less, we think, we'd soon be slim?, happy and life would be problem-free. It's true that dieting is one answer, though it can be the most agonising? and psychologically destructive. So why not think about it another way. Maybe it’s not that We eat too much, but that we exercise toa little. Most of us lead terribly sedentary* lives; when we're not sitting at our office desks, we're siting on a bus ora train or in a car or in front of the telly®, and we very rately go for a good brisk® walk, let alone? exert ourselves? more vigorously®. Taking regular exercise can mean that you can eat decent'®, satisfying amounts, while not endangering your figure at all Exercise, or better still sport — since sport is challenging’, exciting and socially enjoyable too —can change your whole attitude to life. It can change a depressive, lethargic’? person into @ happy. active one. It can change a flabby*®, clumsy’ person into a firm, perfectly controlled, graceful one. Exercise, so the doctors tellus, is a necessary antidote’ S to stress, and it will help to keep your heart and lungs working well too. Tina Bowles, HoneyTHE MORBID SOCIETY 1 technique 2 Section of hospital 5 before bith 4 -US examinations $ afer death 8 kent be, supposed to be 7 Semonsated, shown by postive evidence 4 jst punishment for evil, revenge, Trt goddes of vengeance 9 tending to fill or pas through every Part to in morbid way, one that is tinal, that kes to dwell on Horrible or nasty things 11 producing the opposite of what ie 12 fesling that one must take certain drugs, medicines 1 preventive injection of germs in [inal quancites to cause the body to build up resitance toa diese 1 trust, dependence 15 foecnives, stimuli EXERCISE FOR EVER 1 eating only certain kinds of food for special reson, eg to prevent onezelf from getting fr, 91 €0 avoid harmfl foods, to balance one's dct 2 Sender, hin 5 causing greze pain or sorcow 4 spending mos of one's time sting physically inactive 5 cll television 6 quick, active, lively 7 not «9 mention, say nothing of Emakean efor 9 seconely 10 proper and suitable, fe, ‘ausiecory 11 inciting to do as well as one i able 1a Sleepy, dll 13 p98 fe, sof, yielding 14 Sukard in movements, nt skilfl 15 something which works again the tad eet of something ek, tra drag which nls te fet of x pouon How to keep the doctor away 109 The Morbid Society Alavorite device! of novelists who think the world is sick is to picture ‘modern society as one vast hospital ward?. To social eritic Ivan Illich, this image is literally true. tlich thinks that from prenatal” probes* to postmortem’ examinations, modern medicine has turned the citizens of advanced and industrial nations into lifelong patients who are presumedé sick until proven? healthy. The paradoxical result, {lich argues in his brilliant new book ‘Medical Nemesis®’ is an epidemic of multiple ‘iatrogenesis'— the ancient Greek term for physician-induced illness. Ilich’s primary concern is not sickness and death by doctors, hos- pitals and the indiscriminate use of drugs. These forms of malpractice are, in his radical diagnosis, merely the overt clinical manifestations of the more serious, pervasive? ‘med- icalization of life’, which makes whole populations morbidly!® de- pendent upon a dubious — and expensive - system of medical care. Like other critics, Illich insists that better housing and other environ- ‘menfal factors have done more than institutionalized medicine to im prove health. He also reminds us that major diseases such as tubercu- losis declined before physicians in- tervened with antibiotics, dollar industry becomes counter- productive! Medical bureau- cracy, he says, creates bad health by generating painful new needs (drug dependence? and unnecessary surgery), by lowering the levels of tolerance for discomfort or pain, and ‘by abolishing even the right to self-care’. In sum, lich finds, ‘modern medicine has produced ‘a morbid society that demands uni- versal medicalization and a medical establishment that certifies univer- sal morbidity’ ‘Although he would retain many fruitful methods of modern medi- cine, including certain forms of inoculation’? and limited reli- ance'* on experts, he believes that the most important health services can be performed by the people themselves. Medicalized civiiza- tion, he argues, is organized ‘to kill pain, to eliminate sickness and to abolish the need for an art of suffering and of dying’. By con- trast, traditional cultures confront pain, suffering and death as tests of the arts of living - goads'? for producingcompassion, patlenceand the dignified acceptance of death ‘The ultimate nemesis produced by modern medicine, Tlich warns, is the gradual loss of these traditional shuman virtues. Kenneth L Woodward,110 How to keep the doctor away ART YARRINGTON'S MARATHON + bold ively, active 2 ins rugged way, mated by ‘engl of character but lacking in nga 4 veryshort aie § Fal of glamour, mysterious charm 8 part ofthe body consiningheare End Tangs 7 Br anght prefer aif, that 4 eo happened that 9 had eo ave, was expected to have 10 physical check op, mee 1s 2 grphindlating clectro-motive ‘atatont inthe ston of the heat 1 channels areres “13 ofthe eovonary arteries sing from the sora 14 the sate of being isuficient, inadequate 15 of the hears muscle 16 a locale deficiency of blood, fiom a contracted blood vesel 17 interterence in She normal hymn nef 18 Being forbidden fy any moce 1 ker ouside 20 Brpavement 2 the place where plot sts in a 22 ball doctor 25 prosed phy rogethe, the ger of one had between shoe ofthe other asign of despa, prayer or dap feling 24 looking fxely 3 clectroeardiogram 36 examined 27 ache work bythe et, sed 28 Soggets waking proudly and confidently ee » 29 came around the comer 59 moving his hands one over the other with fiction, fen, as here, ign of enthsirn Art Yarrington’s Marathon ‘When it happened, Capt Art Yarrington was 30 and anyone's image of a dashing! young fighter pilot. He had youth, he was ruggedly* hand- some, and wore his fight cap at a rakkish angle’ over a crew cut? and a perpetual halfsmile on his face. Art was a jet pilot, flying the supersonic F-1o4 Stafighter, one ofthe swiftest and most glamorous* planes in the sky, and he was good at his job. ‘Then it happened. ‘Twas home that night,’ Art told me later, ‘and I felt this sensation in my ehest'. My chest felt full, and I felt like? I should get up and exercise or something.” ‘As fate had 1, lucky or not, Art was due for his annual fight physical’? just two days later, and there it was on his electrocardio- gram, ‘Inverted T waves in leads? I, III and a Vi, with curving of the ST segment. Diagnosis: Coronary" insufficiency" with inferior wall myocardial’* ischemia"®’ In Air Force language, it was a ‘serial change" in an electrocardio- ‘gram’ and in nearly every case an automatic cause for permanent grounding". ‘To Art Yarrington, it was the end of the world. After 2300 hours in the air, doing something he had dreamed of doing since childhood, flying the fastest and most-beautiful birds ever created, he was put out! on the sidewall, given a firm handshake, and told he would never climb into a esckpit*” of his own again. ‘Isn't there anything I can do, Doe®? Anything?” AAs I read his records, he sat with his hands elasped" and his eyes staring” at the floor. “think you have one chance in a million, but possibly it can be done.’ Except for the history of an abnormal ECG**, I saw nothing else wrong. We ran our own tests on** him (his ECG had returned to ‘normal by then), and I asked him to give up smoking. Then westarted him walking, first on the treadmill”, then outdoors, slowly progressing up to one mile a day. At the end of the two weeks, he was walking up to two miles a day and some of his confidence had returned. All this was in May. Then, by letter and by telephone, I began hearing from him. By July he was running three miles nonstop every day, averaging nearly eight minutes a mile. By August he was up to four miles By September, it was five miles in 40 minutes, In October, his average daily run was six miles in about 46 minutes, He came back about that time for another checkup, all chest and elbows". ‘When do we start? he asked, as he rounded the corner"? into my office, rubbing his hands®. We gave him a standard ECG, just to make sure (it was quite normal), then put him on the treadmill. Art Yarrington was in better condi than anyone I had ever examined.How to keep the doctor away 111 — ‘Afiee this demonstration, I thought it was time we tried fora waiver? i through Air Force channels to get Capt Yarrington back on fying status*, The reply was perfunctory**: ‘Recommend disapproval of. “Art wasn't discouraged, and suggested something more drastic. “Why don’t I try for the Boston Marathon?" My eyebrows shot up. Drastic, indeed! I had run in it twice while studying at Harvard, and itis a grueling? race for a healthy man, let alone* one coming back from a cardiac condition ‘Pm against it, T told him frankly. 432 the tatus or postion of ying pilot But Art was adamant”. The race gets newspaper coverage", and_| 33 done merely a duty and without astory about an Air Force cardiac running 26 miles nonstop might aise |, RUGhcOmMetON a few eyebrows besides mine. idges above the eyes ‘Well, make sure you get yourself into condition for it,’ I ended | 35 severe, echausting Well make sure you get yourself into condition for is’ T ended | orto mention say nothing of 31 adocument stating ebat the Air ‘up its ight to ground Jamely*. 3) iSlnene not changing one ind ‘Art cid. He inerened hia programa to as much as 70 miles ofrunning. | 7 tndsrasygremet a week, and as long as three hours «day. By December, he was running | 3° #e ft of being covered or 15 miles averaging nearly seven minutes a mile. 39 without much conviction, lame lit ‘Then a minor tragedy struck. Art developed a foot infection that]? wale we walk propery stopped his running altogether for three weeks. When it healed, it was | 49 spoke in harsh, angry voice h & Bod contivon too late for the race. (42 measured out and designated But Art was only momentarily discouraged. He snarled, ‘'l show | 43 coure on which secre fan aa 12 sper no Be og "st to prove he could do i, to himself if no one else, Ar} worked | ‘meMilen ofan evetand able hhimself back into shape‘ about a month later, marked off? a | 45 give a reward or recompense track", and, with four fellow officers standing by as witnesses**, he | 49 way of approach en 47 premium or fixed sum of money ran his own marathon, all 25 miles oft, in the respectable time of three | #7 Btemiém or fixed sum of mone hours and 58 minutes, fealty person Hee was doing all this, remember, without any realistic hope that any | 48 graph ofthe vascular system, the of t was ever going to pay off other than by improving his health. Sy blood “ T used his marathon run as a basié for a second request for a waiver. | 49 the pipes or tubes that carry blood It, too, was denied. from the heart to all parts of the Meanwhile, I thought I'd try one more avenue. I had heard that | yo S92? civilian insurance companies had changed from more conservative | 51 s substance wsed forgiving clout, tradition and were now issuing policies at standard premiums"? to | sully to material beta to ‘men with a history of chest pain if'a coronary angiogram" proved to | + Hauids,ashere ‘be normal. This is a test which examines the coronary arteries‘? from inside the veses requested approval from the Air Force's physical-standards section, citing this development, and their response was encouraging. So an Ss angiogram was scheduled for Captain Yarrington at the Baylor Medical % School in Houston, Texas. = The cardiologist there stuck a eatheter®® (tube) in the large artery BiBuioteca * of Arts left arm and worked it up until it was very close to the hear. g There he injected some special dye** into the coronary artery and took g moving X-ray pictures of the dye as it passed through the arteries supplying the heart. What he saw impressed him. ‘Among other things he reported, ‘... his coronary arteries appear to112 How to keep the doctor away be larger than we would expect forthe sizeof his heart and this may reflect his excellent physical status.” ‘That's conservative medical talk for, ‘Amazing!’ The cardiologist asked Art how his arteries got that way. Art cocked** his head, ‘T run “There's an amusing climax to this meeting. When I ealled ont him at Baylor to get the results, the nurse told me that, following the examination, the doctor was so impressed that he waited until dark, then went out in his gym clothes and tried to ran a mile himself to find cout what kind of condition he was in! ‘Now that I was armed with this favorable medical report, I tried one to request a waiver for Art's original abnormal electro- iogram, is time the request was granted. So almost two years after he was grounded, Captain Arthur Yarring- ton of Ridgefield Park, New Jersey, serial number AO-3o29402, was returned to lying status after, in official language, a ‘history of abnormal sgram, possibly schemie* in nature but more likely the result of an inflammatory carditis‘. Due to his accomplishment, Art Yarrington became something of a folk hero among his peers*. Dr Kenneth H Cooper, Aerobics STRESS .. | iis tron sedate, | THE SPICE sion relievers and stimulants? that Ee camneemeer ee staal Mingespaemeteee | OF LIFE stand’. But for three years, af panel’ of drug experts working for # By RONALD BEDFORD Spurious' Sedatives the US Food and Drug Administra- ‘Science Editor 1 tion has been analyzing the in- } Don't complain about stress. Accord- gredients’ of these patent® medi- {ing to the world’s top expert today it's Eines to seeif they really ive up to? vital to lite their advertising. Ina report issued | I we were not under some stress or recently, the panel conluded tat ober we would all de of the 23 major active ingredients } Professor Hans Selye says in a report ofthe 2 oa ste igen | oe ae ane | stimulant caffeine’ could be con | esas (US POUYS survival | sidered both fully safe and effec- $m sresascan be harmful. ee ‘The Montreal University Director | advises: The best way toavoidharmful { Stress i to select an environment ~ a Wil a boss you fends ta ine wih! your preferences.” Newsweek Daily Mor | 52 tumed upwards showing pride 53 Br would say ‘Ido bit of running’ $4 final point or finishing touch 55 visited ? 536 ask, demand 57 due to ischemia, cf r6 above 58 inflammation of the muscular substance of the heart 59 equals SPURIOUS SEDATIVES 1 fils, noe genuine, unnecessary and eles 2 drugs tha produce a calming effect 5 drugs that exe or make ove feel aa ce gecene 4 Ama place where drugs (medicines) tre aol,eogether with goods of imany diferent Kinds and where food and soft drinks ae served served 5 Small stall where newspapers and magazines re old 6 grou, tea ' 4 components, clement making the drugs eee 8 Sold under 2 legally protected trade 9 al put nc practic, reach the Stalled tha is aimed STRESS 1 causing harm, damage, injury 2 inagreement withFIDGETING IS GOOD FOR YOU ae on eee see ow oa sigpoty lhe eps Heats ain) snes moe ie cere momeriere ad pee 436 people who clench their fists, press piso gan MENTAL ILLNESS 1 hide, camouflage 2 agreeable to the mind, ft pleasing 3 aiming, saying Mental Iliness Mentel illness is a myth whose function is to disguise’ and thus render more palatable® the bitter pill of moral conflicts in human foletions. In asserting? that there is no such thing as mental iliness | ddo not deny that people have problems coping with life and tach other. ‘Thomas Szasz, ‘The Second Sin How to keep the doctor away 113 ‘Carry on fidgeting — it's good for you Teachers should not tll schoolchildren to stop fidgeting’ in class — for dactors now believe that fidgeting is probably good Hair-twiddling?, fingor- ‘cracking? and foot-tapping* ‘may iritate other people but they ‘can calm the worrying type, Doctors at Graylingwell Hospital in Chichester, Sussex, wired volunteers to fidget-meters’ which recorded every movernent. Some subjects hardly stirred uring the experience, others made ‘as many as 114 movernents & minute, ‘We all tent! to wriggle, sorateh’, twist? or doodie® when we're worried or kept waiting fighting to hold back aggression Some people may have an Twiddling underlying wish to do themselves ‘The Queen sometimes chews* —_ injury. perhaps because of inner her glasses and when she was conflicts or a feeling of guilt, visiting the polo at Windsor But excessive fidgeting can be recently she was photographed _sign of illness. standing in a doonway, twiddling Children suffering from her car keys. chorea’ — St Vitus’ Dance — may Fidgeting helps us discharge’? jerk’? end squirm nervous energy that might tuncontrallably. Thay cannot speak otherwise bring on" a headache properly or even hold @ pencil cor muscle pain Fidgeters tend to be slimmer!? Beneficial than other people. All those I Sometimes itis wise to provide movements burn up calories asthe fidget something to fidget effectively as a 10-mile run. with, But fidgeting can become 2 The Greeks — and many Arabs ~ ritual have a string of worry-beads they When Sir Harold Wilson gets fondle*? to ward off? tension, ready to go on TV he goes through A doctor said: ‘Anything that an elaborate routine with his pipe. will stop the speed of modern life Doctors believe fidgeting isa for even half a minute is beneficial sign of anxiety | would rather my patients had Pencil-suckers!? may long for this than hoards?" of expensive a return to babyhood wanquilisers | Teeth-grinders'® and fist-clenchers'® are prabebly Weekend114 How to keep the doctor away Easing a baby’s way into the world For most babies born in hospitals, birth is a harsh’ experience. They are yanked? out of their warm, dark ‘world into a bright, sometimes air- conditioned room, slapped? on the rear_end‘, and the umbilical cord? cut as soon as possible. I's a ‘cold, cruel world and no mistake. Many people feel this bing- bang? approach to childbirth is a bbad idea, a convenience to doctors ‘and nutses at the expense of mother and child. One leader in the move- ment to take the violence out of childbirth is French physician Frederick Leboyer, who practices in a middle-class hospital in Pari. There, delivery rooms are warm and softly lit. Soft music plays dur- ing labor’, the newborn infant is ‘massaged and placed in bath water the temperature of the amniotic fluid® he just left, and the umbilical cord is usually left uncut until it stops throbbing.® The baby eases into the world gradually. The French Science Research Councithad one ofits psychologists, Danielle Rapoport, do a follow-up study'® on 120 one-, two- and three-year-olds delivered by the Leboyer mothod and a similar aum- ber delivered in conventional ways. She tested the children for motor "1, language ability, and | development. ‘The two groups began to speak at thesame age, on the average, but the Leboyer children walked EASING A BABY'S WAY INTO THE WORLD, + rough, hard to bea, cruel 2 col given a sudden, sharp pull 5 struck with the open hand 4 boom, behind 5 the ropelike issue connecting the navel ofthe Fos withthe Placenta (oll rough, matter-of-fact 7 the pains pci considerably better on the Brunet and Lezine test for psychomotor functioning. Even more impressive was Rapo- pons report on the Leboyer children's social and emotional development. Only eight of them had even minor problems with toilet training’? or learning to feed themselves. Many of the child- ren, for unknown reasons, were 4 the liquid substance in the amnion, the membranous sac enclosing the ‘embryo in mammals » (oF the heat, pulse, etc) beating, ‘quivering ehythmicaly to Study which looks atthe results of an event, what happens afer it abilities af motor muscles and motor nerves (nerves that excite ‘muscles snto ation) According 10 Michael Odent, a doctor in the Plitiviars Hospital, which uses Leboyer's method: “Children born ina serene and peaceful way seem to be secure, in their frst months, from such psy- chosomatic' "symptoms as colie'®, as well as the paroxys- mie'® ‘crying associated with @ new-born baby. Jack Horn, Psychology Today 12 training to keep themuclves clean by using the lavatory (WC) 1 able co use both hands equally well 14 pyle syngas ued ls the mind (ie not originally physical) 15 Severe pain in the stomach and bowel 16 periodic, conwahiveDRUG HOARDING! Kent chaniats ao rging the De ment of Health to organize &n ‘Tine! national spring-clean? of inadicine chests, ‘The chemists, who organized a fortmighte clear-outs of family mmoticine cupboards, ended with tore than a ton of rugs, eluding 1,964,000 tablets and eapaes and 4 gallons of figuids, worth alto- gether £17365, The collection in- luded thalidomide tablets’, con ontrated acide in unlabelled beet bottes and enough strychnine” to Lill everyone in east Ken ‘According to Rowland Blythe; @ ‘Tunbridge Wells pharmacist who hlped ¢9 organize the collection, people are not taking fll courses Gf meatient and are. hoarding Sinvsed. medicines, ‘Unused pills Should be destroyed by Rushing ftiem down the lavatory® and all dangerous liquids should be’ re- fumed to your local chess, John Kemp, The Daily Telegraph DRUG HOARDING collecting, toring up and saving 2 thoroughly cleaning the howe during the spring seson 3 box for storing things in 4 removing everything unnecessary § blew of drug chat maimed and Killed unborn bien Europe st Strong, sour liquids often damaging to material skin eyes,cte 7 aimolane hich taken in large doses is a killer ws 8 puting them inthe WC and Fushi the pan by palling the chain or presing the ton SKINFUL OF MUD * Which Reamer 7 ccs Discussion How to keep the doctor away 115 Skinful of Mud By TERRY GEORGR There is no finer cure for backache, liver, stomach or intestinal ‘ments! than a mudbath?, accord. ing to Professor Otto Stoeber, of Bed Neydharting, Austria. He says there is no need to go to a health ‘spa. You simply buy the right mud and fil the bath at home. ‘A warm mud bath relaxes the ‘muscles and opens the pores to herbs millions of years old and- rotted down to 3 concentrated form. Prot. Stoeber says that ‘the peaty’ mud from Bad Neydharting ‘has more than 300 different healing plants in a highly concentrated formand their goodnessis absorbed through the skin.” The only problem is getting the mud down the plug-hole? after- wards. Fortunately, mud packs from the spa come with full instructions. Weekend ‘When you are ill, do you prefer to go to the doctor, or to try to cure yourself? Give reasons. ‘There are people who claim that all illness is psychosomatically caused. To what extent would you agree? [sit true of you? Sase asserts that so-called mental illness is used to disguise extreme self-centredness. Do you agree that ‘mental illness is myth’? Ifso, how would you account for conditions like schizophrenia and paranoia which cause their sufferers so much, anguish? Modern medicine has made it possible to avoid much suffering and many deaths which previous centuries took for granted, What are the results of this on our attitude to illness and death? ‘Are all the effects beneficial? ‘What kind of attitude should doctors have to their patients? Is the brisk, ‘no-nonsense’ approach a good one, or should they be more gentle? Should doctors always be completely truthful with their patients? Do you take enough exercise? If not, why not? Are you just lazy? (Be honest!)116 How to keep the doctor away Word Study A. Semantic Fields Ways of putting things right ’ remedy medicine +) EXAMPLES cure After six months in the mountains his eure was completed and he returned to normal life. In spite of the large number of research schemes in operation, there is still no real possibility of finding a cure for cancer. The best eure for depression is to keep busy and try not to think about the thing which is upsetting you. remedy. ‘The remedy fors fire which won't bur isto adjust the amount of draught it is getting, My personal remedy eure for 2 cold is to take two aspirins in some hot lemonade and honey, and go to bed early. Ifa field analysis doesn’t seem to be working, a good remedy is often to try to analyse the difference between the examples, medicine I can give you some good medicine for your cough. Children do not like taking nasty-tasting medicines. Chemists’ shelves are packed with patent medicines whose efficacy is often very doubtful. Note that the sense of medicine may be extended. EXAMPLE Laughter is always said to be the best medicine when one is ill 2 Making or getting betterHow to keep the doctor away 117 ‘Care and heal can be cither transitive or intransitive; remedy is always transitive. They occur in the following constructions: to cure sb/sth, sb of sth; to remedy sth, sth with sth; to heal, sth, up, over EXAMPLES cure It's very difficult to cure oneself of a bad habit like smoking. ‘The special treatment she underwent cured her completely in six months. remedy We can remedy the patient's lack of appetite with a special diet and lots of exercise. Once a car develops this fault it is almost impossible to remedy. hheal The cut has healed much faster than I would have expected. It's sometimes very difficult to heal this type of wound. ‘Time heals all ils. 3 Experiencing something unpleasant bear endure tolerate pat up with stand ‘suffer +/+]+]+]4)+ + + Notice that bear and stand frequently occur with ean’t and in this construction they may have the features [+strongly dislike] “ [-usu people}. This use is very colloquial EXAMPLE can't bear/stand Peregrine, he’s always boasting about his good marks. Stand is most commonly used in conjunction with the auxiliary ‘can or in interrogative or negative constructions. EXAMPLES can stand a lot of discomfort but sleeping on the floor is one thing I really refuse to do. She is in such a weak condition that it’s doubtful whether she could stand another operation. How do you stand spending so long working on language tapes every day? ‘————— T18 How to keep the doctor away Notice that stand is informal and put up with is colloquial. Suffer can be used intransitively and usually collocates with the preposition from. YY Ke SYS ig SKE Looe Ss bear + endure + +fe[e ut up with + felt stand + sulfer 4 Fidgeting fidget fe twiddle [+ fiddle + doodle + fondle +f crack +i + Glench +/+ grind +[+ [+ Doodle is intransitive, fidget can be cither transitive or intransitive, and all the other verbs are transitive. In the sense in which they occur here, crack, clench and grind are found only in a limited number of expressions: LEME SLI crack [+ [+ alone | fe fete grind +How to keep the doctor away 119 Fidget, twiddle, fiddle and fondle have a wider distribution, but occur typically in the following collocations. Fiddle is probably the most common term, S & SOIALILILY AAS fiddle with titi +[ tle] +] + twiddle (with) SBE: Bdget with ++) 4 |G) fondle ++ [l= ‘The following illustrate the intransitive use: EXAMPLES Children usually have difficulty sitting still or any length of time and tend to fidget in their chairs. Most people doodle when they are talking on the telephone. ‘Who has doodied all over the cover of the telephone directory? [Notice the colloquial expression twiddle one’s thumbs which has the features [++having nothing to do] and [+be bored]. 5 Being quick and/or lively +[ +/+ sprightly +/+ . ‘The meaning of brisk and agile is often extended to mental states and attitudes, in which case brisk has the features [+abrupt or direct] [-+unemotional]. When it has these features, brisk modifies, eg the nouns manner, person, answer, or is used predicatively.120 How to keep the doctor away mae : agile +e = ¥ nimble + i+ +i tit) sprightly + Sprightly is more commonly used as 2 predicate than as an attribute. EXAMPLES George is really very sprightly, considering he was still in hospital last week. ‘When you think she’s over eighty, it’s incredible how sprightly she is. 6 Being unhealthy or nasty it + diseased + sickly + unwholesome + {+} All these adjectives may be used attributively or predicatrvely. Note that in British English to be sick means ‘to vomit’, whereas in American English it means ‘to be in bad health, have a disease’. British English would use to be ill. However, under the influence of American English, British speakers would probably accept ‘sick person" to mean “person who is in bad health’. To be sick (to vomit) may not be used in the simple present; is being sick is the correct way to express the action in the present.How to keep the doctor away 124 i ++ ek 7 te Giseased +[4[+ sickly +[={_ [= morbid +f] 4[F[4 [a] + +[4 unwholesome | | +] + Colloquially sick may be used to express ‘angry, fed up, upset’, and with this sense it is often followed by of. EXAMPLES IFT fail the syntax exam again I shall be really sick. She bought a car because she was sick of travelling on crowded rush-hour trains. 7 Being mentally disordered insane +[+ + deranged [+ | [+] + mad +/+ + crazy + + + ‘nuts + + nutty + + + potty + + + touched | + + daft + + Toony + eo ele crackers [+ bonkers [+ cranky +] fF + +122 How to keep the doctor away Nuts, touched, crackers and bonkers are only used predicatively. ‘The following scale shows how formal or informal these words are: formal informal colloquial slangy insane mad crazy daft nuts nutty deranged touched crackers potty loony bonkers cranky ‘A native speaker of English would certainly recognize all these terms but would only use his own selection from among them, 2, Si & SS SAS, S VEL MVM GRASSI SIS EE SOLES SES ES ieanaaly = 1 ~ Thisdevih steme || wind ere Foca iebrbegm TFT TET TED TEED] Reape Ses pong TlEEEPELCEEE ite $ Tag indo bear ay + IE : = Your + + + + | ideas are not helping ee | we He is always coming +[+ a + + | projects for saving the et ren | | destruction. Tink he completely +[4 + a ‘The meaning of most of these words is often extended to situations having little or nothing to do with real mental ill health Here are a few typical uses of some of these words: ‘We all went to a mad party which took place on the beach. Your childrens’ behaviour is enough to drive anyone insane. I think I must be bonkers. I've just locked myself out of my house for the fourth time this week. Besides the construction to go insane/mad/crazy/nuts/nutty/ potty/bonkers/crackers, there are a large number of colloquial expressions meaning ‘to become or be mentally disordered’. Their use can be extended to situations where real mental illness is not involved:How to keep the déctor away 123 to go bananas to have something missing to have a screw loose to be not all there to be soft in the head to be off one’s rocker to go round the bend [+temporarily] to go spare to flip one’s id to go up the wall 8 Not being broad, thick or dense stim a rs Slender skinny + scrawny + + [4 fel+ janky +[+/+]+]+]+] + : +/+ ‘The words may be arranged along a scale to show the relative attitudes of the user: favourable unfavourable slim slender ean thin skinny scrawny lanky124 How to keep the doctor away OU ESESEES Gace should be catnto + ies Your esay seems rather + Since leaving home he has grown vey | F Theboy had long + £ | | ge whi he ator em ae ae to control “Thay obviously don't fed aie dog | # +15 properly “he #20 Men with + + Tegs look terrible in shorts iwi Twa +fe enough to wea fshionable dlothes? Youneed + Tegs to Be able wear shor He presented her with a Te volume of poetry, bound in leather. The + “roaring branches ofthe willow mkdir very prety wee, ‘The gis had a beautifully [+ igure, The + omer oTcarand Toniy ike + meat, please don’t give me any ft a + suntanned arm waved at me from pang or Teast understand why my hildren + boside everyone ele Teed thems ook so really well. Those or ofa =|] women with greying hair offen wea Father austere tweed suits Riew ¥ 1 bashes clang to the clifedge, corm by the wind and sea, B Synonymous Pairs 1 stimulus goad | [+ pointed stick] > {teh sha mses [for urging cattle on}, to action] ‘As a noun, goad is old fashioned, It is now usually used as a verb ‘when it has the features [+ rouse to action] or [ +annoy or irritate] [+ deliberately]. EXAMPLES — ‘The boy would goad his sister until she hit him and then he would run and tell his mother. ‘The men were goading a bear with sticks to make it snarl and rear up on its hind legs.How to keep the doctor away 125 2 tocause to induce | [-+a course of action or a state [+ by offering rewards] or [+by using special techniques], Induce, like cause, usually occurs in the constructions to... .sb to do sth orto... .sth. EXAMPLES It is possible to induce sleep by the use of a machine. ‘What induced her to abandon her research at this stage I simply can’t imagine 3 to decay torot | [+only of organic matter] teeth, flesh apples wood leaves | soon leaves | ou buildings y apples societies potatoes caleures rope 4 to twitch [+with a light [4+move or cause to move] | movement] tojerk —] [+a little] [+with a strong or rough movement] Both verbs can be either transitive or intransitive. EXAMPLES He twitched the string so that the kitten would chase the shiny piece of paper on the end of it. ‘The injured dog’s body twitched as it lay on the ground close to the car which had hit it ‘The plank jerked just as I was stepping onto it and I missed my footing and fell down. Jerk the rope twice to signal me to descend. 5 to wriggle or [+move with quick, short twistings] = [-+escape from undesirable situation} = [+ feel socially uncomfortable] [+ewist or cum to squirm | e body] Notice that squirm is an intransitive verb, whereas wriggle can also be transitive. Colloquially the meaning of both verbs can be extended to situations where no movement of the body is involved. EXAMPLES ‘The monkey did not like being held and wriggled about in my hands. ‘The children wriggled into the cherry orchard through a small, gap in the fence. Did you hear how Martin was stopped by customs when he had three cases of whisky in his car? Only he would have been able to wriggle out of a situation like that!126 How to keep the doctor away 1 Find words to fit the following definitions) descriptions: 2 What differences and/or similarities are there between the following pairs? 3, What kinds of things can you: It takes a firm hand to dress small babies because they squirm and wriggle constantly. ‘The scene which Peregrine caused in the restaurant made me squirm with embarrassment. 6 to pull to yank | [+sharply] {+suddenly} Yank is informal EXAMPLES Don’t yank at the bell-pull like that, you will break it. He yanked open the car door and pushed the girl in, 7 firm adamant | (+ unaffected by temptations or requests] EXAMPLES Everyone tried to persuade him not to undertake such a dangerous journey but he remained adamant. Pm afraid she’s quite adamant and refuses to see any member of her family. Exercises 1 pleasing to the taste 2. preventive injection of germs in small quantities to cause the body to build up resistance to a disease tunable to walk, usu because of an injury the pains of childbirth not firm, soft (eg muscles) done merely as a duty and without much consideration partly decomposed vegetable material in a solid mass found in marshy places 8 rub lightly, or scrape, esp with the fingernails 1 illiness/disease 2 jetfpropeller plane 3 leader/foreman 4 infectionjillness 5 discomfort/pain 6 warnjtell 7 brisk/ fast 8 arteries/blood vessels 9 dycjcolour 10 pull/yank 11 squirm/wriggle 12 cause/induce T rub? 2 tap? 3 stir? 4 suck? schedule? 6 deny? 7 climb? 8 give up? 9 twiddle? 10 scratch? 11 grind? 12 hoard? 13 clench?How to keep the doctor away 127 4 Fill in the following Sith, /t/ Kile ids: o C KOSS collocational grids: : MSA SIS IES LS SS sprightly spry brisk aimble agi endure tolerate Stand put up with bear suffer bho : GEES SSIES diseased sick morbid sickly unwholesome i 5 Explain the meaning of 1 mud_2 spa 3 long for 4 volunteer 5 worry-beads the following: 6 plug-hole 7 tranquilliser 8 routine 9 epidemic - ro survival 11 pore 12 dye 13 cockpit 14 sedative 15 flush 16 massage 6 Guess the right word. + The doctor assured the woman that these pr... . . depressions would disappear after the birth of the baby. 2 She only showed us her h ..... of treasures when we'd promised not to divulge the hiding-place to anyone. 3 She had left out the most vital in... . from her bread. ‘4 With a sharp y ...... we finally managed to get the door open.128 How to keep the doctor away 7 What is the meaning of the following? 8 In each case, give a word or expression which is synonymous with the given one. 9 Fill in the correct word from the list given. 10 In what sense are the following words positive or negative? 11 Ineach case provide a few nouns or nominal expressions that can collocate with the following: 12 Explain in your own words the meaning of: 13 What kinds of things/ persons might do the following? 5 At..... of pain went through her entire body as the doctor pulled out the offending nail 6 The pilot had reached the c..... now, and within minutes, he'd be airborne. 7 In view of all we'd done for him, his p ..... thanks were an insult to our generosity. 8 The experience of a month in the desert was a gr... .. one. 9 He was a... about his decision and nothing we could say would make him change his mind. 10 The dogs... .at the stranger, showing his huge pointed teeth r cope with 2 bureaucracy 3 guilt 4 race 5 rot 6 chew 7 strike 8 diet 9 wire 10 jerk rt snarl 12 twist 1 interior 2 ailment 3 stand by sb 4 endeavour 5 bend 6 yank 7 swift 8 ultimate 9 firm 0 safe 11 rough 12 doubtful ead challenge pursue clasp rum waive mark off request 1 The third time I... ..a waiver, I got it 2 We should all... one goal or another. 3 We..... the piece of ground for growing carrots 4 Most of us... . unhealthy lives. 5 She..... her hands in despair. 6 Some youngsters... .. their parents’ authority 7 He.....a track of 400 meters. 8 The tuition fee for all graduate students was... .. at the last minute 1 dashing 2 glamorous 3 excessive 4 adamant 5 frank 6 gruelling 7 clumsy 8 handsome 9 rugged 10 firm 1 brisk 12 bright 13 harsh 14 slim 15 lethargic 16 morbid 1 bear 2 endure 3 crack 4 fiddle with 5 wriggle 6 agile 7 sickly 8 diseased 9 scrawny 1 award 2 surgery 3 plug 4 mudbath 5 spices 6 ritual 7 chest 8 marathon 9 newsstand ro drugstore 11 bureaucracy 12 treadmill 1 shoot up 2 pay off 3 complain 4 dream 5 hoard 6 heal 7 decline 8 rot 9 slapsb 10 grow 11 fidget 12 snarl 13 squirm 14 doodle14 Choose from the words in brackets the one which is most appropriate in each case. Modify its form where necessary. Rr Explain the meaning of the following: Rz Supply appropriate prepositions for the following: R3 What differences and/or similarities are there between the following? Rg Fill in the following collocational grids: How to keep the doctor away 129 1 The only . .... for over-tiredness is a good long sleep. (remedy, cure, medicine) 2 She had to wait for the wound to . .... before being able to gp swimming. (remedy, cure, heal) 3 He could never... to see her cry. (suffer, endure, bear) 4 Ireally cannot ..... another of these ghastly scenes which end in tears and bad tempers. (tolerate, put up with, stand) 5 Her... .. body reminded us of those tall graceful rushes that are to be found by the river, moving in the breeze. (thin, slim, slender) 6 She nervously . .... the clasp of her handbag as she waited outside the hospital. (fiddle, twiddle, fondle) 7 ‘Tfind him rather .. .. ., with a tendency to dwell on the subject of death.’ (morbid, sick, unwholesome) 8 He had an... mind which would move from one subject to another with an ease and speed that left us speechless. (agile, spry, nimble) 9 Don't leave your tennis racket to... in the rain. (spoil, decay, rot) 10 Mr Jones was a... .. visitor to the seaside resort. (perpetual, eternal, continual, constant) Revision Exercises 1 widow 2 wrinkles 3 spider 4 alienation 5 peer-group 6 Westerner 7 tangible 8 breach 9 masculinity 10 amnesia 11 skeleton 13 log 14 dichotomize 1 huddle... 2 tonestle... 3 tosnuggle... 4 to cuddle 5 toencroach... 6 to trespass... sth 7 to intrude... sth 8 to stagger... one’s feet 9 to stumble... sth 10 to reel sth 11 to merge... sth 1 intrudefinvade 2 browse/peruse 3 mingle/mix 4 insinuate] intimate 5 screamjshriek 6 totter/stumble 7 slide/glide 8 push/shove The moon has ‘without the weather improving The amount of talfie should Tater in the evening: After a rapid rise to fame the star's career [-_ [equally quickly. The storm finally 1 after causing considerable damage. ‘After causing a noisy scene, the giel suddenly into tears. "The ifence ofthe anigoverament agitation hat nent none