Discover the pleasure of learning yes-mag.com | @yeszine Your English Supplement Volume 2 10€ 9 772255 567003 02 THE PSYCHOLOGY OF FOOD Thinking with your stomach FOOD ADULTERATION Hope it’s only horsemeat! HEALTH 10 secrets to losing weight FAT CATS & FAT TAX The politics of food COMPETITIVE EATING THE GRAMMAR OF FOOD Word building, false friends, phrasal verbs, confusing words and more More than 1 HOUR OF AUDIO to download 22 pages of EXERCISES BURMA Paradise Lost YOU ARE WHAT YOU EAT
Transcript
Discover the pleasure of learning
yes-mag.com | @yeszine
Your English SupplementVolume 210€
9 772255 567003
02
THE PSYCHOLOGY OF FOODThinking with your stomach
FOOD ADULTERATIONHope it’s only horsemeat!
HEALTH10 secrets to losing weight
FAT CATS & FAT TAXThe politics of food
COMPETITIVE EATING
THE GRAMMAR OF FOODWord building, false friends,phrasal verbs, confusing words and more
More than1 HOUR OF AUDIO
to download
22 pages of EXERCISES
BURMAParadise Lost
YOU AREWHAT
YOU EAT
Coming soon.The Yes app for the iPad.
Discover the pleasure of learning.For more information visit
YES Volume No. 2GENERALCONTENTSThis page should help you to navigate the magazine in general. Notice that on pages 6, 21, 64, 87 and 111 there are more details for each section of the magazine.
4 How to Use Your English Supplement
6 Current Affairs Contents7 News, Anecdotes and Language News10 Science News: archaeology, food and health,
fitness and health and animal psychology14 Internet News16 Politics: fat taxes, sugar taxes and fat cats18 Economics
21 Culture Contents22 Feature: how to lose weight sensibly24 Health: the adulteration of food26 Psychology: how food affects
your mind and your mood28 Ecology: the future of meat30 Sports: competitive eating32 History: a potted history of food36 Music: story-telling songs38 Travel: Burma42 Art: Still Life46 Society: the Profumo Affair50 Poetry: Wordsworth’s Daffodils54 Biography: Mrs Beeton’s Secrets56 Life: all about pigs58 Explorers & Adventurers: Ney Elias60 Cinema: ethnicity & the movies
64 Grammar Contents65 US vs. UK: illustrated food words 68 Word building and semantic fields70 English in Context: cutting and cooking terms 72 False Friends: confusing culinary cognates74 Confusing words: food, meal, plate,
134 Staff and contact addresses135 In next month’s issue
Audio Download Code: To download the audio files for this issue, please go to the 'Downloads' page on www.yes-mag.com for instructions.You will need the code given above to access the files.
28
42
56
22
38
46
Photo by Fish Gravy
Photo by Tzortzis
Photo by Sunil060902
YES 1 | 3769-70
History
23 6
Death on the TracksMetro systems the world over1 attract the suicidal. Underground workers use the euphemism ‘a one-under’ to refer to someone who has thrown himself or herself under a Tube train.2 King’s Cross and Victoria stations attract the most suicides.
The Great PestilenceThere was meant to be3 a Tube station at Muswell Hill in North London. Unfortunately, when they started dig-ging4 underground they ran into5 a massive plague pit6 – hundreds of skeletons of people who had died of the Black Death.
Spectral StationsMeanwhile7, four stations are all said to be haunted8 by ghosts. The ‘Screaming Spectre’ of Anne Naylor appears at Farringdon Station. She was murdered and cut into pieces by her mistress9 in 1758. Bank Station is home to Sarah Whitehead’s ghost. She was a nun10 whose brother, Philip, was executed in 1811. Her phantom is supposedly searching for him. The spirit of actor William Terriss is said to visit Convent Garden Tube. He was stabbed to death11 in 1897. Finally, Elephant & Castle is said to have a noisy –but invisible– ghost.
Follow-on: www.underground-history.co.uk
1 the world over – all around the world
2 in New York they are more macabre; the term there is
‘track pizza’!3 to be meant to be – be sup-posed to be
4 to dig (dig-dug-dug) – excavate 5 to run into (run-ran-run) – encounter 6 plague pit – common grave
for victims of the Bubonic Plague
7 meanwhile – at the same time 8 to haunt – (of ghosts) frequent 9 mistress – (in this case) female boss, lady in whose house one works as a servant
10 nun – religious woman who typically lives in a convent
11 to stab sb. to death – kill sb. with a dagger/knife
The Underground: The Realm of the DeadThe Tube can also be macabre...
4 | YES 2
How to UseYour English Supplement
Listening extension (Internet). Once you’ve
learned the basic vocabulary of a topic,
why not listen to further discussions?
SYMBOLSEach page-long article in the magazine has been created to be used more or less independently so that you can learn and practise even if you only have five or ten minutes free.
At the same time, the symbols below allow you to develop a theme you are interested in more extensively. Teachers can use these symbols to instantly prepare a class or classes around a common theme.
Exercise (at the end of the magazine). Test and consolidate what
you have learned.
Downloadable audio file (see also audio scripts). There are
recommendations on how best to use the audio files on p. 87.
Speaking extension. A question aimed at provoking a group discussion of the topic in question.
This arrow directs you to other related articles
in the magazine.
ABBREVIATIONS KEYThese are the only abbreviations you have to know to use this magazine:sb. = somebodysth. = somethingswh. = somewhere[U] = uncountable noun[C] = countable noun
Photo by Fish Gravy
Photo by Tzortzis
Photo by Sunil060902
YES 1 | 3769-70
History
23 6
Death on the TracksMetro systems the world over1 attract the suicidal. Underground workers use the euphemism ‘a one-under’ to refer to someone who has thrown himself or herself under a Tube train.2 King’s Cross and Victoria stations attract the most suicides.
The Great PestilenceThere was meant to be3 a Tube station at Muswell Hill in North London. Unfortunately, when they started dig-ging4 underground they ran into5 a massive plague pit6 – hundreds of skeletons of people who had died of the Black Death.
Spectral StationsMeanwhile7, four stations are all said to be haunted8 by ghosts. The ‘Screaming Spectre’ of Anne Naylor appears at Farringdon Station. She was murdered and cut into pieces by her mistress9 in 1758. Bank Station is home to Sarah Whitehead’s ghost. She was a nun10 whose brother, Philip, was executed in 1811. Her phantom is supposedly searching for him. The spirit of actor William Terriss is said to visit Convent Garden Tube. He was stabbed to death11 in 1897. Finally, Elephant & Castle is said to have a noisy –but invisible– ghost.
Follow-on: www.underground-history.co.uk
1 the world over – all around the world
2 in New York they are more macabre; the term there is
‘track pizza’!3 to be meant to be – be sup-posed to be
4 to dig (dig-dug-dug) – excavate 5 to run into (run-ran-run) – encounter 6 plague pit – common grave
for victims of the Bubonic Plague
7 meanwhile – at the same time 8 to haunt – (of ghosts) frequent 9 mistress – (in this case) female boss, lady in whose house one works as a servant
10 nun – religious woman who typically lives in a convent
11 to stab sb. to death – kill sb. with a dagger/knife
The Underground: The Realm of the DeadThe Tube can also be macabre...
1 self-confidence – self-assurance (opposite of ‘self-doubt’, ‘hesitancy’)2 to stress sth. – emphasize, underline
YES 2 | 5
FOOTNOTESThe superscript numbers in the text refer to the footnotes at the bottom or at the side of the same page. The footnotes explain the difficult vocabu-lary as determined by our non-native proofreaders. Like you, these proof-readers are learners so they are able to identify the exact words you need to know to understand the sentence. Definitions are given in English, so that you learn to think in English and these definitions are then checked by the non-native proofreaders to ensure that you will understand them. Some words are defined by pictures: we use these visual stimuli when that is the best way to fix an idea in your memory. Read the definition or look at the illustration and then re-read the sentence in ques-tion. By working with English-language footnotes you will rapidly increase your vocabulary and learn how Eng-lish words relate to each other, all of which will have a dramatic impact on your fluency and self-confidence1.
Some readers find it useful to put their finger next to the word in the article that they are looking for in the footnotes to make it easier to return to the text afterwards. Either way, it shouldn’t be difficult to find your place because the footnotes are numbered and the words are highlighted in bold. Notice that the syllables and words that should be stressed2 are underlined.
Red footnotes give extra cultural (rather than linguistic) information, or they refer you to other articles.
PHONEMICSYMBOLSHere are the phonemic symbols that we use which might cause you problems.
Consonants/ʧ/ as in church, watch/ʃ/ as in wash, sure, action/ʤ/ as in judge, gesture/ʒ/ as in measure, vision/j/ as in yes/θ/ as in thick, path/ð/ as in this, breathe/ŋ/ as in sing
Pure Vowels/æ/ as in cat/ʌ/ as in cut/ə/ as in occur, supply,
aroma/ɜ:/ as in first, turn, earn/ɔ:/ as in court, warn
Dipthongs/iə/ as in ear, here/eə/ as in air, there
CURRENT AFFAIRSThis section of the magazine offers short news stories organized thematically:
6 | YES 2
7 Anecdotes - several humorous anecdotes associated with some
of the themes developed later in the magazine.8 News - a couple of serious news stories
associated with some of the themes developed later in the magazine.
9 Language News - news from the world of linguistics
and language learning.10 Archaeology News - keep up with the past11 Science News: Food & Health - the results of the latest medical research12 Science News: Fitness & Health - the results of the latest medical research13 Science News: Animal Behaviour - the most recent discoveries from
the world of animal psychologyEXERCISE 2
14 Internet News - the latest stories from the Net15 Internet: The Humble Hashtag - the secret life of #
16 Politics: White Death - the case against sugar17 Politics: Fat Taxes vs. Fat Cats - the food corporations that provoke diabetes 18 Economics: The Dangers of
High-frequency Trading - Can machines be trusted to run
the financial markets?19 Economics: Rational Investment is Stupid - crazy markets are no place for reasonableness20 Behavioural Economics:
Confessions of a Shopaholic - the machinations of marketing EXERCISE 4
SPEAKING & LISTENING EXTENSION7 For more on ‘potato parties’
watch http://goo.gl/013dX- Should potato parties be banned
by the Ministry of Health?
11 For more on the relationship between hunger and obesity, watch: http://goo.gl/KdpQr
16 An 11-year-old lays out the facts on the food system at: http://goo.gl/4HzuL
Photo by Fina Fahey
Photo by Marina Carresi
YES 2 | 11p. 62
Science | FOOD & HEALTH
BACONLIMITATIONS
A report from the European Prospective Investiga-tion into Cancer and Nutrition has found that eating small amounts1 of processed meat raises2 the risk of heart disease3. Eating as little as one rasher of bacon4 a day can increase the risk of an early death. Eating larger5 quantities of processed meat – for example three sausages a day – increases the risk of dying of heart disease by 72% and that of dying of cancer by 11%. While sausages6, bacon and salami are associ-ated with an unhealthy lifestyle – people who eat pro-cessed meat are more likely to7 smoke and less likely to eat fruit and vegetables – the impact remains8 even after the risk is adjusted for these factors. It is postu-lated that the salt and the chemicals used to preserve processed meat are what is doing the harm9. The study involved 450,000 people in 10 EU countries.
BURGERS LEAVE KIDS SHORT OF BREATH
Another problem associated with modern lifestyles is asthma and other allergies. These have also been linked to diet. An international study found that six and seven year olds are 27% more likely to7 suffer from asthma, severe eczema and rhinitis if they eat fast food three times a week or more. The figure10 for 13 to 14 year olds is a staggering11 40%. Asthma may be associated with certain fatty acids12, however no causal link has been demonstrated and it may be that children who eat a lot of junk food13 simply have less healthy lifestyles in general. Eating more fresh fruit and vegetables counteracts the allergic effect.
IT’S THE FAULT OF SALTToo much salt in food aggravates autoimmune condi-tions14, including multiple sclerosis and psoriasis – at least in mice15 – according to the Yale School of Medicine. Research continues to see if a similar mechanism affects humans.✚ For more on the dangers of salt, see. pp. 16-17.
RED IN MEAT AND WINEOK, OK, that’s enough making you gourmands16 suffer. Here’s some good news. According to research done at the Hebrew University of Jerusalem, when eating meat the healthiest thing you can do is wash it down with17 red wine. Antioxidants in the red wine – called ‘polyphenols’ – seem to reduce some of the unhealthy effects of meat. Specifically, they seem to stop cholesterol-forming com-pounds in the meat from reaching18 the bloodstream19.
6 sausages – 7 to be more likely to – have a greater prob-ability of (+ -ing)
8 to remain – continue to exist 9 to do harm (do-did-done) – have a negative effect
10 figure – (in this case) percentage
11 staggering – shocking 12 fatty acid – a carboxylic
acid that forms part of a lipid molecule
13 junk food – food of little nutri-tional value
14 condition – (in this case) medi-cal problem
15 mouse (plural ‘mice’) – small rodent
16 gourmand – sb. who enjoys eating too much
17 to wash sth. down with X – eat sth. while drinking X
18 to reach – get to, arrive in 19 the bloodstream – the system
of veins and arteries
YES 2 | 21
CULTUREThis section of the magazine offers...
DOSSIER: FOOD & YOU22-23 Feature: How to lose weight sensibly EXERCISES 5, 2924-25 Health: You are what you eat
– the adulteration of food EXERCISE 526-27 Psychology: The interaction
between mind and food EXERCISE 528-29 Ecology: Meat – decision time The meat you eat is about to change radically EXERCISE 530-31 Sports: Competitive eating
– death by gluttony EXERCISE 532-35 History: Our relationship with
food over the ages EXERCISE 5
36-37 Music: Story-telling songs EXERCISE 7
38-41 Travel: Burma – Paradise Lost? Asia’s biggest secret is finally available
to the conscientious traveller EXERCISE 30
42-45 Art: Still Life – the secret art of painting your lunch
EXERCISE 25
46-49 Society: The Profumo Affair – sex, lies, spies and politicians
EXERCISE 19
50-53 Poetry: Wordsworth’s Daffodils EXERCISE 31
54-55 Biography: Mrs Beeton – the most influential British woman ever?
56-57 Life: Pigs – how hogs have shaped our lives EXERCISE 26
58-59 Explorers: Ney Elias – the Great Unknown Explorer of Asia
EXERCISE 6
60-63 Cinema: Ethnicity & Hollywood – the strange history of the movie industries attitude to race
EXERCISE 16
SPEAKING & LISTENING EXTENSION24-25 Is the contents of our food sufficiently controlled?
Are people becoming more squeamish?
28-29 For more on how to grow meat, watch: http://goo.gl/i9qTm - Which alternative to conventional meat would
you prefer? Why?For more on food waste, watch: http://goo.gl/X5zWR
30-31 Is competitive eating a sport? If not, why not?
32-35 Do you agree that cooking is what differentiates us from other animals? If not, what else makes us unique?
35 For more on how food shapes our cities, watch: http://goo.gl/GKGmC
36-37 Think of a song that tells a story (it doesn’t matter what language it is in). Tell the story in English. Why is this storytelling song important for you?
38-41 We tend to romanticize certain cultures such as Buddhism. BBC images from Myanmar in March 2013 show Burmese rioters orchestrated by Buddhist monks behaving like Nazis (towards the Muslim minority). How do you react to your cultural stereotypes being contradicted?
46-49 Are the sexual peccadilloes of politicians important in your country? Should they be considered important? What causes political scandal where you live?
60-63 Do you agree that film and television play a central role in moulding our view of people from other ethnic groups?
32 | YES 25 p. 21p. 21
Our Food Makes Us HumanOur relationship with food defines us. For starters2, cooking food is the only thing we do that unam-biguously no other animals do. The great leaps3 in our history are also food-related. First we were hunter-gathers4, i.e.5 eaters of game6 and forage7; then we were pastoralists – eating only one or two species of domesticated animals and consum-ing their milk. Finally, we developed farming and changed our diet again; bread and soup became standard.
The engine8 of world trade9 was food and above all10 spices, the urge to eat something different.
Confucian Confusion Around 400BCE11 Confucius recommended that his followers should use chopsticks12 to eat, consolidating them as the cutlery13 of choice in China. Confucius, a vegetarian, was against the use of knives as they reminded him of the slaughterhouse14.
The engine8 of world trade9 was food and above all10 spices...
A Mediaeval Big Mac?Fast food was invented way back in the 12th Century. William FitzSte-phen, who died in 1190 describes the fast food area down by the Thames. In A Description of London he tells us how the ‘public cook shops’ pro-vided a great selection of hot food for rich and poor. Fast food was still so popular a century and a half later that strict rules governed the price and the quality of takeaway food in London in the 14th Century. Indeed15, the Thames cook shops survived until the 18th Century. In the early 19th Century they were replaced by hot-pie16 shops and by fish-and-chip shops in the late 19th Century.
1 potted – (in this case) abridged, short2 for starters – to begin with, in the first place3 leap – (in this case) substantial advance 4 hunter-gathers – community that survives
by killing wild animals and finding edible plants for subsistence
5 i.e. – (id est) that is6 game (U) – animals that are hunted (in this case) for food
7 forage – naturally grow-ing food that one finds
8 engine – motor, impetus
9 trade – commerce 10 above all – especially 11 BCE – before Common
Era, before Christ (BC)12 chopsticks –
13 cutlery – eating utensils
14 slaughterhouse – abattoir, place where animals are killed for meat
15 indeed – (emphatic) in fact
16 hot pie –
A Potted1 History of Food
History
64 | YES 2
GRAMMARThis section of the magazine offers...
THE GRAMMAR OF FOOD65-67 US vs. UK: the differences between food
terms on either side of the Atlantic - An illustrated guide to British and
American culinary idiosyncrasies
68-69 Word Building & Semantics: what’s growing in your semantic fields?
- How different languages cause us to group things differently
70-71 English in Context: cutting and cooking words in English
- Nine different ways to cut and 20 ways to cook
72-73 False Friends: confusing culinary cognates and dishes that aren’t what they seem
- How to avoid unpleasant surprises in Anglo eateries
74 Confusing Words: can you distinguish between a meal, a dish, a plate and a lunch?
75-77 Phrasal Verbs: all the multi-word verbs you need to be able to cook in English
- Plus food words that are used to make un-culinary phrasal verbs
78-79 Translation: fun with thermometers!
80-83 Idioms: Euphonic Alternatives - Dozens of English idioms are unstable
– oscillating between two (or more) forms. What is the surprising reason behind this indecisiveness?
84 Etymology: the curious history behind some everyday food terms
SPEAKING EXTENSION
73 Can you think of any dishes from your country that have confusing names? Explain in English what the dish consists of and what it might be confused with.
AUDIO SCRIPTS88 Do you agree that the attitude to traffic
lights in a country is symptomatic of that culture’s values in general?
91 What parts of the curriculum in your country would you eliminate? Is there anything that schoolchildren should study that they don’t?
92 Are ‘cat people’ fundamentally different from ‘dog people’ or is the population in fact divided between animal lovers and those who don’t particularly like pets?
96 Are ostentatious displays of religiosity inappropriate in professional sports?
98 Is youth wasted on the young? Is there anything you would do differently?
107 Are there any a priori criteria for deciding who gets laid off first from a company?
Shredded vegetables Chopping parsley Carving a turkeyPhoto by www.khamtran.com Photo by Katerha Photo by Dinner Series
70 | YES 222
English in Context
slice: cut into thin flat pieces. Typically, you slice bread, ham and cheese with a knife.- He sliced the loaf of bread1.- Would you like a slice of cheese.
carve2: cut slices off using a carving knife3. Typically, you carve roast4 meat. - Would you like to carve the turkey, dad?
chop5: cut into pieces. Chopping implies pressing the cutting instrument against the food or hitting the food with the cutting tool6, such as a cleaver7. Typically, you chop meat or parsley8. A chop is a slice of meat usually including a piece of bone9 that has been chopped from the carcass10 of an animal (using a cleaver7).
dice: to cut into small pieces that are more or less square or cubed. Typically, you dice carrots11.
shred: chop finely into thin pieces. Typically, you shred cabbage12.
grate: break into small pieces using a grater13. Typically, you grate cheese.
mince: cut into small pieces using a mincer14. Typically, you mince meat. Meat that has been minced is called ‘mince’ in UK English and ‘ground beef’ in US English.
mash: turn food into a purée. Typically, you mash potato.
peel: take the peel (= skin) off a vegetable or a piece of fruit. Typically, you peel potatoes. You may use a peeler15.
In the kitchen you cut things up on a chopping board16 – a special wooden or plastic board.
1 loaf of bread – 2 to carve – 3 carving knife – 4 roast (adj.) – cooked in the
oven with some type of oil, grease or fat
5 to chop – 6 tool – instrument, imple-
ment, utensil 7 cleaver /ˈkli:vər/ – 8 parsley – a herb (see photo)9 bone – 10 carcass – dead body 11 carrot – 12 cabbage – 13 grater – 14 mincer (UK English) – meat
Cutting in the KitchenThere are two fundamental areas of food preparation: cutting and cooking. On this page we will look at the English vocabulary for cutting up food. On the next page we will do the same for cooking.
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SPOKEN-ENGLISH TIPSSpoken English is significantly different from the written language: A more limited vocabulary is generally used and it is, by definition, more colloquial.Moreover1, spoken English uses many more incomplete or badly constructed sentences. On the other hand, intonation and stress can be used in speech.
HOW TO USE THE AUDIO SCRIPTSFollow our eight-step process to get the most out of the audio scripts:
Before you listen we recommend that you read through the relevant section of the footnotes2 (not the text itself). This should give you some idea of the subject3 and help you to understand the more difficult vocabulary as you listen.
When you listen the first time, don’t expect to understand everything; listening practice should not be a painful4 process. Simply see how much meaning you can extract from the recording.
Listen more times going back to the footnotes to integrate the information you have.
Once you understand reasonably well, do the relevant exercise.
Finally, read the audio scripts as you listen again.
Stop each time you get lost or encounter a structure that interests or confuses you.
Repeat words or phrases whose pronunciation surprises you.
Two or three days later, listen to the text again without reading to see if your understanding has improved5.
This process is intense and time-consuming. However, it will eventually6 solve the problem most learners have of relating7 the spoken word to the written. Once you’ve done that, the rest is easy!
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AUDIO SCRIPTSThe following pages contain the transcriptions of what is spoken on the audio files.
1 moreover – what’s more, furthermore2 footnotes – notes at the bottom of the page (in this box)
3 subject (n.) – (in this case) theme 4 painful – (in this case) arduous, unpleasant5 to improve – get better 6 eventually – (false friend) in the end 7 to relate – associate, connect, link
YES NO. 2 TRACK LIST
Mini-debates (30m27s)1. Should Most Traffic Lights
Be Abolished? (5m24s)2. Should Mary Seacole be Removed from
the National Curriculum? (8m10s)3. Which are better – cats or dogs? (9m38s)
12. The Marriage-Guidance Counsellor (6m20s)13. Learning the Irish Brogue (5m35s)
14. The Short Straw (6m45s)
15. The Death of the Texan Drawl (1m01s)
16. Picture Description (4m32s)
Total time: 1h09m24s
YES 2 | 87
Photo by Marina Carresi
88 | YES 2
AUDIO SCRIPTS
Englishman (EM): I was reading the other day about this idea that most traffic lights1 should be abolished. Apparently, something like 20 sets of traffic lights have been removed2 in London and they are reviewing3 thousands of them to see whether4
they are really a good idea or not. I mean5, I’m not a driver, so a traffic light for me is just6 what makes the taxi stop or the bus stop. But those of you who do drive7, what’s your attitude?American man (AM): But when
you say ‘better’, what do they mean? Better in the sense that it reduces traffic or the traffic flow8 is better?EM: I believe the argument goes… I believe the argument goes that without traffic lights1 drivers take responsibility for crossing when it is the appropriate moment, whereas9 …I don’t know if you use the expres-sion in America, but in Britain we have the term ‘amber gambler10’ and the idea is that people will tend to shoot the lights11 trying desper-ately to… they will accelerate when they see the amber lights, try to get through, etc.AM: Yeah.EM: And that causes a lot of accidents.AM: Yeah, yellow means accelerate, right?Irishman (IM): Yeah, ‘stoption’12! I mean5, the only problem is though that I can understand maybe remov-ing2 traffic lights1 from certain long stretches13 of city roads where you’ve got maybe lots of pedes-trian14 walkways15 that maybe hold up16 traffic flow8 and maybe cause more bumper17-to-bumper18, road rage19, that kind20 of thing. But, at busy junctions21? No. There’s no way I can imagine that anyone would ben-efit from there not being some sort22
1 traffic lights – 2 to remove – (false friend) eliminate 3 to review – evaluate 4 whether – ‘if’ (but ‘if’ cannot be used
before ‘or’)5 I mean – (pause filler) y’know, like,
sort of, kind of 6 just – (in this case) simply 7 do drive – (emphatic) drive8 flow – flux, movement, circulation
9 whereas – by contrast 10 gambler – (in this case) risk taker 11 to shoot the lights (shoot-shot-shot) – race
through traffic lights, drive quickly past traffic lights
12 stoption – the option to stop or go past a traffic light when it is flashing
13 stretch – section 14 pedestrian – sb. who walks in a town 15 walkway – footpath
16 to hold sth. up (hold-held-hold) – delay, impede
17 bumper (UK English) – fender (US English), metal bar on the front or rear of a vehicle that absorbs an impact
19 road rage – extreme aggression associated with the frustration of driving
20 kind (n.) – sort, type
Mini-Debates (30m27s)Listen to these short discussions.
1. Should Most Traffic Lights Be Abolished?
(5m24s)
10 p. 64
YES 2 | 111
EXERCISES
112 1. Illustrations round-up: see if you can identify most of the objects and actions illustrated in the footnotes of this issue.
113 2. Title Tag: can you match these alternative titles to the news and science articles on pp. 7-13?
3. Confusing Words: practise using ‘meal’, ‘dish’, ‘plate’, ‘food’ and ‘course’ correctly (p. 74).
4. Economics: reading comprehension for the three articles on pp. 18-20.
114 5. Word Search: find words relating to food and cuisine. This exercise relates to pp. 22-35 and pp. 65-77.
115 6. Prepositions: fill the gaps in this text relating to the explorer Ney Elias (pp. 58-59) with prepositions.
7. Music Match-up: can you match these summaries to the songs mentioned on pp. 36-37?
116 8. Crossword for general vocabulary revision.
117 9. Sentence transformation for general syntax revision.
118 10. Debates: listening comprehension for audio tracks 1-4
119 11. Visualizing Vocabulary: revise the terms in the US vs. UK article on pp. 65-67.
120 12. Pronunciation: can you remember the chiming alternatives for these idioms from pp. 80-83?
13. Pronunciation round-up: review the difficult words from the footnotes
PAGE EXERCISE
PAGE EXERCISE
121 14. Word game: test your vocabulary and understanding of English morphology.
122 15. Phrasal Verbs Round-up: how many new phrasal verbs have you learned this month?
16. Cinema: a reading comprehension about the article on pp. 60-63.
123 17. False Friends: test how well you have understood pp. 72-73.
18. False Friends Round-Up: review the false friends identified in the footnotes.
124 19. Homophones: find the misused homophones in this extract from the article on the Profumo Affair (pp. 46-49)
20. Internet Listening: test your listening comprehension of this fascinating talk.
125 21. Word Building: can you find the compound nouns from pp. 68-69?
22. English in Context: match these cutting and cooking words to foodstuffs to check that you assimilated pp. 70-71.
126 23. Dialogues: a listening comprehension on tracks 11-14 (pp. 102-109)
24. Translation: more real broken English to correct. See pp. 78-79.
127 25. Reading Comprehension: did you understand the article on still lifes on pp. 42-45?
26. Wordplay: another word game relating to the articles about pigs on pp. 56-57.
128 27. Food Phrasal Verbs: complete these sentences containing food-related phrasal verbs from pp. 75-77.
129 28. Listening comprehension for the monologues (audio tracks 6-9, pp. 98-102).
29. Feature: reading comprehension. See p. 23.
130 30. Map exercise: a bit of topography relating to the travel article (pp. 38-41).
31. Poetry: use the rhyme scheme to complete the poem ‘Daffodils’, analyzed on pp. 50-53.
131-133 ANSWERS
128 | YES 2
27. Food Phrasal Verbs. Read the articles on food-related phrasal verbs on pp. 75-77. Then, without looking at the article, fill the gaps in the following sentences to complete the expressions correctly:
i. Study the verbs on p. 75. Then, without looking at the article, fill the gaps with one of these verbs. The initial letters have been given to help you:
1. To make Russian salad, first you have to d_____ u___ an assortment of vegetables.
2. Nick, don’t w______ d_______ your food. Eat slowly and appreciate the flavours.
3. Your job is to l_______ o______ punch into these drinking bowls, OK?
4. Traditionally, the man of the household c______ u___ the meat for Sunday lunch.
5. S_______ u_____ the onion as thinly as possible, please.
6. He b________ d________ his breakfast because he was desperate to get outside to play in the snow.
7. D_______ o_____ the food as quickly as possible so that people aren’t waiting too long for their meals.
8. Does one person d______ u___ the food or do we each serve ourselves?
9. C______ u___ the meat using this cleaver. Careful, it’s very sharp.
10. Jaime says he can k______ u_____ a three-course meal in a quarter of an hour.
ii. Study the verbs on p. 76. Then, without looking at the article, fill the gaps with a food word:
1. Jackie’s always trying to _______ up the teacher with her compliments.
2. In the TV show they ________ up an old pickup so it roared like a tiger!
3. Could you help me to ________ my hat out of the pond? The wind blew it off.
4. He ________ his time away daydreaming about being a movie star.
5. If we all ______ in we can buy the time machine and then share it.
6. Apparently, the party treasurer was _________ off a sizeable commission for himself.
7. He’s meant to be a serious actor but he really ______ it up in that film.
8. Are you going to _____ yourself up or are you ready to leave now?
9. She ________ up when I mentioned her wayward brother.
10. Stop ________ about and help me with the cleaning.
iii. Study the verbs on p. 77. Then, without looking at the article, fill the gaps with a preposition:
1. I don’t feel like going out tonight. Let’s just chill _____ here.
2. Come on, kids. Simmer ______. The class has started.
3. His letter was peppered ______ exclamation marks.
4. Does the restaurant cater ______ vegetarians?
5. They gingered _____ the party by adding vodka to the fruit juice.
6. She churned ______ romantic novels at an unbelievable rate.
7. In periods of expansion the government should be salting _______ resources for times of recession.
8. How can we spice ______ the atmosphere in the club?
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