Janet I'll just have a fruit salad, I think.
Mark And Kate, what are you going to have? Kate Same for me.
Mark Could you bring us two fruit salads, and a chocolate brownie? Waitress Sure.
Outside view
Voice-over We were lucky to be invited into the kitchen at the Dooky Chase's Restaurant. Leah has been working
in the restaurant for over 50 years. She told us about her life and she explained how to make a simple dish called \
Leah This is a very simple dish. First you get some shrimp. You can do this dish with chicken or shrimp, but I
like it with the shrimp better. So you just brown a little thing...
Interviewer And, and what's, what's the actual, what's the cooking in? Leah Butter. Interviewer OK.
Leah It just cook, so here you get a little cholesterol, but hey, that's it, a little cholesterol. Then you wanna get the
garlic. So you see it works two forces. You get the cholesterol, and then you get a little garlic, cut out on the cholesterol, you see.
Interviewer OK. And where did you, where did you learn all the cooking?
Leah Well, my mother, you know. I'm the top of the line of 11 children, so you get to learn how to cook whether
you like it or not. You get to cook that way. Then here you want to add a little mushroom in here, this is just sliced button mushroom. If you like other mushroom, you can do that, we just saute that in there. You know, at home, when you, you have to cook, everybody had that turn in the kitchen. So this is a dish that is used in several restaurants, but this is my own version. Some people do it different than this, but I like it this way, because I like the ... Can you smell the garlic in there? Interviewer Oh, yeah. Leah Alright?
Interviewer That smell is very strong.
Leah Uha, and then you want to add your peas. It's very, very simple. Interviewer And did you, did your mum run the restaurant as well?
Leah No, no, my mother-in-law. My mother-in-law had this restaurant before I came in. And she started it in 41. I
came in in 46. So, and I added many things. You have to understand in 41. Now here we can add our potatoes. You see our shrimp is all cooked there.-Just add the potato. You can pre-cook your potatoes. You can boil them, or in this case, we, we blanch them a little bit. In that and just toss together, and you get one, you get just one casserole like here. And you can put a little pepper on it. Give it a good dash of pepper. A little salt. It's very simple, but it's a good dish. And as I said, you can do it with chicken breast or shrimp. You see? Toss it and get it there.
Interviewer And what do you, what do you call the dish?
Leah A shrimp Clemenceau. And I, I really don't know how it got that name, but it's popular in this area. But as I
said, some people do it a little different. You can take wine at this point. You can hit a little wine in there if you like it, but I, I just don't like to kill the taste of the butter and the garlic. I like that a lot. And you can take the parsley, always parsley. Interviewer That's parsley, isn't it?
Leah Parsley. Uhm. And I'm gonna show you something that all Creoles keep in their kitchen. You see you get
kind of a like a dull look here. But every Creole has this paprika in their kitchen. And give it all a dash of paprika. And you get a little color there, you see? A little red color there. And it's very, very simple, great dish to eat. Not hard to make. You see? And you have a good dish.
Listening in Passage 1
Ben If it's a formal meal, maybe Thanksgiving or Christmas, or if you're with your boss or someone like that, you
are being careful about your table manners. So you'd wait until everyone is served before you eat. But most of the time,, if you know each other well you would just go ahead and start. It's more usual to entertain them at home because it shows your hospitality. We have a lot of barbecues outside, maybe in the garden or maybe at a campsite. But sometimes if you don't want to cook, you can go to a restaurant.
Oh, well, after dessert you'll have a little talk, then talk some more, have some coffee. Then you'll say, \well, it's time for us, we should get going.\too late.
Michelle Well, it would be between 8 and 8.30. It is unusual that if somebody is invited for 8 they would be there
at 7.30 or 7.45. Probably 8, or 8.30 would be when all the guests would arrive. It's OK to refuse something if you don't like it, but it might be embarrassing. For example, if I'm cooking dinner and I discover one of my
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guests is a vegetarian, I'll feel a bit frustrated that I didn't know before. But usually everyone tries everything. Tom Well, usually the host serves the guests, so you should make sure you tell him or her not to give you too
much, because yes, it's quite important to eat everything on your plate. It doesn't matter if you leave something, but if you leave a lot, it will look as if you don't like their cooking.
My mother always told me to put my hands on my lap, under the table when I wasn't eating, and I would be in big trouble if I ever put my elbows on the table. But actually I know that in some countries that's considered rude. So I might rest my hands or my arms on the table, and I suppose it's a bit more relaxed today than it used to be when I was young.
No, it's the worst thing you can do if you're eating. Any strange noises are absolutely forbidden. I mean you can say \have to do it in silence, otherwise it's considered very bad manners.
Passage 2
News-reader The government announced today that they are going to ban advertisements for junk food during
TV programmes for children under the age of 16. The rules will include any foods that are high in fat, salt and sugar. There will be a total ban on ads during children's programmes and on children's channels, as well as adult programmes watched by a large number of children. But there will not be a total ban on all ads for junk food which are shown on television before 9 pm. This was thought to be \the food industry. The new rules will come into effect before the end of December this year, and mean that television channels will lose about ￡39 million in revenue for advertising.
So why has the government introduced this ban? We asked leading food and nutrition expert, Neil Bennett. Neil Well, we all know that over the last 30 years, what we call junk food, bad food with too much fat and salt,
has become easily available and eating habits have changed.
However, in recent years many of us have become aware of the importance of keeping fit and eating healthily, and this means people are not going to fast food restaurants so often. So, the result is that the fast food business has increased the number of ads in order to recover some of the business it's lost. News-reader And how do the fast food restaurants do this?
Neil The biggest problem is that they aim their ads at young people. One well-known fast food restaurant chain
sells hamburgers which come with a free gift, usually a toy which is linked to a new children's film. Other fast food restaurants aim their ads at teenage and college-age men, trying to make their food trendy and, you know, kind of masculine food.
News-reader So a ban on junk food ads will stop the sales of junk food?
Neil Almost certainly not, but it might reduce the growth of the fast food industry. News-reader So you're in favour of the ban?
Neil As a nutritionist, I am. As a father of two young children, I'm not sure. News-reader Why not?
Neil Because less money from advertising will mean less money for children's TV programmes. So we're likely to
see more cheap and violent cartoons, and fewer programmes produced specially for children. News-reader So the choice is between junk food and junk television? Neil Yes, that just about sums it up. News-reader Neil Bennett, thank you.
Unit 3 Learning to think Inside view
Conversation 1
Mark Hi, what're you doing?
Janet Oh, nothing much ... Well, I'm just doing this quiz here in the newspaper. Mark Let's have a look then.
Janet Here. It's called, \ Mark OK, might as well. I'm not busy.
Janet Right. Look, I'll read the statements. Then you have to answer \ Mark Yea.
Janet OK. Physical exercise improves your memory. True or false? Mark True, I suppose. It sounds like the right answer.
Janet You're right, exercise does improve your memory. Next statement: 30 per cent of people have a visual
memory.
Mark That sounds about right. True?
Janet No, wrong, I'm afraid. In fact, 60 per cent of people have a visual memory. Mark Really? Actually, I've got a pretty good memory.
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Janet Have you? OK ... Next one ... When you're tired, it's more difficult to remember things. Mark That's true, obviously. I can't remember a thing when I'm tired.
Janet Correct! If you do one activity for a long time, your memory will improve. Mark I'm not sure ... True? Janet Actually, it's false. Mark Oh!
Janet Eating fruit and vegetables can improve your memory. Mark I read something in The Times about that. True. Janet True, it says here.
Mark Oh, no! I've got a lecture. I'd forgotten. I'd better get going! Janet Oh, Mark! What a good memory you have!
Conversation 2
Kate You're looking a bit down, Janet. What's up?
Janet Well... I'm finding studying at Oxford quite hard. Kate You're telling me! There's so much work!
Janet It's not the amount of work - but everything's so different. In China, generally we have large classes, we
don't have tutorials. And mostly, our teacher tells us what we should do. So I'm not used to asking questions or discussing things. I find it difficult. Kate You have to memorize a lot, don't you? Janet Yes, but I'm good at that.
Kate You're lucky. There's so much to remember studying law! I have difficulty sometimes, I really do. Janet Yes, well, we've been trained to do that. But we don't have so much training in critical thinking. Kate What do you mean by critical thinking?
Janet Let me think ... I think it's giving your opinion and then justifying it. Kate Yes, I suppose that's what our teachers have always encouraged us to do. Janet I am getting better at it, I suppose.
Kate Hey! How about this? Let's pretend I'm your tutor. I'll make a statement. Your task is to examine it and then
ask questions. Janet OK.
Kate Everyone is capable of learning a second language. Go on, ask a question! Janet Why do you say that?
Kate That's what the research tells us. Now ask another one. Janet Can you give an example of some research?
Kate Um ... No! Look, I'm starving and I can't think at all when I'm hungry.
Outside view Part 1
Teacher Good morning, class. Students Good morning.
Teacher What we're going to do today is start off looking at mind maps or mind mapping. Now have any of you
heard about mind maps before? Students Yes ... No ...
Teacher Yes. Some of you have, some of you haven't. OK. Have any of you actually used mind maps in the past? Students No ...
Teacher No? OK. Who can tell me what a mind map is? Student 1 It's a way of thinking.
Teacher It is a way of thinking. Mind maps are diagrams which help us to generate ideas, and also to organize or
structure our ideas related to a topic. What I'd like to do next is look at some of the uses or the reasons for using mind maps. What are some of the reasons for using mind maps? Student 2 To make a list?
Teacher To make a list? Yes. We could say to brainstorm ideas. Everyone contributes then-ideas as many ideas as
quickly as possible, from everyone in a shorter time, er, as, as we can manage. OK, brainstorming is one of the most important um, um, uses of mind maps. What might be another use or another reason for using mind maps?
Student 3 It can help me take notes in the class.
Teacher OK, for the note-taking, a very good reason. Mind maps help us to get an overview or a, a quick
understanding about a subject. By using mind maps to collect the main ideas from what the teacher says, you can keep a, a very general understanding of a topic and understand connections quite easily and um, quickly. What are some other uses of mind maps? Student 4 Preparing for exams?
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Teacher OK. Preparing for exams. That's a, a very good reason. We might call this, er, revision. Before an exam,
after having studied for many, many days or even weeks, you might want to capture the, the, the very general understanding about the subject. Are there any other uses that you can think of for mind mapping? Student 5 We can also use it for finding answers.
Teacher For finding answers. That's, that's a very good, good answer. We could call this problem-solving. We
can use mind maps to, to see other possible alternatives, or options to, to, to solve a problem. OK. Next, I'd like us to talk about some of the advantages or the benefits of using mind maps instead of just writing everything on a piece of paper. One of the most obvious advantages, as you can see, is that mind maps are very visual. They give us um, almost a picture, a, a different perspective in terms of a picture, or a diagram of understanding information or understanding connected ideas, which is very helpful for people who like to learn from a different way. Are there any other advantages that you can think of for mind mapping? Student 4 It lists the main points.
Teacher They do. They do list the main points. We could call this um, a quick summary. As you can see, we have
main ideas throughout our mind map, not long texts. And in this way, it helps us to grasp the, the key ideas and the key connections for mind maps or for our given subject. Are there any other advantages you can think of?
Student 1 To think creatively.
Teacher To think creatively. That's, that's a very good point. We could call this creative thinking. And what we
mean here is basically thinking outside of the box or thinking laterally. Mind maps are illogical and by being illogical they encourage us to think creatively, you might say.
Part2
Teacher Next, I'd like us to think about aspects of design or constructing mind maps. So far we have completed
three quarters of our mind map about mind maps. And then I'd just like you to have a look at this mind map and tell me what some of the most noticeable or striking features are that we can talk about. Student 2 There is a centre.
Teacher There is a centre. There is what we call a central word, a central word or a phrase. It might also be a
sentence or a question. You might have that in the centre of the board and your related thoughts spiraling or radiating out. What else do you notice about the design of this mind map? Student 1 There are only words, not sentences.
Teacher Exactly. There are many what we call key words as they capture the main thought of, of an issue rather
than a long sentence or, or a passage. This helps us to concentrate on the main issues and find connections between these issues as well. What other aspects of design do you notice here? Student 5 It looks like a tree.
Teacher It does look like a tree because it has branches. By having branches, it shows how, um, thinking is
radiating out or spiraling out from key ideas or central ideas to key words to sub-words and, and so forth. Are there any other aspects of design which you notice in this particular map? Student 2 You used a lot of colours.
Teacher I did. I perhaps use too many colours. I have used different colour to show the different key words or
different aspects of mind mapping. You might like to use different colours to highlight different sections of a mind map or key information. Or you may, you may choose to have it all in one colour. It's very much a personal choice, depending on how you like to, to think and, and plan your thinking. You might also like to use images or pictures related to some of the key words. Or you might even use symbols. We'll put a question mark because this again is a personal choice and how you like to design your mind maps. For example, I might choose to use a thought bubble as a symbol, highlighting or identifying my central phrase, mind maps. This could be a, a feature of my own mind maps. Whenever I design a mind map, I highlight my central thought using a speech bubble symbol.
Listening in Passage 1
Interviewer With us today is Martin Downes, a carpenter, who's 51. A year ago, Martin had a stroke. But he's
been lucky enough to make a full recovery from it. Can you tell us how it all began, Martin?
Martin I'm very happy to - not that I remember much at all. I was at a customer's house, building a cupboard, and
the next thing I knew, I woke up in hospital with people in white coats bending over me. Interviewer It must have been very frightening.
Martin It was. But what was really frightening was that I couldn't speak. I couldn't say a word. And I couldn't
understand much that people said to me. Interviewer How awful!
Martin Yeah! I don't know what would have happened to me if I hadn't had my family. But they were there for
me, they really were. I had something called aphasia, where the part of your brain gets damaged that affects your speech and language. But they started treatment for the condition almost immediately. This speech and
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