On Screen p 59. A Great Catch. Narratives. Word Formation

Does anyone know what a DJI Phantom is? Can you guess?

 

 

KEY

 

 

 

 

 

 

 

 

Predict the story with these phrases:

An aerial video
A safety feature
An automatic landing
A GPS (Global Positioning System)



Answer these questions:
1. Is this a hobby that anyone here is interested in – making drone aerial videos ?
2.Can you guess how much a drone like this would cost?
3. There’s something important that isn’t included in the price. Can you guess what it is?
4. Imagine this: you are flying a drone and the battery dies. What do you think would happen?


Answers:
2. (Answer: between 500 € and 1500 € )



3. (Answer: the video camera. Other guesses may include: the remote control; the battery.)



4. (Answer: the DJI Phantom has a safety feature . The drone will make an automatic landing just before the battery dies. A GPS inside the drone will guide it back to the same spot where it took off from.) 


Story text 
Part one
Drone aerial videos are becoming more and more popular these days. Perhaps you’ve seen some on YouTube – bird’s-eye views of urban landscapes and city landmarks for example.
 For amateur enthusiasts , the DJI Phantom is a popular model. A drone from the DJI Phantom series can cost anything from between 500 € and 1500 € . That’s quite an expensive piece of equipment and it doesn’t include the video camera.
Have you ever wondered what would happen if the battery died while the drone was in flight? Well, the DJI Phantom has a safety feature . Just before this happens, the drone will make an automatic landing. A GPS (Global Positioning System) inside the machine will guide it back to the same spot where it took off from. Clever, no? What could go possibly wrong?



YOUR TASK:   

Constructing a narrative
 

Tell a story which involves a drone. It takes place in the Netherlands and it involves the following:
- A cold day in December
- An amateur drone aerial video enthusiast
- A ditch filled with ice-cold water
- Fully clothed
- Over 4 million views

Using these prompts construct a narrative! 

Now I want you to work together to guess what you think happens in the story. It doesn’t matter if you are right or if you are wrong. This is a speaking activity. I want you to share ideas and construct a narrative. Consider all of the details!

_____________________________________________________________

TIP: 

The use of adjectives, adverbials, collocations, idioms,... will make your stories more colourful:

Examples of adverbials

relatively, easily, suddenly, extremely, gratefully, desperately, dangerously, continuously, possibly, urgently, immediately,

Attitude adverbials

amazingly, apparently, astonishingly, unbelievably, clearly, conveniently, curiously, disappointingly, disturbingly, evidently, (un)fortunately, funnily, happily, indisputably, inevitably, interestingly, ironically, laughably, luckily, miraculously, naturally, obviously, personally, predictably, presumably, reassuringly, regrettably, rightly, sadly, sensibly, strangely, (not) surprisingly, understandably, undoubtedly, unexpectedly, unmistakably, (un)wisely, worryingly.

_______________________________________________________________________

 

Vocabulary:
a ditch : a long hole beside a road or a field that water goes into. Sp. zanja, cuneta, acequia. Note that in the Netherlands, ditches can be very wide and deep!
Google maps:
http://lessonstream.org/wp-content/uploads/2015/10/Ditch.jpg

an enthusiast : someone who is passionate about something (a hobby, for example)
fully clothed : If someone is fully clothed, they have all of their clothes on. Fully dressed.

fully dressed. adjective    wearing clothes, including things such as shoes. E.g.  She collapsed fully dressed on the bed



Story text 
Part two 
Sample answer
Story text 
Part two 

A Great Catch

It’s a cold day in December. A (1)_____________ (RELATE) young Dutch man called Zwier goes out with a group of friends to test his brand new DJI Phantom drone. He begins by placing it in the middle of a (2)___________ (FAIR) quiet road. As if by (3)___________ (MAGICALLY), it takes off (4)_______________ (VERTICAL) and Zwier flies it (5)______________ (SMOOTHNESS) above the local (6)______________ (SUBURBS) houses, the (7)______________ (LEAVE) trees, the almost (8)______________ (DESERT) roads and Holland’s (9)________________ (UBIQUITY) canals.

After about 15 minutes, however, Zwier has a (10)_______________ (WHAT) (11)__________________ (EXPECTATIONS) problem: the battery seems to start to die and the (12)____________________ (STATE) drone begins to make an (13)__________________ (AUTOMATE) (14)_______________ (LAND). But to everybody’s surprise, instead of landing on the (15)___________________ (PRACTICE) empty road, the drone slowly starts to come down above a water-filled ditch. The minor problem is that Zwier didn’t set the GPS (16)_______________ (CORRECTNESS)!

The ditch is (17)_______________ (WIDTH) and (18)____________ (DEPTH) and the drone is going to land right in the middle of it. Zwier has (19)____________________ (ABSOLUTE) no choice but to quickly run to the ditch and without (20)____________________ (HESITANTLY) jump in, fully clothed at that. (21)___________________ (OBVIOUSNESS), the ice-cold water (22)_______________ (GRADUAL) comes up to his waist.

Zwier (23)______________(ARDUOUS) wades to the centre of the ditch as quickly as he can, desperate to catch the rather (24)_____________ (COST) drone before it lands in the water. The water gets deeper and deeper as he goes: first, up to his chest, then up to his neck and next up to his chin.

The drone is just centimetres from the surface. However, just in the nick of time, and with all his effort, Zwier reaches out his arms and makes a (25)____________ (HERO) one-handed catch. He spits out a (26)_____________________ (MOUTH) of water and (27)____________ (HAPPINESS) smiles. (28)__________________ (SURPRISE), his friends cheer and applaud him (29)____________________ (ENTHUSIASM). (30)_____________ (CURIOSITY), Zwier’s (31)____________________ (COURAGE) catch was caught on camera, which was attached to the drone that he saved! He then decides to publish the video on YouTube and (32)_____________ (WITH) weeks, it goes (33)_____________ (VIRULENT) and it is viewed over 4 million times.

 

 

KEY

1. relatively

 

 

2. fairly 

 

 

3. magic 

 

 

 

4. vertically 

 

 

 

5. smoothly

smoothness: the quality a surface has when it is completely flat and even, without any rough areas or holes.

• the smoothness of her skin

  

 

 

 

6. suburban

 

 

7. leafy 

 

 

 

8. deserted 

 

 

 

9. ubiquitous

ubiquity noun /juːˈbɪkwəti/ [uncountable] (formal or humorous) ​the fact that something seems to be everywhere or in several places at the same time; the fact that something is very common. E.g. the ubiquity of the mass media.

ubiquitous adjective /juːˈbɪkwɪtəs/  [usually before noun] (formal or humorous) ​seeming to be everywhere or in several places at the same time; very common. E.g. the ubiquitous bicycles of university towns. The ubiquitous movie star, Tom Hanks.

 

 

 

10. somewhat

somewhat adverb /ˈsʌmwɒt/ (rather formal) ​to some degree, rather. E.g. somewhat different/similar. I was somewhat surprised to see him. The situation has changed somewhat since we last met. What happened to them remains somewhat of a mystery. My options are somewhat limited.  

 

 

 

11. unexpected

 

 

 

12. state-of-the-art 

/ˌsteɪt əv ði ˈɑːt/ 

using the most modern or advanced techniques or methods; as good as it can be at the present time

• The system was state of the art.
• a state-of-the-art system
• The Physics Department has state of the art facilities.

 

 

 

13. automatic
/ˌɔːtəˈmætɪk/

automate verb /ˈɔːtəmeɪt/ [usually passive] ​to use machines and computers instead of people to do a job or task. Be automated. The entire manufacturing process has been automated. The factory is now fully automated. 

 

 

 

14. landing

 

 

 

15. practically 

 

 

 

16. correctly 

 

 

 

17. wide

 

 

 

18. deep 

 

 

 

19. absolutely 

 

 

 

20. hesitation

hesitantly adverb /ˈhezɪtəntli/ ​in a way that is slow because you feel uncertain, embarrassed or unwilling.     E.g. He smiled hesitantly

 

 

 

21. Obviously

obviousness noun /ˈɒbviəsnəs/  [uncountable] ​the fact of being easy to see or understand. E.g. the obviousness of his injuries. 

 

 

 

22. gradually  

 

 

 

23. arduously

arduously adverb /ˈɑːdʒuəsli/  ​in a way that involves a lot of effort and energy, especially over a period of time. E.g. They searched arduously for clues.

 

 

 

24. costly

 

 

 

25. heroic 

 

 

 

26. mouthful 

 

 

 

27. happily 

 

 

 

28. Unsurprisingly 

 

 

 

29. enthusiastically 

 

 

 

30. Curiously 

 

 

 

31. courageous 

/kəˈreɪdʒəs/ showing courage. brave.

• a very courageous decision
• I hope people will be courageous enough to speak out against this injustice.

 

 

 

 

32. within  

 

 

 

33. viral

virulent adjective /ˈvɪrələnt/ 

1.  ​(of a disease or poison) extremely dangerous or harmful and quick to have an effect. E.g. a virulent form of influenza. A particularly virulent flu germ. 

2. showing strong negative and bitter feelings

• virulent criticism
• virulent nationalism

Entire text:

It’s a cold day in December. A relatively young Dutch man called Zwier goes out with a group of friends to test his brand new DJI Phantom drone. He begins by placing it in the middle of a fairly quiet road. As if by magic, it takes off vertically and Zwier flies it smoothly above the local suburban houses, the leafy trees, the almost deserted roads and Holland’s ubiquitous canals.

After about 15 minutes, however, Zwier has a somewhat unexpected problem: the battery seems to start to die and the state-of-the-art drone begins to make an automatic landing. But to everybody’s surprise, instead of landing on the practically empty road, the drone slowly starts to come down above a water-filled ditch. The minor problem is that Zwier didn’t set the GPS correctly!

The ditch is wide and deep and the drone is going to land right in the middle of it. Zwier has absolutely no choice but to quickly run to the ditch and without hesitation jump in, fully clothed at that. Obviously, the ice-cold water gradually comes up to his waist.

Zwier arduously wades to the centre of the ditch as quickly as he can, desperate to catch the rather costly drone before it lands in the water. The water gets deeper and deeper as he goes: first, up to his chest, then up to his neck and next up to his chin.

The drone is just centimetres from the surface. However, just in the nick of time, and with all his effort, Zwier reaches out his arms and makes a heroic one-handed catch. He spits out a mouthful of water and happily smiles. Unsurprisingly, his friends cheer and applaud him enthusiastically. Curiously, Zwier’s courageous catch was caught on camera – the camera attached to the drone that he saved! He then decides to publish the video on YouTube and within weeks, it goes viral and it is viewed over 4 million times.

Close-up p 32. Steve Jobs' Greatest Legacy May Be Impact On Design. Extra Listening

Listen to the programme and fill in the gaps:

http://www.npr.org/2011/10/06/141118621/steve-jobs-greatest-legacy-may-be-impact-on-design

Steve Jobs, who died Wednesday at the age of 56, was obsessed with computers from an early age. In 1975, when he was 20, Jobs was part of the Homebrew Computer Club — a group of early computer (1)___________ obsessed with making computers more popular.

"People [would be] all together in a room, (2)__________, bubbling with ideas, bringing in new technology, new chips, new displays, new networks, new software, everything new," says John Gage, a former member of the club.

Gage says from the beginning, Jobs' talent was to see all that clutter and cut through it, "with the result, an elegant, simple, human usable device."

"That was Steve's genius," Gage says. "He saw clearly how to take this enormous complexity and make something a human being could use."

In 1984, Jobs introduced the first MacIntosh computer at the first MacWorld in front of an audience of thousands. Jobs lifted a cover and revealed a boxy computer with easy-to-read graphics.

The computer voice identified itself, said, "It sure is great to get out of that bag," and went on to (3)______________ IBM computers.

"Never trust a computer you can't lift," it said. The MacIntosh had a mouse and graphical user interface — not the first computer to have them — but it was the first computer with those features that was commercially successful. The Mac made the computer a creative device for the average person.

"He brought music and art," Gage says. "He brought visual sensation. He brought capabilities to the computer that were not dreamed of by those that were at the lower levels of putting together the chips that would do the fast computation or store all the bits of a picture."

In 1985, Jobs was (4)______________ of Apple in a (5)__________________. But after he left, the company (6)____________. He returned in 1997 and stripped down the company the way he stripped down design — cutting out product lines.

Robert Brenner was at Apple during the time Jobs was gone. When he returned, Brenner says, he (7)_____________ the power of the company's designers.

"There obviously is a culture and an environment there as a designer if you're good that will ... support you in doing great things," Brenner says.

In 1998, Apple introduced the iMac. It was one piece and a smash hit. In 2001, the iPod reshaped the idea of an MP3 player, with a simple user interface that had a (8)____________ in the front that you could turn to scroll through all your songs in a little window.

Then in 2007, Apple entered the smartphone market. Jobs poked fun at the other phones and smartphones, and then he introduced the iPhone.

"What we want to do is make a (9)____________product that is way smarter than any mobile device has ever been and super easy to use," Jobs said at the time. "This is what iPhone is."

Brenner says Jobs was obsessed with making his products just right and using the best materials — not plated plastic, but real machined metal; not black plastic but glass. Brenner says Apple would build a new factory if that's what it took to make the product right.

"Very few companies would do that, say, 'Here's an object we believe needs to be made this way; let's go out and create an entire (10)________________ to do it,' " Brenner says.

Brenner says Jobs raised the profile of design. Brenner, who now has his own firm, says there's a dark side to that: Everybody wants products to look just like Apple's.

"If it's not a machined piece of aluminum with black glass and one button it's not good," Brenner says.

Still, Brenner says the world of computers is a better place because Jobs and Apple took care to make high-quality, accessible products that have transformed everything from the way we listen to music to watching movies and communicating.

KEY
1.    Enthusiasts
 


2.    Jostling

Jostle (somebody): to push roughly against somebody in a crowd. E.g. The visiting president was jostled by angry demonstrators. People were jostling, arguing and complaining. Jostle for something: to compete strongly and with force with other people for something. E.g. People in the crowd were jostling for the best positions.



3.    poke fun at 
Poke fun at somebody/something: to say unkind things about somebody/something in order to make other people laugh at them. Ridicule. E.g. Her novels poke fun at the upper class. She's always poking fun at herself.



4.    pushed out 
Push somebody out: to make somebody leave a place or an organization.



5.    boardroom coup

Boardroom: a room in which the meetings of the board of a company (= the group of people who control it) are held. Sp. Sala de reuniones.


6.    floundered

Flouder: / ˈflaʊnd ə /to have a lot of problems and to be in danger of failing completely. E.g. At that time the industry was floundering. The new democracy there continues to flounder.


7.    unleashed

Unleash: to suddenly let a strong force, emotion, etc. be felt or have an effect. Sp. soltar, dar rienda suelta, desatar. E.g. The government's proposals unleashed a storm of protest in the press.


8.    wheel
 


9.    leapfrog

Leapfrog: 1. NOUN a children's game in which players take turns to jump over the backs of other players who are bending down. 2. VERB to get to a higher position or rank by going past somebody else or by missing out some stages. Advancing as if in the child's game, by leaping over obstacles or competitors. Progress by large jumps instead of small increments. E.g.The win allowed them to leapfrog three teams to gain second place.


10. infrastructure

Transcript:

October 6, 2011 - GUY RAZ, host: Now, Steve Jobs did not invent the computer or the mouse or the smart phone or MP3 players, but his vision made them accessible, user-friendly and enormously popular. As NPR's Laura Sydell reports, one of Steve Jobs' greatest legacies is his impact on design.

LAURA SYDELL: It's true, Steve Jobs didn't invent computers, though he was obsessed with them from an early age. In 1975, at the age of 20, Jobs was part of the Homebrew Computer Club, a group of early computer enthusiasts obsessed with making computers more popular.

JOHN GAGE: People all together in a room, jostling, bubbling with ideas, bringing in new technology, new chips, new displays, new networks, new software, everything new.

SYDELL: At least, it was new back then, says John Gage, who was a member of the Homebrew Computer Club. Gage says from the get-go, Jobs' talent was to take all those different pieces of technology and incorporate them into one design.

GAGE: With the result - an elegant, simple, human, usable device. That was Steve's genius. He saw clearly how to take this enormous complexity and make something a human being could use.

SYDELL: The first Apple II computer, which came out in 1977, was designed to be more like a home appliance. Up until then, you had to know how to put them together yourself. But it was the design of the MacIntosh that set the public on fire. In 1984, Steve Jobs introduced the first Mac in front of an audience of thousands.

(SOUNDBITE OF COMPUTER VOICE)

UNIDENTIFIED MAN: Hello, I am MacIntosh. It sure is great to get out of that bag.

SYDELL: The computer voice went on to poke fun at IBM computers. Never trust a computer you can't lift, it said. It had a mouse and the graphical user interface - not the first computer to have them, but it was the first time a computer with those features was commercially successful. The Mac made the computer a creative device for the average person. Again, John Gage.

GAGE: He brought music and art. He brought visual sensation. He brought capabilities to the computer that were not dreamed of by those that were at the lower levels of putting together the chips that would do the fast computation or store all the bits of a picture.

SYDELL: In 1985, Steve Jobs was pushed out of Apple in a boardroom coup. The company floundered. He returned in 1997. He stripped down the company the way he stripped down design, cutting out product lines. Robert Brenner was at Apple during the time Jobs was gone. When he returned, Brenner says he unleashed the power of the company's designers.

ROBERT BRENNER: There obviously is a culture and an environment there as a designer if you're good that will allow you - to support you in doing great things.

SYDELL: The iMac, released in 1998, looked unlike any other personal computer. Up until then, computers were little ugly plastic boxes. The iMac was cute and curvy. In 2001, the iPod reshaped the idea of an MP3 player. It had a simple user interface with a wheel on the front that you could turn to scroll through all your songs in a little window. Then, in 2007, Apple entered the smart phone market. Jobs poked fun at the other smart phones and then he introduced the iPhone.

STEVE JOBS: What we want to do is make a leap frog product that is way smarter than any mobile device has ever been and super easy to use. This is what iPhone is, okay?

SYDELL: Brenner says Jobs was obsessed with the best materials, not plated plastic, but real machined metal; not black plastic, but glass. Brenner says Apple would build a new factory if that's what it took to make the product just right.

BRENNER: Very few companies would do that, say, here's an object we believe needs to be made this way, let's go out and create an entire infrastructure to do it.

SYDELL: Brenner says Steve Jobs raised the profile of design. Brenner, who now has his own firm, says there's a dark side to that. Everybody wants their products to look just like Apple's.

BRENNER: If it's not a machined piece of aluminum with black glass and one button, it's not good.

SYDELL: Still, Brenner says the world of computers is a better place because of Steve Jobs. The design was friendly and that made computers more than machines, it made them objects that customers could love. Laura Sydell, NPR News, San Francisco. 

Vocabulary 

• Jostle (somebody): to push roughly against somebody in a crowd. E.g. The visiting president was jostled by angry demonstrators. People were jostling, arguing and complaining. Jostle for something: to compete strongly and with force with other people for something. E.g. People in the crowd were jostling for the best positions.

• Bubble (over) with something: to be full of a particular feeling. Sp. No cabía en sí. She was bubbling over with excitement.

• From the get-go: Informal from the beginning. E.g. I've been your friend from the get-go.
• Clutter: a lot of things in an untidy state, especially things that are not necessary or are not being used; a state of confusion. Mess. Sp. Desorden. E.g. There's always so much clutter on your desk! There was a clutter of bottles and tubes on the shelf.
• Cut through/ across: to go across something in order to make your route shorter. Sp. Ir al grano E.g. I usually cut across the park on my way home. Sp. ir al grano

• Poke fun at somebody/something: to say unkind things about somebody/something in order to make other people laugh at them. Ridicule. E.g. Her novels poke fun at the upper class. She's always poking fun at herself.

• Push somebody out: to make somebody leave a place or an organization.

• Boardroom: a room in which the meetings of the board of a company (= the group of people who control it) are held. Sp. Sala de reuniones.
• Flouder: / ˈflaʊnd ə /to have a lot of problems and to be in danger of failing completely. E.g. At that time the industry was floundering. The new democracy there continues to flounder.
• Strip something (down): to separate a machine, etc. into parts so that they can be cleaned or repaired. Dismantle. E.g.  He strips and cleans his rifle every morning. They taught us how to strip down a car engine and put it back together again.
• Cut something out (of sth): to stop doing, using or eating something. E.g. I've been advised to cut sugar out of my diet.
• Product line: a type of product. E.g. We are starting a new line in casual clothes. Some lines sell better than others.
• Unleash: to suddenly let a strong force, emotion, etc. be felt or have an effect. Sp. soltar, dar rienda suelta, desatar. E.g. The government's proposals unleashed a storm of protest in the press.
• Smash hit:  a song, film/movie or play that is very popular. E:g. Her latest chart smash.
• Leapfrog: 1. NOUN a children's game in which players take turns to jump over the backs of other players who are bending down. 2. VERB to get to a higher position or rank by going past somebody else or by missing out some stages. Advancing as if in the child's game, by leaping over obstacles or competitors. Progress by large jumps instead of small increments. E.g.The win allowed them to leapfrog three teams to gain second place.
• Plate: to cover a metal with a thin layer of another metal, especially gold or silver. Sp. Recubrir E.g. a silver ring plated with gold.
• Machine: VERB to make or shape something with a machine. E.g. This material can be cut and machined easily. 
 

Related stories:

On the Advanced 2 blog you will find the famous commencement speech he delivered at Stanford in 2005 and many other stories related to Steve Jobs.  

Objective Proficiency p 109. I Travel to Go. Extra Quotation

Objective Proficiency p 109. Travel Idioms

The last time you went on holiday, did it cost you an incredibly large amount of money? If so, it cost you an arm and a leg. In fact, after spending all that money you probably had no money at all, in which case you were flat broke. Hopefully it was worth it, however, and you had an absolutely wonderful time, because then you can tell your friends, in another one of our useful English idioms and phrases, that you had the time of your life.

Objective Proficiency p 109. Travel. Extra Speaking

Vocabulary 
Jump at something: to accept an opportunity, offer, etc. with enthusiasm. E.g. Sally jumped at the chance of visiting Rome. 
Draw+ prep.: to move in the direction mentioned. E.g. The train drew into the station.

Get out of sth: to avoid a responsibility or duty. Sp. eludir. E.g. We promised we'd go—we can't get out of it now. 

 

Would you jump at the chance of travelling into space? 

What are your views on space tourism?

Is the money spent on space exploration well invested?

What role do satellites play in our modern society?

Objective Proficiency p 109. Vocabulary

Ex 3

• Playroom: a room in a house for children to play in.
• Alternate: /ɔːlˈtɜːnət/ if something happens on alternate days, nights, etc. it happens on one day, etc. but not on the next. E.g. John has to work on alternate Sundays. The ferry service will initially run on alternate days, increasing eventually to daily sailings. 
• Go on to do something: to do something after completing something else. E.g. The book goes on to describe his experiences in the army. After her early teaching career she went on to become a doctor. 
• Lose sight of somebody/something: 1 to become no longer able to see somebody/something. E.g. They finally lost sight of land. 2. to stop considering something; to forget something. E.g. We must not lose sight of our original aim.

Ex 4

• Intercontinental: between continents. E.g. intercontinental flights/missiles/travel/trade.
• Long-standing: that has existed or lasted for a long time. E.g. a long-standing relationship.
• Wide-ranging: including or dealing with a large number of different subjects or areas. E.g. The commission has been given wide-ranging powers. A wide-ranging discussion. A wide-ranging review of public spending.
• Extend: to offer or give something to somebody. E.g. I'm sure you will join me in extending a very warm welcome to our visitors. To extend hospitality to overseas students. The bank refused to extend credit to them (= to lend them money). To extend somebody an invitation.
• Grounding: the act of keeping a plane on the ground or a ship in a port, especially because it is not in a good enough condition to travel.
• High point: the most interesting, enjoyable or best part of something. E.g. It was the high point of the evening. He had reached the high point of his career.
• Exhilarating: /ɪɡˈzɪləreɪtɪŋ/ very exciting and enjoyable. E.g. My first parachute jump was an exhilarating experience.
• In view of something: (formal) considering something. E.g. In view of the weather, the event will now be held indoors.
• Table something (British English) to present something formally for discussion. E.g. to table a question in Parliament. They have tabled a motion for debate at the next Party Conference.
• Feature (on somebody/something): (in newspapers, on television, etc.) a special article or programme about somebody/something. E.g. a special feature on education.
• Mailshot: advertising or information that is sent to a large number of people at the same time by mail.

Crossword
Across

• Discriminating: able to judge the good quality of something. Discerning. E.g. a discriminating audience/customer.
• Veto: vetoes, vetoing, vetoed. 1. veto something to stop something from happening or being done by using your official authority (= by using your veto ). E.g. Plans for the dam have been vetoed by the Environmental Protection Agency. 2. veto something to refuse to accept or do what somebody has suggested. Rule out. E.g. I wanted to go camping but the others quickly vetoed that idea.
• Strand: a single thin piece of thread, wire, hair, etc. E.g. a strand of wool. A few strands of dark hair. She wore a single strand of pearls around her neck.
• Spick and span: neat and clean. E.g. Their house is always spick and span.
• Toss and turn: not sleep properly. E.g. I couldn't sleep but kept tossing and turning in bed all night. 
• Ta: /tɑː/ thank you.
• Cusp: a point of transition between two different states. Sp. a las puertas, al borde. E.g. those on the cusp of adulthood.
• Brain-teaser: a problem that is difficult but fun to solve. Sp. rompecabezas. E.g. There were some real brain-teasers in the quiz.
• Eat humble pie: to say and show that you are sorry for a mistake that you made. Make a humble apology and accept humiliation. E.g. he will have to eat humble pie at training after being sent off for punching. Etymology:  From a pun on the old word umbles, meaning ‘offal’(the inside parts of an animal), which was considered to be food for poor people.

Down

• Mishear: to fail to hear correctly what somebody says, so that you think they said something else. E.g. You may have misheard her—I'm sure she didn't mean that. I thought he said he was coming today, but I must have misheard. 
• Tone something down: to make a speech, an opinion, etc. less extreme or offensive. E.g. The language of the article will have to be toned down for the mass market.
• Gigantic: /dʒaɪˈɡæntɪk/ extremely large. E.g. a gigantic house. The problem was beginning to take on gigantic proportions.
• Slush: 1. partly melted snow that is usually dirty. E.g. In the city the clean white snow had turned to grey slush. 2. stories, films/movies or feelings that are considered to be silly and without value because they are too emotional and romantic. E.g. Her novels are full of sentimental slush.
• Slushy: (adj) 1. resembling, consisting of, or covered with slush. E.g. slushy snow. Slushy pavements. 2 informal excessively sentimental. Sp. sentimentaloide, sensiblero. E.g. slushy novels. Slushy romantic fiction.
• Abrupt: /əˈbrʌpt/ speaking or acting in a way that seems unfriendly and rude; not taking time to say more than is necessary. Sp. brusco, cortante. E.g. She was very abrupt with me in our meeting. An abrupt manner. You were rather abrupt with that young man.
• Rapture: /ˈræptʃə(r)/ a feeling of extreme pleasure and happiness. Delight. Sp. éxtasis. E.g. Charles listened with rapture to her singing. The children gazed at her in rapture. Never before had she known such rapture. 
• Stir something up: to make people feel strong emotions.Arouse or prompt (a feeling or memory) or inspire (the imagination). E.g. the story stirred many memories of my childhood. The rumours had stirred up his anger. To stir up hatred.
• Tease something out: to spend time trying to find out information or the meaning of something, especially when this is complicated or difficult. E.g. The teacher helped them tease out the meaning of the poem. 
• Put/turn the clock back: 1 to return to a situation that existed in the past; to remember a past age. Sp. volver atrás. E.g. I wish we could turn the clock back two years and give the marriage another chance.We can’t turn the clock back—what’s happened has happened. No revolution can turn the clock back and abolish industry. 2 (disapproving) to return to old-fashioned methods or ideas. E.g. The new censorship law will turn the clock back 50 years

Objective Proficiency p 108. Key Word Transformations. Extra practice

https://quizlet.com/73764437/c2-transformations-masterclass-online-flash-cards/

https://quizlet.com/75101154/c2-transformations-old-cpe-3-flash-cards/

https://quizlet.com/74018424/c2-transformations-prof-testbuilder-flash-cards/

Objective Proficiency p 108. Vocabulary

Ex 1

• Strike a pose/an attitude: to hold your body in a particular way to create a particular impression. Sp. ponerse en pose. E.g. to strike a dramatic pose.
• Jumpsuit: /ˈdʒʌmpsuːt/ a piece of clothing that consists of trousers/pants and a jacket or shirt sewn together in one piece.

• Festoon somebody/something (with something): /feˈstuːn/ to decorate somebody/something with flowers, coloured paper, etc, often as part of a celebration. E.g. The streets were festooned with banners and lights.
• Hardware: tools and equipment that are used in the house and garden/yard. E.g. a hardware shop.
• Snatch: to take something quickly and often rudely or roughly. Grab. E.g. Snatch something (+ adverb/preposition) She managed to snatch the gun from his hand. Gordon snatched up his jacket and left the room.(+ adverb/preposition).
• The ether: /ˈiːθə(r)/ the air, when it is thought of as the place in which radio or electronic communication takes place.
• Disposable: made to be thrown away after use. E.g. disposable gloves/razors . 
• Give off something: to produce something such as a smell, heat, light, etc. E.g. The flowers gave off a fragrant perfume. The fire doesn't seem to be giving off much heat.
• Manna: /ˈmænə/ (in the Bible) the food that God provided for the people of Israel during their 40 years in the desert. (figurative) To the refugees, the food shipments were manna from heaven (= an unexpected and very welcome gift).
• Arguably: used (often before a comparative or superlative adjective) when you are stating an opinion that you believe you could give reasons to support. Sp. podría decirse que. E.g. He is arguably the best actor of his generation.
• Consignment: /kənˈsaɪnmənt/ the act of sending or delivering somebody/something. Envío. E.g. a consignment of medicines.
• Eschew: /ɪsˈtʃuː/ eschew something (formal) to deliberately avoid or keep away from something. E.g. He had eschewed politics in favour of a life practising law.
• Altogether: (used to emphasize something) completely; in every way. E.g. The train went slower and slower until it stopped altogether. I don't altogether agree with you. I am not altogether happy (= I am very unhappy) about the decision. It was an altogether different situation.

Ex 2

• Stick your tongue out: E.g. It's very rude to stick your tongue out at people. 
• Tip: an untidy place. E.g. Their flat is a tip! (Sp. pocilga)
• Turn out: (used with an adverb or adjective, or in questions with how) to happen in a particular way; to develop or end in a particular way. E.g. Despite our worries everything turned out well (Sp. salió bien). 
• Turn against somebody / turn somebody against somebody to stop or make somebody stop being friendly towards somebody. E.g. She turned against her old friend. After the divorce he tried to turn the children against their mother.
• Somersault: /ˈsʌməsɔːlt/ a movement in which somebody turns over completely, with their feet over their head, on the ground or in the air. Sp. voltereta. E.g. to do/turn a somersault. He turned back somersaults. (figurative) Her heart did a complete somersault when she saw him.

• Tone: the general character and attitude of something such as a piece of writing, or the atmosphere of an event. E.g. The overall tone of the book is gently nostalgic. She set the tone for the meeting with a firm statement of company policy. 
• Tone: a shade of a colour. E.g. a carpet in warm tones of brown and orange.
• Vending machine: a machine from which you can buy cigarettes, drinks, etc. by putting coins into it.
• Habit: a long piece of clothing worn by a monk or nun.
• Starch something: to make clothes, sheets, etc. stiff using starch (Sp. almidón). E.g. a starched white shirt.
• Coif: /kɔɪf/a woman’s close-fitting cap, now only worn under a veil by nuns. E.g. her black habit and white starched coif.

Objective Proficiency p 107. Vocabulary

Ex 2

• Signpost: a sign at the side of a road giving information about the direction and distance of places. E.g. Follow the signposts to the superstore. (Figurative) The chapter headings are useful signposts to the content of the book.
• Undue: /ˌʌnˈdjuː/more than you think is reasonable or necessary. Excessive. E.g. They are taking undue advantage of the situation. The work should be carried out without undue delay. We did not want to put any undue pressure on them. Repayments can be made over a long period, without putting undue strain on your finances.
• Alongside: together with or at the same time as something/somebody. E.g. Traditional beliefs still flourish alongside a modern urban lifestyle. 
• At/from the outset (of something): at/from the beginning of something. E.g. I made it clear right from the outset that I disapproved. As mentioned at the outset (of this report), the news has a great effect on the market's activity.

Ex 4.

• Draft something: to write the first rough version of something such as a letter, speech or book. E.g. to draft a constitution/contract/bill. I'll draft a letter for you.
• Stationery: /ˈsteɪʃənri/  materials for writing and for using in an office, for example paper, pens and envelopes. Sp. Artículos de papelería.
• Bullet point: an item in a list in a document, that is printed with a square, diamond or circle in front of it in order to show that it is important. The square, etc. is also called a bullet point. 
• Signpost something to show clearly the way that an argument, a speech, etc. will develop. E.g. You need to signpost for the reader the various points you are going to make.

Objective Proficiency p 106. What If Money Were No Object? Extra Listening

Objective Proficiency p 106. Freshman Address by Yale College Dean Mary Miller. Extra Listening

Mary Miller, Dean of Yale College welcomes the Yale College Class of 2016. The Freshman Assembly took place in Woolsey Hall on August 25, 2012.

Transcript:
Good morning! Good morning President Levin, Provost Salovey, Secretary Goff-Crews, Chaplain Kugler, Masters, Deans, and honored guests. And welcome, women and men of the Class of 2016! Welcome to Yale University, and welcome to Yale College. I’m—we’re-- so excited to have you here. We’ve been thinking about you since April 1, when Dean Brenzel of Yale Admissions told us your names. Then we met some of you during Bulldog Days, we met a few more of you this week in orientation programs, but at last, Class of 2016, you are here. Welcome inside the walls, onto the playing fields, into the classrooms and the residential colleges—welcome. Welcome to the spaces and places you will soon call home.
And welcome to all of the families and friends who have brought you to this day. You’ve come from Gibralter and New Haven, from California and China, from Berkeley, Brookline, and Brooklyn. Thanks for having helped 1354 of the world’s most interesting and smartest young women and men find their way to today. We are going to have exceptional encounters with them over the next years—in the classroom, in the dining halls, on the intramural courts, in extracurricular activities. Let me add that we will have plenty of fun along the way.
But, 2016, back to you:
You have just walked past the Beinecke Library, and you will walk past it several times a day over the next four years. There is a map inside it that comes from the capital of New Spain, Mexico City, and you have in your lap a drawing of the left-hand side of the Mapa, as I will call it, where discs count off years, taking the observer from the Spanish invasion to 1565. Footprints orient the reader to time and descent, running top to bottom, starting with two seated lords who are depicted as if they were prehispanic Aztec rulers. But then we come to two figures who face one another. At left is the Viceroy—the Spanish king’s avatar, if you will—who arrived in New Spain in 1550, and he faces Esteban de Guzmán, an Aztec noble who had adopted a European surname, whom the Viceroy appointed to serve as local ruler during a crisis of rulership. When you take time to walk into the Beinecke to see the Mapa you’ll see that there are also fields and orchards, with the glyphic names of the men and women who came to own those fields and the crops they raised, all framed by bands of water.
As a scholar of the ancient New World, I have been studying this Mapa for years, working with a team of colleagues to unlock the Mapa’s story. It turns out that the object itself had a life, and it’s also quite a story. When you look at it, it will look seamless, as if made at one time, once and for all. Yet scientific examination by specialists in the library and museums here reveals that it was cut and remade at least three times, and at least four artists worked on it in those campaigns. Expensive and rare pigments were acquired from 800 miles away rather than use European ones. What we see in Guzman today—his prominence and role in mid 16th century—might have been created only in retrospect, in the Mapa’s final version, when his role in shaping the course of history could be seen as established. Folded and put away, the Mapa was then hidden from view for most of its history, and perhaps stored in a monastery. A bookdealer brought it to Chicago in 1893, whence it passed through a series of private hands. In 1974, a Yale freshman saw the listing of a “map” in a sales catalogue of a New York auction house, and he scraped together money from family and friends to make a bid. And then he kept it rolled up under his bed in Timothy Dwight College for a few months, while he negotiated with the Beinecke Library to purchase it from him—for an amount that paid for his remaining three years of tuition!
On the Mapa, Guzman looks beyond the Viceroy: he looks at the crown that floats over the Viceroy’s head. Do their two worlds converge? We know so little about the difficulties and challenges to survival in those years. Plagues ravaged indigenous populations, cutting them in half, time and again. The rapacious practices of the colonists to extract wealth were an assault on the environment. It would take nimble responses from indigenous peoples not to be crushed, nimble responses to swim in a changing sea whose depth and complexity they could not fathom—and ultimately, to make a record like this one. The Viceroy and Guzman lived in two different worlds in the middle of the 16th century, perhaps communicating in Latin, in which they were both educated. Guzman knew nothing of Iberia or Rome; the Viceroy’s brief was to keep order and to make the colony productive for Spain. On the Mapa, both men speak, and they spoke for different constituencies. Both lived, simultaneously, in two different worlds, yet in one physical space.
Do you? Will you?
We, too, find ourselves in parallel universes, sometimes in what seem to be different worlds. You, the Class of 2016, were born—most of you—in 1994. In the world of 1994, we waited for the arrival of the mail carrier and smooth white envelopes, not the ping of arriving email, tweets, and texts; a student’s phone was in his or her dorm room and nowhere else. Research could only be done by showing up some place, in the library or the lab or the museum. All of the capacity of that world still exists, and yet much of it is, for you, like Latin for Guzman, Aztec noble, an archaic and foreign language.
And until very recently you have all been living very intensely in your home town, among your high school friends, and over the past few days you have been in constant touch with them, texting, posting pictures on Facebook, rolling over out of sleep to look at your phone and to see that world that may still seem more real than this one. In fact, is your phone buzzing in your pocket or lap? Are your fingers are even itching for your phones right now…even as you sit here among the young women and men who will be your classmates for four years and potentially your friends for life. How do you leave the past 18 years behind and find your new world? For the Viceroy to succeed in New Spain, he had to trust his knowledge and his training from Madrid and immerse himself in his new world, trusting a man like Guzman to be his guide.
What does he see, as he looks into the future? What do YOU see, when you look into your future, our future? You arrive here with expectations, some of them your own, some of them your family’s, others from your larger community, or from the groups you believe you will affiliate with, whether a sports team or a theater group, a religious denomination or a political organization —and these expectations can overtake your ability to explore the opportunities here at Yale. But you, like Guzman, need to look beyond the obvious. You need to look into the unknown. Our goal is for you to leave the expectations of others behind: you’ve worked so hard to get here, and you’ve done so much of what others have asked of you, yet making independent choices and charting your own future here at Yale must be a first step toward becoming an independent and autonomous person. You may think of the choices you’re going to be making as largely about your courses, or your extracurricular—what we often call a co-curricular—life. But these choices also pertain to many other aspects of your life.
By and large, most of you have filled almost every waking minute with school, lessons, sport, performance, service, and other activities. And although you grumbled a bit about some of it, you measured up to all of it. And it may be easier to think that these choices now are yours, more so than academic ones. But now you will need to own the decisions behind saying yes and no: you won’t be able to do everything that calls to you. Decide carefully, consciously, and ethically; recognize the impact and responsibility you bear if you make decisions to consume alcohol and other drugs. Decide carefully, and recognize how poor decisions jeopardize the integrity of friendships and our community.
Guzman and the indigenous communities he represented commissioned native artists to paint the Mapa, to argue for their autonomy, integrity and maturity, their ability to manage their own affairs, their recognition that they deserved fairness in the assignment of land to grow maize. Even Guzman’s image tells us that he was the new, autonomous man of his century. The viceroy appears in perfect Spanish attire, but Guzman has adopted a ruffled Spanish shirt to wear under a brilliant indigenous garment, the new hybrid dress of the native elite. Riding the wave of the future, he has already changed, and the artist captures it by showing him moving into three dimensions, unlike the formal indigenous rulers who precede and succeed him.
Look again, now, at Guzman, staring off at the distant crown. And hear these words, from John Keats. He wrote these lines on a night in 1816, in response to his astonishment of discovery in reading radiant translations, previously unknown to him, of Homer’s Iliad and Odyssey:
Then felt I like some watcher of the skies
When a new planet swims into his ken;
Or like stout Cortez when with eagle eyes
He star'd at the Pacific …
You, too, are about to look into the unknown, to swim or sail from the known world into an uncharted future. As you do so, you will discover new worlds, in history, science, technology; in works of art, in the written word, and in the sea and sky.
The Beinecke Library has brought the remarkable Mapa up to the first floor this weekend, and I invite you to walk across the quadrangle today or tomorrow to see it in person. Like many treasures at Yale, this map was here for some years before it came to my attention—and I say with confidence that you, too, can discover extraordinary and surprising things here, things that no one—quite literally, no one—knows about. Look beyond the obvious. Set your gaze on what you cannot see—yet—and start looking for new worlds.

Objective Proficiency p 106. Should Universities Give Preference to Applicants from Poor Backgrounds? Extra Listening

"We're going to engage in an experiment ....an experiment in public philosophy. We sometimes think that philosophy is remote, abstract and distant from the world we actually inhabit. I think otherwise". So says the eminent Harvard political philosopher Michael Sandel as he challenges an audience to examine the big ideas, the big philosophical questions that lie behind our views.
In this discussion, he delves into the thorny issue of access to universities. "Should students from poor backgrounds be given priority in admissions?" he asks. He demands a show of hands. The brave ones volunteer to explain the thinking behind their views.
Throughout, Michael Sandel acts as referee, thinker and devil's advocate.
His lectures to Harvard undergraduates have been described as "spellbinding...an exhilarating journey". They are popular, provocative and interactive.
Listen to the same discussion on the Radio 4 programme called The Public Philosopher: Should Universities Give Preference to Applicants from Poor Backgrounds?  
In this programme the audience is swept along. "Who decides if you're from a poor background...what does that mean to come from a poor background? The way our system works right now is fair because we're just numbers" says Georgia, arguing that academic results are all that matter.
Fazal's view, reflecting his experience of American universities, is very different. "On one piece of paper you're writing down your experiences, your grades. On the other you're writing down your financial background...how much money you can potentially pay".