– English Lyrics

Lyrics & Translation

[English]

Track 01 Hey, Jenny! 

Oh, hi, Steve. Nice to see you. Good to see you, too. How's it going? 

Fine, thanks. I'm so glad the exams have finished. Me, too. So, are you going on holiday this summer? 

Yes, I've decided to go to Mexico for the  whole summer vacation, six weeks in total. 

That sounds great! What are you going to do there? Well, actually, it's a working holiday. I'm  

going to work at a school teaching  English to children. What about you? 

I'm going to Paris for two weeks? Are you going with your family? 

No, I'm going with my best friend. We've  enrolled in a language school to study French. 

That sounds like fun. Have a good trip. You, too. 

Track 02 

Good afternoon. Royal Mount  Hotel. How may help you? 

Hello…Er, I'd like to book a  twin room, please, for next week. 

One minute, please…I'll just  check if we have one available.  

Yes, we do, sir. Now, I just need to  take down a few details, if I may. 

Yes, of course. What name is the booking under? 

My name…Duncan Geoffrey.  That's G E-0-double F-R-E-Y. 

G-E-0-double F-R-E-Y. Aha. And could I  have a contact telephone number, please? 

Yes, 5762 23821. When will you be arriving, sir? 

Some time on the evening of the nineteenth. Of September? 

Yes, and we'll be leaving on the  twenty-third… How much will that be in total? 

So…That's a twin room...For a twin, it would  normally be E235, but I can give you a special  

rate as it's low season: £210 for the six nights. Great. Thank you. 

And how would you like to pay, sir? We  accept cash, cheque, or credit card. 

I'll pay cash on arrival, if that's OK. Of course, sir. We look forward to seeing you. 

Track 03 So, what  

are the differences between these four hotels? Well, the main difference is in the facilities  

they offer. The Hotel Sunshine is the only one which has a gym, and it's also got one of  

the top health spas in the area.  It's next to a lake, so you can do 

water sports there. But if you  really like sailing or waterskiing,  

then the Highland Hotel would probably be the best place because it offers great  

instruction programmes in these sports. Actually, I'm not a sporty person. 

OK. Er well what about the Hotel Carminia? t's  a brand-new hotel, and it prides itself on its  

cinema and multimedia centre. And then there's The  Roval This one has a conference room, a meeting 

room, and free computer access, but it's  not really appropriate for children,  

there's not in the way of entertainment. Well, I'm going on holiday, not to work,  

and it's just my wife and me, so I think  we'll book with the Hotel Carminia, please. 

Track 04 So,  

there's a great walking tour tomorrow morning.  Or tomorrow night, we could go on the cruise  

round the harbour. What do you think, John? Well, we've got theatre tickets for tonight,  

so, we'll be too tired for the walking tour in  themorning. But I don't fancy the cruise, either. 

Why not? It'll be fun! Look, it's a  dinner cruise, and it's only $12 each. 

I hate the sea, and I'll be sick with fear if  the waves are big! And dinner...on a boat...I  

just couldn't. But we'll be in the harbour! 

Still...Ah, but what about this? There's a  bus tour tomorrow evening. It's only $5.50,  

and it goes all around the main tourist sites! Yeah, that sounds OK but I much...[fade]. 

Track 05 Where shall we eat tonight? 

Well, there are plenty of options. The guide  says this city has hundreds of restaurants.  

What kind of food would you like to have, John? Well, I quite like seafood, There's The  

Captain's Table on Firth Street.  The guide gives it four stars. 

I don't know…The hotel receptionist  told me the service is slow.  

But if you like seafood, there are  a couple more places in the guide. 

Ah, yes…Mangan's or Joe's  Café. What about those, Sam? 

Mangan's could be a good option. It's nicer than  Joe's Café, and there are fantastic views as well. 

We'd probably pay a bit extra…Joe's Café is much  cheaper. But we're on holiday: I think we should 

splash out! That sounds great!  

Oh, no. Hold on. It's closed tonight. What  a shame! Shall we go to Joe's Café, then? 

Yes, I suppose we'll have to. I'll give them  a call and book a table. Can I use your phone? 

An, er ... no. Sorry. I've left my phone in the  hotel. We can ask the receptionist to do it. Let's  

go back now and sort it out. We can get changed  and have a drink before dinner if you like. 

OK, good idea. Track 6: 

Hello, how can I help you? 

Um, hello. Is it possible to  book a bus tour of the city here? 

Of course, sir. When would you like to take  the tour? There are tours in the morning,  

afternoon, and evening ... sometimes it's nice to  see the city at night with the buildings lit up. 

We'll be going out for dinner tonight,  so, we'd prefer to go this afternoon.  

Oh, and it's for two people. Right. Now I just need some details. Can you  

give me the names of the two people, please? Yes. Susan Field, and James Carter. 

Susan Field and James - sorry, can  you spell your surname for me, please? 

It's Carter. C-A-R-T-E-R. Thank you. And can I have a  

contact telephone number? Why do you need one? 

Just in case we have to cancel  the tour and need to contact you. 

I see. Well, my mobile number is 07988  636197 (0-7-9-double 8-6-3-6-1-9-7). 

That's 07988 636197. Now, can you also  tell me which hotel you're staying at? 

The Crest Hotel. Oh no, sorry. That's  the hotel we're staying in next week.  

It's the Riverside Hotel. Oh! The Riverside is a  

lovely hotel. Are you enjoying your stay? Yes, we are, very much. We'd definitely  

recommend it to others. Oh, I am glad. Now, I can  book you on the tour at 4 p.m. Would that suit  

you? Alternatively, there is one at two. Two would be better for us, please. 

Right, that's booked for you, sir. Two people at  2 p.m. today, August 14th. You pay the bus driver 

when you get on, and it's E4 per person. Thank you very much. 

Track 07 

Can I also ask you about the museum in the main  square? I was reading about it in my guide book,  

and was shocked to see that the entrance  price is £10. Why does it cost so much? 

Well, the museum has the largest collection of  Latin American art in Europe. People come from  

all over the world to see it. But that's not the  reason why it's so expensive to get in. You see,  

the building is very old, and it needs repairs.  

The E10 ticket cost will go towards  repairing the roof and the walls. 

I see. Well, I suppose it's worth  paying E10 to see the collection. 

Yes, I think so, too. Is there  anything else I can help you with? 

Actually, there is. I was wondering if you  knew of any good restaurants in the area. 

Well, there are a few restaurants near the  harbour, and a couple on the beach which  

are nice. The problem is that the smell of  the fish market is quite strong down there. 

Mm, I don't think my girlfriend  would be very pleased. 

I know what you mean- it's not very romantic, is  it? My advice would be to go to the next town.  

It's bigger, and the restaurant selection  is wider. You can get there by taxi, and it  

only takes about ten minutes. The town is quite  picturesque ... Is it for a special occasion? 

Yes, it's my girlfriend's birthday, so l'd like to  go somewhere special. Um, do you know any of these  

restaurants well enough to tell me about them? Well, I know about a few of them, and there are  

pictures in this leaflet here. This one here  is Lovely - the Belleview - and it's extremely  

popular. It has a famous chef, so it's not  cheap, but the standard of the food is very high.  

It's right by the sea, and there are  wonderful views if you get a good table.  

Then there's The Lighthouse Café - you can  see the picture here - which isn't really 

a café at all. In fact, it's a great restaurant,  and a lot of TV celebrities and actors eat there.  

The place has been going for over a hundred  years! It's quite an institution around here. 

Mm. I'm not sure about those two - they sound  too expensive to me. I was thinking of somewhere  

small, not too up-market, but with good food. In that case, what about Harvey's? The same  

family has run this restaurant for over a century,  and it's reasonably priced and really popular with  

local people. And there's another family-run  restaurant, Stonecroft House. New owners took  

over a month ago and they're getting good reviews.  There's a new chef there, and the food is meant  

to be very good. This leaflet has the contact details for all the restaurants, so you can just  

call them if you'd like to book a table. Great, thanks. You've been very helpful. 

Track 8: Dance school manager: Hello, everyone. Sorry to  

interrupt your class. I just want to make a quick announcement about our summer timetable. Shimmers  

Dance School will be offering new classes this spring due to strong demand. Angela Stevenson  

will be back this term, running  the ballet class. This class 

will be on Tuesdays, and instead of  the normal hour from 6.30 to 7.30,  

we'll be running the class for an hour and a half,  

so it will continue until 8 o'clock. This  means we have to charge higher fees, but only 

slightly higher: from £8.50 (eight  pounds fifty) to E10.50. That's only  

£2.00 for the extra half hour! Next, Janine Davis will still be teaching  

the tango classes. Instead of being  on Mondays, these classes will be 

on Wednesday nights from 7 o clock to 8 o'clock.  The fee will still be £7.50 for the hour.  

Last but not least, Andrew is  

taking over the tap class. This class is for  early risers as it starts at 8.30 on Saturday 

morning and finishes at 10. We  expect this class to be very popular  

as tap is a great way to get fit while learning new dancing skills.  

This will cost £11.00. All the other  classes remain the same as the winter 

timetable. We hope there's something  for all of you at Shimmers! 

Track 9: Man: Internet safety  

is a big concern nowadays, and to protect  your children and teenagers online, it's a 

good idea to monitor the sites they  visit. Don't be put off from letting  

your kids use the Internet; it's essential for their education,  

and can help them make friends too!  Now, let me tell you a bit about some 

sites we've found for children.  Of course, there's a limited  

number of sites for the very young, but we would suggest one called Playtime Online.  

It's designed for children from  four to six years old. It's really 

colourful and helps children learn skills for  games. Children love it, and it helps them when  

they begin school.  

Then, from say five until about ten years of age,  there's a really useful website called Moving Up. 

This takes Playtime Online a  step further and enhances the  

maths and language skills of the child. Teachers speak highly of this site for  

child development. When children  get into their teens, the Internet 

can be a more dangerous place. Net Aware, for the  twelve- to sixteen-year age group, makes young 

people more aware of online dangers. It's a  good site for your child to look at before  

they start surfing on their own.  

Now all teenagers love chatting, and Chat  Electric is a site designed specifically for teens 

from thirteen to sixteen to make  friends online with people their own  

age. The last site is invaluable for teens studying for exams. Sixteen-  

to eighteen-year-olds love Test  Doctors, which is a site designed to 

help students revise for  their exams and is full of  

handy hints and tips. The site is run by subject specialists, so it's packed full of information. 

Track 10: Camp manager: The Health and Education Summer  

Camp in the county of Cork in southern Ireland is ideal for young people who would Like to learn  

new sports and activities. It  has a beautiful location near 

a river and occupies five acres. The camp has two types of accommodation;  

tents and cabins, both of which are modern and comfortable. The cabins are by the river,  

and the tents are on higher  ground, away from the river and 

next to the washrooms. There  are two washroom blocks, fully  

equipped with showers as well as toilets. We also have facilities for cooking here.  

We provide all the pots, pans  and utensils. All cooking is done 

in the cooking area, which is  situated in the centre of the camp.  

This gives the camp a real social focal point. 

Track 11: Woman: The Duke  

of Edinburgh's Award is a programme of  activities designed to help young people 

from all backgrounds develop personally.  There are three levels: Bronze,  

Silver and Gold, and for each 

level, participants have to complete a  series of activities in four categories:  

volunteering, physical, skills, and expedition.  

This talk will explain what you have to do  in order get a Bronze award. The first thing 

you need to do is find a Duke  of Edinburgh centre near you.  

This could be your school, college, or youth club. Then you'll need to pay a small fee to  

enrol in the programme. Once  you've enrolled, you'll get a 

welcome pack which explains the  four categories in more detail.  

Then you can start planning what to do. You can do many different types of activity  

for each category, but you  must get them approved by your 

Duke of Edinburgh Coordinator before you start, so  you don't waste time doing something which is not 

approved. The other important  person is your assessor.  

This is the person who will certify that you've completed each activity by signing your record  

book. After you've completed  all the activities in the time 

given, your assessor will send your record  book results to the operating authority,  

who will check it. If everything is satisfactory,  

you'll get your certificate and badge  to confirm you've completed the award. 

And after that, you can start  working on the Silver award! 

Track 12: Leisure centre manager: Good morning,  

everyone, and thank you for  coming to find out more about the 

new Teen Programme here at  the Park Hill Leisure Centre.  

I'd like to take you through the programme, the classes available,  

describe the building itself, and then  give you some information about how to 

register and sign up for the  sports and activities we offer.  

Afterwards, you'll have an opportunity to take a tour of the centre.  

We also have some taster sessions with our  instructors, which we hope you'll enjoy, 

and which will motivate you to sign  up! Let's go through the classes  

first. As you can see from the Teen Programme handout in your pack,  

we have lots of classes on offer.  Our instructors are highly qualified 

and have lots of experience training young people.  

Diana is our dance instructor,  and she gives classes in 

jazz and salsa on Wednesday and  Thursday evenings respectively.  

Jim usually takes the football practice sessions, but this year he is branching  

out into American sports and will  be running the baseball club on 

Saturday afternoons. We think  this will be very popular. So,  

Steve will now run the football practice. This class has been changed from Saturday to Sunday  

afternoons. Steve will also  take the skateboarding class 

on Monday evening. The roller  skating course is for beginners,  

and this will be taken by Stella, who was last year's under-21 London roller skating  

champion, so you'll be in good  hands with her expert advice. 

The day of this course is still to  be arranged, but it's likely to be  

Tuesday. We'll confirm the day by the end of this week. 

Track 13 Leisure centre manager: Now,  

some of you won't have been to Park  Hill Leisure Centre before, so let me 

just tell you a little about  the layout. As you can see, the  

reception area here is very spacious, and there is plenty of room to meet your friends and have a  

drink. We also have brand-new dance studios with floor-to- ceiling mirrors, and the latest  

audio equipment. The dance  studios are to the left of the 

reception area, behind the swimming pool. No...  sorry…I meant opposite the swimming pool. Both the 

roller skating and skateboarding  classes will be held in the skate arena.  

This has also been refurbished, and we have a new five-metre ramp in there which  

is proving to be popular. The arena is behind the changing rooms, which you can see behind us,  

between the gym and tennis  courts. The tennis courts are 

on the right of the arena. You'll see both of  these new spaces on the tour manager: later.  

Now, the final thing I want to talk  

about is how to join the Park Hill Leisure  Centre and enrol for the classes. First you 

need to complete an enrolment form with some of  your personal details, including your address and 

telephone number and the name of your  school. If you're under sixteen years old,  

then you'll also be required to get your  

parents' permission to take part in the  classes. Please ask one of your parents to 

sign the authorization form attached  to the enrolment form. You'll find  

the form in your information pack. When you've done this,  

you just hand the forms to reception.  You can pay an annual subscription 

of twenty pounds, or alternatively, you  can pay each time you use the facilities.  

There is a one pound sixty admission fee in this case.  

Whether you decide to pay in one go  or with each visit, you still need to 

complete the forms in your pack and become a  member. Once we have the forms, we'll send your 

membership card to your home address. All you need  to do is show this card every time you come to the 

centre, and if you want to book a class,  you just need your membership number  

on your card. Track 15: 

Hi, everyone. How are you all? I'm fine, thanks, Linda. 

Actually, I'm not feeling so  well -I think l've got a cold. 

Oh, no, Steven, I'm sorry to hear  that. What about you, Joanne? 

I'm fine, but I'm very busy  with my biology course. 

Oh, me, too - there's so much work to do. 

In that case, we should get started on  our essay. John, do you want to start? 

OK... Let me start by telling  you my ideas for the essay. 

Track 16 We've really got to decide  

who does what for our Natural Earth project. OK, Alice. Well, we've got all our cloud research,  

so let's decide how to break it down. Well, we should probably start by  

saying how clouds are formed. Good idea, and then maybe move  

on to the different types of clouds. We can  separate it into lowlying. medium-level and  

high clouds. What do you think, Jenny? Yes. I think that's a good idea,  

and we should also make a PowerPoint  to make it a bit more interesting.  

and put in pictures of the different clouds. Good idea, Jenny! We should probably  

have cue cards, too. I'm useless at  remembering what to say without them! 

Yes, me too! Well, I'm quite happy to organise  everything we've found out about clouds  

and make sure it fits into our presentation times. Actually l'd better do that. I've got all the  

research on my computer, so it makes sense. How  about if you make the presentation slides, Karl? 

OK, Alice. That's fine by me. Well, if you guys are going to do that,  

then I'll look on the Internet for  pictures of the different types of clouds. 

That'll be great, Jenny. I'll also  make the prompt cards, so we don't  

forget what we're saving during the presentation. Sounds great. Let's have a run through on Tuesday.  

What sections does everyone want  to talk about? I don't really mind. 

Alice: I hate speaking in front of people,  so l'd prefer not to do the introduction. 

I don't mind, I'll do that. If you don't want to  talk much, then why don't you just do the middle  

bit about the medium-level clouds? Karl: Yes, I can do the low-level  

and high-level clouds part. I'm sure  Jenny can handle the summarising, too. 

Thanks, guys. We can all take questions together. Track 17: 

Hi, Roger. Debbie! Hi. How are you? 

Oh ... I've been struggling with my Natural Earth  assignment. It's proving to be really difficult. 

The one for Professor Black? Me, too.  I'm writing about volcanic activity.  

What are you doing yours on? Acid rain. I thought that would be OK,  

but the process is really complicated. Well. I can help you with it!  

I know a lot about acid rain. I studied  the causes and effects last year. 

Really? Oh, that's great… I've done some  work on the causes. I'm going to write  

that acid rain is caused by sulphur dioxide  from power plants and smelters. Basically,  

this reacts in the atmosphere to form acid rain. Ah, but it's not just sulphur dioxide, it's also  

nitrogen oxides. Really? 

Yes, from things like car exhausts. But aren't nitrogen oxides also  

caused by natural events, too? Yes. They're a minor factor, but I think  

they're worth mentioning. But, sorry, carry on … Thanks. I might add that. So, anyway, these  

emissions react in the atmosphere with water, oxygen and oxidants to form acidic compounds  

like sulphuric acid. These  compounds then fall to earth. 

Are you going to mention the different  ways they return to the ground? 

Do you mean wet and dry deposition? Yes! So you've done a bit  

of background reading, then? Yes... so if l've got it right,  

acid rain often comes down as rain, but  also as snow or fog. This is wet deposition.  

I'm also going to define it as any form of  precipitation that removes acids from the 

atmosphere. Yes, I think that's a good term to define it. 

Dry deposition, ...Well, I think that's when  the pollutants stick to the ground through dust.  

I'm not really sure how to define it,  though, compared to wet deposition. 

Just think of it as any pollutants that are not  caused through precipitation. That's probably  

the best way. Did you know that sunlight can  enhance the effects of acid rain as well? 

No, I didn't. There's so much to think  about. I'm sure I'll go over my word limit. 

Well, you sound like you know a lot about the  subject. Just try and keep your focus. I've  

had the same problem writing about  volcanoes! There's just so much! 

Track 18: Do you want to make a start on our Natural  

Earth project? T think our idea of a lightning  safety presentation is great, don't you, Rachel? 

Yes, I think it'll be really  good... I have a few ideas already. 

Great! Me, too. I think we should divide it  into two parts: what to do if you're inside  

when lightning strikes, and what to do  if you're outside. What do you think? 

That's good, but we need more. Something about  planning for this kind of event. And also,  

what to do if someone gets hit by lightning. Charlotte: I can't believe I forgot that! 0f  

course! Well, what should we  talk about in the first part? 

I think we should say it's important to  be aware. Lightning is always before rain,  

so don't wait until it rains. As soon as you  hear thunder or lightning, you should get inside. 

0K, yes. And then if you're indoors, you should  avoid water. Stay away from doors and windows,  

and don't use the telephone. Or any electrical equipment.  

In fact, if you can, switch it off first. And  you should wait half an hour after the last clap  

of thunder before going back outside. And if you're outside when it storms,  

you also need to avoid water. Try and  get inside as soon as possible. There  

are certain things you should avoid ...  open spaces ... anything large and made of 

metal. And of course the obvious one: trees. But we should mention that if lightning strikes  

very near you, you need to crouch down. Oh! Is that right?  

I thought you had to stand still. No, that's actually wrong - you're  

supposed to crouch down … … and put your hands over your ears.  

The noise can damage your hearing if you  don't. OK… I think we've got quite a lot here.  

Only the last part to go. Now:  what to do if someone gets hit. 

I think we should say that it's very rare for  someone to get hit by lightning. Our talk sounds  

as if there's danger all around! We should  try and make it sound a bit more reassuring! 

Yes, you're right - we'll say it doesn't happen  often. It's just better to be safe than sorry. But  

what should we say about getting hit by lightning? Well, I think we should say it's safe to touch  

people who've been hit by lightning …  they don't have any electrical charge!  

If there's a first aider around then they  should help them. Otherwise, it's just 

best to call for an ambulance. And we  should remind our audience that eighty  

per cent of lightning victims don't get fatally  injured! That should calm everyone's nerves! 

Track 19: So, I think we'd  

better start planning what we're going to do for  our group project. Have you guys had any ideas? 

I was thinking we should do something on extreme  weather events, but I think Alex had some 

different ideas. Alex: Yes, maybe we should  

look into more localised weather conditions,  and the effects on the immediate environment. 

That's a good idea, Alex, but I don't think  we'd be able to get much data on that, and we  

don't really have time to do our own research.  What about doing something about the seasons? 

I think the seasons might be a bit too  wide-reaching, you know, when we take into account  

the wind patterns and pressure systems. Maybe you're right. 

Well, how about Tom's idea of  extreme weather conditions? 

Yes, that sounds like a good idea. It's  easy to break down into separate parts,  

and it certainly sounds more interesting! I'd quite like to cover monsoons.  

I've been doing some reading on  them, and they're quite interesting. 

Well, that sounds good. We  should maybe take two areas  

each - that would make it easier for us to focus. Well, we've got lots to choose from: we could do  

blizzards, heat waves, droughts, cyclones. There  are loads! Why don't you do blizzards too, Tom? 

I don't fancy doing them, but I wouldn't mind  doing something on floods. They're linked to  

monsoons, I think, so it will be an easy  transition. What do you fancy doing, Alex? 

Well, I could always cover winds. But that isn't really extreme enough. 

Hmm... I could do hurricanes, they're pretty  exciting. How about doing cyclones, Emma? 

I'd rather do heat waves and  droughts, I think. I know a bit  

about them. I don't know anything about cyclones. Cyclones are really interesting. I can cover them. 

That sounds great. I was thinking about doing  cyclones, but I'm happy for you to do them. 

Track 20: Right,  

shall we get started on some of the content? Yes, we haven't got that much time. Does anyone  

know anything about their topics? I know quite a lot about cyclones. 

Do you? Well, I studied them  

at high school. You know cyclones usually start  near the equator. They need quite warm water to  

form. Above the warm water, the vapour in the  air forms clouds, and if there is low pressure,  

then these clouds will start to rotate. Isn't it also the fact that the earth  

rotates too which makes the clouds spin more? Yes, that too. Once they begin rotating, they can  

either lose momentum, or keep gathering momentum  until they hit land - these ones are called mature  

cyclones. Luckily, as soon as they hit land, they start to lose momentum and fade away.  

Just because they don't have the  warmth of the ocean underneath. 

Well, that's a relief! They can still be really destructive.  

They're like a big circle of wind. They blow  strongly until the eye of the storm passes - you  

know, the centre, where everything is  really quiet, no wind or anything. But 

then the other side hits, and the  winds blow just as strongly but in  

the other direction! It's just amazing! Yes, I would really like to cover that 

Well, it looks like we've  got it all arranged, then! 

Track 21 Jenny: My family isn't very big.  

There's just my son and me. I'm a single  parent. For the last ten years I've 

been concentrating on looking after my son James,  who is now fourteen. But now, I've met someone 

special and we've just got engaged!  My fiancé has four kids of his own  

and we're going to get married in July. James is really excited about it;  

he's looking forward to having  brothers and sisters in his new 

stepfamily! Sheila:  

We live as one big extended family. There are  seven of us in our household. Besides my husband 

and me and our children, there's  my aunt and two of my cousins,  

I stay at home and care for my mother 

because she's quite old and can't  look after herself. Obviously,  

we suffer from a lack of space in the house, but we all get on well. 

Track 22 1. Firstly,  

I am going to talk about the role of the parent.  Secondly, I'll discuss the role of the child, 

and lastly, we'll look at  the family unit as a whole. 

2. Parenting is a difficult job because  no two children are ever the same. 

3. Families are important because  they form the basis for socialisation.  

Additionally, they educate and protect the next generation. 

4. The family structure has  varied greatly over time.  

That is, different times have had different views of what a traditional family structure is. 

5. Many argue that less traditional  structures are not as effective,  

However, there is little evidence to support this. 

6. Many people are having families later in life.  

Consequently, the rise in the number of single people may only be temporary. 

7. Families in other parts of the world differ  from the western norm. For instance, in some 

cultures, having multiple  husbands or wives is the norm. 

8. Although there are many arguments for trying  to keep the traditional family structure strong, I 

feel the key issue is the economic necessity  of having a 'normal' family structure. 

Track 23: Lecturer: As we have seen,  

changes in the structure of the family  are constantly occurring: extended to 

nuclear patrifocal to a more equal footing between  the sexes, and dual parenting to single parenting. 

However, a recent phenomenon in the UK which is  changing the traditional family is the increasing 

number of adults who continue to live  with their parents until their thirties  

or sometimes even their forties The UK has traditionally  

been a society where offspring leave  the family home in their late teens 

or early twenties to set up  their own home and families.  

But in the last twenty-five years, this has decreased Official statistics released by  

the Office of National Statistics  show that today, ten per cent of 

men in their early thirties still live with  their parents; this compares with five per  

cent of women in this age range. 

The reasons for this are complex and varied. It  cannot be denied that some people are choosing  

to: stay at home.  

Living with parents can be an easy option: food  is provided, heating and electricity are paid for, 

and rent, if any, is minimal. However,  a third of those surveyed claimed they  

are living with their parents because it is  too difficult to get on the property ladder.  

House prices in the last few decades have risen 

dramatically; property is now five  times the average annual salary,  

whereas it was only three times the average annual wage in the 1980s.  

This fact, coupled with high  unemployment amongst young people, 

makes it virtually impossible for a  single person to buy a home or even rent. 

The number of students  going on to higher education  

has also been steadily increasing. Many of these students return home after finishing their studies  

as a result of the student  debt they have accumulated. 

It can take many years to pay this  off, and if the burden of rent,  

or a mortgage is added to that, it can be just too much for a young adult's pocket. 

However, help is now at hand. The government is  tackling some of the problems that cause people to 

remain with their parents with a new  scheme: The Affordable Housing Scheme.  

This aims to help people part buy a house or flat  

by making housing more  affordable for first-time buyers,  

and possibly taking the strain away from elderly parents! 

Track 24 Lecturer:  

The family is a topic which we will  look at in great detail this term.  

For sociologists, the family is often seen as the beginning of socialisation.  

Indeed, it is the seed of society  itself. In recent decades, 

many old people have no longer been able to rely  on their offspring for support, which was common 

fifty years ago. Many children  are brought up by only one parent,  

something virtually unheard of before the 1960s. We can certainly say that during the  

last half century, we have seen an enormous change traditional family structures. The extended family  

lasted well into the early  1900s, and this kind of strong 

family unit was essential  due to property ownership.  

Housing often was scarce, and it was necessary for 

people to live with parents and take over  the property when their parents died.  

Of course, people still benefit from their family line.  

Still today, people generally inherit  any money that their mother or father 

might have. In the UK, the last  fifty years has also seen a decrease  

in the number of offspring parents have. Whereas in the 1950s,  

only ten per cent of offspring were  only children, this number has risen 

Nowadays, this is the case for  just over a third of children. 

Track 25: Lecturer:  

In Victorian times, the upper classes made up  less than three per cent of the entire population 

of Britain, yet this class held more than  ninety per cent of the country's wealth.  

This shows the massive gap there was between rich and poor,  

a gap which has shrunk considerably  in the last century. Today, 

we're going to look at the wide  differences in family life between rich  

and poor in Victorian times. Let's begin with the upper classes. 

The upper classes of the Victorian period  were generally the nobility or the clergy.  

Most of their servants were very poorly paid,  

but were always accommodated within  the homes of upper-class Victorian 

families, so they didn't have  to pay for accommodation,  

food and often clothing. The money which they 

did earn, they normally  sent home to their families. 

Many Victorian servants came from the countryside,  where the effects of the industrial revolution had 

resulted in job losses. Amongst  these servants were cooks,  

housemaids, stable hands, and butlers. The family would also employ a nanny,  

who although employed by the family,  was not traditionally seen as a 

servant. A nanny's primary role was to care for  the children. She was responsible for teaching the 

children how to behave, looking  after them when they were ill,  

and instilling discipline into them. Nannies did not, however, educate the children.  

Generally, children from wealthy families did not attend school outside the family home.  

Tutors would come to the house  to do this, and although on 

occasion, mothers taught their children  to read and fathers gave their children  

some instruction in Latin, this was not a common occurrence. 

Now the Victorian upper classes have  the reputation of being quite cruel;  

but this wasn't always the Case They were also quite charitable.  

Ragged schools were set up with  funding from the upper classes 

so that poor children could  have some form of education.  

Additionally, most Victorian parents were very proud of their children, who were often seen  

as prized possessions'. This  goes against the common idea 

that parents were very hard on their children.  In fact, the opposite was generally the rule.  

However, the situation for  

lower class families was very different. In the  lower classes, child labour was rife. Children 

as young as eight earned a living as  chimney sweeps for wealthy houses. 

Now, let's move on to looking at the  lower-class families in more detail.  

You'll find that very often, …

Key Vocabulary

Vocabulary	Meanings
holiday /ˈhɒlɪdeɪ/ A1	noun - a period of time when you are not working or attending school, often spent travelling
reservation /ˌrezərˈveɪʃən/ B1	noun - an arrangement to keep a seat, room, or other service for a particular person at a later time
accommodation /əˌkɒməˈdeɪʃən/ B2	noun - a place where someone lives or stays, especially while traveling
facility /fəˈsɪlɪti/ B2	noun - a building, piece of equipment, or service provided for a particular purpose
conference /ˈkɒnfərəns/ B2	noun - a formal meeting for discussion, especially among people with a shared interest
museum /mjuˈziːəm/ A2	noun - a building where objects of historical, artistic, or scientific interest are displayed
exhibition /ˌek.sɪˈbɪʃ.ən/ B1	noun - a public display of works of art, objects, or information
itinerary /aɪˈtɪnərəri/ B2	noun - a detailed plan or route of a journey
discount /ˈdɪskaʊnt/ B1	noun - a reduction in the usual price of something
volunteer /ˌvɒlənˈtɪər/ B2	noun - a person who freely offers to take part in an activity without payment verb - to offer services of one’s time freely
volcano /vɒlˈkeɪnoʊ/ B1	noun - an opening in the earth’s crust from which lava, ash, and gases erupt
lightning /ˈlaɪtnɪŋ/ B1	noun - a sudden electrostatic discharge in the atmosphere producing a flash of light
cyclone /ˈsaɪkloʊn/ B2	noun - a large low‑pressure system that rotates, often producing strong winds and rain
precipitation /prɪˌsɪpɪˈteɪʃn/ C1	noun - any form of water—rain, snow, sleet, hail—that falls from the sky
multimedia /ˌmʌltiˈmiːdiə/ C1	noun - the combined use of different media (text, images, sound, video) to convey information
enrollment /ɪnˈroʊlmənt/ B2	noun - the act of registering or entering a name on an official list, especially for a course or school
tourist /ˈtʊrɪst/ A2	noun - a person who travels for pleasure or leisure
budget /ˈbʌdʒɪt/ B1	noun - an estimate of income and expenditure for a set period of time
schedule /ˈskedʒuːl/ B1	noun - a plan that lists the times when particular events are due to happen
guidebook /ˈɡaɪdbʊk/ B2	noun - a book that gives information about a place, typically used by tourists

Key Grammar Structures

• I'm going to work at a school teaching English to children.

  ➔ Be going to + verb (future intention).

  ➔ The phrase 'going to' shows a planned future action ('work at a school').

• Have you decided to go to Mexico for the whole summer vacation?

  ➔ Present perfect tense (question form).

  ➔ The form 'Have you decided' asks about an action that has relevance to the present decision.

• Do you know any good restaurants in the area?

  ➔ Simple present tense (question form).

  ➔ Used to ask about general knowledge or habitual facts ('know any good restaurants').

• I'd better do that. I've got all the research on my computer.

  ➔ 'Had better' for giving strong advice or obligation.

  ➔ ‘I'd better’ means it would be a good idea or necessary for the speaker to act ('do that').

• We'd probably pay a bit extra.

  ➔ Modal verb 'would' for hypothetical or polite suggestion.

  ➔ ‘Would probably’ expresses something imagined or uncertain rather than definite.

• If you're under sixteen, you'll also be required to get your parents' permission.

  ➔ First conditional structure (If + present, will + verb).

  ➔ Describes a real possible condition (‘If you're under sixteen’) with a probable result (‘you’ll be required’).

• You should avoid water during a thunderstorm.

  ➔ Modal verb 'should' for advice or recommendation.

  ➔ ‘Should’ expresses what is the right or safe thing to do in that situation.

• There’s a great walking tour tomorrow morning.

  ➔ There is/are structure for existence.

  ➔ 'There is' introduces the existence of something (‘a great walking tour’).

• House prices have risen dramatically in the last few decades.

  ➔ Present perfect tense for changes over time.

  ➔ This tense (‘have risen’) shows that the action started in the past and continues to affect the present situation.

• Nannies did not, however, educate the children.

  ➔ Past simple (negative form) + adverb inversion (contrastive use of 'however').

  ➔ The adverb 'however' adds contrast to the previous idea while keeping the verb in negative past (‘did not educate’).