A-Handbook Unit 2 Conflicts and Dilemmas

ENGLISH LANGUAGE III

Life in Society: Facing the Challenges of Conflicts and Dilemmas
WITH
CONSOLIDATION
EXERCISES
AND
STRATEGY
TRAINING
RESOURCES
STUDENT’S IN-CLASS AND OUT-OF-CLASS COURSE MATERIALS

Series Project Coordinator:
Marcela González de Gatti
Authors:
Marcela González de Gatti
Dolores Orta
Claudia Schander
In-class and out-of-class course materials

2017 - 2020 1
Conflicts and Dilemmas
In-class and out-of-class course materials 2


Gonzalez de Gatti, Maria Marcela

English language III : life in society : facing the challenges of conflicts and dilemas /
Maria Marcela Gonzalez de Gatti ; Dolores Orta ; Claudia Schander. - 1a edición para
el alumno - Córdoba : Fl copias, 2017.
125 p. ; 29 x 20 cm.
ISBN 978-987-1976-59-1
1. Lengua. I. Orta, Dolores II. Schander, Claudia III. Título

CDD 420

INDEX
Introduction ................................................................................................................. 6
The main language skills: Integrated practice ................................................................. 9
Different kinds of conflicts ............................................................................................ 9
The seeds of violence: Mass shooting tragedies ............................................................ 39
The gun control debate .............................................................................................. 53
The nature of a dilemma ............................................................................................ 67
Treading on thin ice: Genetically modified organisms.................................................. 87
(Embryonic) stem cell research: On the slippery slope? ................................................ 82
Lexical competence: Further development and consolidation ...................................... 95
Additional resources for self-study and strategy training ............................................. 123
Bibliography ............................................................................................................. 129

INTRODUCTION
In conjunction with such topics as Life in Society: the Perils of Stereotypes and
Prejudices, the Powers of Language and the Threats to its Integrity, the Amazing
Connections between the Human Mind and the Body, and the Value of Music and
Painting for individuals and society, Life in Society: Facing the Challenges of Conflicts
and Dilemmas contains important components of the thematic context in which English
Language III students at the School of Languages (Facultad de Lenguas, Universidad
Nacional de Córdoba) embark on the task of developing and enhancing their linguistic
skills. For post-intermediate and advanced students, understanding a variety of human
responses to conflicts and dilemmas such as the ones posed by genetically-modified food,
stem cell research or gun ownership may be genuinely stimulating. Exploring such topics
as the seeds of violence results in the possibility of both recapping on certain concerns
raised in previous language courses and setting the foundations for knowledge acquisition
in future subjects. This content unit also provides the necessary framework for the
acquisition of language-related vocabulary and the development of lexical learning
strategies.
We have designed the present material for our students’ in-class and out-of-class
work taking special note of two different groups of students: the ones who are naturally
inclined to enjoy contents related to language and communication and the ones who
would also do so, if they could only overcome their initial fears to participate in active
and lively discussion classes, to express an opinion, or to communicate a personal
response. We have addressed the needs of the former by including listening and reading
texts which deal with a variety of engaging topics, as well as material which presents or
describes original, unusual, and controversial ways of dealing with such topics. We have
addressed the needs of the latter through a two-fold approach. We have provided
student-friendly background information about enlightening theories and research studies
which shed light on the challenging content. Additionally, we have designed activities
which will involve all students alike in a multiplicity of collaborative tasks in which they
will be able to share and allay their fears, learn from one another, and construct their
knowledge following individual and shared pathways.
From the point of view of our language teaching goals, the present material
purports to fulfill at least four major objectives. One important objective underlying the
selection and organisation of the contents is the promotion of linguistic interaction
through the integration of the language skills and sub-skills. Following the tapestry
metaphor for language learning developed and championed by Scarcella and Oxford
(1992), we have structured the materials in such a way as to integrate the practice of all
the skills, rather than dissecting language instruction into rigidly separated skill
compartments. A weaver develops a tapestry by having various coloured yarns pass over
or under uncoloured fibres, blending multi-coloured strands which give a shape and a
pattern to a beautiful design. In an analogous way, language learners combine multiple
factors in an interaction between their individual characteristics – levels of motivation,
learning needs and preferences in their learning styles – and external influences – learning
environments, teaching practices and in-class as well as out-of-class course materials. For
such interaction to result in communicative competence, it must be meaningful and well-
balanced. The integration of the skills which stands as the backbone of our instructional
material promotes an emphasis on meaning, exposure to naturally occurring authentic

language, an opportunity for the expression of personal ideas, peer feedback, and various
forms of cooperative learning. Such factors, like additional threads with appealing shades
and textures, should hopefully add intensity and richness to the tapestry.
We subscribe to the view that vocabulary acquisition, in particular, occurs in both
incidental and intentional ways. Nevertheless, there is a special emphasis in the present
materials on explicit instruction of content-specific vocabulary and vocabulary learning
strategies, as our next main objective. This goal is based on current research-based
principles which suggest that the explicit teaching not only of vocabulary but also of
vocabulary learning strategies may have the added effect of increasing students’ interest
and motivation to expand their lexicon and enhancing their word consciousness, defined as
an interest in, and awareness of words and word meanings (Graves and Watts-Taffe
2002, p. 141). We believe that word consciousness is essential for sustained vocabulary
growth and vital for the development of effective writing and critical reading and
listening since an increased sensitivity to word choice enhances students’ ability to
communicate their ideas and enables them to become critical and sophisticated
consumers of the texts they approach. Unlike grammar, which consists of a system with a
limited number of rules, vocabulary is an open, unbounded system. Coming to terms
with such a system, according to Laufer and Nation (2012) poses difficulties with a
“quantitative”, a “qualitative” and a “situational” dimension. Learning vocabulary
involves learning thousands of words (quantitative); it involves mastery of numerous
features of the words themselves and the patterns and allegiances they can form with
other words (qualitative); and it presents the challenge of reinforcement (situational),
since learners have constant grammatical reinforcement by frequently encountering the
same structure in phrases and sentences but new lexis does not receive the same amount
of reinforcement, which would require an inordinate amount of input (p. 163). This
content unit intersperses a series of exercises with the integrated practice of the major
skills and offers an additional consolidation section at the back of the set. The purpose is
to provide students with the opportunity to compensate for this inherent difficulty and to
develop and build upon their lexical awareness and their linguistic competence.
In Teaching and learning in the language classroom, Hedge (2000) builds a picture of
teachers’ perceptions of the self-directed learner, which we would like to share with our
students. According to this description, self-directed learners:
❖ -‘know their needs and work productively with the teacher towards the
achievement of their objectives’
❖ -´learn both inside and outside the classroom’
❖ -‘can take classroom-based material and can build on it’
❖ -‘know how to use resources independently’
❖ -‘learn with active thinking’
❖ -‘adjust their learning strategies when necessary to improve learning’

❖ -‘manage and divide the time in learning properly’
❖ -‘don´t think the teacher is a god who can give them ability to master the
language’ (p. 76).
As teachers of English Language III, we propose the development of self-directed
learners in the manner described by Hedge as our third main objective in our language
course, because we believe that successful students take the initiative in learning and
assume responsibility for it. We have designed these course materials to enable our
students to develop their own plans for pursuing and achieving their goals, to learn how

to use materials and resources effectively, to organize their time for learning, and to
engage in the active development of successful learning strategies. The various activities
contain instructions interwoven with strategy training and useful learning and evaluation
tips.
Practices oriented toward the promotion of learner autonomy vary a great deal.
According to one possible taxonomy, Benson (2001) subdivides approaches to the
fostering of autonomy into six categories: resource-based, technology-based, learner-
based, classroom-based, curriculum-based and teacher-based (p. 111). The course
materials we present have been enriched by the inclusion of a blended learning component,
which combines in eclectic ways the first three approaches to the development of self-
learning strategies and skills. In keeping with present tendencies which stem from the
ubiquitous presence of technology, and which are radically changing both teaching
practices and learning processes, we have been careful to present topics and activities that
are integral to and effectively intertwined with those included in our VLE (Virtual
Learning Environment). Hence, our fourth major objective has been the creation of
opportunities for students to profit from a variety of resources available on the web.
Gradually, our students should be able to develop the notion that their learning can take
place beyond the walls of the classroom through technology-based resources which are
legitimate tools for knowledge acquisition and consolidation. Because the web is such a
dynamic space, sites sometimes disappear or the links to access them are broken. For that
reason, the audio, video and written texts required can also be downloaded from our
VLE, which contains a repository for all necessary materials.
Through this edition of Life in society: facing the challenges of conflicts and dilemmas,
we aspire to awaken a genuine interest in linguistic issues among our students. No less
important are the four main objectives which we have delineated as part of our language
teaching goals. The material contains sections for in-class activities and for out-of–class
practice, consolidation and research. It includes tasks and activities to promote the
integrated practice of all the language skills and sub-skills, research on specific content
and linguistic items, exercises to develop and enhance students’ lexical competence,
exciting activities to enlarge their repertoire of learning strategies, and carefully selected
Internet resources. It is our hope that our students will take advantage of this
opportunity to become autonomous language learners and acquire as well as enhance
their background knowledge about rich variety of topics dealt with in this particular
subject.
The authors

THE MAIN LANGUAGE SKILLS:

INTEGRATED PRACTICE
DIFFERENT KINDS OF CONFLICTS
WARM-UP PRE-READING ACTIVITY: Exchanging ideas. Discuss

the following questions:
❖ Do you think conflict is inherently interesting? If so, what kind of conflict(s)?

❖ What might make conflict entertaining or amusing?
❖ What issues does the following Calvin & Hobbes comic strip raise? [The cartoon strip
will be projected on the classroom screen]
❖ How would you define the concept of “conflict”?
READING ACTIVITY: Comparing hypotheses with facts. The

following is an extended definition which has been extracted from
Wikipedia. What aspects of it were present in your preliminary definition of
“conflict”?
Conflict is actual or perceived opposition of needs, values and interests. A conflict can be internal
(within oneself) or external (between two or more individuals). Conflict as a concept can help
explain many aspects of social life such as social disagreement, conflicts of interests, and fights
between individuals, groups, or organizations. In political terms, "conflict" can refer to wars,
revolutions or other struggles, which may involve the use of force as in the term armed conflict.
Without proper social arrangement or resolution, conflicts in social settings can result in stress or
tensions among stakeholders. When an interpersonal conflict does occur, its effect is often broader
than two individuals involved, and can affect many associate individuals and relationships, in more
or less adverse, and sometimes even humorous way.
Conflict as taught for graduate and professional work in conflict resolution (which can be win-win,
where both parties get what they want, win-lose where one party gets what they want, or lose-lose
where both parties don't get what they want) commonly has the definition: "when two or more
parties, with perceived incompatible goals, seek to undermine each other's goal-seeking
capability".

One should not confuse the distinction between the presence and absence of conflict with the
difference between competition and co-operation. In competitive situations, the two or more
individuals or parties each have mutually inconsistent goals. Both parties try to reach their goal and
they will undermine the attempts of the other to reach theirs. Therefore, competitive situations will,
by their nature, cause conflict but if you have good sportsmanship or are just fair it won't cause
undesirable conflict. However, conflict can also occur in cooperative situations, in which two or
more individuals or parties have consistent goals, because the manner in which one party tries to
reach their goal can still undermine the other individual or party.
Types of Conflict
A conceptual conflict can escalate into a verbal exchange and/or result in fighting. Conflict can
exist at a variety of levels of analysis:
• community conflict • intrastate conflict (for example: civil

• diplomatic conflict wars, election campaigns)
• economic conflict • intrapersonal conflict
• emotional conflict • organizational conflict
• environmental resources conflict • military conflict
• external conflict • religious-based
• group conflict • workplace conflict
• ideological conflict • data conflict
• international conflict • relationship conflict
• interpersonal conflict • racial conflict
The most difficult type of conflict occurs when values are the root cause. It is more likely that a
conflict over facts, or assumptions, will be resolved than one over values. It is extremely difficult to
"prove" that a value is "right" or "correct". In some instances, a group will benefit from the use of
a facilitator or process consultant to help identify the specific type of conflict. Practitioners of
nonviolence have developed many practices to solve social and political conflicts without resorting
to violence or coercion.
Conflict also defines as natural disagreement resulting from individuals or groups that differ in
beliefs, attitudes, values or needs. It can also originate from past rivalries and personality
differences. Other causes of conflict include trying to negotiate before the timing is right or before
needed information is available. The following are the causes of conflict:
• lack of cooperation
• communication failure
• personality conflict • differences regarding authority
• value differences • differences regarding responsibility
• goal differences • competition over resources
• methodological differences • non-compliance with rules
• substandard performance
Causes

Structural Factors (How the conflict is set up)
• Authority Relationships (The boss and employees beneath them)

• Common Resources (Sharing the same secretary)
• Goal Differences (One person wants production to rise and others want communication to
rise)
• Interdependence (A company as a whole can't operate w/o other departments)
• Jurisdictional Ambiguities (Who can discipline whom)
• Specialization (The experts in fields)
• Status inconsistencies
Personal Factors
• Communication barriers • Perception

• Conflict management style • Personalities
• Cultural differences • Skills and abilities
• Emotions • Values and Ethics
Source: The preceding text has been slightly adapted and abridged from its original at:
http://en.wikipedia.org/wiki/Conflict
POST-READING DISCUSSION: Relating new

information to personal experience and reflecting on one’s behavior.Can you
think of examples of circumstances where one or more of the preceding
personal factors led to a clash between two or more individuals? Were you
involved in the conflict? How did you feel? Did you contribute to the
resolution of the conflict? Conflicts and Dilemmas
VOCABULARY WORK:
➢ Use a variety of dictionaries to learn about the following items:

➢ How would you use the following idiomatic expressions?
➢ Match each group of collocates on the left with one of the words on
the right. Then choose two collocations and write self-explanatory
sentences:

LETTERS
1 knotty/thorny/pressing/insurmountable/ A
intractable controversy
2 burning/central/critical/vital/explosive B
confrontation
3 direct/full-scale/face-to- C anger
face/open/bloody
4 violent/widespread//popular/mounting/ D problem
renewed
5 savage/genuine/pent-up / E unrest
suppressed/sudden
6 considerable/fierce/raging/lively/ F issue
prolonged
READING ACTIVITY: Making predictions and looking for a

specific answer. If you had to list the essential components of any conflict,
what would you say they are? Note them down here:
How does your list compare with the following expert description, quoted
from the Academic Leadership Support webpage?
THE MAIN FEATURES OF CONFLICT
Conflict is a disagreement through which the parties involved perceive a threat to their needs,
interests or concerns. Within this simple definition there are several important understandings that
emerge:
Disagreement - Generally, we are aware there is some level of difference in the positions of the two
(or more) parties involved in the conflict. But the true disagreement versus the perceived
disagreement may be quite different from one another. In fact, conflict tends to be accompanied by
significant levels of misunderstanding that exaggerate the perceived disagreement considerably.
Parties involved - There are often disparities in our sense of who is involved in the conflict.
Sometimes, people are surprised to learn they are a party to the conflict, while other times we are
shocked to learn we are not included in the disagreement. On many occasions, people who are seen

as part of the social system (e.g., work team, family, company) are influenced to participate in the
dispute, whether they would personally define the situation in that way or not.
Perceived threat - People respond to the perceived threat, rather than the true threat. Thus, while
perception doesn't become reality per se, people's behaviors, feelings and ongoing responses
become modified by that evolving sense of the threat they confront.
Conflicts occur when people (or other parties) perceive that, as a consequence of a disagreement,
there is a threat to their needs, interests or concerns. Although conflict is a normal part of
organization life, providing numerous opportunities for growth through improved understanding and
insight, there is a tendency to view conflict as a negative experience caused by abnormally difficult
circumstances. Disputants tend to perceive limited options and finite resources available in seeking
solutions, rather than multiple possibilities that may exist 'outside the box' in which we are
problem-solving.
Source: The preceding text has been abridged from:

http://www.ohrd.wisc.edu/onlinetraining/resolution/aboutwhatisit.htm#whatisconflict
DISCUSSION AND READING:

Speculating about a topic before exploring expert information. Reflect on
this quote below before reading the text that follows, which has been
adapted from the Adademic Leadership Support webpage. Do you agree
with the view expressed? Why (not)? Can you support your position by
exemplifying?
“Different people deal with conflict in their real lives in different ways. Furthermore, the
same individuals would adopt different strategies under completely different circumstances.”
Conflict Styles and Their Consequences
Conflict is often best understood by examining the consequences of various behaviors at moments in
time. These behaviors are usefully categorized according to conflict styles. Each style is a way to
meet one's needs in a dispute but may impact other people in different ways.

• Competing is a style in which one's own needs are advocated over the needs of others. It
relies on an aggressive style of communication, low regard for future relationships, and the
exercise of coercive power. Those using a competitive style tend to seek control over a
discussion. They fear that loss of such control will result in solutions that fail to meet their
needs. Competing tends to result in responses that increase the level of threat.
• Accommodating, also known as smoothing, is the opposite of competing. Persons using this
style yield their needs to those of others, trying to be diplomatic. They tend to allow the
needs of the group to overwhelm their own, as preserving the relationship is seen as most
important.
• Avoiding is a common response to the negative perception of conflict. "Perhaps if we don't
bring it up, it will blow over," we say to ourselves. But, generally, all that happens is that
feelings get pent up, views go unexpressed, and the conflict festers until it becomes too big
to ignore. Like a cancer that may well have been cured if treated early, the conflict grows
and spreads until it kills the relationship.
• Compromising is an approach to conflict in which people gain and give in a series of
tradeoffs. While satisfactory, compromise is generally not satisfying. We each remain
shaped by our individual perceptions of our needs and don't necessarily understand the
other side very well. We often retain a lack of trust and avoid risk-taking involved in more
collaborative behaviors.
• Collaborating is the pooling of individual needs and goals toward a common goal. Often
called "win-win problem-solving," collaboration requires assertive communication and
cooperation. It offers the chance for consensus, the integration of needs, and the potential
to exceed the "budget of possibilities" that previously limited our views of the conflict. It
brings new time, energy, and ideas to resolve the dispute meaningfully.
If we use a competing style, we might force the others to accept 'our' solution, but this acceptance
may be accompanied by fear and resentment. If we accommodate, the relationship may proceed
smoothly, but we may build up frustrations that our needs are going unmet. If we compromise, we
may feel OK about the outcome, but still harbor resentments in the future. If we collaborate, we may
not gain a better solution than a compromise might have yielded, but we are more likely to feel
better about our chances for future understanding and goodwill. And if we avoid discussing the
conflict at all, both parties may remain clueless about the real underlying issues and concerns.
We have emotional, cognitive and physical responses to conflict. These are important windows into
our experience during conflict, for they frequently tell us more about what is the true source of
threat that we perceive; by understanding our thoughts, feelings and physical responses to conflict,
we may get better insights into the best potential solutions to the situation.
• Emotional responses: These are the feelings we experience in conflict, ranging from anger
and fear to despair and confusion. Emotional responses are often misunderstood, as people
tend to believe that others feel the same as they do.
• Cognitive responses: These are our ideas and thoughts about a conflict, often present as
inner voices or internal observers in the midst of a situation. Through sub-vocalization (i.e.,
self-talk), we come to understand these cognitive responses. For example, we might think
any of the following things in response to another person taking a parking spot just as we
are ready to park:
"That jerk! Who does he think he is! What a sense of entitlement!" Or:

"I wonder if he realizes what he has done. He seems lost in his own thoughts. I hope he is okay."Or:
"What am I supposed to do? Now I'm going to be late for my meeting… Should I say something to
him? What if he gets mad at me?"
Such differing cognitive responses contribute to emotional and behavioral responses, where self-
talk can either promote a positive or negative feedback loop in the situation.
• Physical responses: These responses can play an important role in our ability to meet our
needs in the conflict. They include heightened stress, bodily tension, increased perspiration,
tunnel vision, shallow or accelerated breathing, nausea, and rapid heartbeat.
A few points are worth reiterating before proceeding:
• A conflict is more than a mere disagreement - it is a situation in which people perceive a

threat (physical, emotional, power, status, etc.) to their well-being. As such, it is a
meaningful experience in people's lives, not to be shrugged off by a mere, "it will pass…"
• Participants in conflicts tend to respond on the basis of their perceptions of the situation,
rather than an objective review of it. As such, people filter their perceptions (and reactions)
through their values, culture, beliefs, information, experience, gender, and other variables.
Conflict responses are both filled with ideas and feelings that can be very strong and
powerful guides to our sense of possible solutions.
Source: The preceding text has been extracted (and slightly adapted) from:
ANSWER THESE PERSONAL QUESTIONS:
❖ How do you deal with conflict in your daily life?

❖ Do you address different types of conflicts differently?
❖ Is there anything you would like to change about the way in which you address
conflict? Why (not)?
❖ Have you noticed how people close to you, i. e., friends or family, resolve their
disputes?
❖ Do you tend to consider conflicts in your life as undesirable experiences or as
opportunities for personal growth? Justify your answer with specific examples.
ONLINE TASK: Using an Internet resource to increase your

knowledge about a topic and to develop lexical competence. Visit the
website Kilmann Diagnostics (available from the link below) and carry out the
following online tasks:

http://kilmanndiagnostics.com
➢ From Home, watch the welcome video by Thomas H. Kilmann to find

out about the history of the Thomas-Kilmann instrument. Answer
these questions:
How does the speaker define the five conflict handling modes?
What are the advantages of taking the Thomas-Kilmann test, according

to the speaker?
Why is the Quantum Wheel defined by the speaker as “an inspiring

image” of the institution’s mission?
➢ From About Us, select “Our Mission” and watch the TKI Whiteboard
animation video. Explain what the speaker says about each of the
following:
The natural character of conflict

Assertiveness and cooperativeness

Factors that contribute to your feeling comfortable with one or two

modes
Mastering the conflict monster
➢ Create a free account for yourself and you will receive a few gifts.
One of them is Ralph H- Kilmann’s Celebrating 40 years with the TKI
assessment. A summary of my favorite insights. You will need this pdf
document for self –correction.
➢ In the following exercise, a few passages have been extracted from the
book and printed in a jumbled manner. Put them back in the right
order by entering the numbers 1-6 in the boxes provided before each
paragraph.
By using the collaborating mode under the right conditions—such as making the conflict more
complex in order to expand the size of the pie available to both persons, maintaining trust among
participants, speaking and listening with sensitivity and empathy, and so forth— it’s possible to
achieve total need satisfaction for both of them. With synergy, coming up with a creative solution
that uniquely satisfies everyone’s needs, we thus achieve a 100/100 resolution instead of a 50/50
split.
As a result of each person sharing more about his needs and wants (which makes the initial
conflict more complex), the size of the pie has been greatly expanded, which makes a creative
solution possible. The meeting does in fact take place at 4:00 p.m. as Eduardo initially preferred,
but the timing of the meeting is now the least important aspect! Indeed, the late afternoon
meeting at Eduardo’s allows both of them to relax and continue their discussion on a difficult
subject over dinner, and also gives them the time and space to discuss their other differences.
Collaborating is thus quite different from a quick attempt at giving both parties only something of
what they really want.

People often ask me to clarify the difference between compromising and collaborating, especially
since these two modes involve both people getting their needs met. In particular, people often
use the word compromise to indicate that they have completely resolved the matter at hand: “We
achieved a successful compromise!”
As defined by the TKI Conflict Model, however, collaborating means that both persons get all
their needs met along the integrative dimension. How is this possible?
The key distinction, once again, concerns whose needs get met, and to what extent, as a result of
using a particular conflict mode. Compromising means that each person gets partially satisfied
but not completely satisfied. As noted in an earlier section, I think of compromising as a 50/50
split, in which each person gets a reasonable share of the available pie. But a compromise could
also be a 75/25 split, where one person gets more than the other, but both people still get less
than all their needs met. But notice that both a 50/50 and a 75/25 split still add up to 100—a zero-
sum game along the distributive dimension. The more one gets, the less the other gets.
Here is a simple example to make a very important point. Let’s say that two managers are
discussing when to get together for a work meeting. Bob wants to meet at 8:00 a.m. because he’s
most alert at that time, while Eduardo wants to meet at 4:00 p.m., for the same reason. By
compromising, they might split the difference and meet at noon. This solution, while workable,
does not satisfy either person very well. Using the same example, let’s consider how the
collaborating mode results in a very different outcome. Eduardo tells Bob that it’s most important
for them to clarify the strategic goals of their business unit—a topic that Bob has put aside, with
one excuse or another, for quite some time. Eduardo also suggests that they meet at his home in
the late afternoon, since he would love to arrange a festive Mexican dinner as part of their
meeting. Since Bob loves Mexican food and is eager to meet away from the stresses of the
workplace, he’s happy to have the meeting at 4:00 p.m. at Eduardo’s place. In addition, Bob
knows the topic of the meeting is something that must be addressed sooner or later. By
discussing it outside the work environment, they might be able to develop a creative solution to
their long-standing strategic conflict.
➢ Restore the words in the boxes to their original places in the

paragraphs extracted from different sections of the book. Notice,
however, that the words have been not only removed but also
transformed, so you must also put the original words in the right form:
INCLINATION PERPETUAL EFFECT RELUCTANCE

MINE PURPOSE FRONT

Avoiding represents the combination of low assertiveness and low

cooperativeness—neither attempting to satisfy your own needs nor
attempting to satisfy the other person’s needs. But an important distinction
is to be made between good avoiding and bad avoiding (also referred to as
effective avoiding and (1) …………………….. avoiding, respectively). Good
avoiding is when you (2)…………………………… leave a conflict situation in
order to collect more information, wait for tempers to calm down, or conclude
that what you first thought was a vital issue isn’t that important after all.
Bad avoiding, however, is when the topic is very important to both you and
the other people involved in the conflict (and to the organization) but you
aren’t comfortable with (3) ………………………………………. them. Instead,
you’re (4) ………………………………. to sacrifice your needs and their needs—
which (5) …………………………………… your self-esteem, leaves you (6)
………………………………………….. dissatisfied, and prevents you from helping
the others. Bottom line: Only avoid when that approach to conflict serves to
truly benefit you as well as others—whether in the short term or long term.
But don’t avoid people or situations simply because you don’t like conflict or
are (7) ……………………………….. to receive what you need and deserve. With
awareness and practice, combined with assertiveness and cooperativeness,
you can easily learn to get both your needs and other people’s needs met—for
all the right reasons.
COMPATIBLE FORCE PRODUCT

SATISFACTION ENGAGEMENT MANAGER
WIN LIE CLEAR
The collaborating mode is positioned at the upper-right corner of the TKI

Conflict Model along the integrative dimension. Even though this mode
sounds ideal to most people, because it promises a (1)
…………………………………. outcome, it can be used successfully only under
the right conditions. In fact, there are more conditions that determine whether
the collaborating mode will achieve its potential than is the case with any other
conflict mode. To begin with, when people are faced with overwhelming stress,
they don’t have the mental (2) ………………………………. to engage in a (3)
……………………………………. dialogue about each other’s (4)
………………………………….. concerns. As a result, they tend to find one of
the other modes more suited to the high-pressure situation. Only if the stress
is stimulating, inviting, and (5) ………………………………….. can the
collaborating mode possibly result in a win-win outcome. Moreover,
overwhelming stress often creates the impression that there is so much to do

in so little time. With collaborating, however, it takes time for people to
explore and then express what they really want and need. Thus, only use
collaborating when you have the time (or can take the time) for an (6)
……………………………………… conversation. If the apparent (7)
…………………………………….. between people is unidimensional—such as a
tug of war between the union and management concerning whether the
hourly wage should be $12 or $16—using the collaborating mode may be a
big waste of time. The whole debate will surely hinge on whether one wage is
more deserved, versus cost-effective, than another (somewhere between the

$12 and $16 rate). In the end, one position will be chosen over the other (with
competing and accommodating) or an in-between solution will partially
satisfy each party (with compromising). Yet, if the single issue in a proposed
wage agreement can be expanded into something multidimensional—to
include, for example, working conditions, flexible work time, participation in
the decision-making process, and greater opportunities for taking educational
programs—using the collaborating mode has the best chance to create a fully
(8) ………………………………….. package for all concerned. An hourly wage on
the economical side of the debate—say, $13 an hour—may be more than
compensated, in the union’s eyes, by a specific and (9)
…………………………………………….plan to improve the quality of work life,
which has features that mean a lot to the workers. A creative package of both
intrinsic and extrinsic rewards, due to its multidimensional nature, can
therefore result in a win-win agreement between the union and management.
Source: The passages used as a basis for the unscrambling and gap-filling exercises have been
extracted from Kilmann, R. H. (2011). Celebrating 40 years with the TKI assessment. A summary
of my favorite insights. CPP.
➢ Now visit the website below in order to retrieve the book Thomas–
Kilmann instrument conflict mode. Profile and interpretive report.
Answer the following questions about each style with or without the
help of the document you have downloaded. In each case, as you
respond, try to use one of the words/expressions in the cloud which
you have studied before.
https://www.cpp.com/pdfs/smp248248.pdf
ACCOMMODATING:
CROSS SWORDS
BUDGET OF
POSSIBILITIES
COERCIVE
In which one(s) of the following situations would you find

accommodating to be useful and effective? Justify your choice(s):

✓ When you realize that you are wrong
✓ When you want to build up social credits for later issues that are
important to you
✓ When you are outmatched and losing and more competition would only
damage your cause
✓ When preserving harmony and avoiding disruption are especially

important
How do accommodators see conflict?
How do they regard coworkers?
Which of the following important roles in the interpersonal relations of

their organizations can accommodators play?
✓ Shock absorbers for overwhelmed people

✓ Peacemakers that can restore harmony
✓ Sympathetic listeners who can soothe hurt feelings
COMPETING:
TO YIELD
PENT-UP FEELINGS
TO BURY THE
HATCHET
In which of these two cases do you consider a competing style is legitimate:

✓ When quick, decisive action is vital—for example, in an emergency

✓ When you need to protect yourself from people who take advantage of
noncompetitive behavior
Which of the following would you consider to be signs that you may be
exceedingly competitive or that you are overusing this style? Can you explain
why?
✓ You’re surrounded by “yes” people

✓ People are afraid to admit ignorance or uncertainties to you

✓ You are consistently closed off from information

✓ You increasingly put off decisions that might harm others
COMPROMISING:
TO TRIGGER
UNRESOLVED
STRONG-WILLED
When would you adopt a compromising mode if that were not your personal
style?
✓ When you want to achieve a temporary settlement of a complex issue

✓ When you need to arrive at an expedient solution under time pressure
✓ As a backup mode when collaboration or competition fails
Which might be signs that you are not comfortable in this mode?
✓ You sometimes find yourself too sensitive or embarrassed to engage in the

give-and-take of bargaining
✓ You lose sight of larger issues principles, values, and long-term objectives
✓ You think bargaining and trading create a cynical climate of gamesmanship
AVOIDING
TO KEEP A STIFF
UPPER LIP
UNASSERTIVE
TO AVERT
Which other uses of this style would you add to the following list?
✓ You perceive no chance of satisfying your concerns—for example, when you

have low power or you are frustrated by something that would be very
difficult to change

✓ The potential costs of confronting a conflict outweigh the benefits of its

resolution
✓ You need to let people cool down—to reduce tensions to a productive level
and to regain perspective and composure
Imagine a sign of underuse of this style and provide a piece of advice, as in

the example:
Do you sometimes find yourself hurting people’s feelings or stirring up hostilities?

You may need to exercise more discretion and tact, framing issues in nonthreatening
ways
Now do the same with a sign of overuse
COLLABORATING:
TO BE ITCHING FOR A
FIGHT
MUTUALLY
INCONSISTENT GOALS
Write sentences explaining how collaborating can be a productive conflict

resolution style. Be sure to use the following collocations:
✓ to merge insights
✓ a consensual decision
✓ to work through hard feelings
Decide whether the following statements are signs of underuse or overuse of

the collaborating style:
✓ Spending time discussing issues in depth that do not seem to warrant it

✓ Difficulty in seeing differences as opportunities for joint gain, learning, or

problem solving
✓ Perception that others are uncommitted to your decisions or policies
PRE-WATCHING ACTIVITY: Speculating on the causes of real or

imaginary conflicts. Think about a conflict-ridden film which you have seen
recently and be ready to discuss possible sources of conflicts between the
protagonists. Answer the questions that follow:

❖ What might the characters be split over?

❖ What may have been driving a wedge between them?
❖ Which of the characters seems to be a problematic character from the opening
scenes, bound to clash with people around her? On what grounds would you make
your assumptions?
WATCHING ACTIVITY. Using the contents of a movie to discuss

previously acquired general knowledge about conflicts.Reflect on a movie
you have recently seen (write a plot summary inside the frame) and complete
the activities proposed:
➢ Use the background knowledge you have gained to analyze the main
features of the conflicts in which the characters in the movie are
involved. Complete the following flow chart with details of a feud
involving two characters.
FLOW CHART
CHARACTER 1 CHARACTER 2

DISAGREEMENT: Example: Rachel

resents her grandmother giving her
orders; she defies her and tries to flout
her rules; she seeks to shatter...
PERCEIVED THREAT:
EXAMPLE
REAL THREAT:
EXAMPLE
SPECULATION AND DISCUSSION: Using visual

prompts to describe and discuss real and/or imaginary situations. How would
you describe the following conflicts? Speculate on the sources of

disagreement, the parties

EXAM TIP: Oral exams usually begin with a visual
involved, “real” versus prompt like the ones used here. Take the picture or
“perceived” threats, and photo you are shown as an opportunity to
other components of demonstrate your knowledge about the subject,
conflicts. Choose one of describing what you see in an organized way and
these hypothetical, but using relevant vocabulary, making meaningful
typical, conflicts and describe inferences about the situations depicted,
establishing purposeful connections with material
a complete scenario of
read ad/or personal experience. Collect your own
consequences that might pictures and practice with a partner.
ensue depending on the
variety of conflict resolution
styles which are possible [the
situations will be projected on the classroom screen].
Can you predict which of the following words you will need in your
discussion?
✓ full-scale riot
✓ to quell
✓ to erupt
✓ to trade recriminations
✓ social unrest
✓ cut-throat competition
✓ to spark off
✓ full of reproach
✓ to bear a grudge against
In which of the pictures shown [on the classroom screen; also find them in
the document of complementary readings]
➢ are there two individuals at each other’s throats?

➢ is someone venting their spleen at/on somebody else?
➢ are there protesters carrying torches?
➢ is there someone grabbing somebody else by their necktie/collar?
FOCUS ON WORD DOMAINS: Dealing with different ways of

catching hold of something. With the help of a variety of dictionaries, work
at developing word knowledge about the following groups of descriptive
words:

WORD DOMAIN: HOLD
to grasp
to clasp
to clutch
to seize
to grip
to hug
to cling to
to grab
to snatch
VOCABULARY WORK: Developing an awareness of conntotations

and a sensitivity to word choice based on contextual clues. For each of the
following sentences two shaded words are proposed. Decide which of the
two would be the better choice and try to explain why the discarded word
would NOT be suitable in the context provided.
1. Since childhood, she had had a recurring bad dream. She would be
deep in sea waters with an anguished cry strangled in her throat.
Moaning in a delirious state and almost drowning, she would clutch
at/snatch at a hoped-for rescuer that would turn out to be a human-
faced shark.
2. Margaret was delighted. Both her kids had passed their tests with
flying colours. When they got off the school bus at the end of the
afternoon, she ran down the driveway to meet them. She gave her
daughter a big squeeze and then went on to grab/to hug her son.
3. The world has become a dangerous place. In big cities, people are
simply paranoid with the media forcing upon them the constant fear
that everybody is all the time trying to snatch/to grasp their kids.
4. It is important to put things, such as rattles or even your finger, in

your baby's hands because the palm provides the baby with a lot of
sensory information. At around the age of four months, the
seizing/grasping reflex is well assimilated and your baby will begin to
be able to hold onto an object for a few seconds. At this stage, babies
are also able to clasp/to clutch their hands together, and hold onto a
soft toy with both hands along the midline of the body.

5. After a 10-minute chase, the police officers seized/clasped the young

delinquent and he twisted in their hands trying to break free. So they
gripped/clung to his wrists and handcuffed him before they took him
to the police headquarters.
6. The collision caused the ship to break apart and start sinking, pulling
many down with it. Part of the crew tried to launch the boats but their
efforts failed as boats overturned. Some passengers, aboard one boat,
were thrown into the sea as their overcrowded lifeboat flipped. Only
three men made it back to the surface to cling to/grasp at the
overturned hull.
7. The stairs were steep and uneven because a few a stones had loosened
themselves and were pointing sharply upwards. Even though the
evening was quite dark, she insisted on looking into the house before
the end of the day. The real estate agent then grasped/clang to her
hand firmly and began to lead her with great skill towards the main
door.
8. The runaway soldier fell on his knees and begged for his life, with his
hands clutched/clasped as if in prayer.
9. You needn’t worry about taking this camera along with you when you
go to the beach. Its rubber edging makes the camera easy to
grab/ grip, even when you have wet or sun-screen-slicked hands.
10. Megan was still in bed around 5 a.m. Her dad called her but she
didn't answer. Instead, she listened to the voicemail. Her dad said that
Megan’s sister had been kidnapped. Megan jumped out of bed
and clutched/grabbed whatever she could get out of her closet.
Some of these words are frequently used figuratively in fixed expressions

and collocations. Choose appropriate words to complete the following. More
than one may be possible in some cases:
------------------------- the public’s attention

------------------------- an opportunity
in the ---------------------- of constant fear
-------------------------- life
------------------------ the spotlight
----------------------- the ultimate meaning of something
----------------------- power
to lose one’s ------------------------- on something
---------------------- the possibility/hope of something

----------------------- an idea
from the ---------------------- of ignorance
----------------------- a concept
-------------------- the full extent of something
----------------------- the importance of something
Now choose three of these fixed combinations and use them in sentences of
your own.
DISCUSSION: Expressing personal opinions about

conflicts involving ideological, social, political and/or economic aspects.
Answer the following questions:
❖ Are you aware of the conflicts which recently afflicted Venezuela and the Ukraine?
❖ How would you describe or classify the conflicts in which these countries were
involved?
❖ Do you know if the conflicts have been resolved? How?
READING ACTIVITY: Read the online reports about the crises

that hit these countries and compare them (the reports can be retrieved
from the links below). Be ready to articulate your point of view about the
following issues:
❖ Factors that contributed to the emergence of the conflicts

❖ The main parties involved and their interests
❖ Facts or events that triggered a major confrontation
❖ Real or likely consequences of leaving the problem unresolved

❖ Words that point to the nature of the crisis or qualify it in different ways
http://latino.foxnews.com/latino/opinion/2013/10/17/maduro-
venezuela-crisis-without-end/

http://www.nytimes.com/2014/02/04/world/europe/us-and-europe-
work-on-financial-solution-to-ukraine-crisis.html
http://www.washingtonpost.com/blogs/worldviews/wp/2014/01/24/th
is-is-the-one-map-you-need-to-understand-ukraines-crisis/
POST-READING FOCUS ON LANGUAGE: Matching words and

expressions with the corresponding definitions and concepts. Skim the
previous texts and extract linguistic items matching the definitions and
concepts below. Then complete the chart with the missing information
required:
DEFINITIONS LEXICAL IF THE WORD IF THE WORD IF THE WORD IS

IS A IS A NOUN, AN ADJECTIVE,
ITEMS TRANSITIVE MENTION A LIST THREE
VERB, LIST SYNONYM OTHER NOUN
THREE OTHER COLLOCATES
NOUN
COLLOCATES
A long angry
speech
criticizing sb. or
sth.
To speak
publicly and in a
forceful way
about sth. you
are proud of or
think is
important
To waste
Often criticized,
but probably in
an unfair or
exaggerated way

To make a long,
deep cut; reduce
by a large
amount
A long and loud

talk in an
exaggerated way
or about foolish
things
To calm a
dangerous or
tense situation
A difficult
position in which
it is impossible
to make progress
Gifts or benefits
given or
promised
Quality of being
likely to change
suddenly and
unexpectedly

To stop sth. bad

happening for a
while
Done with great

speed and
enthusiasm
A group of people
who start
fighting against
the people in
power to bring
about a political
change
A common and
strong condition
or problem which
cannot be dealt
with easily
Very difficult to
deal with

POST-READING FOCUS ON LANGUAGE: Classifying lexical

items according to their range of reference. The following passages have
been extracted from Smale and Erlanger’s article, which you have read. In
the extracts, some words and expressions have been shaded. Sort them out
into four groups under the general labels provided:
1. Looking to defuse Ukraine’s crisis, the United States and Europe are
trying to assemble a financial package that could ease the path for a
new government there to guide the country out of its current impasse
between Europe and Russia
2. The diplomatic push involves regular contact with government and
opposition leaders
3. Ukraine (…) has been embroiled in months of turmoil
4. Last week, in the face of unrelenting street protests, the president
was forced to make concessions to his opponents
5. With the start of the Winter Olympics in Sochi, Russia, this week,
European and American officials say they may have a window of
opportunity and some breathing space through the end of February
to play a defining role in Ukraine
6. The Russian president’s suspension of his aid package to Ukraine last
Wednesday [was] a signal of his displeasure at Mr. Yanukovych’s talks
with his opponents
7. At the same time, the negotiations appear intended to allow Mr.
Yanukovych to serve out his term, which ends in the spring next year
8. As part of the inducements, the financial package by the Western
officials, if a new government is approved, would be intended to get the
highly indebted country through a transition period and allow it to
carry out an economic overhaul that is a prerequisite for receiving a
long-delayed loan from the International Monetary Fund.
9. Mr. Klitschko, a former heavyweight boxer whose name has been on a
column in Germany’s biggest-selling newspaper, Bild, since Ukraine’s
revolt erupted, received an ovation after speaking to the conference
10. Late last month, Mr. Yatsenyuk turned down an offer from the
Ukrainian president to serve as prime minister, citing the need for real
power over the flailing national economy.
11. In the carousel that has been Ukrainian politics, Mr. Yatsenyuk has
already served as foreign and economy minister and governor of the
central bank.
12. [T]he president was a tactician who would never voluntarily relinquish
power.
13. Any financial package would be crucial, given Moscow’s offer of a
sizable sum to Kiev after its rejection of the agreement with Europe.
1. Linguistic items describing social unrest and police action:

------------------------------------------------------------------------------------------------
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2. Linguistic items referring to the possibility of a solution:
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------------------------------------------------------------------------------------------------
3. Linguistic items applicable to political situations:
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------------------------------------------------------------------------------------------------
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------------------------------------------------------------------------------------------------
4. Linguistic items likely in an economic context:
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The New York Times site mentioned above also contains an interactive
feature with a timeline including a detailed explanation of how the events
developed in Ukraine (click on “Ukraine’s path to unrest”). The following two
paragraphs have been extracted from that section. You may want to explore
other paragraphs to collect relevant lexical items like the ones which have
been shaded.

A Violent Confrontation With Police

In the early morning, riot police officers, swinging truncheons and spraying bursts of tear gas,
forcibly broke up the crowd in Independence Square, which had been the main protest site for more
than a week. Furious over what they said was excessive brutality by the police, thousands more took
to the streets to call for Mr. Yanukovich’s resignation.
Protesters Topple Statue of Lenin

Demonstrations erupted into a full-throttle civil uprising, as hundreds of thousands of protesters
answered Mr. Yanukovich’s dismissiveness with their biggest rally yet. At the height of the unrest, a
seething crowd toppled and smashed a statue of Lenin, the most prominent monument to the
Communist leader in Kiev. After an electrifying assembly in Independence Square, the huge crowd
surged across the capital, erecting barriers to block the streets around the presidential
headquarters and pitching huge tents in strategic intersections. They were not challenged by the
police, who had largely disengaged since their bloody crackdown on Nov. 30.
Reflecting on Argentina’s multiplicity of social, ideological, and/or economic

conflicts, now produce sentences of your own making use of some of the
lexis contained in the previous two exercises.
ONLINE LISTENING ACTIVITY FOR

CRITICAL THINKING: Listen to Jamila Raqib’s TED talk “The secret of
effective nonviolent resistance.” Raqib is the executive director of the
Albert Einstein Institution, which promotes the study and strategic use of
nonviolent action. Raqib works on pragmatic approaches to nonviolent
resistance.
Before listening to her, answer these questions:

❖ What is nonviolent resistance?

❖ Which historical figure(s) do you associate this concept with?
❖ Which writer is often mentioned in connection with this topic?
❖ Have you heard of major events or resolutions to various crises which were brought
about by a clever and systematic use of nonviolent action?
❖ Can war be averted by means of nonviolent resistance?

Answer the following questions either during or after watching:
https://www.ted.com/talks/jamila_raqib_the_secret_to_effective_nonvi
olent_resistance/transcript?language=en
1. Why do you think the speaker begins her talk with these words: “I was born in
Afghanistan, just six months after the Soviets invaded, and even though I was too
young to understand what was happening, I had a deep sense of the suffering and
the fear around me”?
2. In what cases will “giving in” not be an option?
3. Why does the speaker claim that “we're not going to end war by telling people that
violence is morally wrong”?
4. In what sense is nonviolent action misunderstood?
5. Which three specific examples does the speaker give of nonviolent action which
works?
6. How many methods has Gene Sharp identified?
7. Which particular method does the Guatemalan example illustrate?

8. And the Ugandan example?

9. What is the relationship between nonviolent struggle and military warfare?
10. How does the speaker propose facing the current stalemate in USA’s war against
ISIS?
11. What essential requirement does the speaker insist on as a way of guaranteeing the
effectiveness of nonviolent action?
12. What would you say is the main purpose of this TED talk?
POST-WATCHING DISCUSSION AND WRITING: In an essay

of around 550 words, argue for or against the speaker’s final words:
“Violence as a tool of conflict could then be abandoned in the same way that bows and
arrows were, because we have replaced them with weapons that are more effective. With
human innovation, we can make nonviolent struggle more powerful than the newest and
latest technologies of war. The greatest hope for humanity lies not in condemning
violence but in making violence obsolete.”
--Jamila Raqib

THE SEEDS OF VIOLENCE: MASS

SHOOTING TRAGEDIES
PRE-READING ACTIVITY: Speculating on the causes of a social

phenomenon. In small groups, discuss possible causes of aggressive behavior
in human beings. Would you consider any of the following?
❖ city life conditions

❖ traffic and noise
❖ frustration and disappointment
❖ inability to express feelings and emotions
❖ poverty
❖ injustice
Would you say any of the above can be considered a justification for
violence? Is violence ever justifiable?
READING ACTIVITY: Aggressive action is behavior aimed at

harming others either physically, psychologically or both. Many theories have
been put forward as possible explanations of its presence in humans. Here is
a simplified version of some of them.
Among the most important theories of aggression, we can mention the

following:
1. The frustration-aggression hypothesis:
When we are blocked from achieving our goal, we begin to experience

frustration, which can then lead to aggression. However, sometimes this
frustration can be displaced and lead to something else, such as
depression.
Frustration is intensified when it is unexpected, or when we are nearer to

our goal when it is blocked - you are more likely to get mad at someone
for jumping a queue in front of you if you are second than if you are way
back in one of the last places. Frustration is likely to be less keenly felt
when the situation is understandable, legitimate or unintentional. In
such circumstances, frustration is not so automatically tied to anger or
fury.

2. Relative Deprivation Theory
When people feel that they deserve more than they have actually received,
this can lead to frustration, which can then lead to aggression. This does
not necessarily happen in economically depressed homes or poverty-
stricken areas, as you might expect, as it is about what people feel they
deserve. It occurs when people compare what they have to what others
around them have. It often occurs when conditions are improving and
expectations are rising due to mobility but they are not met accordingly.
3. Cue-arousal Theory
This theory rests on a distinction between anger and aggression, because

even though it accepts that frustration leads to anger, it denies an
automatic and inexorable connection between frustration and aggression.
There needs to be some associated stimulus to spark the aggression. For
example, if you were carrying a heavy load of boxes into a bank and could
not get past a revolving that kept barring your step, this would cause you
to feel frustration, but not aggression. However, if someone then pointed
a finger at you and sneered, this might be the cue to aggression.
4. Excitation-transfer Theory
This theory holds the contention that arousal from one situation can be
transferred to another situation. In a frequently cited experiment, a
number of participants were provoked by verbal abuse. Half then went
and did some exercise and half did nothing. All of the participants then
had the chance to “punish” the people that had abused them by
administering electric shocks. The people that did the exercise gave more
shocks than the others. Thus the arousal from the exercise was
transferred into aggression.
The excitation-transfer theory was criticised for assuming that aggressive

acts are committed without thinking, which does not account for acts
that are planned in a cold, calculating way. It was later revised and
completed so as to include cognitive processes. When we attribute the
frustration to a person, we are more likely to feel aggression. When we
attribute the frustration to the situation, we are less likely to feel
aggression.
5. Social Learning Theory
If a child is rewarded for being aggressive, the behaviour that prompts

the reward is positively reinforced and it increases its chances of being
repeated. For example, a child hits another child so as to force this
second child into giving up his toy. The first child has been rewarded for
her violent behavior; consequently, in all likelihood, he will be violent
again in the future. Furthermore, when children watch others being

rewarded for aggressive behaviour, they are likely to learn this behaviour
through vicarious reinforcement.
6. Deindividuation
When people are in a large group or crowd, they tend to lose a sense of their
individual identity and take on the identity of the group. This can make
them commit acts of aggression and violence that they would not commit
under normal conditions. Nor do they take responsibility for these acts. A
good example is that of football hooliganism. Both public self-awareness (an
individual's sense that others are aware of them and that they are
identifiable to others) and private self-awareness (the individual's own sense
of awareness of himself, his thoughts, actions, and beliefs) decrease sharply
when the mechanism of deindividuation has become unleashed.
7. Environmental Stressors
Studies have found that many environmental factors increase aggression.
Temperature
When the temperature rises people tend to feel more disposed to aggressive
behaviour. A researcher looked at incidents of violence across the USA and
the corresponding weather reports. He found that when it was moderately
hot (84°F) there was the most violence. One problem with this theory is that
it ratifies the sweeping statement that people in hotter countries are more
aggressive.
Crowding
A higher density of people leads to higher levels of aggression. It is

unpleasant to have one’s personal space invaded. As a result, there is the
most aggression along the most heavily-congested roads and there are more
prison riots when the population density in the prison is higher.
However, there are a few limitations to this theory. For example, the pattern
is not found in families, as people expect others to be in close proximity.
Some people do not find encroachment of their personal space to be a
problem. Furthermore, there are also cultural differences – Arabs tend to
stand very close together.
Both crowding and heat lead to physiological arousal which leads to

aggression. However, both factors have a relative applicability. For example,
some people or some cultures may find crowds to be uplifting, fun and
exciting.

Noise
Noise is any unwanted sound that causes a negative effect. It can cause
aggression when it is too loud or unpredictable.
POST-READING WRITING TASK: Exemplifying abstract

concepts and definitions. For each of the theories proposed, think of a
specific situation or example and write out a full sentence or short
paragraph using the prompts given:
1. Frustration-aggression Hypothesis: (goal differences – to avert)
2. Relative Deprivation Theory (bitter – unresolved)
3. Cue-arousal (to spark – to bear a grudge)


4. Excitation Transfer(to fester – insurmountable)
5. Social Learning Theory (to trade recriminations – intractable)
6. Deindividuation (full scale – pent-up)
READING ACTIVITY: On July 28, 1967, Time magazine published

an essay entitled “Violence in America.” Analyze the beginning and
concluding sections which have been quoted below and be ready to answer
the questions which have been posed. Then read the full essay and decide
which observations, statistics and general conclusions are still relevant
today.
“Man and society are born out of both: violence and gentle cooperation." That is how Psychiatrist
Bruno Bettelheim defines a paradoxical but inescapable fact touching the whole history of "the
children of Cain." How the two forces are balanced in an individual helps determine his behavior,
even his sanity. How they are balanced in society helps determine its political organization, the
degree and condition of its civilization. In the U.S. today, it seems to many that violence is in the
ascendant over cooperation, disruption over order, and anger over reason.

The rest of the world is ready to adjudge America as an excessively violent country in which brutal,
irrational force can erupt any minute on a massive scale. This view is reinforced by the sheer driving
energy of the U.S. It seems confirmed by the American folklore of violence—the Western and the
gangster saga—which audiences all over the world worship as epic entertainment and as a safe
refuge for dreams of lawless freedom.
Violence is so universal and elusive that sociology and psychology can only approximate a complex
truth.”
Answer:
❖ What are the implications of Bruno Bettelheim’s words?
❖ What kind of evidence would seem to confirm what the rest of the world thinks
about America’s violence?
❖ Can you anticipate part of the complex truth that psychology and sociology might
provide?
“But the language of violence is crude and dangerous for those who use it. As Hannah Arendt notes,
the Western tradition is full of violence and its legend seems to say, "whatever brotherhood human
beings may be capable of has grown out of fratricide"; yet she also points out that neither wars nor
revolutions are "ever completely determined by violence. Where violence rules absolutely,
everything and everybody must fall silent." Violence is not power. In the last analysis it is an
admission of failure, a desire for a magical shortcut, an act of despair.
Dealing with violence, the U.S. faces several tasks, none easy. One is to provide more intelligent,
effective law enforcement and, through legislation, to do away with the dangerous unfettered sale of
firearms. Another is nothing less than the elimination of the ghetto and what it stands for: an
increasingly disaffected population. Though probably there will always be violence—out of anger or
greed, love or madness—large-scale, socially significant violence is usually caused by authentic
grievances, and the U.S. should be able to narrow if not eliminate these. But that leaves, finally, the
individual flash or explosion of violence; and to deal with this, man must learn more about man—the
mystery that can turn creative energy into brute force, a peaceful crowd into a mob, and an
ineffectual weakling into a mass murderer.”
Answer:
❖ What are the actions that America should use to combat violence?
❖ How does the final paragraph ultimately reveal the author’s position in relation to the
issue at stake? Can you verbalize such position?
❖ What is your reaction to that position?

LANGUAGE FOCUS: Focusing on specific lexical items and

grammatical structures. Write out complete sentences using the structures,
words and prompts provided so as to rephrase some of the essay’s main ideas:
1. Whereas Freud/ held/genes/Dr. Fredric Wertham/acquire
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2. Denying or suppressing/ results [v.]/pent-up/fiercer outbursts
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---------------------------------------------------------------------------------------------------------
3. Feelings/alienation/rejection/blamed/irrational
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---------------------------------------------------------------------------------------------------------
4. Displaced aggression/culprit/violent acts/substitute target
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---------------------------------------------------------------------------------------------------------
5. Not only/functional purpose/fulfills/emotional mystique
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6. Only when/bloodbath/existing order/cleanse [v.]
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POST-READING WRITING TASK: Reacting to somebody´s

claim. Write a fully developed five-paragraph academic essay arguing for or
against the claim contained in the statement which has been underlined in
the concluding paragraph from the essay “Violence in America.”
PRE-READING ACTIVITY: Speculating on the causes of intriguing

phenomena such as mass killing. Discuss these questions with a partner:
❖ Have you heard about recent cases of school shooting tragedies or mass killing in
public places either? Where did the shooting rampage take place?
❖ What do you think about the media coverage such events usually receive?
❖ Do you think that future copycat killers can be spawned by the seductive
opportunity to be in the spotlight?
❖ What motivates someone to kill strangers wholesale in a seemingly senseless way? How
would you assess the relevance of the following factors? Have you heard any expert
make meaningful connections between a shooting spree and one or more of the
following?
o Moral failure
o A past history of child abuse
o Psychotic delusions
o Political fanaticism
o Deep bigotry
o Genuine social grievances
o Psychological deprivation
❖ What issues are normally raised by murderous rampages?
❖ In your opinion, should other issues be raised as well? Which ones?
❖ Why do societies consistently fail to prevent massacres triggered directly or indirectly
by intrapersonal conflicts?
❖ And what, if anything, can we do to stop these tragedies from recurring?
READING ACTIVITY: Analyzing an article thoroughly. Read about

an extreme case of an intrapersonal/interpersonal conflict – Cho Seung-Hui,
the student responsible for the 2007 Virginia Tech bloodbath. You can
download Jeffrey Kluger’s Time essay “Inside a mass murderer’s mind” from
the link below:
http://www.woodbridge.k12.nj.us/cms/lib010/NJ01913008/Centricity
/Domain/950/School%20Violence%20Article.pdf
 Complete this chart with the missing information:

QUESTIONS INFORMATION CONTAINED IN THE TEXT

What seems to be the
overall purpose of the
text, according to the
first three paragraphs?
Which is the group
most likely to respond
to the typical profile of
a mass murderer?
What is one possible
cause of mass killing?
What is a second
possible cause?
What is a third possible

cause?
What are some of the

possible “ingredients” of
the “psychic stew” that
leads to mass murder?
What warning signals
could have been
observed?
In what ways do the
media have a role?
LANGUAGE FOCUS: Focusing on specific lexical items. Do the

following exercises:
➢ Find the words which match the following definitions:
 ……………………… a strong short feeling or emotion (of

excitement or fear)
 ……………………… to behave differently from other members of
a group and often causing damage

 ……………………… to end the connection between two parts or

relationship between two things
 ……………………… to show a quality or an emotion, for
example, very clearly or strongly
 ……………………… an expression or statement of strong
disapproval which describes society, a person, etc. as very bad
or very wrong
 ……………………… a difficulty or problem that delays or
prevents something, or makes the situation worse
 ……………………… to prevent other people from entering the
place
 ……………………… the act of thinking carefully and deeply
about something
➢ We could say that these two verbs: “trigger” and “spark (off)” are near
synonyms. Can they be used interchangeably? If not, what are the
differences?
➢ Find synonyms in the text to replace the words/phrases underlined in

the following sentences.
 Cho’s sudden and deadly attack may have been developing

slowly (as a form of pent-up emotion) for months, if not
years.
 The limbic region of the mind, which controls violence,
reflection and defensive behaviour, can cause internal
regulators to stop working and provoke all kinds of
unchecked actions.
 Cho’s crippling poor self-image showed in his messages and
videos, which radiated narcissistic exhibitionism, and his
multiple accusations of the people he targeted.
 In retrospect, people try to look for hints of the triggering
incident that will cause the murderer to blow.
 Cho’s shooting spree may have been caused by the multiple
misfortunes and frustrations of his life.
 The killer that suddenly shoots a workmate to death may

be someone whose fragile sense of identity has been
destroyed.
➢ Complete the following chart with words and expressions used in the
article, according to the semantic groups given:

SEMANTIC GROUPS VERBS AND EXPRESSIONS
Expressions associated
with killing or attacking
Expressions related to a
person’s mental capacity,
abilities or instincts
Expressions related to
feelings
Verbs that mean “to

destroy” or “to end”
Verbs that mean “to

develop gradually over a
long period of time”
➢ MULTI-WORD VERBS: Choose the most appropriate preposition or

adverb so that the phrasal verb corresponds to the meaning given.
to stop the flow or supply of something : shut

to shoot a person with a gun : gun
OUT ON SB
to happen or occur in usually a gradual way : play
OUT
to make a sudden and angry attack (against
lash DOWN
someone) :
OFF
to stop operating or to cause a piece of equipment

shut OUT
to stop operating :
DOWN
to treat someone badly because you feel angry or
take OUT
frustrated :
to behave badly especially because you are feeling
act
painful emotions such as fear or anger :

➢ In the following extracts taken from the text, the underlined word or
phrase is not used with its literal meaning.
What is the literal meaning of the word? What is the meaning conveyed in
these cases?
 […] but the flood-the-zone coverage that usually follows mass

murders
 When he blew, he blew savagely.
 […] all the while strolling toward the edge.
 […] those tuggings of conscience are quickly overcome
 Trying to find the much-looked-for snapping moment
 […] inconsequential life can end on a large and monstrous
chord
 […] they're cooking up their carnage,
 […] the slow, deliberate smolder that leads up to the shootings
➢ Jamie Schram, Tina Moore and Bruce Golding (2016) describe what has
been called the worst massacre in US history. In the section from their
article which has been quoted below, there are a few missing lexical
items. You can supply them by using words from the box and
transforming them as required:
HOSTAGE ARMORY GUN LONELINESS HATE
DEATH RAMPAGE TOLL BARRICADE FLY
FATALITY ONSLAUGHT SPRAY TRIGGER RAGE
A homophobic ISIS sympathizer killed at least 50 people and wounded 53

others during a rampage at a gay nightclub in Florida early Sunday —
marking the country’s (1)…………………… mass shooting.
Mateen, who worked as a security officer, was armed with an AR-15-style

assault rifle and a pistol that the feds say he bought “in the past few days”
when he started (2)……………………………….. bullets at about 350 patrons
inside the Pulse dancehall around 2 a.m., officials said.
An off-duty cop working as a security guard at the club returned fire,

prompting Mateen to retreat further into the hotspot and take
(3)………………………, officials said.

Mateen (4)…………………………. himself in a room with about five to eight

hostages, said Orlando Mayor Buddy Dyer.
The madman held cops at bay for about three hours, until authorities used
an (5)…………………. vehicle to burst through the wall of another room that
held about 15 to 25 people, Dyer said.
A furious gunfight with 11 SWAT team members followed, during which

Mateen was killed (…).
ISIS claimed responsibility for the attack in a statement released by its Amaq
news agency, saying the (6)………………………….. “was carried out by an
Islamic State fighter,” Reuters reported. Three US officials said no evidence
linking the massacre to any terror group had yet been uncovered. (…)
Survivors described desperately hiding from the killer and jumping out of his
way as he barreled toward them, (7)……………………. down victims. (…)
President Obama called the attack “especially heartbreaking” and ordered

White House flags (8)……………………. at half-staff in memory of the victims.
“We know enough to say that this was an act of terror and an act of hate,” he
said. “And as Americans we are united in grief, in (9)…………………….. and
in resolve to defend our people.”
Online videos revealed that Mateen’s father, an Afghan immigrant, once

hosted an anti-American TV show and called the Taliban “our warrior
brothers.” The dad, Seddique Mateen, also posted a Facebook video around
the time of his son’s (10) ……………………….. in which he wore combat
fatigues and saluted the camera while urging Afghan unity.
The death (11)………………………. from Mateen’s massacre included 39

people who were (12)…………………………… shot inside and two outside,
Dyer said. Nine others died after being rushed to the hospital, he said.
It appeared that Mateen acted as a (13) ………………….. wolf, with Tampa

FBI Assistant Special Agent in Charge Ronald Hopper saying, “At this time,
we do not have a second suspect that we are looking for.” (…)
Mateen’s father told NBC that his son recently got “very angry” at the sight of
men kissing each other in Miami and said his anti-gay fury might have
(14)……………………. the massacre. (…)
The elder Mateen told NBC that his son’s rampage “has nothing to do with
religion,” and suggested it was motivated by anti-gay (15)……………………...

Source:The preceding section has been abridged from Schram, J., Moore, T., and Golding, B. (2016,
June 16). 50 killed in Florida gay club massacre, deadliest mass shooting in US history. New York Post.
Available at: http://nypost.com/2016/06/12/multiple-injuries-reported-after-florida-nightclub-shooting-
cops/
DISCUSSION: In small groups, read Allen Frances’

summary of recurring patterns and chracteristics observed in mass killers,
which has been quoted below. Does the summary match your understanding
of the topic, based on what you have read or heard before? Would you
contribute other ideas?
Most perpetrators are young males who act alone after careful planning. They often have a long-
standing fascination with weapons and have collected large stores of them. The shootings
usually occur in a public place, in daytime.
Individual case studies involving psychological autopsy and a careful analysis of the often
copious communications left behind suggest common themes. The mass murderer is an
injustice collector who spends a great deal of time feeling resentful about real or imagined
rejections and ruminating on past humiliations. He has a paranoid world view with chronic
feelings of social persecution, envy, and grudge holding. He is tormented by beliefs that
privileged others are enjoying life’s all-you-can-eat buffet, while he must peer through the
window, an outside loner always looking in.
Aggrieved and entitled, he longs for power and revenge to obliterate what he cannot have. Since
satisfaction is unobtainable lawfully and realistically, the mass murderer is reduced to violent
fantasy and pseudo-power. He creates and enacts an odious screenplay of grandiose and public
retribution. Like the child who upends the checkerboard when he does not like the way the game
is going, he seeks to destroy others for apparent failures to recognize and meet his needs. Fury,
deep despair, and callous selfishness eventually crystallize into fantasies of violent revenge on a
scale that will draw attention.
Source: The passage above has been quoted from Frances, A. (2014, July 04). The mind of the mass
murderer. Psychiatric Times. Available at http://www.psychiatrictimes.com/blogs/mind-mass-murderer
ONLINE RESEARCH: If you are interested in the facts

about mass killing in USA, read “Behind the Bloodshed,” a special
investigation conducted by USA Today, available at http://www.gannett-
cdn.com/GDContent/mass-killings/index.html#suspects

THE GUN CONTROL DEBATE
PRE-DISCUSSION READING: Reading in preparation for the two

sides of a debate. As you read a section of Michael Martinez’s article
“Newtown a year later: Nation reflects on legacy of its 2nd-deadliest mass
shooting,” collect ideas in support of or in disagreement with stricter gun
control legislation. Notice that such arguments may be explicit or implicit:
Thinking about the Legacy of a Tragedy
(CNN) -- Horror struck Newtown, Connecticut, in such a disturbing way that the nation still struggles
with its impact a year later. The legacy of the second-deadliest mass shooting in U.S. history is so
profound that it cannot hold just one meaning. It holds several. That's because the crime itself
conveys multiple issues in its summary: A mentally ill 20-year-old recluse obsessed with school
shootings enters Sandy Hook Elementary School after the morning bell and kills six adult women, 12
girls and eight boys in 11 minutes. The children were 6 or 7 years old. The heavily armed Adam
Lanza, who first killed his mother before taking her car to the school, also killed himself, in a
classroom.
On the anniversary of the December 14 slaughter country and community alike pause and reflect on
an event known simply as "Newtown" or "Sandy Hook" and what it says about America on the
matters of guns, mental health, healing, and the human spirit.
Whether the United States has reformed its gun laws after the Newtown massacre may depend on
your point of view. Clearly, America affirms a right to bear arms. President Barack Obama was
unable to persuade Congress, as he vowed in Newtown's aftermath, to "come together and take
meaningful action to prevent more tragedies like this, regardless of the politics" about gun reform.
Obama failed to even expand background checks on firearm buyers, though he signed 23 executive
actions to strengthen existing gun laws and take related steps on mental health and school safety.
However, Paul Barrett, author of "Glock: The Rise of America's Gun," said it's easier today to own a
firearm in some states than a year ago. "The one-word answer is yes," Barrett, an assistant
managing editor and senior writer at Bloomberg Businessweek, told National Public Radio. "And I
say yes because I think the overall environment in the United States has moved in a libertarian
direction, in a pro-gun direction, away from the idea that the regulation of the lawful acquisition of
firearms has much effect on crime."

Lanza, 20, suffered mental health problems. Many people, including the parents whose children
were killed by Lanza, say society needs to better treat these problems to prevent another disturbed
gunman committing a massacre. In fact, to combat the stigma-loaded phrase of "mental illness,"
some Newtown parents have advanced a new wording to illustrate how the issue is deeper or more
organic: "brain health" or "brain illness."
Source: The previous passage has been quoted from Martinez, M. (2013, December 14). “Newtown a
year later: Nation reflects on legacy of its 2nd-deadliest mass shooting.” CNN. Available at
http://www.cnn.com/2013/12/14/us/newtown-sandy-hook-shooting-anniversary/
PRE-DISCUSSION READING: Reading in preparation for a debate.

Get acquainted with the general context within which the gun control
debate is conducted. The EBSCO host connection presents an overview,
which is quoted below.
Overview of the Gun Control Debate
The term gun control as it is used in the United States refers to any action taken by the federal
government or by state or local governments to regulate, through legislation, the sale, purchase,
safety, and use of handguns and other types of firearms by individual citizens.
The political and social debate over the question of how much gun control is appropriate has been
an extremely polarized one for several decades. In recent years, the 1999 Columbine High School
massacre, the 2007 shootings at Virginia Tech and other subsequent school shootings have pushed
the gun control debate further into the public eye. Among the special interest groups that lobby the
government on either side of the issue, the Brady Center to Prevent Gun Violence and the National
Rifle Association are the most renowned groups that hold influence over many groups and
organization.
Discussions of the topic tend to revolve around three major talking points: A sociological, an ethical
and a legal dimension. From the point of view of social science, the arguments concern the efficacy
of gun control laws in relation to reducing violent crime. The ethical point of view pits the right to
bear arms against the protection of citizens and prevention of crime. The legal question is the
interpretation of the Second Amendment to the U.S.Constitution on the issue of whether or not the
right to bear arms extends to private citizens or applies only to a so-called "well-regulated militia."
On a surface level, a "fourth" issue is found in the question of whether more legislation is needed,
or just better enforcement of current legislation.

Some of the restrictions that have been proposed or enacted into law include background checks
and waiting periods for individuals who want to purchase a firearm, regulation of secondary market
sales, mandatory child-safety locks, child-access prevention laws, concealment laws, bans on small
and lightweight guns, and a controversial 1994 ban on assault weapons.
Although not an entirely partisan issue, public opinion polls and voting histories indicate that
Democrats largely support gun control legislation, and Republicans are more divided between gun
control and gun rights advocates.
Source: The previous overview is available from http://connection.ebscohost.com/us/gun-

control/overview-gun-control-debate
FOCUS ON STRUCTURES: Linking sentences containing

alternative ideas or courses of action. Take note of the structures in the
sentences which have been underlined in the passage above. Then replicate
them to join the pairs of sentences below:
1. There is a debate which is becoming increasingly intense. People are

not sure to what extent violence among teens can be blamed on video
games and television exposure.
------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------
2. There is an ethical question implied in the interpretation of an issue. A

possible interpretation is that the law is applicable exclusively to
Americans while another is that it also extends to illegal residents.
------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------
3. There is an important question legislators must answer before any

scheme is introduced: Should new laws be provided to ensure better
and stricter controls? Or should existing methods of control be
improved?

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------------------------------------------------------------------------------------------------
PRE-DISCUSSION READING AND STRATEGY

TRAINING: Reading to take sides. Before deciding on which side of the
debate you stand to engage in a class debate, complete the tasks proposed.
Jeff McMahan (2012) argues that simple gun control is not enough and
advocates full prohibition. You will find the introductory lines of his essay
below. As you proceed to read the full essay (accessed through the link
provided), be sure to reconstruct the refutation he offers for the
counterarguments he anticipates. In doing this, you will develop an
awareness of rhetorical devices used to introduce arguments and counter-
arguments and anticipate criticism as well as refute objections. Use
different types of underlining or colour codes to classify them.
Americans are finally beginning to have a serious discussion about guns. One
argument we’re hearing is the central pillar of the case for private gun ownership: that
we are all safer when more individuals have guns because armed citizens deter crime
and can defend themselves and others against it when deterrence fails. Those who
don’t have guns, it’s said, are free riders on those who do, as the criminally disposed
are less likely to engage in crime the more likely it is that their victim will be armed.
There’s some sense to this argument, for even criminals don’t like being shot. But the
logic is faulty, and a close look at it leads to the conclusion that the United States
should ban private gun ownership entirely, or almost entirely.
One would think that if widespread gun ownership had the robust deterrent effects
that gun advocates claim it has, our country would be freer of crime than other
developed societies. But it’s not. When most citizens are armed, as they were in the
Wild West, crime doesn’t cease. Instead, criminals work to be better armed, more
efficient in their use of guns (“quicker on the draw”), and readier to use them. When
this happens, those who get guns may be safer than they would be without them, but
those without them become progressively more vulnerable.

Counterargument 1: People who are unarmed can arm themselves for

protection.
Refutation:
Counterargument 2: People should have a right to bear arms because of the

threat of government taking over their freedoms.
Refutation:
Counterargument 3: With a prohibition of private gun ownership, nobody

could shoot a gun.
Refutation:
Counterargument 4: The prohibition of private gun ownership is an

impossibility in USA.
Refutation:

Counterargument 5: Even if prohibition were possible, it would not be

effectively enforced.
Refutation:
Counterargument 6: A prohibition would violate individuals’ rights of self-

defense.
Refutation:
Counterargument 7: In other Western countries, rates of violent crime

involving guns are much lower. Gun advocates claim it has nothing to do with
Americans’ permissive gun laws or their libertarian practices involving guns.
Refutation:
FOCUS ON STRUCTURES: Rewriting and linking sentences using

specific structures. The following sentences quoted from Mc Mahan’s
article contain specific structures. Study the structures and then rewrite
the sentences below or join the pairs of sentences making use of the
structures learnt:

But when more citizens get guns, further problems arise: people who would
once have got in a fistfight instead shoot the person who provoked them ; 1
people are shot by mistake or by accident.
The alternative to maintaining the balance of power is to allow it to shift in

2 favor of the armed citizenry and away from the police , again making
unarmed citizens — including those who refuse on principle to contribute to
the erosion of collective security by getting a gun — the greatest losers
overall.
3
Rather than leaving national defense to citizens’ militias, we now, for a
variety of compelling reasons, cede the right of national defense to certain
state-authorized professional institutions: the Army, Navy, and so on.
Guns are not like alcohol and drugs, both of which we have tried
4
unsuccessfully to prohibit.
But the need for a gun for self-defense depends on whether other people
5
have them and how effective the protection and deterrence provided by the
state are. Thus, in other Western countries in which there are fewer guns,
there are correspondingly fewer instances in which people need guns for
effective self-defense.
Gun advocates sometimes argue that a prohibition would violate individuals’

rights of self-defense. Imposing a ban on guns, they argue, would be
6 tantamount to taking a person’s gun from her just as someone is about to
kill her.
7
If you resist that conclusion, you have little choice but to accept that our
easy access to all manner of firearms is a large part of the explanation of
why we kill each at a much higher rate than our counterparts elsewhere .
Source: The previous passages have been quoted from McMahan, J. (2012, December 19). Why gun
“control” is not enough. Opinionator. New York Times . Available at
http://opinionator.blogs.nytimes.com/2012/12/19/why-gun-control-is-not-enough/
1. Do citizens approve of the policy and has the policy been proved
effective? Governmental acceptance of the policy depends on these two
issues.

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------------------------------------------------------------------------------------------------
2. Education is more effective than either stringent controls or severe

penalties. We have tried these unsuccessfully.
------------------------------------------------------------------------------------------------
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------------------------------------------------------------------------------------------------
3. With the new law people now tend to lash out at an attacker. Once,
such people would have thought twice before resorting to physical
aggression.
------------------------------------------------------------------------------------------------
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------------------------------------------------------------------------------------------------
4. For advocates of the new crime control scheme, to detain a person for a
few hours and to fine them heavily are analogous in terms of results.
------------------------------------------------------------------------------------------------
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------------------------------------------------------------------------------------------------
5. Alternatively, instead of lobbying in favour of restrictions on gun

ownership, activists could try raising the public’ awareness about the
potential dangers of keeping firearms at home.
------------------------------------------------------------------------------------------------
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------------------------------------------------------------------------------------------------

6. Governments typically prefer holding a referendum on such thorny

issues to adopting politically or electorally risky courses of action.
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7. If you adhere to that position, then you have to acknowledge that the
government’s version of the events does not hold water. You have no
other alternative.
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CLASS DEBATE: get ready to participate in a class debate

about the following topic:
“When guns are outlawed, only outlaws will have guns.”
American adage
You might find the following expressions and arguments useful:

Whatever the cause, easy access to a firearm at the time the perpetrator
feels most aggrieved is what can tip the situation into violence. In a
significant number of incidents, the perpetrator begins shooting within an
hour of receiving a piece of news that they clearly can’t process.

People in a distressed or emotional state should not have easy access to

firearms.
Rampage shooters like soft targets. They like targeting elementary schools,
churches, and theaters… not places where you’d think guns are likely to
be…
Instead of the usual feelings of grief, anxiety, or depression that might

come with jarring losses, frustrated men turn to anger and the desire to
inflict pain upon others
The media loves to speculate why someone goes off the rails. They love to
have that exclusive first where they tell you that the subject was afflicted
with a bipolar disorder, as though that was the reason for violence. Such
rampant speculation does nothing but distract from the core issues that
need to be discussed.
Shooters will get access to a gun, even with strict gun laws in place.
How can you say you have freedom when you don’t even have the
freedom to own a gun?
If gun control were in place, the people we’d really have to worry about
would be the modern-day Al Capone suppliers of guns.
PRE-WATCHING ACTIVITY: Speculating about the future. With a partner

discuss the following questions:
❖ Do you think technology has any influence on crime?

❖ Is that influence positive or negative at present?
❖ How do you envision technology having an impact on crime in the future?
❖ If you were asked to give a talk on a vision of crimes in the future, what kind of ideas
would you consider? Make a preliminary list.

WATCHING ACTIVITY: Speculating about the future. Listen to the

TED talk delivered by Marc Goodman on the topic of crimes in the future.
http://www.ted.com/talks/marc_goodman_a_vision_of_crimes_in_the_f
uture.html
POST-READING WRITING: Writing argumentative essays.

Choose one of the following quotations and write an essay prompted by the
ideas expressed or implied:
“There is a great streak of violence in “Do not be afraid of opposition.

every human being. If it is not Remember, a kite rises against; not
channeled and understood, it will break with; wind.”
out in war or in madness.” Hamilton Mabie
Sam Pekinpah
Source: The preceding quotations can be retrieved from: http://www.wisdomquotes.com/cat_conflict.html

FOCUS ON LANGUAGE: Practising SENTENCE BUILDING

exercises. Combine the structures on the left with TWO of the lexical
items on the right so as to form grammatically correct, stylistically
appropriate, and logically meaningful sentences:

1)
Use “whether” • authentic grievances
• cathartic
• to stroll toward the edge
...............................................................................................................
...............................................................................................................
2)
Begin with “although” • stringent
• slaughter
• to shut down
...............................................................................................................
...............................................................................................................
3)
Use “to be tantamount to” • to impose
• thorny issue
• disruption
...............................................................................................................
...............................................................................................................
4)
Use a perfect infinitive • carnage
• to lash out (at sb.)
• unregulated

...............................................................................................................
...............................................................................................................
5)
Begin with “rather than” • compelling
• cue-arousal
• moral restraint
...............................................................................................................
...............................................................................................................
6)
Use a third conditional • full-scale
• to spark
• rage
...............................................................................................................
...............................................................................................................
7)
Begin with “only when” • bloodbath
• ban [noun]
• deterrence
...............................................................................................................
...............................................................................................................


THE NATURE OF A DILEMMA
WARM-UP PRE-READING ACTIVITY: Articulating a definition

of an abstract concept. Discuss these questions in pairs:
❖ What is a dilemma?
❖ Have you ever been in two minds about a difficult situation?
❖ Is it useful to be faced with a dilemma?
❖ How do you get out of a dilemma?
❖ What different kinds of dilemmas can you think of?
READING: Reading for information. Examine the following

complete definition of dilemma, quoted from Wikipedia and the description
of two important types of dilemmas:
A dilemma (Greek δί-λημμα "double proposition") is a problem offering at least two solutions or
possibilities, of which none are practically acceptable; one in this position has been traditionally
described as "being on the horns of a dilemma", neither horn being comfortable; or "being between
a rock and a hard place", since both objects or
metaphorical choices being rough.
A Cornelian dilemma (choixcornélien) is a dilemma in

which someone is obliged to choose between two courses What is the meaning of this
of action either of which will have a detrimental effect on
themselves or on someone near to them. In classical saying?
drama, this will typically involve the protagonist
experiencing an inner conflict which forces them to choose
“Familiarity breeds contempt.”
between love and honour or inclination and duty.
The Cornelian dilemma is named after French dramatist

Pierre Corneille, in whose play Le Cid (1636) the
protagonist, Rodrigue, is torn between two desires—that of keeping his girlfriend Chimène's love
and that of avenging his father, who has been wronged by Chimène's father. Rodrigue can either
seek revenge and lose the love of his beloved, or renounce revenge and lose his honour.
The hedgehog's dilemma, or sometimes the porcupine dilemma, is an analogy about the challenges
of human intimacy. It describes a situation in which a group of hedgehogs all seek to become close
to one another in order to share their heat during cold weather. However, once accomplished, they
cannot avoid hurting one another with their sharp quills. They must step away from one another.
Though they all share the intention of a close reciprocal relationship, this may not occur for reasons
which they cannot avoid.

Both Schopenhauer and Freud have used this situation to describe what they feel is the state an
individual will find themselves in relation to others. The hedgehog's dilemma suggests that despite
goodwill, human intimacy cannot occur without substantial mutual harm, and what results is
cautious behavior and weak relationships. With the hedgehog’s dilemma one is recommended to
use moderation in the affairs with others both because it is in self-interest, and also out of
consideration for others. The hedgehog’s dilemma is used to justify or explain introversion and
isolationism.
An ethical dilemma is a situation that will often involve an apparent conflict between moral
imperatives, in which to obey one would result in transgressing another. This is also called an ethical
paradox.
Source: Texts abridged from: http://en.wikipedia.org/wiki/Dilemma
POST-READING DISCUSSION: Analyzing practical implications of

abstract concepts. Listverse includes a list of interesting dilemmas, from
which the following have been quoted. Why do these situations represent
ethical dilemmas? How should they be resolved?
Spam Filtering
You are the network administrator for a rather no doubt that she has been having an affair
large company. You have a young family and for some time now.
need your job to support them. Part of your
responsibility as a network administrator is to You release the e-mail, but you cannot decide
monitor the emails for the organization. what to do. Your initial reaction is to call your
Usually this just means occasionally allowing friend up and tell him about the e-mail;
through e-mails for staff members that have however, you quickly realize that company
been accidentally blocked by the spam filters. policy is very strict about revealing the
contents of confidential e-mails of staff
One day you get a helpdesk request from a members regardless of the contents and
staff member asking for an e-mail to get unless someone’s life is in immediate danger,
released. Normally it is standard procedure under no circumstances are you permitted to
except this time the request has come from reveal the information.
the wife of a very good friend of yours. You

recognize the name on the helpdesk request In any case you know that revealing this
so quickly attend to the problem. As part of information presents great risk, because even
the procedure you need to manually open up if you do not do it directly, there is a good
the e-mail to ensure that it is not spam, so you chance that the dots will be joined
do and you discover that it certainly is not somewhere along the line and you will be
spam. You find that it is actually an e-mail to found out. However you feel that by not telling
your friend’s wife from her lover. You scan the you friend that you are aiding his wife get
rest of the contents of the e-mail and there is away with adultery and this troubles you
greatly.

What do you do?
The Mad Bomber
A madman who has threatened to explode In exasperation, some high level official
several bombs in crowded areas has been suggests torture. This would be illegal, of
apprehended. Unfortunately, he has already course, but the official thinks that it is
planted the bombs and they are scheduled to nevertheless the right thing to do in this
go off in a short time. It is possible that desperate situation. Do you agree? If you do,
hundreds of people may die. The authorities would it also be morally justifiable to torture
cannot make him divulge the location of the the mad bomber’s innocent wife if that is the
bombs by conventional methods. He refuses only way to make him talk? Why?
to say anything and requests a lawyer to
protect his Fifth Amendment right against
self-incrimination.
Source: Texts quoted from http://listverse.com/2007/10/21/top-10-moral-dilemmas/
DISCUSSION: Transferring knowledge and

applying general information to specific situations. Think of characters of
short stories you have read or films you have seen: Do they face any
dilemmas? What kinds of dilemmas? Do they finally resolve them? How? At
what cost to themselves and others? Think of a real or hypothetical situation
to exemplify each type of dilemma you have learned about.
WORD STUDY: Developing learning strategies. Explore the

following words related to “dilemma”:

DILEMMA:
WORD
ALLEGIANCES
LEARNER AUTONOMY: To acquire new vocabulary, it is important to consult a variety of

dictionaries, to take note of any comments on usage and patterns, to record more than
just one example and to use the new items in contexts of your own. It is equally
important to create your own diagrams and charts to organize words according to
various criteria (meanings, patterns, register, and the like). Have you ever used the
Internet resource “Visuwords”? Are you familiar with the right way to use a thesaurus?
Do you frequently consult dictionaries such as the Oxford Dictionary of Collocations, or
the Longman Language Activator? Have you ever tried a free online concordancer? Have
you heard about COCA? Have you tried it?

TREADING ON THIN ICE: GENETICALLY

MODIFIED ORGANISMS
WARM-UP PRE-WATCHING ACTIVITY: Coming to terms with a

new notion before exploring a controversial practice. Read the following
explanation of the concept of GMOs before beginning an exploration of the
main issues at stake in the debate over the ethical implications of GMOs:
The term GM foods or GMOs (genetically-modified organisms) is

technically applied to crop plants created for both human and animal
consumption using state-of-the-art molecular biology techniques. Such
genetically engineered plants have been modified in the laboratory to
enhance desired traits – for example, a greater resistance to herbicides or
higher nutritional content. The enhancement of desired traits has
traditionally been undertaken through breeding. However, traditional plant
breeding methods can be extremely time consuming and are frequently not
very accurate. By contrast, genetic engineering can create plants with the
desired trait very rapidly and with great accuracy. Plant geneticists can
isolate a gene responsible for drought tolerance and insert that gene into a
different plant, thus turning this other plant into a genetically-modified
organism which will be more tolerant to drought. While in typical
procedures, genes are transferred from one plant to another, genes from
non-plant organisms can also be used. The most frequently cited illustration
is the use of B.t. genes in corn and other crops. B.t., or Bacillus
thuringiensis, is a naturally occurring bacterium that produces crystal
proteins that are lethal to insect larvae. B.t. crystal protein genes have been
transferred into corn. The genetically modified corn can then produce its
own pesticides against insects such as the European corn borer. Genetically
modified foods have been hailed as the potential solution to the world’s
hunger and malnutrition problems. The claims made in their favour include
their capacity to help protect and preserve the environment by increasing
yields and reducing the use of chemical pesticides and herbicides. However,
alternative voices call for caution if we want to avoid harmful consequences
for our health and our environment, considering that genetic engineering is a
very powerful technology.

PRE-WATCHING DISCUSSION: Speculating on

the implications of loaded images: In pairs, discuss any ironic overtones of
the following images. What do they suggest about the application of GMO
technology?
ONLINE NOTE-TAKING TASK: Using

Internet resources to explore a technology-related topic with ethical
implications: the production of GMOs. As you progress through the
material, be prepared to identify arguments for and against the topic of
GMOs and gradually build up your own stance in relation to it. Watch the
video clip from the link below and as you listen, use the mind map provided
to enter relevant information so as to have a summary of the main ideas. The
video has been produced by earthopensource.org, an organization which
supports community-driven agriculture programmess that promote local
foods, indigenous medicine, and agroecological systems of farming. The
organization aims to improve the socio-economic condition of impoverished
farmers, protect biodiversity and the environment, promote abundant yields,
and preserve local farming traditions:
https://www.youtube.com/watch?v=M_ztZGbLEJ0
THE THREE PROMISES OF GENETIC

ENGINEERING

STATEMENTS PUT GROUNDS ON WHICH THE

FORWARD AS TRUTH STATEMENTS ARE
CLAIMS BY THE PRO-GMO DEBUNKED AS MYTHS BY
FOOD LOBBY EARTHOPENSOURCE
SAFETY AND BENEFITS OF

GENETIC ENGINEERING
USE OF
PESTICIDES
TOXICITY LEVEL
OF GLYPHOSATE
BIODEGRADABLE QUALITY
OF ROUNDUP

INCREASE OF CROP YIELD

POTENTIAL
CLIMATE
CHANGE
ENERGY-FRIENDLY NO-TILL
METHODS
WORLD
HUNGER
POSITIVE
ASSESSMENTS
Now watch Pamela Ronald’s TED talk “The case for engineering our food”,
available from the link below and complete the tasks proposed:

https://www.ted.com/talks/pamela_ronald_the_case_for_engineering_o
ur_food
After you have listened to Pamela Ronald, answer the following

comprehension questions:
1. What is Pamela Ronald’s profession and how does she describe her work?
2. What seems to be the purpose of her talk?
3. How does she explain the apparent incompatibility in her marriage to an organic
farmer?
4. What examples of genetic modification which has been used for a long time does the
speaker give?
5. Mention and describe the techniques which breeders have used for a long time.
6. What examples does the speaker give of the “extraordinarily precise” techniques of
genetic modification available to breeders today?

7. Why does the speaker say “science is not a belief system”?
Now complete the following chart with information related to the

techniques used for the insertion of genes from viruses and bacteria into
plants, which the speaker claims “enhance food security” and “advance
sustainable agriculture”:
PROBLEM NAME AND/OR PURPOSE OF THE FINAL OUTCOME

DESCRIPTION OF TECHNIQUE
THE PROCEDURE
USED

CRITICAL THINKING: Disentangling information coming from

sources in two different formats. Access the National Geographic article
from the link below and compare the information you read about with the
information in the TED talk you have heard. Then use the chart below to
synthesise significant facts:
http://science.nationalgeographic.com/science/article/food-how-
altered.html
SIGNIFICANT SIGNIFICANT POINTS SHARED POINTS

CLAIMS made only CLAIMS made only BY BOTH MENTIONED IN

in the TED talks in the NG ARTICLE BOTH BUT
TREATED
DIFFERENTLY

PRE-READING ACTIVITY: Classifying content. Mark the following items

with an A or a D according to whether you think they represent advantages
OR disadvantages of GM food. Then check your list against the article “27
Big Advantages and Disadvantages of Genetically Modified Foods,” available
from the link below:
http://connectusfund.org/27-big-advantages-and-disadvantages-of-
genetically-modified-foods
✓ cross-pollination
✓ insect resistance
✓ lower level of biodiversity
✓ allergic reactions *

✓ extensive protection for crops

✓ decreases in global warming *
✓ less deforestation *
✓ decreased antibiotic efficacy *
✓ unusual taste
✓ more nutritious food
✓ gene spilling *
Now find out more about the items marked with an asterisk by reading the
article.
LANGUAGE FOCUS: Focusing on collocations and specific lexis.

In the following passage on GM food and crops, some words and sentences
have been shaded, printed in bold type or partly shaded and partly printed in
bold. Your task is threefold: explain the meaning of the shaded parts in your
own words and use the words/expressions printed in bold in sentences of
your own. As regards the phrases partly shaded and partly printed in bold,
replace the shaded part with (an)other item(s ) that could collocate with the
words in bold.
Genetically modified food and crops
The introduction of genetically modified (GM) food and crops was supposed
to be a giant leap forward, but instead such artificially altered organisms
pose a serious threat to biodiversity and our health. In addition, the real
reason for their development has not been to put an end to the world’s
hunger but to increase the stranglehold of multinational biotech companies
on food production.
Even though the long term effects of GM crops have not been properly
researched, biotech companies and the governments that support them are
still trying to force their inventions on us, purely for commercial gain.
Widespread use of sustainable and organic farming methods would allow us

to repair the damage done by industrial farming, reducing the excessive use
of fertilisers, herbicides and other man-made chemicals, and making GM
crops redundant.

The objections to GM food
There is no denying that genetic research can deliver significant scientific

advances and contribute to our understanding of the natural world. But
when the purpose of that research is to alter the genetic make-up of living
organisms, it puts human health and the environment in jeopardy.
By manipulating the genetic make-up of plants and animals, genes from one
species can be artificially inserted into another, unrelated one. The practice
results in genetically modified (GM) organisms with new or enhanced
abilities - such as maize capable of producing its own pesticide - which will
acquire an enhanced resistance to disease and drought. No wonder GM food,
at its inception, was hailed as a magic solution to alleviate famine-stricken
nations.
However, after decades of application of the technology, GM food crops in

general have failed to live up to all this hype. Instead, the use of herbicides
has risen dramatically and a wealth of contamination scandals (in which
non-GM crops become polluted with GM material) have erupted. On top of
that, farmers who were supposed to reap the benefits of GM technology are
instead facing the prospect of financial ruin and starvation – the very
problem genetic engineering promised to address in the first place.
The problem is that defense of GM crops is usually launched from the

assumption that there is a silver-bullet solution to nutritional deficiencies,
when in fact, there is a range of more or less good options. If you rank these
options on the basis of feasibility, timing, costs and deliverability, GM food is
not likely to score very highly. GM golden rice has yet to see the light of day
after being presented to the public 15 years ago and conceived many years
before that. It is opposed by many farmers in key countries like the
Philippines, and only tackles one aspect of a broader dietary issue.
Meanwhile programmes based on food supplements and vitamin-A rich
vegetables have already helped address the problem of vitamin-A deficiency
in countries such as the Philippines and Bangladesh.
The vested interests of corporations and contamination scandals
Multinational biotech companies which develop GM crops, such as

Monsanto and Bayer Cropscience, own the rights to the varieties they sell.
This privilege not only increases their stranglehold on global agriculture but
also guarantees vast profits for their shareholders. Not satisfied with that,
they make their crops resistant to just the one brand of herbicide which they
produce, thus turning farmers dependent on their products and lining their
own profiteers’ pockets.
Once GM crops are planted, cross-pollination threatens to contaminate other

crops and GM material ends up in the food chain. Contamination scandals
have become quite frequent, often originating from farm trials in which the
GM crops are unapproved for human consumption.

GM organisms are also a serious threat to biodiversity. Having been designed

with enhanced properties such as fast growth and inordinate strength, they
out-compete native varieties.
Genetically modified crops are often hailed as the answer to famine and
starvation in developing countries. The truth is that, instead of increasing
food security in parts of the world where poverty and hunger are
commonplace, GM technologies only promise a recipe for disaster, tying
farmers ever closer to multinational biotech companies while ignoring the
fact that there is already enough food to feed the world.
According to the United Nations Food and Agriculture Organisation, the

planet already produces up to one and a half times the amount of food
needed to supply an adequate and nutritious diet for everyone. But rather
than growing food to meet the needs of local communities, farming is being
pushed towards industrial-scale models designed to produce cash crops for
export.
And rather than reducing malnutrition and hunger, GM crops actually have
the potential to deepen a food supply crisis. Argentina’s whole-hearted
enthusiasm locked the country into growing commodity crops like soya for
export. Accordingly, instead of growing food for themselves, people were
farming for international markets and an already vulnerable population
became even more severely impoverished.
Ironically, this happened in a country which once prided itself on being the
world’s bread basket. And extensive use of a similar agricultural approach
could potentially send countries into a downward spiral of environmental
destruction, poverty and hunger.
To farmers more accustomed to subsistence rather than surplus, the idea of

GM crops can look enticing. With the purchase of seeds from companies
like Monsanto and Bayer Cropscience, they get hooked on the illusion of
dramatically improved yields - in-built pesticides deal with insect invasions
while the crops are engineered to be resistant to herbicides, allowing
increased use without damaging the crop.
In reality, farmers are being sold short. The crops are only resistant to
specific herbicides, all owned by the biotechs themselves - Monsanto's
Roundup Ready is one of the most notorious with soya, maize and oilseed
rape altered to specifically resist its poisonous effects.
There are also terminator genes, a nasty piece of technology that renders all
seeds from a GM crop sterile and forces farmers to buy new supplies from
the biotechs each year rather than being able to save seed in the usual way.
However, in response to a worldwide backlash, Monsanto agreed to a
moratorium on terminator genes, which are not currently in commercial
use while it consistently hinders any attempt at imposing serious
independent lab trials of the effects of the products it sells.

There is clearly a need for rigorous investigations into the impact of GM

crops themselves on human health and that of the environment as a whole.
There should also be calls for consciousness-raising campaigns to unveil
certain facts and truths for farmers who are clearly bewitched by the
biotechs.
Claims of altruism from the biotech companies are PR spin pure and simple
because nearly every claimed benefit of GM made by the industry has failed
to materialise. Working hard at reducing malnutrition and hunger is not
nearly as profitable as increasing herbicide. The answer lies in promoting a
radical transformation in the agricultural industry so communities are
allowed to grow food without the use of toxic chemicals and without being
pressured by the WTO and wealthier nations into churning out cash crops
for export.
LANGUAGE FOCUS: Focusing on key linguistic items:
➢ Complete the following chart with words/expressions taken from the

texts you have read:
Find words
1-
Verbs related to the ideas of 2-

“benefiting from sth.” and
“obtaining profits”
3-
4-
Find words used for a special

effect
1-
Words expressing great approval of 2-
sth.
3-
4-
Find words
1-
Words related to the notion of 2-

“danger”
3-
➢ Find words in the previous texts which respond to the following

definitions:
 A group of organisms of the same species having distinctive

characteristics but not usually considered a separate breed or
variety
 Fit to be eaten, esp. by humans
 Capable of being continued with minimal long-term effect on
the environment
 Agree to or commit oneself to sth. or to do sth.
 A complete power or control over a person or situation
 Provide with improved, advanced or sophisticated features
 The presentation of information in a way that creates a
favorable impression
 Resist or endure successfully
➢ Complete each of the gaps in the following sentences using one of the
items above:
1. The national banks will not approve of any new loans to the farming
sector unless producers assume the compromise of practicing a
……………………………. type of agriculture.
2. The Head of the Laboratory has announced the successful
development of a superior ………………………………….. of wheat.
3. I cannot believe Alice has ……………………………….. to care for her
elderly aunt, who is confined to a wheel-chair. It’s the worst job in the
world.
4. Do don’t suppose these mushrooms are ……………………………………..,
do you?
5. The firm is now conducting the preliminary research which will
hopefully lead to the manufacture of a new material which can
…………………………………… even the greatest wear and tear.
6. It is the hottest gadget on the market. It has been
……………………………….. with cutting-edge digital technology.
7. I know it is a silly product, but you know that the advertising industry
has a ………………………………………… on consumers. That’s all there

is about the new fad: well handled media …………………………………

POST-READING DISCUSSION: Integrating

knowledge. Use the following questions to reflect on the issue of
genetically-modified foods and/or organisms:
Do you know what you eat?

If you had absolute control over what you eat, what decisions would
you make in relation to GM foods?
Should biotechnology be regulated in any away?
What kind of legislation would you propose?
Can excesses be prevented? How?
What is your standpoint in relation to conspiracy theories?
Do you approve of transgenic experiments? What kind of
experiments?
Should biotechnology advance in an unlimited way? Will it?
What new debates do you envisage will take place in the near future?
What kind of issues does the following cartoon raise? What kind of
nightmares have you heard in connections with future uses of genetic
engineering and transgenics, such as the creation of a race of slaves?
new family structures are acceptable? Are there any

unacceptable ones?
Can a parent successfully raise octuplets?
Should parents and/or doctors have the capacity to control

multiple births?
mits of infertility treatments?

What new family structures are acceptable? Are there any
unacceptable ones?
Well, let´s admit that genetic

engineering is a field where it´s
still possible to make a few minor
mistakes …
LANGUAGE FOCUS: Developing an ear for collocations: Match

the phrases on the left with those on the right to create more complex
“linguistic chunks” by entering the correct letter in each box:
LETTER
1-until the A-topic
procedure
2-to fuel B-of individual liberties
3-in violation C-for a ban on …
4-agree D-on the grounds that …
5-a hotly debated E-to genetically modified organisms (GMOs)
6-have called F-to genetically manipulate their children
7-are opposed G-that has been raised
8-are willing H-has been adequately demonstrated to be
safe
9-the question I-that such technology …
10-the concern J-of creating new diseases
11-present (verb) K-of God’s laws

12-denied the L-which cannot be overlooked
patent
13- opponents of M-debate (noun)
genetic
manipulation
14-a denial N-argue that …
15-run the risk O-intriguing and difficult challenges
16- a fact P-on what beings, human or otherwise, are
worthy of moral and legal status and respect


(EMBRYONIC) STEM CELL RESEARCH:

ON THE SLIPPERY SLOPE?
WARM-UP WATCHING ACTIVITY: Making use of initial

background knowledge. Make a list of facts and ideas you are familiar with
under the two headings provided. Then watch the videos available from the
links below in order to widen your knowledge about the controversial issue
of (embryonic) stem cell research.
Stem cell therapies
The embryonic stem cell debate
Watch the following animation and then define the terms listed below:
https://www.youtube.com/watch?v=rXVdSajL08E
✓ differentiated cells
✓ stem cells
✓ self-renewal
✓ pluripotency
✓ round of division

✓ blastocyst
✓ hematopoietic stem cells
✓ bone marrow
✓ lineage
✓ harvesting
Watch the instructional video available from the link below and complete the
activities that follow
https://www.youtube.com/watch?v=_Va5Sbbuvpo
Study the patterns of these verbs in their contexts, reproduce their original
contexts and then use them in sentences of your own:
VERBS PATTERNS ORIGINAL CONTEXTS YOUR OWN

SENTENCES
burst with
wear out
fall off
rub off
churn out

trace sth.back to
shed
put sth, back in
The instructional video explains a few scientific facts. Expand the following
groups of words into short paragraphs summarizing such facts:
1. zygote-mitosis-blastocyst-inner cell mass

2. epithelial-epidermal-division
3. medicinal implications-most common use of stem cells-leukemia
4. mechanisms-asymmetric replication-stochastic differentiation-mitosis
5. cord blood-multipotent-umbilical
Now watch the video “Stem cells - the future: An introduction to iPS cells,”
available from the link below and answer the following questions:
https://www.youtube.com/watch?v=Q9-4SMGiKnE
1. What was Shinya Yamanaki interested in?
2. In what sense can Yamanaka’s project be described as a “brilliant experiment”?

3. What was his remarkable achievement?
4. According to Yamanaka, which is the most important advantage of the technology he
developed?
5. Why does another scientist qualify Yamanka’s breakthrough as “one of the most
profound developments of our lifetime?
6. What is the main difference between an iPS cell and an embryonic stem cell?
7. What is a significant outcome of this difference?
8. Is the creation of iPS cells a safe and reliable procedure?
9. Have iPS cells solved a problem or raised new ethical issues?

10. How will cell identification help science and humanity?
11. What is a key problem in drug development and how can the new technology help?

FOCUS ON LANGUAGE: Complete the sentences in the following

passage using the grammatical structures and lexis provided between
brackets:
Stem cells have the remarkable potential to develop into many different cell
types in the body during early life and growth. Additionally, in many tissues
they perform the function of an internal repair system, because they can
divide virtually indefinitely to replenish other cells. When a stem cell divides,
each new cell
(Use the structure “either…or” and these words: potential-specialized-

muscle cell-red blood cell).
In some organs, such as the bone marrow, stem cells regularly divide to
repair and replace worn out or damaged tissues. In other organs, however,
such as the heart, stem cells only divide under special conditions.
Until recently, scientists carried out their research using two kinds of stem
cells from animals and humans: embryonic stem cells and non-
embryonic "somatic" or "adult" stem cells. The embryos used in studies
based on embryonic stem cells are the ones created for reproductive
purposes through in vitro fertilization procedures, which are then harvested
for stem cell research.
(Use “no longer” and these words: donate [in the correct form]-consent-
donors).
Groundbreaking work in the first decade of the twenty-first century led to

the identification of the conditions that would allow some specialized adult
cells to be "reprogrammed" genetically to assume a stem cell-like state.
These new stem cells are called induced pluripotent stem cells (iPSCs).
By virtue of their unique regenerative abilities, stem cells offer new potentials
for treating diseases such as diabetes and heart disease. However, much
work remains to be done in the laboratory to understand how to use these
cells for cell-based therapies to treat disease within the field of what has
come to be known as regenerative or reparative medicine.
Scientists are currently using stem cells in the laboratory to screen new
drugs and to develop model systems to study normal growth. Their research

may one day lead to important revelations such as the causes of certain
birth defects.
Future studies of human embryonic stem cells will certainly yield

information about the complex nature of human development. A primary
goal of this work is to identify how undifferentiated stem cells become the
differentiated cells that form the tissues and organs. Some of the most
serious medical conditions, such as cancer, are due to abnormal cell
division and differentiation.
(Use “once” and these words: thoroughly-genetic and molecular controls

of the processes involved-arise [correct form]-devise [correct form]).
Perhaps the most important potential application of human stem cells is the
generation of cells and tissues that could be used for cell-based therapies.
Today, donated organs and tissues are used to replace ailing or damaged
tissue, but, for a variety of reasons, the need for transplantable tissues and
organs far outweighs the available supply. Stem cells, programmed to
differentiate into specific cell types, may become a viable renewable source of
replacement cells and tissues to treat diseases such as
macular degeneration, spinal cord injury, stroke, burns, heart disease,
diabetes, osteoarthritis, and rheumatoid arthritis.
Stem cell research is one of the most fascinating areas of contemporary

biology, but,
(Use “as is often the case,” “at the same rate as” and the following
words: novel-inquiry-raise [correct form]-breakthroughs).
PRE-WRITING ONLINE READING: Before addressing a

topic related to stem cell research in an essay, be sure to have an informed

opinion by reading about the topic. Two recommended sources are available
from the links below:
“Stem cells: a medical breakthrough” [be sure to click on “What’s the controversy?,”
“Arguments for research” and “Arguments against research”], available at
http://www.odec.ca/projects/2008/hess8s2/argumentsfor.html

“Human embryonic stem cell research and ethics,” available at
http://www.eurostemcell.org/factsheet/embyronic-stem-cell-research-
ethical-dilemma
WATCHING ACTIVITY: Understanding metaphors and analogies and

listening to collect arguments. You might complete your understanding of
the topic by watching Susan Solomon’s TED talk “The promise of research
with stem cells,” available from the link below:
https://www.ted.com/talks/susan_solomon_the_promise_of_research_w
ith_stem_cells
How could you expand the following phrases, quoted from Solomon’s talk, and thus
demonstrate your comprehension of their implications?
“Embryonic stem cells (…) still remain the gold standard”

“Stem cells have given us the black box for diseases”
“We need to move away from this one-size-fits-all model”
List at least two important arguments you have learned about to defend funding for
embryonic stem cell research:
Now write a full-length essay discussing the following idea:
"When it comes to stem cell research, rather than furthering

discovery, our government has forced what I believe is a false
choice between sound science and moral values."
--President Barack Obama

WORD CONSCIOUSNESS: Building a bank of words and

expressions to write competently about a topic: In what kind of contexts
would you employ the following expressions? Choose four or five and use
them in examples of your own to reflect on the topics discussed in this
section of the Unit. In proof-reading the final draft of your essay on this
topic, you might need to improve your expression by using some words from
this bank:
✓ Cross a moral boundary

✓ An area of contention
✓ The topic of ….has become ripe for moral outrage
✓ Irrational moral objections
✓ Bitter clashes between science and morality
✓ Oppose sth. on ethical grounds
✓ An area where we should tread carefully
✓ Work in ethically contentious fields
✓ Raise thorny ethical issues
✓ Scrutinize ethical issues
✓ A moral minefield
✓ Step into moral snares
✓ Weigh up the benefits of a technology against possible harmful
effects
✓ Generate/spark (off) much interest and public debate
✓ The ability to …. Has brought a new world of questions and concerns
✓ To find oneself increasingly in a perilous position
✓ To stand at a crossroads where the future of the human race is at
stake
✓ A dangerous quest to tweak genetics to our desires
✓ To question the basic ethics of sth.
✓ An ethically dubious practice
✓ To pose pressing ethical questions
✓ A Hotly debated topic
✓ To encounter astonishingly strong hostility
✓ To mount an unequivocal moral defense of sth.
✓ To tamper with nature/the truth
✓ To tinker with nature
✓ To present a wide spectrum of ethical dilemmas

✓ To see sth. (e.g., genetic engineering) as a slippery slope towards sth.
else, usually negative (e. g., eugenics)

LEXICAL COMPETENCE: FURTHER

DEVELOPMENT AND CONSOLIDATION
Do the following exercises:
 The following words appear in the previous reading material. Complete the table with
the missing elements:
Noun Verb Adjective

cause
coercion …………………… /
……………………
compromise
erupt
impact
 Put each of the following words once only in a suitable partnership. Then put another
suitable item in the missing space.
cause coercion compromise concept insight

outcome to erupt to pool to quell to yield
disturbances
a) ………………. fears / panic
……………..
to grasp a complex
b) to frame a key ……………….
……………. a ……………
resources / money
c) ………………. ideas
……………..
promising results / new

evidence
d) ……………….
demands / critics
to
……………..

up discoveries / secrets
to be the
underlying
to the of [...]
e) ……………….
establish contributory
……………..
a lies in […]
to act
f) under ……………….
to use
to achieve a desirable
to predict the actual
g) ……………….
……………. a ……………
riots
a bitter among
dispute
h) ………………. [...]
violence / into [...]
unrest
……………..
to gain
to provide remarkable
i) ………………. into [...]
……………. a ……………
to make
to reach a sensible
to seek / work an
j) out acceptable ……………….
to reject muddled
…………….. a ……………
 Look at the following extracts. What is the meaning of the “linguistic chunks”
underlined? What is the context in which the linguistic items highlighted are typically
associated with?
It offers the chance for consensus, […] and the potential to exceed
the "budget of possibilities" […]

Politicians traded recriminations over responsibility for the

growing social and economic disorders.
Such […] cognitive responses contribute to emotional and

behavioral responses, where self-talk can either promote a
positive or negative feedback loop […]
 Expressions with budget, trade, and loop: Use an appropriate expression to replace the
words in italics, making any necessary changes.
a) They started their business and they didn’t have enough money available
so they could not afford to overspend.
b) The company is still not spending more money than planned.
c) That actress won't tell the interviewer her age - she says that it's a piece
of information that nobody should know about.
d) The two politicians didn't really discuss the issues, they just insulted each
other.
e) I can’t believe that you've won a trip to Europe. I’d really love to be in your
situation.
f) The shareholder claims that he didn’t exert any influence on the decision
to sell the company.
g) The news has damaged the actor’s public image.
 Fill in each of the numbered blanks in the following passage with ONE suitable word
studied in this unit:
A Perverted Skin Specialist?
I live in a town where everyone knows everyone else, and I know that it is
pretty hard to be “the new boy in town” because I was there once, ten years
ago. It was hard to win my neighbours’ respect and also that of everyone
around me, let alone make friends. For the first two years I actually met with
astonishingly (1)……………………. hostility. Some time ago, in fact, I was in

trouble due to prejudice and I dare say, discrimination. I am a skin
specialist, and when I arrived in Borney, there were no skin specialists here.
I guess there were no specialists at all. I set up my medical headquarters but
soon realised some of my patients regarded what I did as an ethically (2)
……………………… practice. I’m not saying they doubted me as a person;
they probably thought I had the best intentions, and they were in fact overtly
friendly in their display of (3) …………………………. However, it was my
knowledge they challenged. Being accustomed to the kind of (4)
………………….-…………………… competition that reigns over working

practices in big cities, I could not believe that only 30 miles away from a
bustling centre in the XXI century there were still people who showed
disbelief in certified doctors. I never expected my profession, in such a quiet
and small place to spark (5) …………………. trouble or a dispute. But it
unluckily did. Once came this beautiful young woman showing apparent
signs of a rash on her belly. I took a tiny sample of her skin tissue (which, by
the way was totally painless) and when she came back I calmly announced it
was simply a case of mild food poisoning. She immediately burst into tears
and started muttering something; her voice was full of (6) …………………….
for what seemed to be something I had done wrong. I was finally able to
make out the word “pregnant” and was even more puzzled. Was the rash
connected to her being pregnant? I had no clue! She suddenly wiped her
eyes clean, turned around and left. I sat there for ten minutes not being able
to understand what was going on. I could only sense that after this second
encounter she bore a (7) …………….. against me but I certainly did not know
why. I didn’t see her for two weeks, until one afternoon she stormed into the
office and in a very cold-blooded fashion accused me of having tinkered (8)
………………. her body and (9) ……………………… with her emotions. I did
my best to calm her down and I finally did. It turns out that by the time she
had first come to see me, she had forgotten to mention she was with child
and had found my tests intimidating. She had then felt I had (10)
………………… a moral boundary by just touching her and she had planned
revenge but had finally (11) …………………….. it out of embarrassment. Her
family did not know she was pregnant yet and in fact she begged me not to
(12) ………………….. her secret. I realised then it was not my responsibility
at all and I had done nothing wrong. She got all her anguish off her chest
and then left. The situation had (13) …………………. up frustration in my life
for a while but I was finally able to (14) ……………………… off the share of
guilt and fear I had been through. The funny thing is that the young
pregnant woman is now my wife and we have three beautiful children
together. She has for the most part showed me how to manage in small
towns like this, and I actually enjoy it now!
 MULTI-WORD VERBS: Infer the meaning of the multi-word verb in the following extract
and complete the activities that follow:
❖ Avoiding is a common response to the negative perception of

conflict. "Perhaps if we don't bring it up, it will blow over," we say

to ourselves.

A Match the phrasal verb with its corresponding meaning.
BRING
….. to think about something from the past.

a- bring about sth.
….. to mention a subject or start to talk about it.
b- bring sb. around /
round ….. to produce something that will be sold to the public.
c- bring back sth. ….. to succeed in doing something difficult.
d- bring sth. forward ….. to persuade someone to agree with you or to do what
e- bring sth. off you want.
f- bring out sth. ….. to talk about or show something so that it can be
g- bring sth. up seen or discussed by others.
….. to make something happen.
B Fill in the gaps with the most suitable phrasal verb in the correct form.
a) That was a difficult project but we managed to ………………………………
(it).
b) She still says she won't support us, but don’t worry, we'll
……………………………… (her) eventually.
c) During the trial, the lawyer …………………………… new evidence.
d) We were waiting for a suitable moment to ……………………………... the
subject of our future wedding.
e) Their lack of communication …………………………….. the family crisis.
f) Seeing him again after such a long time …………………………. a lot of
happy memories.
g) Ford are ………………………… an interesting new model in the spring.
 Form sentences with the following KEY IDEAS. Put verbs in their correct forms and add
any necessary element without changing the original idea.
a) There / be / cause / concern / advertisements / alcoholic drinks.

………………………………………………………………………………………….......

b) Rebels / coerce / local citizens / give / them / food / shelter.

………………………………………………………………………………………….......
c) Recently published book / provide / us / [adjective] / insight / inner

feelings and basic human instincts.
………………………………………………………………………………………….......
d) Singer’s death / impact / [adverb] / most people / daily lives.

………………………………………………………………………………………….......
e) Some modern parents / still / advocate / punish / children /

misbehaviour.
………………………………………………………………………………………….......
f) The factory workers / come / compromise / number of extra hours /

work / during weekends.
………………………………………………………………………………………….......
g) In spite / [adjective] / arguments / I / put forward / friend / be /

unwilling / yield / point / me.
………………………………………………………………………………………….......
h) Audience / be / angry / point of / erupt /[adjective] / squabble.

………………………………………………………………………………………….......
 Choose from the sets of lexical items the one which is most appropriate in each case.
a) The news about the election (COMMENCED / SPARKLED / SPARKED) a

riot in the city.
b) Well-known as their relationship is, the couple

(QUASHED/DESTROYED/DISMISSED) rumors that they were engaged.
c) The country has adopted a more (ASSURED / CONFIDENT /

ASSERTIVE) foreign policy so as to show firmness and obtain more
sizeable gains during the current territorial negotiations.
d) The police carried out a (CUT-THROAT / PENT-UP / FRANTIC) search of

the area to find further evidence.
e) Healthy plant breeding techniques will (CARRY, DELIVER, GIVE)

scientific advances that will make preventive health care a part of daily
diets.

f) Most practitioners lean more toward complementing (MAINSTREAM,

COMMON, CORE) medicine, rather than replacing it.
g) Stem cell research (KNOWS NO BOUNDARIES / HAS NO BOUNDARIES

/ DRAWS A BOUNDARY). However, from a legal standpoint, society is
dangerously close to (EXTENDING/ CROSSING/ OVERCOMING) a moral
boundary that will change what it means to be human.
h) The main point of (ARGUMENT / CONTEST / CONTENTION) is who has

the rights to the house and the land.
i) The latest events and his uncontrollable behavior will lead him down a (n)
(ICY / SLIPPERY / SLIMY) slope to ruin.
j) The computer wouldn't start, but my friend (TINKERED / TAMPERED

/TRIFLED) with it a little and got it going again.
k) He has made (GOOD, COMMON, JOINT) cause with political rivals to

defeat the proposed new law.
l) If we want to succeed, we need to get to the (INNER / REASONABLE /

ROOT) cause of the problem. But unfortunately, many of the answers to
these questions still remain as (ELUSIVE / ILLUSORY / PHANTOM) as
ever.
m) No matter how hard they try, the truth may prove (EVASIVE /ELUSIVE /
INTANGIBLE).
n) She seems to be a little (DUBIOUS / UNSETTLED / UNCLEAR) on the

concept of good manners.
 VOCABULARY EXPANSION: Expressions related to “facing problems”: Complete the

following diagram with the following expressions.
To be in a predicament To sort it out on the spot To come / get to grips with it

To shirk the responsibility PROBLEMS can crop up To endure the HARDSHIPS of life
Unfathomable reasons To shoulder the responsibility To come up against a brick wall
To hit / run into a SNAG To pass the buck

 Complete each sentence with a suitable word or phrase.
a) In general, lack of money and safety have proved to be ………… obstacles

that most of us try to ………….
b) Many psychologists advice patients not to ………… problems. It is
advisable to face facts and not bury ………….
c) After what they’ve gone through, they should be spared ………… giving
evidence in court.
d) She decided to …………the horns and try to ………… the problem without
any further delay.
e) But her husband has been experiencing something of a dip ………… lately
because he refused to clear ………… a little misunderstanding at his
workplace last week.
f) Help me out! I'm ………… between two courses of action.

g) Sooner or later we have to ………… with family problems and usually
getting advice can help us ………… the most obvious pitfalls.

 Rewrite the following sentences using the prompt word given. Do not change it.
a) With its best player out of the game, the team found itself in a very
difficult situation.
DIRE
…………………………………………………………………………………...........
b) You can't shirk your paternal responsibilities.

WASH
…………………………………………………………………………………………..
c) In the event of something going wrong, just contact me.

ARISES
…………………………………………………………………………………………..
d) My landlord really has put me in a situation where I have no choice; I

have to either pay double my rent or move somewhere else.
BARREL
…………………………………………………………………………………………..
e) What you have just said will only exacerbate the problem.
WORSE………………………………………………………………………………
f) We had a problem with our travel plans.

SNAG
………………………………………………………………………………………
g) The major difficulty we are facing in order to start new research is that
we lack qualified people.

BLOCK
…………………………………………………………………………………………
h) We need to solve our financial problems in a more efficient way.
GRIPS
………………………………………………………………………………………

Source: The previous exercises have been adapted from: Side, R. & Wellman, G. (1999). Grammar and
Vocabulary for Cambridge Advanced and Proficiency. Harlow, GB: Person Longman.
 Rewrite the following description/narration replacing the parts in bold with more
specific and colourful verbs (the items studied for the word domain HOLD) . Notice that
in some cases more than one option may be possible; however, try to use a different
verb each time for the sake of variety.
That night, as we gradually calmed down and decided to bury the

hatchet after the most serious row in our time as a couple, several feelings
and restrained emotions tinted our conversation. Try as we did, we seemed
to lose our cool at times during our otherwise seemingly peaceful
negotiations. On mentioning that email, the one that had sparked it all off,
Mary attempted at violently taking hold of my mobile phone, I reckon to
check whether I had erased the message or not, but as I sighed and looked
down, it suddenly dawned on her that we had been there before and there
was no point in that, and she fell short of quickly and suddenly taking
hold of my phone. Instead, and with a couple of tears streaming down her
cheeks, she held my left hand firmly between hers, took a deep breath
and gave me an honest smile. At some other point, as we delved into the
reasons that had led us to separate for a month, she kept a firm hold of the
chair she was sat in, even to the point that her knuckles went white for
holding the chair so tightly, and quietly sobbed for a while. She said that
the thought of losing me threw her off balance and literally made her feel
dizzy. She even admitted she had held on tightly to the hope that we might
make it up soon, and that had given her the strength to carry on. I made it
very clear that things had not been easy for me either, even if I had seemed
colder and aloof. I actually confessed I had readily taken hold of every
chance to find out how she was, whenever someone mentioned her in our
circle of friends, and at the realization of my concern and love, she lovingly
held me in her arms and we didn’t have to say anyting else. All was fine in
the end.
 Exploring words: What’s the difference in meaning? Collect various examples that
illustrate the use of the words included in the following diagram. Then analyze the
examples and explain the difference in meaning, connotation and register.

dispute
row quarrel
disagreement
argument discussion
wrangle squabble
 related to “agreeing” and “disagreeing”: Match the first half from column A with the
second half from column B so as to come up with an idiomatic expression. Then, decide
which of the following labels best describes each group of expressions.
 Be undecided and consider different issues

 Accept or agree on something
 Be unwilling to make concessions

STAND an inch
REMAIN heels
................... NOT GIVE/BUDGE adamant
DIG ..... IN put
STAY firm
WEIGH UP allowances
SIT ON in mind
BEAR something a decision
................... TAKE something INTO something
MAKE ..... FOR sth account /consideration
RULE OUT the arguments
REACH / MAKE the fence
GIVE your ways

I will GIVE / ALLOW YOU ground
HAVE / GET the towel / sponge
................... BE SET IN that
ADMIT in
GIVE your way
THROW IN defeat
 Complete each sentence with a suitable word or phrase:

a) No matter how much pressure you put on Susan, he won't budge
...................
b) She’s been under a lot of stress and she’s extremely tired. You have to
make...................for her.
c) .....................of the risks, some journalists insisted on getting to the front
line of the battle.
d) This university might accept you, ……......... of your disappointing exam
results.
e) The controversy has continued, and both sides are still refusing to give
……......... .
f) Taking ……......... the delicate social situation our community is going
through, it seems to me that such radical proposals should be ................
from the very beginning.
g) As he is getting older, he is becoming more set ………....... .

h) “It’s a very big place so stay ……….......... until I get back,” said her
mother.
 Rewrite each sentence using the word in brackets, so that the new sentence has the
same meaning as the original one.
a) There was no disagreement among the teaching staff members.
(UNANIMOUS)
………………………………………………………………………………………………
b) There will always be differences of opinion even between close friends.
(ARISE)
………………………………………………………………………………………………
c) He is in total agreement with his co-worker. (ENTIRELY)
………………………………………………………………………………………………
d) Scientists at this department had a big disagreement over the question of
global warming. (STRONGLY)
………………………………………………………………………………………………
e) The project has been delayed because of the serious disagreement
between two senior members of the committee. (EYE)
………………………………………………………………………………………………
f) They were in total agreement about most petty things in family
relationships. (FUNDAMENTALLY)
………………………………………………………………………………………………
Source: The previous exercise has been adapted from: McCarthy, M. and O’Dell, F. (2005). English
Collocations in Use. Cambridge, GB: Cambridge University Press.
 Make grammatical and meaningful sentences using the prompt words given. Add any
necessary word and put the verbs in the correct form.
a) We / used to / have / limited amount of money / spend / so / every time

/ we / holidays / we / bear / that / mind.
………………………………………………………………………………………………
………………………………………………………………………………………………
b) A week ago / owner / dig / heels / and / refuse / lower / price / any
further.

………………………………………………………………………………………………
………………………………………………………………………………………………
c) Without / wish / be / dogmatic / I / believe / we / [modal verb] / stand

[idiomatic expression] / this point.
………………………………………………………………………………………………
………………………………………………………………………………………………
d) There / be / new travel plan / and / he / be / minds / what / should /

do.
………………………………………………………………………………………………
………………………………………………………………………………………………
e) Irrespective / race and creed / they /protect / by / law.

………………………………………………………………………………………………
………………………………………………………………………………………………
f) We / [verb] / exception for / child / the grounds / he / already / have /

sister / our school.
………………………………………………………………………………………………
………………………………………………………………………………………………
g) For / young sportsperson / his Olympic record / be / good.

………………………………………………………………………………………………
………………………………………………………………………………………………
h) He / [modal verb in the negative form] / seem / win / but / he / not be /

ready / [idiomatic expression which includes the word "towel”].
………………………………………………………………………………………………
………………………………………………………………………………………………

 Complete these expressions with the missing word.

 to weigh things ……..
 to balance the pros and ………… of something
 to be ………. a quandary
 to snitch ………. someone
 the lesser ………. two evils
 to sleep ………. it
 to ………… the blame for something
 to be ……… two minds ………. something
 to lay oneself open ……….. criticism
 Now complete this story of a personal dilemma with appropriate expressions taken
from the previous exercise:
One of my friends is involved in drug-dealing and I’m

.......................................................................... telling the police. I must
............................................ . I'm fully aware that what he's doing is a
crime and that it would be in the public interest to inform the police. The
problem is that I hate the thought of ....................................... one of my
friends. But what’s even worse is that I know I can’t
.............................................................. for ever. If I keep my secret
much longer I’ll
................................................................................................................
public criticism. Unfortunately, I’m .......... as to what to do, so I suppose
that going to the police would be the
.......................................................................................................... I've
......................................................................................... this situation
with my best friend, and she thinks I ought to go to the police right
away. So if my drug-dealing friend gets into trouble, he will have to
................................................................ for what he has done. In the
end everyone’s got to be completely responsible for their own actions.
What would you do in this situation? Have you ever been in a

similar situation? What did you do?
Source: The previous exercise has been adapted from: Haines, S. (2002). Landmark Advanced.
Oxford, GB: Oxford University Press.

 Expressions associated with the topic “conflict.” Choose the correct highlighted
alternative in the following sentences:
a) The company has done nothing to win / to resolve the conflict over the
workers´ demands.
b) A conflict may raise / rise between the interests of the former owners and
the interests of the new shareholders.
c) We heard a number of the candidates' conflicting / conflictive views.
d) The fierce / sharp quarrel over the money to be spent on the new house
dragged on for months before it was finally patched up / solved. It was
really foolish of her to begin / to pick such a quarrel with her husband.
e) There had been pitched / sharp disagreement on money matters and after
a prolonged conflict between the workers´ union and the government , a
compromise was reached/ created on payment and working conditions.
f) The blazing / sharp row was created / sparked off by a stupid
misunderstanding.
g) What started off as a minor incident escalated into a serious / full-scale
war on drug-dealers. There were social and political problems that led to
its outbreak /break-out. Riots in various neighborhoods had spread /
raged for weeks. Many specialists predict that this war will be a long and
futile / fragile one that will claim thousands of innocent lives.
h) A / an armed / pitched battle erupted between both sets of supporters
when the match ended in a goalless draw.
i) The battle was resolved / won but the war was lost / crushed.
 Fill in each of the numbered blanks in the following passage with ONE suitable word
studied in this unit:
The Moral Dilemmas of Young Professionals
What influences the moral compasses of young professionals? Harvard

Graduate School of Education researchers discuss a study on ethical
conflicts (1) …………. by generations at the (2) …………. of their career
ladder.
by Mallory Stark
Market pressures and the speed of modern-day business are (3) ………….
severe ethical demands on young professionals. Are they selling out to
further their careers, or doing the right thing by their moral compass?
The study looked at on-the-job moral dilemmas a hundred professionals go
through between the ages of fifteen and thirty-five in three professions:
journalism, science, and acting.

The results are unsettling. Often the young professionals know the (4)
…………. thing to do, but instead cross that line to further their careers by
(5) …………. the rules or engaging in morally questionable behavior. They
look for jobs with big money instead of big satisfaction.
Employers need to (6) …………. these findings as they think about their own
corporate values and as they construct management development and
mentoring programs.
Mallory Stark: Is this tension over the dual meaning of being a "good
worker"—that is, being skilled at a (7) …………. as well as doing the job in
an ethical manner—inherent to the younger generation of workers?
I: The challenges to doing work that is at once excellent in quality and
socially responsible are salient (8) …………. professionals across stages and
fields. However, young people still integrating the values of their professions
may be particularly vulnerable to this tension.
Many of the young participants in our study easily identified (9) ………….
they felt was most responsible and "right," but felt that they were excused or
even compelled to (10) …………. these morals in order to advance in their
careers.
At the same time, there is immense pressure (11) …………. professionals
from novices to veterans in today's marketplace to (12) …………. bottom-line
demands. Where scientists in the past focused on contributing to knowledge
or curing (13) …………., today they may be searching for lucrative
treatments to increase a biotech's market share (14) …………. .
Q: Were mentors and role models an important force in the experiences of
the professionals in your study?
A: Interpersonal influences are (15) …………. crucial forces in any aspect of
development, including development within a profession. Ideally, young
people should choose their parents well, and it helps if they choose their
mentors well.
As might be expected, parents were most likely to be described as role
models of hard work and discipline among younger participants in our
study, whether or not they worked in the same field that their children (16)
…………. . Many of the participants also described important teachers who
guided them in learning at least the (17) …………. of their craft. For the
most part, however, young professionals did not speak of close meaningful
mentor relationships in their professional training and workplace.
Source: The text has been taken and adapted from: http://hbswk.hbs.edu/archive/4239.html
 Read the following text and decide which answer (A, B, C or D) best completes each
collocation or fixed phrase:
Protests Subdued
Yesterday’s demonstrations to coincide with the traditional May Day
celebrations were relatively peaceful compared with the (1) …. that
took place a year ago. Last time, a small number of protesters, many

with their faces covered, (2) …. a public building and (3) … most of its
offices, and when they left the building they tried (4) … their way
through lines of officers standing at the end of the main street.
Although this time, several shops and businesses had their windows
(5) …., a quick (6) … down High Street, where most of the
demonstrators spent about seven hours, showed that damage
appeared to be minimal. The officer in charge of policing the event was
last night (7) … to admit that strong police presence and the
containment of the demonstrators was an infringement of civil
liberties. “It is the civic (8) ….. of the police to protect property and (9)
… the ordinary citizens can go about their business,” he commented.
"We will not be (10) …. from that purpose.”
1) A revolting B warring C rioting D rowing
2) A broke down B crashed into C infringed D broke into
3) A violated B ransacked C probed D screened
4) A to force B to clean C to push D to break
5) A clinked B crashed C smashed D collided
6) A glimpse B gaze C glance D stare
7) A averse B reluctant C unenthusiastic D grudging
8) A burden B service C loyalty D duty
9) A warrant B insure C ensure D ascertain
10) A diverted B deflected C detracted D disturbed
Source: The preceding text has been extracted from: Gude, K and Duckworth, M. (2002). Proficiency
Masterclass. New Edition. Oxford, GB: Oxford University Press.
 Fill in the blanks with suitable words related to social unrest:

A crowd of demonstrators …………………….. (1) across the town’s main

square as the leader of the opposition delivered his usual
………………………… (2) against the President blaming the latter for the
country’s ……………………… (3) economy and political
…………………………… (4). The demonstration soon ………………………….
(5) into a full- ……………………….. (6) uprising which had to be forcibly
…………………………….. ………………… (7) by police who sprayed
………………… (8) of tear gas and even fired shots into the
…………………………. (9) crowd of protesters. The opposition blamed the
police for the bloody ………………………………. (10) and demanded that

the govern carry out an economic ………………………… (11) and obtain an

………………….. ………………………….. (12) to
…………………………..(13) the crisis and political ……………………………..
(14) in which the country has been …………………………. (15) for weeks
on end.
 SENTENCE BUILDING: Combine the structures on the left with TWO of the lexical items
on the right so as to form grammatically correct, stylistically appropriate, and logically
meaningful sentences:
1)
First conditional • spark
• minefield
• backlash
……………………………………………………………………………………………......................................................
……………………………………………………………………………………………......................................................
2)
Clause introduced by “although” • setback
• to glorify
• to lash out
……………………………………………………………………………………………......................................................
……………………………………………………………………………………………......................................................
3)
Passive construction • regard

• cowardice
• unsuited
……………………………………………………………………………………………......................................................
……………………………………………………………………………………………......................................................

4)
If only • carnage
• tuggings
• rigorous
……………………………………………………………………………………………......................................................
……………………………………………………………………………………………......................................................
5)
Clause beginning with “after” • moratorium
• to seek
• cost-effective
……………………………………………………………………………………………......................................................
……………………………………………………………………………………………......................................................
6)
Third conditional • staggering
• drearily
• rampage
……………………………………………………………………………………………......................................................
……………………………………………………………………………………………......................................................
7)
“However” + adjective/noun • to plummet
• turmoil
• indictment
……………………………………………………………………………………………......................................................
……………………………………………………………………………………………......................................................

 Use the words below to complete the sentences. Make any necessary changes to the
words. Then explain the meaning of the expressions or word associations formed:
Resent trigger clue stir

Blow surmount issue bone
a) The lady´s refusal to be the chairwoman of the company founded by her

grandfather was a major……..….. …................ contention for the family.
Her lack of interest in accepting such an honour was regarded as a
disrespectful attitude by her relatives.
b) The two brothers came ………………. ………………………….. over their

divergent opinions about how to invest the money they had inherited.
c) A series of foreign policy measures adopted by the United States

……………..………. up resistance against American capital investment in
the area.
d) A lot of people do not have good communication skills. They don´t know
how to resolve their issues effectively and they feel guilty about a problem.
Many people see thoroughly talking about an issue as confrontation. In
this way, they harbour ……………………..……, since they are never able to
release their frustration and anger.
e) Some critics take …………………..……. with antidrug campaigners. Like

crusaders against alcohol and marijuana, the anti-ecstasy forces may be
persuading a generation of already skeptical youths that adults are more
interested in scaring kids than informing them.
f) Even after years of money and time spent on joint global research to know
what forces drive the universe, scientists remain……………………….. and
are still far from reaching conclusive agreements.
g) During the opening ceremony of the global summit, the Secretary General
of the U.N. warned that water shortages in various parts of the world
could …………………..… off wars in the future.
h) So far, expert attempts to extend Internet reach and accessibility while

making it more resilient and immune to possible controls and
manipulations have brought about a series of ........................... problems.

 Rewrite each of the following sentences using the words between brackets, without
changing the meaning of the original sentence:
a) After so many years of concealed and repressed anger against the

tyrant, the peasants were finally able to express their cry of freedom
with the help of the press.
(UP)
…………………………………………………………………………………………...
………………………………………………………………………………………..….
b) Some of the manager´s promises were fulfilled and the engineers were
promoted. On the other hand, the new workers’ needs have not still
been satisfied, and this has created a negative working environment.
(UNMET)
…………………………………………………………………………………………...
………………………………………………………………………………………..….
c) It is absolutely forbidden for single mothers to enrol their children in

some prestigious religious schools, a fact which has become a thorny
issue for the Catholic church.
(UNDER)
…………………………………………………………………………………………...
………………………………………………………………………………………..….
d) This is the first time Jason finds himself

……………………………………... If he turns down the offer, he will regret
it. If he accepts it, his family will be at stake.
(CROSSROADS)
…………………………………………………………………………………………...
………………………………………………………………………………………..….
e) He can either keep trying to convince the board the new treatment is
effective or he can choose to carry on with the experiment on his own.
Neither of the alternatives seems suitable.

(WHICH)
…………………………………………………………………………………………...
………………………………………………………………………………………..….
f) The enforcement of the new law became a thorny issue for the
members of the Conservative party, who claimed they were violating
the natural right to life.
(RESULTED)
…………………………………………………………………………………………...
………………………………………………………………………………………..….
 Write self-explanatory sentences using the lexical items listed below.

Make sure the
meaning of the item becomes clear through the sentence. An example has been
provided to help you:
Lexical item: come under scrutiny

Self-explanatory sentence: When the head of the Central bank said
that bank boards would come under scrutiny, he specifically
meant bank bonuses should be more closely controlled and non-
executive directors should be better trained.
✓ To have a scrap
✓ To undermine
✓ A stalemate
✓ To be at odds with somebody
✓ To yield your needs

✓ Knotty problem
✓ To see eye to eye
✓ Feud

 Fill in the blanks in the following text with suitable lexical items related to conflicts and
dilemmas:
How to Bury the Hatchet at Work
Stubborn pride and huge egos sometimes leave office conflicts (1)
………………………. Whether it's a (2) ……………….., a sore spot or just two
totally different personalities, at-work arguments are on the rise and hard to
resolve. (3) …………………………. …………….. …………….. [three
words]using these simple steps.
Instructions
1. Step 1
(4) …………… ……………….. ……………..[three words] with the fact

that you need to be the bigger person. This conflict will likely remain
unresolved if you cannot (5)………………………. your pride and be the
person to step forward and communicate.
2. Step 2
Approach any office mates who are involved with the conflict and discuss
a time and place to have a discussion. A private yet casual setting is best.
Meet over lunch at a restaurant or park or order food and meet in a
conference room.
3. Step 3
Be honest. The only way to work through a disagreement and resolve it is

to outline the disagreement. (6) ……………………. …………………. [two
words]the subject won't get you anywhere.
4. Step 4
Use the "I" statement when communicating. The "I" statement is a

popular and important phrase in (7) …………….. ……………….. [two
words]culture. (8) ………………………. is the biggest reason conflicts
continue to fester. By taking responsibility, you eliminate the opportunity
for coworkers to become defensive. For example, say "I think I
misunderstood what you wanted from me," instead of "You were not clear
when you explained the project."

5. Step 5
Listen. Nothing will be resolved unless your office mates feel that you are
genuinely interested in what they have to say. If a coworker gets the
impression you are simply waiting for the next opportunity to talk, you’ll
be back at (9) …………. …………… [two words].
6. Step 6
Ask what you can do to make the office environment better. Regardless of
whether you think you are the cause of conflict, make it clear that you
want to move on. This may mean swallowing a big dose of pride but it will
be well worth it in the end.
Source: The previous text has been extracted from: http://www.ehow.com/how_2087487_bury-hatchet-

work.html
 Fill in the gaps with phrases from the list:
✓ Started the ball rolling

✓ Bone of contention
✓ In a nutshell
✓ Going round in circles
✓ Racked his brains
a) I won’t bother going into all the details, but, ……………………………..,

we have to cut down on spending costs.
b) At the company meeting, the director ...................................................
by asking if everyone was present.
c) The student ………………………………………………… to find the right
answer to the complicated question.
d) We kept ………………………………………….. trying to decide what colour

to paint the house but we just couldn’t agree on anything.
e) Politics is a ……………………………………… at home—it´s a very
sensitive subject as my husband’s Labour and I’m Conservative.
 Rewrite the following sentences using the words in bold. Do not change these words in
any way:

a) “I don’t understand you! Everything was going so well and then you
had to go and spoil everything.”
ROCK
…………………………………………………………………………………………..
b) We’re way below last year’s profit. I think we should meet to discuss
the figures and find a way to increase our sales.
HEADS
…………………………………………………………………………………………..
c) The police inspector wasn’t interested in details of the arrest; he just

wanted to know the basics.
BARE
……………………………………………………………………………………….....
d) Although the doctors tried hard to save the man, they knew his
injuries were fatal.
BATTLE
…………………………………………………………………………………………..
e) “I don’t know what I’m going to do when I leave school. I guess I’ll have
to think about it carefully.”
CAP
……………………………………………………………………………………….....
Source: The last two exercises have been extracted from: Milton, J. and Evans, V. (2000). A Good Turn
of Phrase. Advanced Idiom Practice. Berkshire: Express Publishing.
 Choose the item (A, B or C) which best completes the gap in each of the following
sentences. You must put the item chosen in the correct form:
1) The workers seemed to …………………………………………… the power of

the strike as they walked off their factory production lines and
crippled output with a sit-in, complaining that they were being made
redundant without any reason and they were not being paid for extra
hours.
a)GRASP b) HUG c) CLASP
2) A young boy, who had been playing hide and seek with his friends in
the park, fought off the old woman who had tried to

……………………………………… him and, with the help of his friends,

he managed to pull away and run off.
a) HUG b) GRASP c) SNATCH
3) He……………. his hands, he stares, he scores. The fans cheer! What is

the meaning of such a position? In an interview the football player
explained that his hands are like a barrier against the opposing
outside world that surrounds him and disturbs his concentration with
the whistles and jeers.
a) CLASP b) GRIP c) GRASP
4) According to a controversial law enacted last February, Asylum seekers

in Denmark can keep up to 10,000 kroner cash for themselves and
anything more can be taken to pay for their care. Based on this
legislation, Denmark has ………………………………………….. valuables
from asylum seekers for the first time.
a) CLING b) SNATCH c) SEIZE
5) Contrary to what many debunkers of euthanasia may think, the

number of people who ………………………………………….. to their lives,
however harsh, miserable and challenging those lives may be, is and
has always be, pretty high.
a) GRAB b) CLING c) GRIP
6) The photograph showing Obama ………………………………….. his wife,

eyes closed, against a cloudy and stormy backdrop, has become the
most liked and re-tweeted post ever. That photo seems to embody the
president’s core values of trust, manliness, loyalty and love of family.
a) SEIZE b) HUG c) CLUTCH
7) Drawing on the savage anger that simmered deep inside her and she
found very hard to control, she pushed him out with her hands, hit
him hard and swung before he could …………………………………. her
throat.
a) GRIP b) SNATCH c) HUG
8) Black Friday, which offers a flood of discounts on everything from

headphones to juice blenders, is coming soon. This madness takes
place on the last Friday every November but the week before and the
weekend after, are packed with attractive deals. Luckily, you don’t
have to leave the comfort of your home to
………………………………………. the best prices.
a) CLASP b) CLING c) GRAB


ADDITIONAL RESOURCES FOR SELF-STUDY

AND STRATEGY TRAINING
 Summary of grammatical structures and linking devices to be reviewed. Many of the exercises
you have been exposed to (particularly, sentence building and sentence transformation
exercises) contain structures and connecting devices you may have learned in the past or in
other courses you have taken. It is convenient at this point to review the rules that regulate
their use. The following register includes the most important ones, but you should be able to
identify others and complete your register. Make sure you go back to the texts and/or
exercises in which you first encountered them in this material:
REVIEW
1) Structures to introduce alternatives (the issue of whether or not to do

sth.; the question of whether more legislation is needed or just better
enforcement of current legislation; whether or not something has
happened will depend on your point of view).
2) Position of words in negative questions (In what cases will giving in not be
an option?)
3) Use of “nor” to link sentences (They would not commit such a crime. Nor
would they assume responsibility over it if they did).
4) Use of adjectives and past participles at the beginning of a sentence to

form clauses (Aggrieved by years of harassment, the perpetrator longs for
power).
5) Use of “as” + a past participle (As defined by the text, deindividuation

stands for…)
6) Use of neither of which /none of which / either of which.
7) Difference between “each other” and one another.”
8) Expressions such as “by virtue of,” “on the grounds that,” “as is often
the case,” “at the same rate as.”
9) Use of the preposition “to” in phrases such as “the alternative to

+verb[ING]” and “to be tantamount to + verb[ING].
10) “As a result of sth./doing sth./sb. Doing sth.
11) Restrictive expressions such as “you have little choice but to

accept…”
12) Verbs with certain patterns and uses: to render sth. (sterile); to be
hailed as (a magical solution); to pride oneself on (being…); to put (sth.)
in jeopardy.

 The following is an example of a peer feedback form. You can write essays and ask a partner to
give you feedback on various aspects of your writing to help you produce a second revised
draft of your text.
PEER FEEDBACK FORM
CATEGORIES TO ANSWER
BE CONSIDERED QUESTIONS FOR FEEDBACK YES OR NO
FOR FEEDBACK
Do I announce my purpose clearly?

Could you state this purpose in your own
words?
Does the text fulfill the purpose

announced or implied?
Does the essay respond to the exam
PURPOSE question/topic? Consider type of essay
and thesis
Does my thesis sentence perform all the
functions an effective thesis statement is
supposed to perform?
Add any comments or suggestions for
improvement in this area:
Is my essay clearly and effectively

organized according to the rhetorical
intent implied and content developed?
Is each paragraph properly introduced?

Does the text flow smoothly from one

paragraph to the other?
Is the introductory paragraph interesting?
ORGANIZATION Effective? Original? Appropriate?
Does my text contain a suitable variety of
sentence type and length?
Are connectors and other linking devices
successfully used?
Is the concluding paragraph satisfactory?
Does the essay contain enough and

relevant information about the topic?
Do I demonstrate knowledge of the course
materials?
Do I make proper use of my sources, i. e.,
CONTENT properly summarizing, paraphrasing or
quoting, without committing plagiarism?
Do I need to make grammatical

adjustments?
Have you observed any recurring mistakes
in agreement?


GRAMMAR AND in the use of verb forms?
VOCABULARY Have you observed any recurring mistakes
in spelling?
in punctuation?
Is my use of vocabulary correct?
Do I need to improve my use of
vocabulary? Consider range, variety, and
register.
Is the vocabulary used relevant to the
topic discussed?
Would you like to write a final comment giving an overall impression and
briefly assessing my essay?


BIBLIOGRAPHY
Ackerman, J. (2002). Science and Space. National Geographic magazine [online article].
Retrieved November 15, 2016, from
http://science.nationalgeographic.com/science/article/food-how-altered.html
Behind the Bloodshed. A special investigation. (2014). USA Today [online presentation].
Retrieved Novemver 2016, from http://www.gannett-cdn.com/GDContent/mass-
killings/index.html#suspects
Fisher, M. (2014). This is the One Map You Need to Understand Ukraine’s Crisis. Retrieved
May 3, 2014, from http: //www. washingtonpost.com /blogs/worldviews/
wp/2014/01/24/this-is-the-one-map-you-need-to-understand-ukraines-crisis/
Frances, A. (2014, July 4). The mind of the mass murderer. Psychiatric Times. Available at
http://www.psychiatrictimes.com/blogs/mind-mass-murderer
Genetically modified organisms: Myths and truths. (n./d.). Earthopensource [video file].
Retrieved November 16, 2016, from
https://www.youtube.com/watch?v=M_ztZGbLEJ0
Goodman, M. (2012, June). A vision of crimes in the future [video file]. Retrieved November
16, 2016, from
http://www.ted.com/talks/marc_goodman_a_vision_of_crimes_in_the_future.html
Grave, M. F. y S. M Watts-Taffe. (2002). The place of word consciousness in a research-

based vocabulary program. In E. Farstrup and S. J. Samuels (Eds.), What research has
to say about reading instruction. Newark, Delaware: International Reading
Association.
Gude, K & Duckworth, M. (2002). Proficiency Masterclass. New Edition. Oxford, GB: Oxford
University Press.
Hedge, Tricia. (2000). Teaching and learning in the language classroom. Oxford and New
York: Oxford University Press.
Haines, S. (2002). Landmark Advanced. Oxford, GB: Oxford University Press.
Hardie, A. and Blackburn, C. (2012, October). Stem cells-the future: An introduction to iPS
cells [video file]. Retrieved November 16, 2016, from
https://www.youtube.com/watch?v=Q9-4SMGiKnE
Human embryonic stem cell research and ethics. Eurostemcell [online article]. Retrieved
November 16, 2016, from

http://www.eurostemcell.org/files/Human_ES_ethics_1.pdf
Kilmann, R. H. (2011). Celebrating 40 years with the TKI assessment. A summary of my

favorite insights. CPP.
Kluger, J. (2007). Inside the Mass Murderer’s Mind. Time Magazine.
Martinez, L. (2013). Madero’s Venezuela: Crisis Without End. Retrieved May 2, 2014, from
http://latino.foxnews.com/latino/opinion/2013/10/17/maduro-venezuela-crisis-
without-end.

Martinez, M. (2013). Newtown a year later: Nation reflects on legacy of its 2nd-deadliest
mass shooting. Retrieved May 3, 2014, from http//www.
cnn.com/2013/12/14/us/newtown-sandy-hook-shooting-anniversary/
McCarthy, M. and O’Dell, F. (2005). English Collocations in Use. Cambridge, GB:

Cambridge University Press.
McMahan, J. (2012). Why gun “Control” is not enough. Retrieved May 4, 2014, from
http://opinionator.blogs.nytimes.com/2012/12/19/why-gun-control-is-not-
enough/?_php=true&_type=blogs&_r=0
Milton, J. and Evans, V. (2000). A Good Turn of Phrase. Advanced Idiom Practice. Berkshire:
Express Publishing.
Overview of the Gun Control Debate. (n.d.). Retrieved May 2, 2014, from
http://www.connection.ebscohost.com/us/gun-control/overview-gun-control-debate
Raqib, J. (2016, June). The secret of effective nonviolent resistance [video file]. Retrieved
October 3, 2016, from https://
www.ted.com/talks/jamila_raqib_the_secret_to_effective_nonviolent_resistance
Ronald, P. (2015, May). The case for engineering our food [video file]. Retrieved November
16, 2016, from
https://www.ted.com/talks/pamela_ronald_the_case_for_engineering_our_food
Schram, J., Moore, T., and Golding, B. (2016, June 12). 50 killed in Florida gay club
massacre, deadliest mass shooting in US history. New York Post. Retrieved from
http://nypost.com/2016/06/12/multiple-injuries-reported-after-florida-nightclub-
shooting-cops/
Side, R. and Wellman, G. (1999). Grammar and Vocabulary for Cambridge Advanced and
Proficiency. Harlow, GB: Person Longman.
Smale, A. and Erlanger, S. (2014, February 3). U.S. and Europe work on aid package for
Ukraine. New York Times [online report]. Retrieved November 15, 2016, from
http://www.nytimes.com/2014/02/04/world/europe/us-and-europe-work-on-
financial-solution-to-ukraine-crisis.html?_r=0
Solomon, S. (2012, June). The promise of research with stem cells [video file]. Retrieved
November 10, 2016, from
https://www.ted.com/talks/susan_solomon_the_promise_of_research_with_stem_ce
lls
Stark, M. (2004). The moral dilemmas of young professionals. Working Knowledge. The
thinking that Leads. Harvard Business School [online article]. Retrieved November 16,
2016, from http://hbswk.hbs.edu/archive/4239.html
Stem cells. (2015, January). The Khan Academy [video file]. Retrieved November 17, 2016,
from https://www.youtube.com/watch?v=_Va5Sbbuvpo
Thomas, K. and Kilmann, R. (2010). Thomas-Kilmann Conflict Mode Instrument. Profile and
Interpretive Report. Sunnyvale, California: CPP.
Twenty seven big advantages and disadvantages of genetically modified foods. (n./d.).
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Recommended Internet Resources:
http://en.wikipedia.org/wiki/Conflict
http://www.wisdomquotes.com/cat_conflict.html
http://en.wikipedia.org/wiki/Dilemma
http://listverse.com/2007/10/21/top-10-moral-dilemmas/
http://www.pbs.org/wgbh/nova/sciencenow/0305/03.html

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ENGLISH LANGUAGE III

ENGLISH LANGUAGE III

STUDENT’S IN-CLASS AND OUT-OF-CLASS COURSE MATERIALS

Marcela González de Gatti

Marcela González de Gatti

In-class and out-of-class course materials

Conflicts and Dilemmas

In-class and out-of-class course materials 2

Conflicts and Dilemmas

In-class and out-of-class course materials 3

Gonzalez de Gatti, Maria Marcela

1. Lengua. I. Orta, Dolores II. Schander, Claudia III. Título

Conflicts and Dilemmas

In-class and out-of-class course materials 4

The main language skills: Integrated practice ................................................................. 9

Different kinds of conflicts ............................................................................................ 9

The seeds of violence: Mass shooting tragedies ............................................................ 39

The gun control debate .............................................................................................. 53

The nature of a dilemma ............................................................................................ 67

Treading on thin ice: Genetically modified organisms.................................................. 87

(Embryonic) stem cell research: On the slippery slope? ................................................ 82

Lexical competence: Further development and consolidation ...................................... 95

Additional resources for self-study and strategy training ............................................. 123

Bibliography ............................................................................................................. 129

Conflicts and Dilemmas

In-class and out-of-class course materials 5

In-class and out-of-class course materials 6

❖ -‘adjust their learning strategies when necessary to improve learning’

In-class and out-of-class course materials 7

In-class and out-of-class course materials 8

THE MAIN LANGUAGE SKILLS:

DIFFERENT KINDS OF CONFLICTS

WARM-UP PRE-READING ACTIVITY: Exchanging ideas. Discuss

❖ Do you think conflict is inherently interesting? If so, what kind of conflict(s)?

READING ACTIVITY: Comparing hypotheses with facts. The

In-class and out-of-class course materials 9

• community conflict • intrastate conflict (for example: civil

In-class and out-of-class course materials 10

Structural Factors (How the conflict is set up)

• Authority Relationships (The boss and employees beneath them)

• Communication barriers • Perception

POST-READING DISCUSSION: Relating new

➢ Use a variety of dictionaries to learn about the following items:

In-class and out-of-class course materials 11

➢ How would you use the following idiomatic expressions?

Conflicts and Dilemmas

In-class and out-of-class course materials 12

READING ACTIVITY: Making predictions and looking for a

THE MAIN FEATURES OF CONFLICT

In-class and out-of-class course materials 13

Source: The preceding text has been abridged from:

DISCUSSION AND READING:

Conflict Styles and Their Consequences

In-class and out-of-class course materials 14

In-class and out-of-class course materials 15

A few points are worth reiterating before proceeding:

• A conflict is more than a mere disagreement - it is a situation in which people perceive a

ANSWER THESE PERSONAL QUESTIONS:

❖ How do you deal with conflict in your daily life?

ONLINE TASK: Using an Internet resource to increase your

In-class and out-of-class course materials 16

➢ From Home, watch the welcome video by Thomas H. Kilmann to find

What are the advantages of taking the Thomas-Kilmann test, according