Oxford University Press is the world’s authority on the English language. As part of the University of Oxford, we are committed to furthering English language learning worldwide. We continuously bring together our experience, expertise and research to create resources such as English File, helping millions of learners of English to achieve their potential. English File 4 fourth edition gets you talking 90% of teachers who took part in an Oxford Impact study found that English File improves students’ speaking skills. Deepen your knowledge of cultural topics and wider world events with the Culture and Reading Companion: • Reading texts and activities about cultural topics • Language development exercises focusing on key vocabulary • Questions for group or whole-class discussion fourth edition English File Intermediate Culture and Reading Companion • In-depth writing tasks based on the topic of the texts • Maps of the British Isles and the USA Kate Mellersh FOR STUDENTS • Student’s Book with Online Practice •Student’s Book eBook • Workbook (with or without key) • Say It app for pronunciation practice FOR TEACHERS • Teacher’s Guide with Teacher’s Resource Centre •Classroom Presentation Tool •Class DVD • Class Audio CDs 3 ISBN 978-0-19-403567-5 This course can be used as part of preparation for the Oxford Test of English. www.oup.com/elt 4035675 EF4e Int Cult Comp Cover.indd 1 www.oxfordtestofenglish.com 9 780194 035675 12/09/2018 15:43 Stronsay Kirkwall De rw ou r i Detroit NIAGARA FALLS r ie eE PENN. ak RHODE ISLAND CONNECTICUT L Fraser o A M E R I C A rad o f C m Wi t ha e VER. OTTAWA NEW HAMPSHIRE Montpelier Concord Toronto tario N. Y. Boston n Hartford MASSACHUSETTS L. O ea t Greenwich Phoenix Santa Fe NEW MEXICO dian Ca n a El Paso OKLAHOMA ARKANSAS TENNESSEE Cape Fear Columbia Little MISSI- ALA- Atlanta SOUTH CAROLINA Rock SSIPPI BAMA GEORGIA Savannah Jackson Dallas Montgomery LOUISIANA TEXAS Jacksonville Baton Rouge Austin Orlando New Orleans Tampa Cape Canaveral az Houston Mississippi San FLORIDA Delta Antonio Miami Oklahoma City Red Orford Ness Est ua ry Gulf of Mexico O c e a n THE BAHAMAS CUBA KENT o wn s A t l a n t i c The Naze s Thame North D N o r t h Ala b Trent NOVA SCOTIA Augusta Cape Sable Canterbury JAMAICA M E X I C O South Foreland HAITI Avon Exe Minneapolis e MAINE os Cam Lak Cape Breton Br Ous Mts. brian l MICHIGAN Cape Race Halifax Montreal Supe rior Milwaukee Pr. Edward Island NEW BRUNSWICK Quebec Thunder Bay WISCONSIN Gulf of Saint Lawrence ce en wr ron Hu Hebride no n Moosonee e l d i e Lak NEWFOUNDLAND QUEBEC ONTARIO h Lake Michigan S i Clare d Colchester GRAND CANYON ARIZONA Tucson The Broads Ipswich LEEDS CASTLE Isle of Wight Selsey Bill s h E n g l i Start Point l n e n a C h Jersey HONDURAS Over 2000m EL SALVADOR NICARAGUA COSTA RICA 500 - 1000m F R A N C E Caribbean Sea GUATEMALA 1000 - 2000m Alderney Sark BELIZE Beachy Head Lizard Point 200 kilometres St. John’s James Bay de an Gr Portland Bill Guernsey ss Mi 0 150 miles Cambridge Medway Lyme Bay Channel Islands 0 a Penzance n MINNESOTA S T A T E S Rio Isles of Scilly Mevagissey n Land’s End tt a O c e a n um Dover Southampton South Downs New Dungeness GLYNDEBOURNE Portsmouth Forest Bournemouth Brighton Exeter Plymouth San Diego Norwich Watford LONDON Salisbury Plain s Glastonbury LABRADOR Cape Bauld Goose Bay n STONEHENGE LONGLEAT Pierre WYOMING i Newquay DARTMOOR Bath N. DAKOTA Smallwood Reservoir Schefferville Belcher Island S Black Bismarck Hills S. DAKOTA a ar Tam A t l a n t i c Bodmin Moor We ns Barrington Reading Windsor Fort Peck Reservoir t Exmoor Bristol Helena n Newport Hills u Us k CARDIFF Bristol Channel Gr VALLEY Los Angeles The Fens HERTFORDCotswold Hills Oxford Chiltern S H I R E Par re N o r t h Point Arguello The Wash E N G L A N D Stratford-upon-Avon A Nelson Lake Winnepeg Saskatoon Missouri Labrador Sea Cape Chidley Cape Harrison D Churchill Winnipeg Sna ke Strait aska chewan t MONTANA it Hudson Bay MANITOBA atc he wa n ra Ungava Bay A a o BRECON BEACONS Carmarthen Bay Lundy Lincolnshire Wolds Northampton N. S U N I T E D Grimsby Sheffield Calgary M Tywi PEMBROKESHIRE COAST Milford Haven Peak District Edmonton y Old Head of Kinsale Salford N. Sa sk eR Boise OREGON IDAHO Mt. Shasta St New York Cleveland Trenton IOWA Chicago Great Pittsburg NEW JERSEY Plat NEBRASKA NEVADA Salt OHIO Des Moines te Cheyenne INDDover Lake Reno Sacramento ILLINOIS IANA Columbus Baltimore DELAWARE Lincoln Salt Lake City MARYLAND Indianapolis Denver WASHINGTON DC San Francisco W. VIR. Richmond VIRGINIA Kansas St Louis Louisville UTAH lo KANSAS COLORADO CALIFORNIA Mt. Whitney Blue Ridge o KENTUCKY City Arkans Raleigh Cape Hatteras Las Vegas as Wichita MISSOURI Mts. DEATH Nashville NORTH CAROLINA Spurn Head er N SASKATCHEWAN k Bantry St. David’s Head Hum b Manchester Seattle Portland Salem ange Cape Mendocino Hull Aire Coventry Wye c Mizen Head St. Yorkshire Wolds Stoke -on-Trent HARDWICK HALL Derby Nottingham Oswestry Stafford Nene Se Leicester ver n Birmingham W A L E S Mt. Robinson Mt. Ranier Cape Blanco Filey Bay Flamborough Head Lake Athabasca o Bantry Bay Cork Harbour Ge Dee Scarborough t en A Fort McMurray Selkirk Mountains Huds on Rankin Inlet Hay River WASHINGTON O c e a n Yellowknife Great Slave Lake ALBERTA ada Sierra Nev Cork Aberystwyth a Ch s ’ Fishguard ge or Liverpool n t a i n s M o u Waterford Blackwater Carrauntuohill e nn e Killarney Rosslare re Cardigan Bay Wharf Ou s Chester Snowdon Wicklow Tralee Dingle Bay SNOWDONIA ale Sw Limerick Suir Bray Head Caernarfon Bay Wicklow Head Nore Tralee Bay Anglesey Wicklow Mountains U Leeds York Bolton Colwyn Bay e s h an Lough Derg Loop Head S e a Holyhead i n L n Galway I r i s h Lancaster Morecambe Bay North Yorkshire Moors Yorkshire Dales o DUBLIN n Lough Corrib Hawkshead P a c i fi c Middlesbrough Tees Cape Flattery is Igaluit Ch ann el Southampton Island NUNAVUT NORTHWEST TERRITORIES C Vancouver e R E P U B L I C e O F yn B I R E L A N D iffey Dundalk Bay Newcastle upon Tyne Gateshead Sunderland Ambleside Scafell Pike Vancouver Island Tyne Great Bear Lake Fort Norman Cassiar Mountains Prince Rupert av Foxe Basin Fort Simpson BRITISH COLUMBIA AN’S WALL HADRI P Dundalk Queen Charlotte Islands Tweed CUMBRIA Grasmere Douglas Isle of Man Slieve Donard Alexander Archipelago Holy Island LAKE DISTRICT NORTHERN IRELAND Enniskillen Dumfries Firth s Juneau Cheviot Hills Carlisle Solway BELFAST n n E de Lough Neagh a p l U n e r t h S o u h Nit Sligo Lough Mask Aran Islands Omagh E r ne Lough Conn Kilmarnock Stranraer S e a Whitehorse R de Erris Head Achill Head Achill Island Firth of Arran Clyde N o r t h Firth of Forth Mt. St. Elias Gulf of Alaska Ca sca d s Nor thw y Kodiak Island Dundee d YUKON TERRITORY Mt. Logan EDINBURGH Antrim Mountains Bann Londonderry Donegal Anchorage D C Perth Stirling Dawson City Alaska Range Montrose GlasgowCly Giant’s Causeway Rossan Point Mt. McKinley Mountains mpian Tay Loch Lomond Jura Cambeltown Aran Island Dee Macdhui Oban Islay Malin Head Aberdeen Baffin Island Victoria Island Fort McPherson Fairbanks B a ffi n Bay e Fox Gra Don Prince of Wales Island Amundsen Gulf Porcupine a s t C o Inner m s o r n g r a i Ben BALMORAL S C O T L A N D Mull ALASKA Yukon Devon Island Banks Island Brooks Range S C Ben Nevis Fraserburgh Invernesspe LOCH NESS Rhum Fort William Bering Sea Melville Island ama s nd gh Moray Firth Hi est e Littl Skye Beaufort Sea Barrow ern Uig Barrow Point Mackenzie Mountains O c e a n Shetland Islands G R E E N L A N D ie Mackenz Barra Chukchi Sea la Ullapool O c e a n R U S S I A Athab asc a in M in M Outer h ch Grimsay South Uist A t l a n t i c rt Under 100m Below sea level Sumburgh Head ch e id br He No North Uist N o r t h Wick Stornoway Harris Bressay Lerwick Ellesmere Island A r c t i c 100 - 200m Foula JOHN O’GROATS Lewis s Mainland S. Ronaldsay Pentland Firth Cape Wrath Lincoln Sea 200 - 500m Hoy Butt of Lewis North America 500 - 1000 m e Mainland a Yell St. L Sandsay Pea c The British Isles Over 1000m Unst Orkney Islands 200 - 500m Under 200m 0 Below sea level 0 1,500 miles PANAMA COLOMBIA 2,000 kilometres © Copyright Oxford University Press 4035675 EF4e Int Cult Comp Cover.indd 2 12/09/2018 15:43 Contents Map of the British Isles Inside Front Cover 1 Eating in Britain p.2 2 Travelling on a budget p.4 3 Same language, different culture p.6 4 April Fool’s Day p.8 5 San Francisco p.10 6 Centres of the film industry p.12 7 An inventor with a mission, James Dyson p.14 Map of North America Inside Back Cover 1 © Copyright Oxford University Press 4035675 EF4-Int-CultLit Comp.indd 1 18/09/2018 11:19 1 Eating in Britain 1 Answer the questions. 1 What dishes do you think of as ‘typically British’? Have you tried them, and if so, did you like them? 2 What do you think influences the way people of a country cook? Think about these things: • weather • travel • history • culture 2 Read the texts. C elebrity chefs 5 Nowadays, cookery is a common theme for British television programmes. Top chefs earn millions and become very famous celebrities by appearing on TV. Inviting friends to dinner at home is very popular in the UK, and people use TV programmes and the internet to find recipes so they can impress their friends with highquality, home-cooked food. 6A celebrity chef, Jamie Oliver, became known for creating simple food that anyone can make in their own kitchen. He used his fame in 2005 to lead a campaign to provide better food education and healthier meals for UK school children. F ood culture 7 The 1 Many people think of British food as unadventurous, unhealthy, and unattractive. Britain is famous, after all, for takeaway food such as fish and chips, and the fried full English breakfast. Does modern British cuisine really deserve such a bad reputation? Some people would disagree. 2 It’s certainly true that food culture in the UK has changed dramatically in recent years. Increased international travel, living in a multicultural society, and the influence of celebrity chefs have all contributed to the changing face of the British diet. 3 As flying became cheaper in the 1980s and ’90s, many British people travelled abroad for the first time. They brought home a taste for European dishes such as Spanish paella, Greek feta cheese, French cheeses and wines, and Italian pasta. In recent years, delicacies like Mexican burritos or Japanese sushi have also become popular in Britain. But the UK’s love of international food started long before this. It was centuries of empire which first brought dishes like Indian curry back to Britain. As the British Empire was reduced in the 20th century, millions of people immigrated from colonies to the UK, and British society became much more multicultural. There is still a large British Asian community today, and curry is one of the best-selling takeaway foods. 4 range of TV programmes has grown to suit the variety of chefs. You can see prize-winning chefs judging TV cookery competitions, or travelling around the UK coast, watching fishermen catch seafood for a recipe. One chef, Gordon Ramsay, goes into restaurants which are failing and tries to make their business work well again. Often he succeeds, but only after shouting at the restaurant owner and all of the staff! 8 MasterChef and The Great British Bake Off are both very popular British cookery programmes. People compete against other cooks, and their dishes are judged by professional chefs. MasterChef has helped many British families try new food, while The Great British Bake Off has encouraged people to do more home baking. 9 TV viewers love some of the chefs and dislike others. Whatever your opinion of them, they’re certainly successful. Many own restaurants which are so popular that you have to book a table months in advance if you want to experience their cooking. In recent years, celebrity chefs have educated the British public about food, and introduced them to new flavours. As a result, British tastes are more adventurous and international than ever before. 2 © Copyright Oxford University Press 4035675 EF4-Int-CultLit Comp.indd 2 18/09/2018 11:19 3 Number the items in the order that they are mentioned in the texts. A examples of cookery-themed TV programmes B a history of influences on British tastes in food C how one chef changed what school pupils eat Done of the most popular takeaway foods in Britain today E opinions about UK food F opinions of TV chefs 4 Read the sentences. Write T (true), F (false), or DS (doesn’t say). 1 People often think that UK cooking is dull. 2 The first thing that changed British tastes in food was foreign travel. 3 Working with food is popular amongst all immigrants to the UK. 4 British people buy more fish and chips than other fast foods. 5 Many British people enjoy cooking for friends. 6 Jamie Oliver was worried about children’s eating habits. 7 There are too many different types of cookery programmes on British TV. 8 The cookery programmes on TV have not changed the way British people cook at home. 9 Most people can’t eat in the restaurants of famous chefs because they are too expensive. 10 The text suggests that British opinions about food have changed, but doesn’t say that British cooking is better. 5 Tick (✔) the correct options to complete the definitions for these words from the texts. 1 reputation (paragraph 1) a what people think about something generally b an article giving an opinion on something 2 contribute to something (paragraph 2) a be part of the reason for something to happen b make something better than it was before 3 have a taste for something (paragraph 3) a know a lot about a subject b enjoy something a lot 4 impress (paragraph 5) a talk to somebody about things they enjoy b make somebody think you are clever or good 5 campaign (paragraph 6) a an attempt to change people’s ideas or actions b a discussion about something important 6 range (paragraph 7) a the variety of things b the popularity of something WHAT DO YOU THINK? ■■ Compare what you know of British food with that of your own country. Use the adjectives in the box to help. (un)adventurous complicated / simple fresh fried (un)healthy multicultural oily spicy sweet tasty / dull traditional / modern ■■ What influences your diet? I like to use very fresh, local ingredients, so my diet changes a lot at different times of the year. I only have time to cook at weekends. During the week, I have quick and easy meals. As a student, I don’t have much money to spend on food. I buy cheap food from the supermarket. Mum does all of the cooking at home, so we don’t really choose what we eat. Her food is quite traditional, and very tasty. We love it. ■■ Are you interested in famous chefs and luxury restaurants? Why? / Why not? PROJECT Make a poster about cooking from your country or region. Get pictures from the internet of typical dishes. Include information about these things: • reasons why certain foods are popular (history, weather, availability) • local delicacies and how they are cooked / eaten • any special meals which are eaten at particular times of the year (e.g. Christmas, New Year, local festivals) 3 © Copyright Oxford University Press 4035675 EF4-Int-CultLit Comp.indd 3 18/09/2018 11:19 2 Travelling on a budget 1 Answer the questions. 1 Read the introduction and predict what you think the texts will be about. If you ask people what they’d like to do more in life, most would put travel near the top of their wish list. Why don’t we do it more? For many of us, air tickets, hotel bills, and eating out all add up, and it just costs too much. Here are three ways to see more of the world, but on a budget. 2 Have you tried any ways of travelling cheaply? What was it like? 2 Read the texts. A Greeters 4 One of the reasons travel is so expensive is that you don’t have insider knowledge of the place you’re visiting. As a tourist, you often do things you wouldn’t choose to do at home and you spend a fortune doing them, too. Many people would agree that the best way to see a new place, especially a large city, is with a friendly local. This is why Big Apple Greeters was set up in 1992. At the time, New York (‘The Big Apple’) had a reputation for high crime rates and high prices, and tourist numbers were at an alltime low. Through their website, Greeters with similar interests are matched with visitors to the city. The tourist is met on arrival and the Greeter shows them parts of New York that they’d never find alone. In over 25 years, the Greeters have welcomed over 175,000 visitors in New York, and the scheme has spread to over 130 international destinations. One recent New York visitor, Karl Schultz, was full of praise for the scheme: ‘My Greeter, Dwight, and I had a lot in common. We spent a great day going around the food markets of his neighbourhood, Greenwich Village, and relaxing in local cafés. He told me a lot about the history of music in the area. Then, the next night, he took me to see a wonderful jazz band.’ He smiles, ‘It’s the cheapest and best city break I’ve ever had!’ B House-sitting One way of reducing your costs even further is to try ‘house-sitting’. This offers not only free accommodation, but a whole private house or flat. Everyone has stayed over at a friend’s house at some point. House-sitting websites extend this idea and make it international. Some people get nervous about leaving their house empty while they are away and don’t want to spend their holiday worrying about something bad happening in their property. With house-sitting, a person advertises for someone to come and live in their home while they are away. Sometimes the house-sitter will also have to look after a pet because the owner doesn’t want to send it to a strange place while they are on holiday. It is typical for the house-sitter to take responsibility for doing other normal household tasks, such as gardening or sorting letters. House-sitters have the opportunity to have the experience of a new place without having to stay in expensive or uncomfortable accommodation with no cooking facilities. Regular house-sitter Ralph Bemerson says, ‘You might expect this is only really an option for younger travellers or larger cities. Not so: house-sitters are all ages, and can be found in thousands of locations around the world. The ‘house’ can be any size and is much nicer than the sort of budget hostel I used to use. I’ve met some brilliant people through house-sitting, and have had house-sitters in my own home, too. It’s a great way of making new friends.’ C Volunteering If you’d love to have a travel adventure, but don’t know where to start, volunteering might be the choice for you. Annalise Steadman recently spent her gap year doing just that. She and a friend raised over £3,000 for a charity and spent nine months working at one of their development projects in Ethiopia. ‘We helped to build houses and a school and helped a community to improve their future,’ she says. ‘Raising the money was a lot easier than saving for a normal holiday, too. People helped us because it was for charity, so my trip didn’t break the bank.’ Finally, Annalise and two of the charity workers went on a month-long safari around East Africa. ‘It was an unforgettable experience,’ she says. ‘I’ve seen wonderful things and been to amazing places I could never have visited alone.’ © Copyright Oxford University Press 4035675 EF4-Int-CultLit Comp.indd 4 18/09/2018 11:19 3 Who are the texts aimed at? Choose the correct option. a b c d people who travel very regularly people who prefer travelling to unusual places people who love travel but don’t have a lot to spend younger travellers only 4 Which text, A, B, or C, mentions these things? 1 getting money before you travel 2 the age of people doing the activity 3 meeting people who like the same things that you enjoy 4 looking after an animal 5 working while travelling 6 learning about the place you travel to 7 a website that finds the right person for you 8 travelling with someone you already know 9 a place to stay that costs nothing WHAT DO YOU THINK? ■■ Are you a luxury or a budget traveller? We don’t spend much on holidays. We often go camping, or visit friends. I love smart hotels, but I can’t afford to stay in them often. I travel a lot for business. It’s busy, but I always get a bit of free time. I like it, because I can stay in places that I’d never pay for myself. ■■ What makes a good travel experience for you? Think about these things: • cost • the people you’re with • the destination • the activities you do ■■ How adventurous a traveller are you? 10 returning a favour or offering the same service that you have received 5 Complete the words or phrases from the text to match the definitions. 1 a very large amount of money a f_ _ _ _ _ _ 2 cheaply o_ a b_ _ _ _ _ 3 a period of time that you can take off between school and university g_ _ y_ _ _ 4 cost a lot of money, all together a_ _ u _ 5 that’s not true n_ _ s_ 6 make something bigger e_ _ _ _ _ 7 an organization that helps other people c_ _ _ _ _ _ 8 things you would love to do w_ _ _ l _ _ _ 9 working without payment v_ _ _ _ _ _ _ _ _ _ _ 10 information that only local people have i_ _ _ _ _ _ k_ _ _ _ _ _ _ _ 11 be much too expensive b_ _ _ _ t_ _ b_ _ _ 12 positive words about something p_ _ _ _ _ Not very. I prefer to go to places where my language is spoken. I enjoy city breaks and beach holidays. I love adventure holidays, doing activities like mountain climbing, hiking, or extreme sports. I don’t really enjoy visiting cities, because I find them boring. I love meeting new people when I travel. I think I’d be a bit nervous about safety with housesitting, but maybe I’ll give the Greeter scheme a try. PROJECT How can visitors to your region have fun without spending too much money? Write a guide for a budget travel website about your area. Give advice about these things: • places to stay • things to see and do • markets and shops to visit • food and restaurants to try Try to think of things which tourists often miss. Use the internet to find pictures for your guide. 5 © Copyright Oxford University Press 4035675 EF4-Int-CultLit Comp.indd 5 18/09/2018 11:19 3 Same language, different culture 1 Answer the questions. 1 Are there many countries in the world where your language is spoken? 2 Can you think of any cultural differences between the countries? Think about these things: • meeting people • business • eating • what’s polite and rude 2 Read the texts. The language of empire For centuries, Britain was the most powerful country in the world. It achieved this mostly by colonizing, or taking control of, other countries. Just one hundred years ago, the British Empire spread so far across the world that people said ‘the sun never set on it,’ meaning that it was always daytime in one of the British colonies. At its biggest, around a quarter of the world’s population was under British control. Today, the majority of these nations are now independent. Even so, it’s not surprising that there are still English-speaking countries in very different parts of the world. These include some of the world’s largest countries and populations, such as India, the USA, Canada, and Australia. It would of course be a huge mistake to imagine that, just because they speak a common language, these countries have the same ideas or manners. In fact, linguistic similarities can often mask major cultural differences. Manners around the world One of the easiest ways to assess cultural differences is to see how people greet each other. Of course, this varies, depending on the context. Is it a business meeting? Are they old friends? If in doubt, one of the safest and most universal gestures is shaking hands. This is appropriate in many countries, for both business and less formal situations. The first greeting signals the amount of touching that is acceptable. Personal space (the distance between people that feels comfortable) is also important. In a few cultures, people don’t touch each other at all when greeting. In Japan, for example, it’s customary to make a bow. In India, it’s polite to put your hands together, nod your head and say ‘Namaste’ (‘I bow to you’). In many other places, by contrast, hugging and kissing are common, although this is often only for friends and family. Easier to miss, though perhaps more important, is what happens after first greetings. How directly people speak to each other, and whether they make eye contact, are both important signals of respect. Sometimes, unfortunately, an action can mean opposite things in different countries. Consider these differences, for example. Punctuality The former British Empire (shown in grey) In Jamaica and India, there is a relaxed attitude to time compared to other countries. If you arrive early, you might be kept waiting for a long time. Being late in Britain or the USA, however, is terribly rude. Directness This is valued in Australia, Ireland, and especially the USA, where people like to get down to business immediately. In India, on the other hand, don’t expect to actually talk about the reason for your meeting at all the first time you meet! Bargaining is the norm in Jamaica, where people enjoy arguing for the best deal. But be careful in India, where people may say only what they think you want to hear. In Britain, meanwhile, the message isn’t always in the words that people say – tone of voice and body language are just as important. Canada’s two cultures With a mix of English and French tradition, Canada often has two cultural norms. Among the French population, for example, it’s much more common to kiss when meeting. Manners in the street, however, are much stricter, and it’s rude to be seen eating outside on the street. Some of the rudest things you can do Unsurprisingly, this varies from country to country. In Britain, it’s failing to wait your turn in a queue, while in India it’s eating or offering gifts with your left hand (which is considered to be unclean). In the USA, be careful not to ask people what they earn. Australians abroad hate it when someone asks if they’re British, and a terrible insult you can give a Canadian is to assume they’re American! 6 © Copyright Oxford University Press 4035675 EF4-Int-CultLit Comp.indd 6 18/09/2018 11:19 3 Tick (✔) the three main ideas in the texts. 1 2 3 4 5 6 the countries where politeness is most important the meaning of greetings how people respond when someone is rude how easy it is to make mistakes with manners how so many countries came to speak English the best ways to do business in other countries 4 Choose the correct options to match the ideas in the text. 1 The author talks about the British Empire mainly to . explain a how Britain controlled such large parts of the world bwhy English-speaking countries can be very culturally different 2 The author says that expecting people in all English. speaking countries to have similar manners is a a really bad idea b very easy to do 3 What does the author say about ways of greeting? a They say a lot about culture and manners. b They are nearly the same everywhere. . 4 The text gives examples of greetings that show a many Asian cultures prefer a lot of personal space bit’s generally impolite to touch people when meeting for the first time 5 What do the examples of cultural differences say about the British? a They generally say exactly what they mean. bThey are happy to wait in a queue, but not to wait for people to arrive for an appointment. 5 Complete the sentences with a word in the list. Find the words in the text to help you. assess bargaining common consider insult mask miss norms punctuality spread 1 is very important in this job. Never keep customers waiting! interest. We both love tennis. 2 We have a other people’s feelings when you speak. 3 Please ! 4 Don’t call me stupid! That’s a real all 5 The company is so big that its offices are over the country. 6 I was on a TV news report last night, but only for three me! seconds. Watch carefully, or you’ll here about dressing for work, or 7 Are there any can you wear what you like? his real feelings. 8 John’s politeness can often to agree the price when I shop for things 9 I love at the market. 10 This week we’re having a test to you’ve learned. WHAT DO YOU THINK? ■■ Have you had any experiences where you made a mistake with cultural differences? What happened? When a Japanese guest brought me a present, I opened it immediately. I only learned later that this was the wrong thing to do. Someone asked me if I wanted some more to eat. I was still hungry, so I smiled and said ‘thank you’. In England, that means ‘yes please,’ but there, it meant ‘no thanks’! ■■ How many different greetings do you use? Who do you use them with? Do you use different greetings for men and women? I always shake hands with new people, except children. I kiss my friends on both cheeks. We always hug in our family when we meet. ■■ How important is personal space to you? Can you think of any situations where you have felt uncomfortable? PROJECT Write a short guide to manners and cultural norms for a website about your country. Give advice to foreigners to help them avoid making social mistakes. Think about these things: • greetings • the right clothes to wear • eating out • giving gifts • how punctual you need to be • things you should(n’t) talk about or do how much 7 © Copyright Oxford University Press 4035675 EF4-Int-CultLit Comp.indd 7 18/09/2018 11:19 4 April Fool’s Day 1 Discuss the questions with a partner. 1 Are there any days of the year with special meanings in your country? 2 How are they celebrated? 3 Do you have any traditions involving playing tricks or jokes on people? C The spaghetti trees In the UK in 1957, a serious BBC TV documentary programme reported that the spaghetti harvest in Switzerland was particularly good that year. They even showed a film of the pasta hanging from trees and local people struggling to collect it all! Hundreds of people contacted the BBC to ask how they could grow their own spaghetti trees at home. ‘Put a bit of spaghetti into a tin of tomato sauce and hope for the best,’ they were told. D The left-handed burger In 1988, a fast food company caused excitement among some of their customers when they announced they were making ‘left-handed’ burgers. Their advertisements explained that the salad, cheese, and sauce inside the burger were rotated by 180°, ‘to make the burger easier to eat for lefthanded people’. Thousands of people requested the new burger, while many others asked for their own righthanded version. E Flying penguins In 2008, the BBC made another short programme for April Fool’s Day. This time, they used a mix of real film and computer animations to create the Flying Penguins programme. The programme said that some penguins had learned to fly because of the very cold winters. The programme showed the penguins flying to South America for a warmer winter. Two newspapers helped the BBC to play this trick by putting the story on their front page for the day. F YouTube closing The video sharing site, YouTube, played an April Fool’s Day joke on its viewers in 2013. YouTube employees released a video called ‘YouTube’s ready to select a winner’ which told people that it was going to run a competition to find the best video on the internet. The video told people to watch as many videos as they could before midnight, as YouTube was going to close until 2023 so that staff could watch all its videos and choose a winner. 2 Read the text. y n n u Af n o i t i d tr a A The first of April is known in Britain as a day for tricks and pranks. Traditionally, people play jokes on each other on this day, or make up hoax stories and try to persuade others to believe them. The custom isn’t unique to the UK. In France, for instance, people traditionally attempt to pin a paper fish on someone else’s back. If they are successful, the victim of the joke is called an ‘April Fish’. In Britain, the term is ‘April Fool’. APRIL FISH B APRIL 1 The origin of April Fool’s Day is unknown. Some suggest that it started in the 17th century, when the celebration of ‘New Year’ moved from early spring to 1st January. It is said that people made fun of people who were still celebrating the old springtime festival. However, this can’t explain examples of tricks and jokes played in literature which was written much earlier. The earliest example in English appears in The Canterbury Tales by Chaucer in 1392. No matter how the tradition began, it is certainly still popular today. In fact, many April Fool’s hoaxes have gone down in history. Here are a few of the most well-known: 8 © Copyright Oxford University Press 4035675 EF4-Int-CultLit Comp.indd 8 18/09/2018 11:19 3 Match the paragraphs in the text (A–F) to the descriptions (1–6). 1 people wanted to make these for themselves 2 a story that encouraged people to use this product on that date 3 a short summary of the history of the topic 4 a story that used computer animations to make people believe it 5 a general introduction to the topic 6 a product that made a group of people feel special 4 Read the sentences. Write T (true), F (false), or DS (doesn’t say). 1 The tradition of playing jokes on 1st April started in Britain. 2 Nobody can be sure when the tradition started. 3 The first April Fool’s jokes we know about were in the 1600s. 4 The BBC reported that there was more spaghetti than usual in 1957. 5 The ‘left-handed burger’ was popular with everyone. 6 Two newspapers believed the BBC’s penguin film, and reported the news on their front pages. 7 YouTube told people to watch videos before they closed the site down. 8 YouTube closed down the site at midnight so that people would believe their joke. 5 Match the words from the text to the correct meanings. 1 2 3 4 5 6 pranks make up unique victim make fun of go down in history 7 struggle 8 announce 9 rotates WHAT DO YOU THINK? ■■ 1 Have you ever been…? A the victim of a prank or trick B the person who played the joke How did you feel about it? ■■ 2 Which types of humour do you enjoy most? Which do you enjoy least? • wit (being clever with words) •slapstick (people falling over, and having accidents) •situation comedy (how embarrassing or difficult situations happen, and how we react to them) • parody (copying the style of something that we know about, e.g. a news report or a historical film, but in a way that is funny) •black humour (making jokes about things that aren’t usually funny, like illness and death) ■■ 3Can you think of examples of each type of humour on TV, radio, and in films from your country? PROJECT Write a short story about a funny thing that happened to you. Include this information: • how it all started • what people said and did • the result • how everyone felt about it 10 viewers 11 select 12 winner • anything you learned from the experience Tip: Make the story exciting and entertaining to read by doing these things: A become famous B laugh at C turns Ddo something with difficulty E tricks that are played as a joke F the only one Gpeople who watch a TV programme or film, or a video on the internet. H the person or thing that is first in a competition I invent J say something publicly K choose La person who suffers because of something • Use adjectives to describe people, places, and feelings. • Add questions such as ‘What was he doing there?’, ‘Why did I feel so bad?’, etc. • Don’t immediately tell the reader what happened. Help them to guess the result before writing it. 9 © Copyright Oxford University Press 4035675 EF4-Int-CultLit Comp.indd 9 18/09/2018 11:19 5 San Francisco 1 Answer the question in a group. What do you know about San Francisco? Think about these things: • location • geography • size • history • what it’s famous for 2 Read the text. A San Francisco (‘Saint Francis’ in Spanish) is a coastal city in northern California, USA. It is located on a peninsula, and is surrounded by water on three sides. The San Francisco Bay is famous for its cool and often foggy weather. An American author once said, ‘The coldest winter I ever spent was a summer in San Francisco.’ Residents often have to commute across the bay for work, and there are two giant highways which have iconic bridges. The Golden Gate Bridge (pictured) was opened in 1937 and is the city’s most well-known landmark. B San Francisco is around 170 years old. People have lived in this area for thousands of years, but it changed almost overnight from a small settlement to a city at the start of the California Gold Rush in 1849. When gold was found in California, a huge number of people settled in the area, and San Francisco’s population went from 1,000 to 25,000 in just one year. By the 1870s, around 150,000 people were living there. Gold brought wealth to California, and many banks were set up in the San Francisco area. Silicon Valley, near San Francisco, is famous as a centre of new technology and social media businesses. C In 1906, the city was almost completely destroyed by an earthquake and the terrible fires which followed. The rebuilding project was quick and successful, however, and modern buildings in San Francisco are some of the safest in the world against earth movement. D As an important port on the Pacific Ocean, San Francisco has seen a lot of immigration from the South and East. Today, the population is around 15% Hispanic people, and over 30% of residents are of Asian origin. San Francisco’s Chinatown area is the oldest and one of the largest in the USA, and is extremely popular with tourists. It’s packed with shops selling rich fabrics, beautiful wooden furniture, fantastic Asian food, and the ingredients for Chinese medicines. E Today, San Francisco is still not a large city, with just 865,000 residents all crowded into a very small area. Even so, it’s one of the most popular tourist destinations in the world, with over 16 million visitors a year. F Visitors come to enjoy its stylish architecture and the lovely views from its many famous hills. The hills are so steep that San Francisco has one of the world’s most crooked roads, Lombard Street, and cable cars are the most popular form of public transport. San Francisco offers visitors a real variety of exciting things to see and do. Particularly popular are the Fisherman’s Wharf area and Pier 39 down by the bay, where interesting marine life can be seen. The city has lively street entertainment, a vibrant culture, and the shopping is fantastic. Over one million people every year also make the trip out to the island of Alcatraz. Here, they can see the terrible conditions in America’s most notorious offshore prison, which has appeared in many films and computer games. 10 © Copyright Oxford University Press 4035675 EF4-Int-CultLit Comp.indd 10 18/09/2018 11:19 3 Match the paragraphs in the text (A–F) to the headings (1–6). 1 2 3 4 5 6 WHAT DO YOU THINK? ■■ Have you visited any of the cities in the USA? If so, what was it / were they like? Recovering from a disaster Modern tourist attractions San Francisco’s history The popularity of the city Who lives here today? The city’s location I went to New York about five years ago. It was noisy, busy, and exciting. I haven’t been to the USA, but I’m hoping to visit my cousins in Washington, DC next year. 4 Tick (✔) the true statements about San Francisco. 1 Around 65% of the people in the city are white Americans. 2 It would be hard work to walk around the city. 3 In 1906, San Francisco suffered two terrible problems. 4 There aren’t many visitors in the city’s Chinese area. 5 Many US cities have a warmer climate. 6 There are now very few buildings from the 19th century in San Francisco. 7 The city is most famous for its prison. 8 There are many beautiful buildings. 9 San Francisco became an important place because people were paid in gold to move there. ■■ Which cities in the world would you most like to visit? Why? I’d really love to see Prague, because it has an interesting history and some very stylish architecture. I would most like to go to Rio de Janeiro. It looks like a great place to have a party! I’ve been to a few cities, but I actually prefer visiting the countryside. I’d love to see the fjords in Norway, or the mountains in New Zealand. PROJECT 10 San Francisco architects learned from the earthquake of 1906. 5 Complete the sentences with a word or phrase in the list. Find the words in the text to help you. almost overnight commute landmark notorious offshore origin packed peninsula set up settle steep vibrant 1 That’s an African rug. I think it’s of Egyptian . in 2 I’ve moved around a lot, but I’m hoping to the city soon and buy a flat. that goes into the 3 The city is on a long, thin Mediterranean Sea. musical life, with lots of local 4 The city has a bands and festivals. to my job every 5 It takes around 45 minutes to morning by train. for my grandparents to climb. 6 That hill is too , Jake changed from a shy boy into a 7 confident one. on a lovely boat for the night. 8 We stayed with 9 There’s a festival, so the streets are people. Prepare a short presentation about your town OR a place you have visited. Use the internet to find out information about the place, and add your own ideas and the things you like or dislike about it. Include these things in your presentation: • pictures of the place and any landmarks • a short history of important events that have happened there • some facts about the place today (population, location, etc.) • your feelings about the place Collect pictures, make notes, and practise your presentation. Give your presentation to your class. Try to talk for at least three minutes. Ask your classmates for comments. 10 Jack the Ripper is one of the most murderers in British history. this business five years ago, and now 11 We it’s just starting to be successful. in 12 Big Ben is perhaps the most famous London. 11 © Copyright Oxford University Press 4035675 EF4-Int-CultLit Comp.indd 11 18/09/2018 11:19 6 Centres of the film industry 1 Answer the questions. 1 What genres of film appeal to you most? Why? 2 Can you think of any countries or areas that have a strong tradition of film production? What types of films have been made there? 2 Read the texts. Hollywood Hollywood is a district of Los Angeles in southern California, USA. It is so well-known as the centre of American cinema that, for many people, the name is synonymous with blockbuster films, celebrity, and the lifestyles of superstars. But it wasn’t always like this. Around 100 years ago, the area of Hollywood had only just got its name, and motion pictures (or ‘movies’) were a very new invention. Although one of the first movies was made in Hollywood in 1910, audiences couldn’t actually view it there, as cinemas (or ‘movie theatres’) were banned! Within ten years, however, four of the largest movie companies had set up studios in Hollywood and it was already famous as the world’s movie-making centre. Cinema became popular very quickly, and audiences flocked to the ‘nickelodeons’ – theatres which showed films for a ticket price of a nickel, or five cents. Early films were silent, and when ‘talking pictures’ arrived in the late 1920s, some of the silent stars found themselves out of a job. Colour films followed in the early 1930s. The ‘Golden Age’ of Hollywood films, from the late 1920s to the early 1960s, saw hundreds of films being Bollywood Unlike Hollywood, this name for the most popular part of the Indian film industry is not an actual place. Bollywood cinema originates in Mumbai (formerly Bombay), and the name comes from mixing ‘Bombay’ and ‘Hollywood’. Cinema fans might be surprised to know that Bollywood has been producing films for nearly as long as Hollywood and, since the 1970s, more films have been released there than in the USA. Bollywood films are often in a mix of Hindi and English. They are generally designed to appeal to a wide range of cinema-goers, and feature elements of many different types of film genres: fantasy, romantic comedy, action, and musical. These big-budget films are known as ‘masala cinema’ after the Indian word for a mix of spices. Their plots, costumes, and music are influenced by traditional Indian made every year. Most of them were one of four genres: comedy, Western, musical, or animated cartoon. The biggest stars had contracts with a studio, and could only appear in their productions. Many of the actors from this era are still famous today. In 1958, the ‘Walk of Fame’ was created on Hollywood Boulevard. Here, famous actors and directors are honoured with a star on the pavement to keep their celebrity alive forever. In the late 20th century, the popularity of the big screen experience was threatened by DVDs, and then by live streaming services where people enjoy films at home. Big-budget films have remained very successful, however. Today, the top stars are paid millions of dollars to appear in them, and the fans’ love for them is as strong as ever. poetry and theatre, which often tell historical or mythological stories. Modern Bollywood also uses the style of Hollywood movies and even the music videos on MTV as inspiration. Music and dance – both traditional and modern – are an essential part of Bollywood films. The soundtracks for the films are often in the shops and on the radio before the cinemas show the film itself. In turn, Bollywood’s style, and particularly its use of music and large group dances, has had an influence on a number of modern Hollywood films. Moulin Rouge!, Mamma Mia!, and Slumdog Millionaire are famous examples. 12 © Copyright Oxford University Press 4035675 EF4-Int-CultLit Comp.indd 12 18/09/2018 11:19 3 Read the texts quickly to decide if the sentences refer to Hollywood (H), Bollywood (B), or both (HB). 1 More films are produced there than anywhere else in the world. 2 It’s a real place. 3 Their films are very expensive to produce. 4 At first, cinema wasn’t allowed. 5 They have an influence on films that are made in other countries. 6 It’s typical for films made there to have a mix of genres. 4 Match the halves of the sentences. 1 2 3 4 5 6 7 8 9 People use the word ‘Hollywood’ The area of Hollywood Nickelodeons were Early Hollywood films During Hollywood’s ‘Golden Age’ Bollywood films are often ‘Masala’ films have The stories of traditional poetry Audiences often see a Bollywood film ■■ Do you prefer to watch films which are…? • Hollywood blockbusters • made in your country • in English but with subtitles • dubbed into your language • other international cinema I mostly watch films which are locally made. We have some fantastic actors and directors in Spain, so there’s a lot to see. I watch Hollywood blockbusters with my children, but when I’m out with my husband, we usually choose a foreign film with subtitles. Subtitles are hard work, because you’re always reading, so you don’t really see the actors’ faces. I prefer dubbed films, because I go to the cinema to relax. PROJECT 10 Bollywood has helped to A B C D E F G H I J WHAT DO YOU THINK? had no sound. many different styles. are an important part of Indian films. is little more than a century old. stars couldn’t always choose who they worked with. to mean ‘American cinema’. make musicals more popular again in Hollywood. made in more than one language. places where people could see films cheaply. after hearing its soundtrack. 5 Complete the words or phrases to match the definitions. 1 2 3 4 5 6 unemployed period of time means the same as put in danger a very successful film how it feels to see a film at the cinema 7 not allowed 8 given a special prize to show respect 9 a famous person o_ _ of a j_ _ e_ _ is s_ _ _ _ _ _ _ _ _ with t_ _ _ _ _ _ _ _ _ b_ _ _ _ _ _ _ _ _ _ the b_ _ s_ _ _ _ _ experience b_ _ _ _ _ h_ _ _ _ _ _ _ Make a poster about an actor or a film director whose work you admire. It could be a superstar, or someone who only works on small independent films. Use the internet to find out as much information as you can about his / her career. Include these details: • a very short biography (date of birth, education, etc.) • how he / she got into the profession • the kinds of films he / she is known for • his / her best work, in your opinion • what he / she is working on now c_ _ _ _ _ _ _ _ 10 came in large numbers f_ _ _ _ _ _ 11 be popular with a_ _ _ _ _ to 12 get ideas from somethinguse something as i_ _ _ _ _ _ _ _ _ _ Collect pictures of the person and use them to illustrate your poster. 13 © Copyright Oxford University Press 4035675 EF4-Int-CultLit Comp.indd 13 18/09/2018 11:19 7 n inventor with a mission, A James Dyson 1 Answer the questions. 1 Make a list of the electric appliances that you use on a typical day. 2 Can you say how these things work? Use the passive if you can. • Water is heated. • The clothes are dried with hot air. 3 Do you know when they were invented, and by whom? 2 Read the text. The man Sir James Dyson was born in 1947, and is probably the most famous British inventor alive today. He had an unusual start for a successful inventor: he went to art school, and studied furniture and interior design for homes. However, he soon realized his real passion was industrial design, and he continued his education with an engineering degree. Today, Dyson sells his products in over 50 countries. At any one time, hundreds of new ideas are being developed and tested at his company’s headquarters. The work is so secret that the offices have fingerprint technology to control entry into the rooms where new products are being discussed or created. Dyson is quite an unusual employer. Every new employee has to take apart a Dyson machine on their first day at work – then put it back together again – so they learn to think about the products they are working with. (1) In their spare time, they run competitions to try to make working rockets, helicopters, hot air balloons, and cars. The invention Dyson’s most famous invention is a vacuum cleaner. It might seem ordinary, but the way that it worked and the way it looked was revolutionary. Air was moved around the cleaner so that it continued to work efficiently, even when it was full. Dyson worked systematically on problems with the way that cleaners worked, and he solved them, one by one. (2) For example, Dyson created a clear window, so you could see the dirt from the floor. Many people working in the vacuum cleaner industry told him this was wrong: dirt was disgusting, and people didn’t want to see it. Dyson believed that people knew what they wanted now, but didn’t understand what they would like in the future. He needed to change their minds. (3) People loved seeing how much dirt the cleaner was picking up. After 15 years of frustration, and over 5,000 experimental prototypes, the first Dyson cleaner was born. Within two years of producing the product himself, his vacuum was the bestselling one on the market. Today, the Dyson company also produces heaters and hand driers, and has a reputation for excellence and innovation with everything it makes. (4) During testing a typical cleaner, for example, is dropped 5,318 times onto a hard floor and travels 1,357 km to check that it is strong enough and will work well for years to come. The mission Dyson is passionate about engineering and he wants other people to be too, especially children. His company runs many education campaigns in order to improve science in schools. They produce free kits that schools can borrow to learn about design and engineering. Children are challenged to see how Dyson machines work, and to think of ways to use the technology for other things. In the past, pupils have proposed wipers that blow the water off car windows, and a machine to take out the poison from snake bites. (5) The winning student gets money for themselves, and also for their university. Dyson’s company website includes information about his favourite design heroes and icons. These include the Concorde jet plane and the engineer Brunel, who built the Clifton Suspension Bridge (pictured). As a design engineer, Dyson loves breaking the rules of the past, and encourages others to do so, too. When his company decided to make a garden for a famous flower show, for example, it included a fountain where the water seemed to flow upwards, and seats and flowerpots that looked like they would all fall over. Whatever we expect, Dyson will always do the opposite! 14 © Copyright Oxford University Press 4035675 EF4-Int-CultLit Comp.indd 14 18/09/2018 11:19 3 Complete the gaps in the text (1–5) with the sentences (A–E). A When he took his ideas to other companies, none of them were interested. B Dyson also funds an annual science prize for university students. C All of the products are constantly tested and improved. D Around 3,500 engineers work for Dyson, and there is a feeling of excitement about ideas among them. E Dyson was right. 4 Choose the correct options to end the sentences. 1 James Dyson didn’t start . a his education like most engineers do b life wanting to study art 2 Very few people can . a visit Dyson’s head office b see new products being developed 3 Dyson likes his employees . a to understand every machine that he has ever made b to try creative technical projects 4 Dyson’s first invention idea was . a more exciting than it seemed b popular with everyone who saw it 5 Dyson felt that people didn’t know . a what they really needed b how they would feel later 6 Dyson found it very difficult to find . a someone to produce his cleaner b people to buy the cleaner 7 Dyson thinks children should . a have a different attitude to science b all win prizes for their work 8 Dyson dislikes . a traditional gardens b giving up when something is difficult 5 Find words in the text that mean these things. 1 well, using very little power e_ _ _ _ _ _ _ _ ly 2 finding clever new ways of doing things i_ _ _ _ _ _ _ _ n 3 knew for the first time r_ _ _ _ _ _ _ 4 help someone else to have the confidence to do something e_ _ _ _ _ _ _ _ 5 angry feelings, when you don’t get the thing you want f_ _ _ _ _ _ _ _ _ n 6 a very strong love of something p_ _ _ _ _ _ 7 start to think differently c_ _ _ _ _ their m_ _ _ _ 8 very bad d_ _ _ _ _ _ _ _ _ 9 completely new and different r_ _ _ _ _ _ _ _ _ _ _ _ The world view A ‘It’s through experimentation and failure that new ideas are born.’ B ‘The more original your idea, the more resistance you will meet.’ C ‘A lot of people give up when the world seems to be against them, but that’s the point when you should push a little harder.’ WHAT DO YOU THINK? ■■ Use a dictionary or ask your teacher to help you understand the above quotes from James Dyson. Do you agree or disagree with them? I think it’s difficult to avoid resistance to new ideas. Not many people like change. It’s true that you need to continue when you feel that it’s particularly difficult. It’s not easy to do this! I’m not sure about A. It’s hard to think of new ideas after failing many times. ■■ Is there anything that you think children should learn more about in schools? Why? I think everyone should learn a foreign language from an early age because it’s useful for work, travel, and holidays. It would be good if children learned more at school about money and how to look after it. ■■ What new inventions would improve life the most? A way of travelling to school or work without cars or pollution would make life easier. A machine to speak and translate any language. PROJECT Write a short article for a website about your favourite inventions. Choose something that you think has a big impact on your life. Use the internet to find more information and pictures. Include these things: • the history of the invention • the inventor • how the invention has changed or improved over time • the impact it has on people’s lives • pictures of the invention – today and in the past 15 © Copyright Oxford University Press 4035675 EF4-Int-CultLit Comp.indd 15 18/09/2018 11:19 1 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2019 The moral rights of the author have been asserted First published in 2019 2023 2022 2021 2020 2019 10 9 8 7 6 5 4 3 2 1 No unauthorized photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work isbn: 978 0 19 403567 5 Printed in China This book is printed on paper from certified and well-managed sources acknowledgements Back cover photograph: Oxford University Press building/David Fisher The publisher would like to thank the following for their kind permission to reproduce photographs and other copyright material: Oxford University Press pp.2 (English breakfast/David Hoare), 2 (Fish and chips/numb), 2 (Sushi/Digital Vision), 2 (School lunch/Photodisc), 2 (Restaurant kitchen/Tetra Images), 3 (Thai food/DAJ), 4 (Jazz band/Digital Vision), 4 (Woman with pets/Photodisc), 4 (Volunteers in West Africa/Digital Vues), 5 (Mountain hiker/Melba Photo Agency), 5 (Woman at flower stall/Photodisc), 6 (Students shaking hands/ Moodboard), 6 (Greeting/Blend Images), 6 (Asian businessmen bowing/ Jeremy Woodhouse), 7 (Women having coffee/Thinkstock), 8 (Theatre masks/Stephen Bisgrove), 8 (Fish/Ingram), 8 (Fast food/fStop), 8 (penguins/ BigRoloImages), 10 (Golden Gate Bridge/Photodisc), 10 (Earthquake damage/ Photodisc), 10 (Chinatown, San Francisco/Photodisc), 10 (Lombard Street/ Photodisc), 10 (San Francisco/Jon Arnold Images), 11 (New York city/Oliver Lopez Asis), 12 (Cinema audience/Moodboard), 12 (Hollywood walk of fame/ Photodisc), 12 (Celebrity signing autographs/Stockbyte), 12 (Bollywood star/ Kathy Hutchins), 13 (red carpet/magicinfoto), 14 (Dyson vacuum cleaner/ Hugh Threlfall), 14 (Fingerprint identification/Photodisc), 14 (Concorde/Digital Vision), 14 (Clifton Suspension Bridge/Digital Vision). © Copyright Oxford University Press 4035675 EF4-Int-CultLit Comp.indd 16 18/09/2018 11:19 Stronsay Kirkwall De rw ou r i Detroit NIAGARA FALLS r ie eE PENN. ak RHODE ISLAND CONNECTICUT L Fraser o A M E R I C A rad o f C m Wi t ha e VER. OTTAWA NEW HAMPSHIRE Montpelier Concord Toronto tario N. Y. Boston n Hartford MASSACHUSETTS L. O ea t Greenwich Phoenix Tucson The Broads Ipswich Colchester GRAND CANYON ARIZONA Santa Fe NEW MEXICO dian Ca n a El Paso OKLAHOMA ARKANSAS TENNESSEE Cape Fear Columbia Little MISSI- ALA- Atlanta SOUTH CAROLINA Rock SSIPPI BAMA GEORGIA Savannah Jackson Dallas Montgomery LOUISIANA TEXAS Jacksonville Baton Rouge Austin Orlando New Orleans Tampa Cape Canaveral az Houston Mississippi San FLORIDA Delta Antonio Miami Oklahoma City Red Orford Ness Est ua ry Gulf of Mexico LEEDS CASTLE O c e a n THE BAHAMAS CUBA KENT o wn s A t l a n t i c The Naze s Thame North D N o r t h Ala b Trent NOVA SCOTIA Augusta Cape Sable Canterbury JAMAICA M E X I C O South Foreland HAITI Avon Exe Minneapolis e MAINE os Cam Lak Cape Breton Br Ous Mts. brian l MICHIGAN Cape Race Halifax Montreal Supe rior Milwaukee Pr. Edward Island NEW BRUNSWICK Quebec Thunder Bay WISCONSIN Gulf of Saint Lawrence ce en wr ron Hu Hebride no n Moosonee e l d i e Lak NEWFOUNDLAND QUEBEC ONTARIO h Lake Michigan S i Clare d 200 kilometres St. John’s James Bay de an Gr Portland Bill Isle of Wight Selsey Bill s h E n g l i Start Point l n e n a C h Jersey HONDURAS Over 2000m EL SALVADOR NICARAGUA COSTA RICA 500 - 1000m F R A N C E Caribbean Sea GUATEMALA 1000 - 2000m Alderney Sark BELIZE Beachy Head Lizard Point Guernsey ss Mi 0 150 miles Cambridge Medway Lyme Bay Channel Islands 0 a Penzance n MINNESOTA S T A T E S Rio Isles of Scilly Mevagissey n Land’s End tt a O c e a n um Dover Southampton South Downs New Dungeness GLYNDEBOURNE Portsmouth Forest Bournemouth Brighton Exeter Plymouth San Diego Norwich Watford LONDON Salisbury Plain s Glastonbury LABRADOR Cape Bauld Goose Bay n STONEHENGE LONGLEAT Pierre WYOMING i Newquay DARTMOOR Bath N. DAKOTA Smallwood Reservoir Schefferville Belcher Island S Black Bismarck Hills S. DAKOTA a ar Tam A t l a n t i c Bodmin Moor We ns Barrington Reading Windsor Fort Peck Reservoir t Exmoor Bristol Helena n Newport Hills u Us k CARDIFF Bristol Channel Gr VALLEY Los Angeles The Fens HERTFORDCotswold Hills Oxford Chiltern S H I R E Par re N o r t h Point Arguello The Wash E N G L A N D Stratford-upon-Avon A Nelson Lake Winnepeg Saskatoon Missouri Labrador Sea Cape Chidley Cape Harrison D Churchill Winnipeg Sna ke Strait aska chewan t MONTANA it Hudson Bay MANITOBA atc he wa n ra Ungava Bay A a o BRECON BEACONS Carmarthen Bay Lundy Lincolnshire Wolds Northampton N. S U N I T E D Grimsby Sheffield Calgary M Tywi PEMBROKESHIRE COAST Milford Haven Peak District Edmonton y Old Head of Kinsale Salford N. Sa sk eR Boise OREGON IDAHO Mt. Shasta St New York Cleveland Trenton IOWA Chicago Great Pittsburg NEW JERSEY Plat NEBRASKA NEVADA Salt OHIO Des Moines te Cheyenne INDDover Lake Reno Sacramento ILLINOIS IANA Columbus Baltimore DELAWARE Lincoln Salt Lake City MARYLAND Indianapolis Denver WASHINGTON DC San Francisco W. VIR. Richmond VIRGINIA Kansas St Louis Louisville UTAH lo KANSAS COLORADO CALIFORNIA Mt. Whitney Blue Ridge o KENTUCKY City Arkans Raleigh Cape Hatteras Las Vegas as Wichita MISSOURI Mts. DEATH Nashville NORTH CAROLINA Spurn Head er N SASKATCHEWAN k Bantry St. David’s Head Hum b Manchester Seattle Portland Salem ange Cape Mendocino Hull Aire Coventry Wye c Mizen Head St. Yorkshire Wolds Stoke -on-Trent HARDWICK HALL Derby Nottingham Oswestry Stafford Nene Se Leicester ver n Birmingham W A L E S Mt. Robinson Mt. Ranier Cape Blanco Filey Bay Flamborough Head Lake Athabasca o Bantry Bay Cork Harbour Ge Dee Scarborough t en A Fort McMurray Selkirk Mountains Huds on Rankin Inlet Hay River WASHINGTON O c e a n Yellowknife Great Slave Lake ALBERTA ada Sierra Nev Cork Aberystwyth a Ch s ’ Fishguard ge or Liverpool n t a i n s M o u Waterford Blackwater Carrauntuohill e nn e Killarney Rosslare re Cardigan Bay Wharf Ou s Chester Snowdon Wicklow Tralee Dingle Bay SNOWDONIA ale Sw Limerick Suir Bray Head Caernarfon Bay Wicklow Head Nore Tralee Bay Anglesey Wicklow Mountains U Leeds York Bolton Colwyn Bay e s h an Lough Derg Loop Head S e a Holyhead i n L n Galway I r i s h Lancaster Morecambe Bay North Yorkshire Moors Yorkshire Dales o DUBLIN n Lough Corrib Hawkshead P a c i fi c Middlesbrough Tees Cape Flattery is Igaluit Ch ann el Southampton Island NUNAVUT NORTHWEST TERRITORIES C Vancouver e R E P U B L I C e O F yn B I R E L A N D iffey Dundalk Bay Newcastle upon Tyne Gateshead Sunderland Ambleside Scafell Pike Vancouver Island Tyne Great Bear Lake Fort Norman Cassiar Mountains Prince Rupert av Foxe Basin Fort Simpson BRITISH COLUMBIA AN’S WALL HADRI P Dundalk Queen Charlotte Islands Tweed CUMBRIA Grasmere Douglas Isle of Man Slieve Donard Alexander Archipelago Holy Island LAKE DISTRICT NORTHERN IRELAND Enniskillen Dumfries Firth s Juneau Cheviot Hills Carlisle Solway BELFAST n n E de Lough Neagh a p l U n e r t h S o u h Nit Sligo Lough Mask Aran Islands Omagh E r ne Lough Conn Kilmarnock Stranraer S e a Whitehorse R de Erris Head Achill Head Achill Island Firth of Arran Clyde N o r t h Firth of Forth Mt. St. Elias Gulf of Alaska Ca sca d s Nor thw y Kodiak Island Dundee d YUKON TERRITORY Mt. Logan EDINBURGH Antrim Mountains Bann Londonderry Donegal Anchorage D C Perth Stirling Dawson City Alaska Range Montrose GlasgowCly Giant’s Causeway Rossan Point Mt. McKinley Mountains mpian Tay Loch Lomond Jura Cambeltown Aran Island Dee Macdhui Oban Islay Malin Head Aberdeen Baffin Island Victoria Island Fort McPherson Fairbanks B a ffi n Bay e Fox Gra Don Prince of Wales Island Amundsen Gulf Porcupine a s t C o Inner m s o r n g r a i Ben BALMORAL S C O T L A N D Mull ALASKA Yukon Devon Island Banks Island Brooks Range S C Ben Nevis Fraserburgh Invernesspe LOCH NESS Rhum Fort William Bering Sea Melville Island ama s nd gh Moray Firth Hi est e Littl Skye Beaufort Sea Barrow ern Uig Barrow Point Mackenzie Mountains O c e a n Shetland Islands G R E E N L A N D ie Mackenz Barra Chukchi Sea la Ullapool O c e a n R U S S I A Athab asc a in M in M Outer h ch Grimsay South Uist A t l a n t i c rt Under 100m Below sea level Sumburgh Head ch e id br He No North Uist N o r t h Wick Stornoway Harris Bressay Lerwick Ellesmere Island A r c t i c 100 - 200m Foula JOHN O’GROATS Lewis s Mainland S. Ronaldsay Pentland Firth Cape Wrath Lincoln Sea 200 - 500m Hoy Butt of Lewis North America 500 - 1000 m e Mainland a Yell St. L Sandsay Pea c The British Isles Over 1000m Unst Orkney Islands 200 - 500m Under 200m 0 Below sea level 0 1,500 miles PANAMA COLOMBIA 2,000 kilometres © Copyright Oxford University Press 4035675 EF4e Int Cult Comp Cover.indd 2 12/09/2018 15:43 Oxford University Press is the world’s authority on the English language. As part of the University of Oxford, we are committed to furthering English language learning worldwide. We continuously bring together our experience, expertise and research to create resources such as English File, helping millions of learners of English to achieve their potential. English File 4 fourth edition gets you talking 90% of teachers who took part in an Oxford Impact study found that English File improves students’ speaking skills. Deepen your knowledge of cultural topics and wider world events with the Culture and Reading Companion: • Reading texts and activities about cultural topics • Language development exercises focusing on key vocabulary • Questions for group or whole-class discussion fourth edition English File Intermediate Culture and Reading Companion • In-depth writing tasks based on the topic of the texts • Maps of the British Isles and the USA Kate Mellersh FOR STUDENTS • Student’s Book with Online Practice •Student’s Book eBook • Workbook (with or without key) • Say It app for pronunciation practice FOR TEACHERS • Teacher’s Guide with Teacher’s Resource Centre •Classroom Presentation Tool •Class DVD • Class Audio CDs 3 ISBN 978-0-19-403567-5 This course can be used as part of preparation for the Oxford Test of English. www.oup.com/elt www.oxfordtestofenglish.com 9 780194 035675 © Copyright Oxford University Press 4035675 EF4e Int Cult Comp Cover.indd 1 12/09/2018 15:43
