Spotlight-11Teachers-Book Workbook Keys / Spotlight-11 Teachers-Book
.pdf2e Writing Skills
BHi Tom!
How’s things? Great to hear that your exams are over. How did they go? I’m sure you did well because you studied really hard for them.
I’d love to go camping with you this summer. You can’t imagine how much I want to get out of the city. Tell me where you’re thinking of going and also when. My mum wants me to help in the shop over the summer so I’ll have to arrange for someone else to take my place.
I’ve been camping many times with my dad so we’re old hands! We’ve got all the gear we might need. Dad won’t mind if we borrow it!
Before I go, who else have you invited? I hope you’ve invited your cousin, Fiona. I haven’t seen her for ages and she’s great fun! Email me soon!
Lots of love,
Paula
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Culture Corner |
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Objectives
Vocabulary: the helpline ChildLine
Skills ― reading for specific information
― reading for detailed understanding
Reading: an informative text from ChildLine’s homepage
Writing: a few sentences about ChildLine Speaking: giving a summary
Project: a presentation about a helpline or a charity
1 a) Focus Introducing the topic
ñSelect a S to read Sophie’s words.
ñElicit from the class what ‘ChildLine’ is.
Answer Key
‘ChildLine’ is a telephone helpline that offers advice to children who have problems.
b)Focus Reading for specific information
ñAllow Ss a few minutes to prepare their questions individually.
ñSs read the text to see if they can answer them.
ñInvite a few Ss to report back to the class about the information they found.
Suggested Answer Key
1 When can I call?
2 Who will I speak to?
3 How many calls do you get every day?
2Focus Reading for detailed understanding
ñAllow Ss time to read the text and complete the task individually.
ñPlay the recording while Ss listen/read and check their answers.
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trained |
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pressure |
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have been saving |
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most common |
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living |
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listening |
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thought |
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donation |
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more |
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3Focus Expanding vocabulary
ñDraw Ss’ attention to the words in bold in the text and the meanings in Ex. 3.
ñExplain the task. Ss use dictionaries as necessary.
Culture corner |
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Answer Key confidential ― private bullying ― terrorising
shelter ― protection/somewhere to live fundraise ― collect money
further ― extra
volunteering ― offering unpaid help
Suggested Answer Key
Yes, I would like to get involved with
I would like to help them put an end to and also help young people help each Young people can learn important skills listening to each other, empathy and solving skills. I think it is an organisation. etc
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Focus |
Summarising a text |
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Researching a helpline or charity in |
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ñ Allow Ss a few minutes to reread the text and |
Focus |
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answer the questions. |
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your country |
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ñ Invite a few Ss to share their answers with the |
ñ Brainstorm helplines and charities in your |
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class. |
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country and write them on the board. |
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ñ Arrange Ss in groups of 3 or 4. |
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Suggested Answer Key |
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ñ Explain the task. |
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ChildLine is a free helpline for children and |
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ñ Allow Ss access to the Internet to complete |
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young people in the UK. There are many ways |
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their projects. Alternatively, ask Ss to bring |
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to get involved. You can find out how to stop |
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information to the next lesson and complete the |
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bullying by ordering an anti-bullying pack, or |
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project then. |
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you can do some fundraising during anti- |
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ñ Invite groups to present their projects to the |
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bullying week. Another idea is to set up a ‘peer |
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class. |
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support scheme’ in your school. Or you can |
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simply make a donation or volunteer to become |
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Suggested Answer Key |
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a childline counsellor. etc |
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‘Action for Russia’s Children’ is a British |
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charity that works to help Russian charities |
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provide an alternative to orphanages and |
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Focus |
Writing your personal opinion |
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children’s homes. It helps children and young |
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ñ Read the rubric to the class. |
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people in Moscow who have all kinds of special |
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ñ Allow Ss exactly 3 minutes to write on the topic. |
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needs: physically and mentally disabled |
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ñ Invite a few Ss to read their writing to the class. |
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children and the homeless. |
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To help ARC you can take part in fundraising |
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events, for example the ARC’s annual ball, |
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volunteer to help on one of their projects or |
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donate money. etc |
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2 |
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Across the Curriculum – Science |
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Objectives |
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Reading: a text about the nervous system |
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Focus |
Making up and answering a quiz |
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about the nervous system |
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Skill ― reading for specific information |
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Portfolio: a quiz about the nervous system |
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ñ Explain the task. |
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ñ Allow Ss time to reread the text and make up |
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their quiz. |
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Matching headings to paragraphs |
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ñ Ss swap quizzes with a partner and answer. |
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ñ Read the text aloud with Ss. |
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Suggested Answer Key |
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ñ Elicit/explain any new vocabulary, |
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ñ Ss match the paragraphs with the headings. |
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The Nervous System Quiz |
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ñ Check Ss’ answers. |
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Name the three parts of the nervous |
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system. (3) |
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Answer Key |
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Which part of the body controls the nervous |
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1 C |
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4 A |
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system? (1) |
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What is the biggest part of the brain called? |
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(1) |
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Focus |
Recalling new information |
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What does the cerebellum do? (3) |
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ñ Play the recording of the text to Ss. Ss listen |
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Which part of the brain carries messages |
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and read. |
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from the sensory organs? (1) |
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ñ Ss’ books closed, Ss note down 5 things they |
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Which part of the brain is responsible for |
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have learnt about the brain and the nervous |
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system. |
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metabolism? (1) |
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ñ Ss take it in turns to tell their partner what they |
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What is another name for ‘nerve cells’? (1) |
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have learnt. |
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How many nerve cells does the human brain |
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contain? (1) |
Suggested Answer Key
1The nervous system consists of the brain, the spinal cord and a network of nerves.2 The brain works as the ‘central computer’ for the nervous system.
3The biggest part of the brain is called the cerebrum.
4The brain contains about a billion nerve cells.
5 The Thalamus carries messages to the sensory organs.
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Objectives
Reading: a text about packaging
Skills ― reading for gist
― reading for detailed understanding
Portfolio: designing green packaging for a product
1Focus Reading for gist
ñFocus Ss’ attention on the title of the text. Elicit from Ss what they think the text is about.
ñSs read to check if they are correct.
ñConfirm the correct answer.
Answer Key
The author’s purpose is to give information and persuade the reader(s) to reduce the amount of packaging they consume.
2Focus Reading for detailed understanding
ñAllow Ss time to read the text and complete the task individually.
ñSs explain the words in bold by giving a definition, synonym or drawing, etc.
ñEncourage Ss to guess the meaning of the word from the context before using their dictionaries to check their guesses.
ñElicit/explain the meaning of any other words in the text that Ss do not understand.
Answer Key |
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beautifully |
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products |
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wrapper/wrapping |
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reusable |
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presentable |
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packages |
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recyclable |
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washing |
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pollution |
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conditioner |
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transportation |
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manufacturers |
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Thankfully |
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Suggested Answer Key
trays: flat objects with raised sides that are used for carrying food
preserves: keeps in good condition consumers: people who buy or use sth down to: because of
Going Green 2
weight: heaviness
solid waste: rubbish that is not liquid dumped: placed somewhere carelessly landfills: areas where rubbish is buried manufacture: mass production
cut back: reduce in number minimal: the least
biodegradable: breaks down naturally buried
concentrated: made stronger by removing water from it
delivered: sent to a particular address
3Focus Talking about how we choose products
ñPlay the recording. Ss listen to and read the text again.
ñAsk Ss the question in the rubric.
ñSs discuss in pairs.
Suggested Answer Key
A:What should people have in mind when choosing a product?
B:Well, many people look at its appearance. Quite often products look nice because of their packaging.
A:That’s true. But how important is the packaging?
B:Not as important as the product you are buying!
A:I think we should ask ourselves whether the packaging is good for the environment or not.
B:I agree. That’s what we should be thinking about. etc
4Focus Designing green packaging for a
product
ñArrange Ss in small groups and explain the task.
ñAllow groups time to design their ‘green’ packaging.
ñSs present their ideas to the class, explaining why they chose their design.
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2 Going Green
Suggested Answer Key
Our product is for chocolates and other sweets. The tray that displays the chocolates is made up of a biodegradable cornstarch material that can be discarded in a home compost pile. The box is made up of 100 per cent recyclable paper and is collapsible. If a consumer collapses the box and returns it to the supermarket, where it will be sent back to the manufacturer for reuse, the consumer receives a 10 percent discount coupon for their next purchase of the product. This acts as an incentive for consumers to return the box so it can be reused. If a consumer decides to throw the box away, then the box can be recycled.
Green Wisdom
ñDraw Ss’ attention to the quotation.
ñElicit/explain any new vocabulary.
ñElicit whether Ss agree or disagree with the quotation and ask Ss to justify their opinions.
(Ss’ own answers)
2Spotlight on Exams
Listening for specific information
ñExplain the task.
ñPlay the recording.
ñSs complete the task.
ñSelect individual Ss to read out the correct answer.
Answer Key |
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TAPESCRIPT
Presenter: With us in the studio today is Dr Edmond Hunt, a very experienced plastic surgeon. He is here to speak about teenagers and plastic surgery. Dr Hunt, welcome to the programme.
Doctor: Thank you. Plastic surgery is becoming more and more popular nowadays and many young people are using it to change the way they look. Of course, body image and physical appearance have always been important to teenagers, but now it seems we live in a society where even more importance is placed on being beautiful ― in the media, in advertising for example – which does nothing to help teenagers, many of whom
already have a very poor body image.
Now, I would like to make a distinction between the two types of plastic surgery and I think we need to be clear about this. First, there’s what we call ‘reconstructive’ surgery which is done to correct defects on the face and body. Examples of this include physical birth defects and injuries like dog bites or burns. This kind of surgery repairs parts of the body. The other type of plastic surgery is called ‘cosmetic’. This kind of surgery involves changing a part of the body simply because a person isn’t completely satisfied with it, for example nose jobs or liposuction (the removal of fat from the body.)
Of course, the well-being of our patients is always our most important concern. There is some concern that the glamorous image of cosmetic surgery as seen on TV can encourage people to change themselves without reason. Teenagers may suffer from low self esteem and choosing plastic surgery is not always the answer to their problems. Often talking to a therapist, dieting and exercise are the solution, for example. We must judge each case individually and help people make the right decision. We must also make sure that the individual has finished growing and is mature enough emotionally to cope with the stress of the operation.
All potential patients go through a series of interviews and those under the age of eighteen need a parent’s signature. It is essential that we talk to parents as cost
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is also a main factor. If the patient is suitable, we then help to find a suitable surgeon to perform the operation. He or she must find a certified surgeon, that is to say, one who is qualified to perform the operation well. After all, these operations are expensive and there is some risk involved.
Another word of warning, if I may. No amount of money can buy you happiness. The most expensive cosmetic surgery does not have the power to change who you are inside. A common myth is that we can make people like us more by changing our appearance. Our teenage years are a time of development, of personal discovery. It takes time to understand who you are. Remember, people cannot and should not judge you on your looks alone. If they do, they are not worth knowing.
Some would say, on the other hand, that today we have the power to make ourselves happier with our appearance and we should take that opportunity if we can. Ultimately, the decision to have plastic surgery is a personal choice. If you have any concerns, speak to your parents, or your doctor. One thing is certain - you should think carefully before you decide.
Reading
Focus Reading for specific information
ñExplain the task.
ñGo through the headings (A-H) with Ss.
ñAllow Ss time to complete the task.
ñSelect individual Ss to read out the answers.
Answer Key |
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Use of English
Focus Using word derivatives
ñExplain the task.
ñAllow Ss time to complete the task.
ñRead out the text with Ss.
Answer Key |
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architecture |
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designer |
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widen |
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development |
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residential |
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construction |
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entertainment |
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Spotlight on Exams 2
Writing
Focus Writing a letter to a pen-friend
ñAsk a S to read out the extract.
ñElicit/Explain any new vocabulary.
ñExplain the task.
ñCheck Ss’ understanding by asking what are you going to write? (a letter) the letter for? (my pen-friend Fiona) you going to write about? (antiweek/ask about the party).
Suggested Answer Key
Dear Fiona,
It was great to hear from you. You pleased that your exams are over and now time to enjoy yourself.
The anti-bullying week was a huge and I believe we have really reduced amount of bullying that goes on in our There were talks by experts and films showed the effects and how to deal bullying. There was also a confidential for kids who were being bullied.
Anyway, what about the party mentioned? Where is it and who are you with? More importantly, who is going to be there? Is Robbie from next door going?
Got to go now. My exams are next week so there’s still a lot of studying for me!
Lots of love, Fran
Speaking
Focus Deciding what to buy someone as a present/role play
ñExplain the task.
ñRead out the prompts and explain/elicit that the conversation will be informal.
ñSs work in pairs.
ñGo around the class monitoring the task.
ñSelect some pairs act out their dialogues.
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2 Spotlight on Exams
Suggested Answer Key
A:What do you think we should get mum for the 8th of March?
B:We could get her some nice jewellery.
A:That’s a good idea. Mum likes wearing earrings and necklaces.
B:But she likes gold and that would be really expensive.
A:True. How about a scarf and some gloves?
B:But it’ll soon be spring and it won’t be cold enough to wear them.
A:Maybe we should just get flowers.
B:But that’s far too boring! They look nice but their beauty doesn’t last long.
A:So what can we get her?
B:I know the perfect gift ― some tickets for the theatre!
A:Excellent idea! I will go to the theatre tomorrow and get them. etc
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Progress Check |
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Check 2 and Look at Module 3 should be done in one lesson.
Answer Key |
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offend |
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attitude |
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3 off |
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down |
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dramatic |
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trust |
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up |
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on |
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symptom |
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tricky |
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tempted |
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disgusting |
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persuade |
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pressure |
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about |
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whom |
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31 was late because of
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3 due to (the) ice
4 who’s married to an American
5 due to the fact that
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Before you start …
ñRevise one or two points from the previous module (e.g. ask Ss what they do to relieve stress, whether they would volunteer for a charity, etc).
ñDirect Ss’ attention to the title of the module Responsibility. Explain that in this module they will learn about crime and the law, rights and responsibilities, etc.
Look at Module 3
In order to stimulate discussion and interest, ask Ss which page each picture is from. Then elicit other information (e.g. what the picture shows, what else Ss can see on the page and what they think the unit might be about).
Suggested Answer Key
Focus Ss’ attention on picture 1.
T: What page is picture 1 from?
S1: It’s from page 59.
T: What can you see in picture 1?
S2: A man and a boy on a bicycle.
T: Where are they?
S3: They are in the countryside. etc.
Pic 2 (p. 48)
What does the picture show? What are they doing? How old are they? How well do they know each other?
Pic 3 (p. 51)
What can you see in the picture? What is she holding? What are the advantages/disadvantages of having a credit card?
Pic 4 (p. 52)
Who is in the picture? When did he live? What is he famous for? Have you read any of his books?
Find the page number(s) for
Allow Ss time to browse through the units and find the relevant information. Then ask them to explain what each one is, and elicit simple information about each item.
Suggested Answer Key a proverb (p. 47)
(a short sentence which gives advice or tells you sth about life) What does the proverb say? Do you agree with it? Why (not)? What other proverbs do you know?
a poem (p. 48 )
(a piece of writing, often in short lines which rhyme) Who wrote the poem? What is it about? Do you like reading poetry? Why (not)? Which famous poets do you know?
a biography (p. 52 )
(a factual article about a person) Whose biography is this? What era did he live in? What does the biography tell us about his life?
a quiz (p. 59 )
(a game or competition in which sb tests your knowledge by asking you questions) What is the quiz about? Do you like doing quizzes? Why (not)? Where do we normally find quizzes?
Go through the rest of the sections with your Ss and point out that by the end of the module they will know how to perform the tasks listed.
Explain that the module has:
―a Literature section
―a Culture Corner
―an Across the Curriculum section
―a Going Green section
Ask Ss to look at the relevant pages and elicit what each section is about.
Suggested Answer Key
The Literature section is about an author and a literature extract. This one (pp. 52-53) is about Charles Dickens and has an extract from his novel Great Expectations.
The Culture Corner (p. 57) contains a text about Ellis Island and the Statue of Liberty.
The Across the Curriculum section (p. 58) looks at human rights, a topic in Citizenship.
The Going Green section looks at different green issues. This one (p. 59) is about how to become a ‘green citizen.
Listen, read and talk about …/Learn how to …/ Practise …/Write/Make …
As described in the relevant section in Module 1.
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3 a Reading Skills
Objectives
Vocabulary: crime and the law; words often confused
Reading: text about victims of crime
Skill ― matching (skimming)
Speaking: a crime story
Reading
1Focus Predicting the content of a text
ñDirect Ss’ attention to the title and headings A- E. Explain any new vocabulary and elicit what they think the text is about.
ñPlay the recording. Ss listen and read through the text and check their answers.
Suggested Answer Key
The text is about people who have been the victims of crime.
2Focus Matching headings to text
ñRead these together and explain they will match these to the paragraphs in the article.
ñAsk Ss to read the article again.
ñTell Ss to identify and underline key words/ phrases in the text that help them match the appropriate heading to each paragraph.
ñAllow Ss time to complete the task and check the answers together.
Answer Key
1C (These terrible fraudsters are just trying to trick gullible people …)
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(The police caught them red-handed) |
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(The attacker just came out of nowhere) |
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(this has been happening a lot lately) |
3Focus Eliciting meaning from text
ñFocus Ss’ attention on the underlined words/ phrases in the text.
ñSs explain the meaning of each by giving a synonym, example or explanation before checking in their dictionaries.
ñ Ss then provide meanings for the words in bold.
Answer Key
petty ― small/minor
out of the blue ― unexpectedly fell for it ― was deceived gullible ― trusting/easily tricked broke into ― got into by force shaken up ― in shock
wipe it off ― remove it with a cloth lately ― recently
distract ― take someone’s attention away from something
Suggested Answer Key taken for a ride: tricked
lottery: gambling game with numbered tickets contacted: communicated with
fee: payment for a service
process: series of actions to achieve sth winnings: amount of money won
idiot: foolish person scam: trick
came out of nowhere: suddenly appeared threatened: stated an intention to hurt grabbed: took suddenly by the hand
identify: be able to formally recognise sb or sth bird mess: organic material from a bird’s body so-called: incorrectly/unsuitably named reached for: tried to get
realised: understood a situation means: way(s)
Vocabulary
4 a) Focus Completing a table
ñExplain the task.
ñAllow Ss time to complete the table.
ñSs check answers with a partner.
Answer Key
burglary burglar mugging mugger theft thief pickpocketing pickpocket
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b) Focus Matching crimes with a suitable
punishment
ñDraw Ss’ attention once more to the crimes listed in Ex. 4a.
ñAsk Ss to rank them from most ― least serious.
ñRead through the punishments listed in Ex. 4b and check comprehension.
ñSs match the crimes and punishments individually then compare answers with a partner.
Suggested Answer Key
ñgo to court: burglary, mugging, theft
ñpay a fine: pickpocketing
ñgo to prison: bank robbery, kidnapping
ñget off with a warning: shoplifting
ñdo community service: vandalism
5Focus Understanding words often confused
ñExplain the task.
ñWork through the first example with the class and write the second sentence on the board.
ñEncourage Ss to guess first and then check their answers using the Word List.
ñAsk individual Ss to share their answers with the class.
Answer Key |
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1 |
offence |
3 |
illegal |
5 |
sentence |
2 |
taken |
4 |
found |
6 |
witnesses |
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6Focus Completing exchanges
ñExplain the task.
ñSs work in pairs to complete the exchanges.
ñSelect some pairs to act out the exchanges to the class.
Answer Key |
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1 |
A: broken |
4 |
A: find |
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B: pay |
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B: let |
2 |
A: confess |
5 |
A: convicted |
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B: arrested, appearing |
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B: sentenced |
3 |
A: get |
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B: chased, make |
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Reading Skills 3a
Speaking
7Focus Continuing a story
ñRead the beginning of the story aloud to the class and explain the task. Draw Ss’ attention to the vocabulary given.
ñSs complete the task in small groups.
ñSelect some groups to tell the whole story to the class.
Suggested Answer Key
Then out of the blue someone jumped out in front of me and started to threaten me, saying, “Hand over your purse, or I’ll hurt you.” I was in a state of shock as it was the first time anyone had tried to mug me. At first I didn’t want to give him what he wanted, but when he attacked me with a knife I knew I had to do as I was told. I held out my purse and he grabbed it from me and ran away. Luckily, I was able to give the police a good description of the criminal and they caught him soon after. I identified him as the mugger and he was given a prison sentence.
Words of Wisdom
ñDraw Ss’attention to the proverb.
ñElicit whether Ss agree or disagree with the proverb and ask Ss to justify their opinions.
ñAs an extension, Ss could suggest similar or other proverbs on the topic from their L1 and translate them into English.
Suggested Answer Key
I agree with the proverb because although some crimes may have a financial gain, usually criminals end up in jail or living a violent and unhappy life. Committing crime will not improve your life but rather make it worse.
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