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www.avasshop.ir
Contemporary
Topics
27ttCenturySkilLsfor AcademjcSuccess

F O U R T HE D I T I O N

ELLen
Kiss[inger

Jeanette
Ctement
CynthiaLennox
colrrRraLirlruc
AUTHoRs

MichaeIRost
SERIES
EDITOR
www.avasshop.ir
 ........
scoPEAND SEQUENCE .. iv
ACKNOWLEDGMENTS.,.,...., .. vi
INTRODUCTION., . vii
LEARNINGPATH . . . .x

ul{ll I
SOCIOLOGY
Names ............... . . . . . . . . . . . . . .2. . . . . . . . .

ul T 2
LlilGUlSTlCS
GlobalEnglish...........
....

U II3
PSYCHOLOGV
Phobias.....................

u lT I
ARCHITECTURE
Frank Gehry ...72

UNIT9
PUBLfCHEALTH.
clobalEpidemic ..................82

UNIT10
UnBAifPLANNING
21"iCenturyCities ...........................................
92

uN|r1l
BIOLOGY
DNA Testirg . .... .... 702
!
ul{lT 12
PlrBLlC RiskManasement ...............
ADllll{ISTRATIOI{ r72
 assignment M a i ni d e a s Syllablestress . Askingfor Presenton
classic darification or name5. u5rn9an
discrimination (onfirmation outline
gender
. Askingfor
generation
image opinionsor ideas
neutral
prim€
symDol

acknowledge comparisons Strtssingwords . Disagreeing Presenton

communi(ate to focusthe . Agreeing varietiesof
domain listener English,using
facilitate examples
global
nevertheless
retain
unprecedented

constant Keywords Contractions . Keepinga Pre5enton

duration discussion
on overcoming
physical topic a fear,using
psychologist . Askingfor descriptive
rational sensorydetails
clarification
or
confirmation
. offering a fact or
example

acqurre Topicsand Reducedvowel: . Trying to reacha Presenton a

adapt subtopics consensu5 formula for
att.ibute . Asking for sUCCessafter
comPlex developingan
clarification or introduction
consumer
confirmation
diverge
illustrate . Paraphrasing

accufately Numberedlists Final -i and -ed . Expres5ingan Presenton

aSsess 50unos opinion learning
aware . Askingfor strengths.usrn9
demon5trate tran5itions
clarificationor
logic
confirmation
menral
notion . offering a fact or
option example

aliernate Datesand Thought groups 'Paraphrasing Presenton

conflict numberS . Askingtor an impactful
decade person,using
opinionsor ideas a concluSl0n
decline
network . Offering a fa€t or
roure example

lv '' Scopeand Sequence

 Enume.ating L i n k e ds o u n d s . Agreeing Preseno tn
oonq a specral
. A s k i n gf o r
commitment p a 5 5 r o nu, s r n g
orspray clarificationor an attentron-
Inlegral .onf irmation getting opener
motivate . A s k i n g{ o r
o n g o i ng opiniono sr ideas
aeinforce

d y n am r c Emphasis Intonation . Acknowledginga Presenton

foundation pornr a beautiful
. A s k i n gf o r b u i l d i n gu, s i n g
v i s u aal i d s
sttesS opinionsor ideas
utilize

approxlmarery S y m b o l sa n d Emphasized . Offeringa fa(t or P r e s e not n

contnbute abbreviations words example h e a l t h yc h a n g e s ,
. A s k i n qf o r u s i n gn o n v e r b a l
r mp L e me n I communrcatron
negative opiniono sr ideas
shift . Paraphrasing

etbnic Connectedideas Reducedand . Fg(usingon a Presenton a

expand contractedwords topic great place
fundamental to livewhile
. Askingfor
initiate persuadingthe
institute clarificationor audrence
monitor confirmation
proJect . Expressing an
o p i ni o n

access G r a p h i co r g a n i z e r s 5tressing
words . Gettinga Presenton
concenrrare to makeideas disc!ssionstarted a s c i e n t i f i c
EXITACI . clear . Disagreeing advanae,using
identical quotations
meotcal . E x p r e s s i na gn
reveal o p r nr o n

alloaate Que5tions Keywordsin . Askingfor Pre5enton a

cooperate thought groups opinionsor ideas 5urvivor'5Stofy
igno.e and answer
. Agreeing
minimize audience
. Offeringa fact or questions
priorities example
rar9e1
ultirnately
widespread

q.^ne f,nrl qon ,an.a

 The series eaitor, authors, and publisher would like to thank the following consultants,
reviewers, and teachers for offering their invaluable insights and suggestions for the fourth
edition of the Contemporory Topicsseries.
Kate Reynolds, Universityof wisconsin-EouClaire;Kathie Gerecke,North ShoreCommunity
Coliege;Jeanne Dunnett, CentralConnecticutStateUniuersity;Linda Anderson, washington
Uniu€rsityin St. Louis/FontbonneUniv€rsity;Sande Wu, Calfornia StqteUniuersit, Fresno;Stephanie
Landon, Collegeof the Desert;.lungsook Kim, JeungsqngLanguag€School;Jenny Oh Kim, Kangnamgu
Doechidong;Patty Heiser, UniuersityoJwashington;cauie Barnard, Qu€enscollege;Lori D. Giles,
UniuersityoJMiami; Nancy H. Centers, Rogerwilliams Uniuersity;Lyra Riabov, SouthernNeu./
HampshireUniuersity;Dr. Steven Gras, ESLProgram,SUNY Plattsburgh;series consultants Jeanette
Clement and Cynthia Lennox, DuquesneUnilrersity
The author would also like to thank Rachel Belanger and ]ennifer Bixby for their valuable
contributions as well the many people at Pearson, in particular Amy Mccormick, for their
dedication to the series. I would also like to thank Michael Rost, with whom I've shared the
challengeof addressingthe needs of our students in academiclistening for many years. His
keen insight regarding the complexity of skills needed by students to support their success
academicallyhas made the seriespossible.

New to this fourth edition, Essential Online Resources are available at www.pearsonelt.com/
contemporarytopics4e, using your access code. These resources include the following:
. vIDEo: watch the Lecture academic lecture videos, with or without Presentation Points,
and Talk About the Topic student discussion videos are available.
. AUDIo: Audio clips for all audio-based Student Book activities as well as Unit Tests and
Proficiency Assessment lectures are available. Audio versions of the unit lectures and
student discussion are also provided, (Audio and video icons in thE Student Book and
Teaching Tips indicate which media is needed for each activity.)
. STUDENT BOOK PRESENTATIONSLIDES:All units of the Student Book are avail,ableas
PowerPoint!slides,allowing activities to be viewed as a class.
. INTERACTIVE TESTS;Teachers can administer the Unit Testq end Prnficipncv
Assessmentsonline. *
. PRINT RESOURCES: Transcripts of the videos and lecture-specific Coaching Tips
(covering listening, criiical thinking, and note-taking) are provided along with Teaching
Tips, Answer Keys, Audioscripts, Teacher and Student Evaluations Forms, Unit Tests,
and Proficiency Assessments.

Acknowtedsemenls

I
I
 The contemporqryToPicsseries provides a comprehensive aPProach to develoPing 21"tcentury
academic skills-including listening, thinking, discussion, presentation, and study skills-in
order to prepare students for participation in real-life academic and professional contexts.
The overriding principle oflanguage and skill development in the ContemPoraryTopics
series is engogement. Activities in each unit are carefully sequenced in a way that gives
students increasing involvement and self-direction oftheir learning. Authentic, stimulating
content is introduced and developed throughout each unit so that students experience the
value ofunderstanding and exchanging contemporary ideas in a range of academic fields.
ContemporaryTopicsis intended to bridge the gap between language-focused and content-
focused instruction, to ready students for genuine academic and professional contexts whele
they will be expected to participate fully.
Each unit centers around a short academic lecture. Realistic preParation activities, focused
listening tasks, Personalized discussions, challenging tests, and authentic presentation
assignments enable students to explore each topic deeply.
. The lecture topics are drawn from a range of academic disciplines, and the lectures
themselves feature engaging instructors in a variety of settings including offices, lecture halls,
and classrooms, many with live student audiences.
In order to achieve the goals of content-based instruction, the contempolcryTopicsseries
has developed an engaging nine-part learning methodology:

to the ToPic
@Section1:Connect
Estirnated tirie: 15 minutes
This opening section invites students to activate what they aheady know about the unit
topic by connecting the topic to their personal experiences and beliefs. Tlpically, students fill
out a short survey and compare answers with, a partner. The students then listen to a short
interview providing one expert view on the unit topic. The teacher then acts as a facilitator for
students to share some of their initial ideas about the topic before they exPlore it furthel

O Section2: BuildYourVocabulary
Estimated time: 15 mi$utes
This section familiarizes students with some ofthe key content words and phrases used in
the Iecture. Each lecturetargets 1O-15key \ rords from the Academic word List to ensure that
students learn the core vocabulary needed for academic success.
Students read and listento the target words and phrases in context so that they can
better prepare for the uPcoming lecture Students then work individually or with a Partner
to complete exercises to ensure an initial understanding of the target lexis of the unit A
supplementary pair-work activity enables students to focus on form as they are learning new
words and collocations.

@Section3: FocusYourAttention
Estimated time: 1Ominutes
In this section, students learn strategies for listening actively and taking clear notes. Because
a major part of,,active listening" involves a readiness to deal with comPrehension difficulties,
this section provides specific coaching tips to helP students dilect their attention and gain
more control of how they listen.
 Tips include how to use signal words as organization cues, make lists, note definitions,
link examples to main ideas, identify causes and effects, and separate points ofview
A Try It section, based on a short ?udio extract, allows students to work on note-taking
strategies before they get to the main lecture. Examples of actual notes are usually provided in
this section to give students concrete "starter models" they can use in the classroom.

O@ Section4: Watchthe Lecture

Estimated time: 20-30 minutes
As the central section of each unit, Watch the Lecture allows for two full listening cycles,
one to focus on "top-down listening" strategies (Listen for Main ldeas) and one to focus on
"bottom-up listening" strategies(Listen for Details)
In keeping with the principles of content-based instruction, students are provided with
several layers of support. In the Think About It section, students are guided to activate
concepts and vocabulary they have studied earlier in the uhit.
The lecture can be viewed as a video orjust listened to on audio. The video version
includes the speaker's Presentation Points.

Q Section5: Hearthe Language

Estimated time: 10 minutes
andpronunciation.
Thissectionfocuseson "bottom-up"listeningstrategies In this section,
students hear ten short extracts taken from the actual lecture and perform a noticing task.
The task helps students perceive sound reductions and assimilations, learn to hear language
as "thought groups" and pauses, and tune in to function of stress and intonation.
Students then work in pairs to practice their.pronunciation, adapting the phonology point
that was learned in the listening task.

O@ Section5: TalkAbout the Topic

Estimated time: 15 minutes
Here students gain valuable discussion skills as they talk about the content of the lectures.
Discussion skills are an impdrtant part of academic success,and most students bene6.tfrom
structured practice with th"eseskills. In this activity, students first listen to a short "model
discussion" involving native and nonnative speakers, and identify the speaking strategies
and gambits that are used. They then attempt to use some of those strategies in their own
di<errc<inn ornln<

The discussion strategies modeled and explained across the units include the
followine:
. Agreeing . Keeping a discussion on topic
. Asking for clarif,cation or confirmation . Offering a fact or example
. Asking for opinions or ideas . Trying to reach a coDsensus
. Disagreeing o Prrenhrecino
. Expressingan opinion

Yiii |itroduction

|
 Section7: ReviewYourNotes
Estimated time: 10 minutes
Usingnotesfor reviewanddisiussionis an importantstudyskill that is developed
in this
section. Research has shown that the value of note-taking for memory building is realized
primarily when note-takers review their notes and attempt to reconstruct the content.
In this activity, students are guided in reviewing the content ofthe unit, cladfying
concepts, and preparing for the Unit Test. Abbreviated examples of actual notes are provided
to help students compare and improve their own note-taking skills.

Q Section8: Takethe Unit Testand

Proficiency
Assessment
Estimated time: 15 minutes each
. Taking the Unit Test completes the study cycle of the unit: preparation for the lecture,
listening to the lecture, review of the content, and assessment.
The Unit Test, contained only in the Teacher's pack, is administered by the teacher and
then completed in class, using the accompanying audio. The tests in ContemporaryTopicsare
intended to be challenging-to motivate students to learn the material thoroughly. The format
features an answer sheet with choices, The question "stem" is provided on audio only. Test-
taking skills include verbatim recall, paraphrasing, inferencing, and synthesizing information
from different Barts of the lecture.
The Profciency Assessmentis an audio Iecture and ten multiple-choice questions
designed to give students practice listening and taking standardized tests. It, too, is found only
in the Teacher's Pack and should be administered by the teacher and completed in class using
the accompanying audio.

Section9: ExpressYourldeas
Estimated time: Will vary by class size
This final section creates a natural extension of the unit topic to areas that are relevant to
students. Students go through a guided process ofpreparing, practicing, and presenting on
a topic of personal interest. Students are also given guidance in listening to other students,
presentations and providing helpful feedback.

A supplementary Teacher's Pack (TP) contains teaching tips, transcripts, answer keys, tests,
and teacher evaluation forms.
We hope you will enjoy using this course. While the ContemporaryTopicsseries provides
an abundance of learning activities and media, the key to making the course work in
your classroom is student engagement and commitment. For content-based learning to be
effective, students need to become actiuelearners. This involves thinking critically, guessing,
interacting, offering ideas, collaborating, questioning, and responding. The authors and editors
of ContempararyTopicshave created a rich framework for encouraging students to become
active, successful learners. Welope that we have also provided you, the teacher, with tools for
becoming an active guide to the students in their learning.

Michael Rost
S E R I E SE D I T o R

Introd!ction ix
I
 -i't: I :
i'I'-=
ACTIVqTION

*_..--l
p.esqntsvocabularY
--l

feature5a short
"interview" related provideslistening
to Lrnitiheme and note-takingtips

encouragesrdea
sharingaboui unit
lopic
features a short
l' academictalk

offer5 selective
listeningand note-
taking practice

-l

SECTION9
EXPRESSION
StudentPresentation
Evatuaiion
forms for ExDress
YourIde
allowsopportunity
to assess
offers tips for presentations
presentrng

practice

-t' *I - - - - " ' - t -

tearnjns
Path
I
 SECTIONS
4/ 5/ 6
PROfi ESSI NG

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--- r'**:.r.-*]lil dl-
en(ourages t.E
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redluresan acaoemrc :;_.-:- I -,--
_-,".:;l
lectureand requirer :;"
^i<i:^.1 inr.n<n,.
ljstening,andactive iil:llIi:rllf;I-
n^tF t:Lih^

::::.-*.*.-

featureslectureextra<tithat
demonstratephonologypoints

providestips for
participatingin
a discussion

promptspronunCiation
provide5speaking
Pradrce -- *- ' and listening
practice
-l
1

:::r-;'- -
AS5ES*qryENT
Eiil, u",'*, n-n..*, a*"*."nt
crovrde9 @
cpportunityto
'evisenotes 'li.t:i-t'_- '- _ featuresa short
ii:,i':iitlil;":" academicledure
":r;i:i';:itt _ ,"' and offers
l;"i:i:ji.-' assessnent
. ' : . : : : . " : . . . . . w i t h i na h i g h -
I i.".:l:r..'.llli"l. stakeslistening
environment
:i::.-,i;:.-:"

LearniP
n sa t h
I
 C ONNE CT
t o t he t opic
Names are what we call a cultural universal.This means that all people have names regardlessof
their culture. Some people say that choosing a child's name is a major responsibility. How important
is a name to you?

A THINK ABOUT IT Takethis surveyaboutnames.Check(,,f)your responses.

Thencompare
with a partner.Givereasons.
responses

My.nameis part of my identity;it makesme special.

The meaningof my nameis very importantto me.

l w o u l d l i k et o c h a n g e
myname.

Parents
shouldbe ableto chooseanynametheywant for theirchild.

Q n fUNe interviewwith a parent,LucindaAdler.Thenwork with a

IN Listento a research
partner to answer the questions,based on the interview,

1 How did Lucinda Adier and her husband choosetheir son'sname?

2 Why did the parents consider"Mason" and "Quinn" for their daughter?

3 Adler saysher daughter "prefersthe nickname'Fiefie' ... . Go f,gure!"what does she mean?

C PAIR WORK Work with a partner.Ask: what's your name?Do you know what your name
means?Do you havea nickname?who usesthe nickname?

u''''
I

I
 BUILDy ourv oc abul a ry

Q n USffN Theboldfacedwordsarefrom the unit lectureon names.Listento eachsentence.

Then guessthe meaning of the boldfacedword.

1 Some parents admire famous athletes as strong role models, so they name their children
after them.

2 Taylor had so many homework assignments that she had no time to watch TV

3 A classic name is one that was popular years ago and is still common today.

4 In some families, it's the custom to give the firstborn boy the same name as his father
and add 'Junior."

5 Some parents are concerned about discrimination. They don't want their children treated
unfairly because of their names.
'
6 A name like "Hunter" is gender neutral; it can be used for a boy or girl.

7 women in three generations of my family have had the name "Sarah"-my grandmother,
my mother, and my sister.

8 when I hear the name "Barbie," I see an image of a tall, blond girl. Fair or not, it's the
picture that comes-into my mind.

9 'John" is a prime example of a classic name. It's been used for many years.

10 A name can be a symbol of identity, especially for celebrities.

B TRY IT Complete each sentence with the cofiect word.

admtre cla5src discrimination generations pnme

assrgnmenlS custom image symbol

name lik-e Roberthas been used for a long time.

Luis forgot the woman's name althoiigh the of her face was easy
to remember.

3 The couple didn't want to know the of their baby before it was
born. Either a boy or a girl was fine.

Names
I
 4 ln my opinion, a(n) examDleof a bad name is a name that's hard
to pronounce.

5 Mr. Leegavehis studentsthree for the weekend.

6 Becausethe Martins were wortied aboutgender , they gavetheir

daughter a name used by both boys and Eirls'

7 The in our family is to name a baby after a relative who has

recentiy died.

8 Basketball star Lebron Jamesis called "The King" becauseof his

as the best playerin the world.

9 In Robert'sfamilY,four havethe name "Robert,"including Robert's

great-grandfather.

10 Fortheir new baby,my neighborschosethe name of a politician they

in hopesthat their daughterwill alsobe succelsful'

GPAIRwoRKReadthesentenceswithaPartner.Noticethebo|dfa(edwords.Thenchoosea
particleto (omplete eachsentence.

1 An example

2 Unfortunately,PeoPleare

3 steven was named

4 'Emily' qualifies
an unusualname is "SkY."
the namesthey have.

his dad'scollegecoach,Mr. Stevens

a classicname becauseit's alwaysbeen

I
study how peoPleresPond eachother'snames.

6 Stereotypesare associeted- some names. For examPle, some

peopleexpecta "Jennifer"to be pletty.

7 some coupleschoosea name in hopesit will provide somesocialbeneit

their child-for example,their child will be popular or respected

8 The name "Anna" was Passed from one generation to the next in
girl's family.
"the
9 Some parents don custom. lnstead, theY choose a name
they like.

10 A classic name never goes style. tt's alwaYsPoPular.

U N I T1
 y ourat t ent io n
FOCUS
MainIdeas
There are two basic reasons for taking lecture notes:
. to help you focus on the main ideas ofa lecture
. to help you review the information later
A speaker usually introduces main ideas with signal phrases.

srcralpxnAi:s
ln the flrst half,i6u'lt hear about ...
ln the secondhalf, we'll discuss...
Today'stecturewilt focus on ...
Thisafternoonwe'll ,ook at ...
I'd like to begin with the fhst category ...
Today'slecture $.i be divided into two parts: ...

Paying attention to the introduction can help you organize your notes. For example:

i.

i
Pattl

ParlZ

l,,1)A TRY IT Listento an ex(erptfrom a sociologylecture.What signalphrasesdo you hear?

What two topics will the le€turerbe discussing?Takenotes.

B PAIR V/ORK Compare notes with a partner. use your notes to answer the questions in Part A.

Names
I
 WATCH
A TIIINE ABOUT IT Youare about to watch the unit lecture
on nam6. How doesa person'snameinfluenceyour opinionof
him or her?Givereasons.

O @ a LISTEN FOR MAIN IDEAS croseyourbook.watchthe

lectureand take notes.

C CHECK YOUR UNDERSTANDING use your notes. Answef the questions,

basedon the lecture.Circlea, b, or c.

I what does calling the professor'AIex" versus "Dr. Shaw" show?

a how names can influence how we respond to people

b how we can change out names
c which name the speaker prefers students use with her

2 What is the most common way parents choose a name?

a They follow family customs.

b They choose what's popular.
c They choosea name they like.

3 How is a classicname defined?

a as a name that has a good sound

b as a name that doesn't go out ofstyle
c as a name that has a nice feeling

4 Does an unusual name make someonesuccessful?

a Yes,the researchshows this.

b Yes,sociologistsagreeon this.
c No, the research doesn't show this.

5 What does the example about the names "Michael" and "Hubert" tell us?
a that there are stereotypesassociaredwith names
b that Michael is a classicname
c t h a l o t h e r p e o p l ea r e n ' ra f f e c t e db y o u r n a m e s

lNrr 1
|
4 r LISTEN FOR DETAILS closeyour book.watchthe le(tureagain.Add detailsto your
notesand correctany mistakes.

CHECK YOUR UNDERSTANDING Useyour notes. Decideif the statementsare

f (true) or F (false),basedon the lecture.Correctany false statements.

- 1 A culturoluniuersalis defined as a practice we all share.

2 A first name is also referred to as a givenname.

- 3 In some families, it's custom to name the 6rst son after the grandmother.

- 4 "Taylor" is an example of a name that works for either gender.

- 5 Someparents believe a name can give their child social benefrt.

- 6 'Alex" and "Emily" are examples of ciassicnames.

- 7 Socioiogistsagreethat it is better to have a classicthan an unusual name.

8 The name "Hubert" was on all ofthe homework assignments.

- 9 The teachers were given the same homework assignment

- 10 Parentswho want their son to be consideredsmart should name him "Hubert."

r
 H E A Rt h e l a n g u a g e
Syl.Labte
Stress
When you learn vocabulary, it is important to know which syllable is stressed. Paying attention
to stresswill help your pronunciationand your listening.

Q n UStfN Listento the stat€mentsand questionsfrom the lecture.Circlethe syllablestr€ss

you hear,

1 In Sociology / sociology, we study social groups and how people inTERact / interAcT and

respond to each other.

2 For example, DEpending / dePENDing on if I say my name is 'Alex," or "Alexandra," or

"Dr. Shaw," you might REspond / TeSPONDdifferently to me.

3 However, we would take a SIMilar / simiLAR approach to ANalyzing / anAlizing how

parents choose names in any other language.

4 So, without a doubt, our names are important SYMbols / symBOLS of iDENtity / idenTlty.

5 The second way parents choose names is to name a child after someone the parents
ADmire / adMIRE, such as a FAvorite / favorlTE teacher, a family friend, or even a famous

athlete or movie star.

6 For example, if they are CoNcerned / conCERNedabout gender discRlMination /

discrimiNAtion, they may choose a name that works for either a boy or a girl.

7 Now what QUALifies / quallfies as "classic"? Well, CLASsic / clasSlG means the name never

tsuEJ uul ur rlyrE.

8 Now I want to CoNsider/ conslder these questions:Doessomeone'sname lNfluence/

inFluencehow otheipeoplerespondto them?

9 Doesa person'sname AFfect/ affEcT their chancesfor success/ succESSin life?

10 sPEcifically/ speclFically,researchershave exploredwhether it's better to have a classic

name,such as "Robert,"or an UNusual/ unusual name,like "Darvlin."

B PAIR WORK Work with a partner.Taketurns sayingthe sentences.Payattention to

syllablestreis.

UNIT
1
T
TALK
Askingfor Ctarification
or Confirmation
FOLLOW THE DISCUSSION watcn asthe studentstalk aboutnames'Readeach
comment.Thencheck(J) the studentwho makesthe comment.

Mia Manny Hannah River

) a sj u s t a n a m em y p a r e n t sl i k e d .P r e t t ys i m p l e l "
1 " ( M yn a m e w I T T I
2 "Well, in my case,I got my namefrom the first way that the
lecturermentioned,whichwascustom."
T T I N
3 " l w a s n a m e da f t e rm y m o m ' sh i g hs c h o otle a c h e rI.g u e 5 sm y
m o m r e a ly a d m l r e dt h i sw o m a n . "
n T I T
4 "l'm not reallysurewhere my namecomesfrom. I doubt my
p a r e n t sc h o s ei t t o h e l pm e s o c i a l l , .
I T x n
LEARN THE STRATEGIES watchihe discussion again.Listencloselyfor the comments.
Thencheck(J)the discus5ion
5trategythe studentuses.
Asking tor (larification Askingfor opinions
or confirmation or ideas

1 M i a : " S oy o u m u s tt h i n k n a m e sr e a l l yd o m a t t e r ? " tr . T
2 Hannah: "Thislecturehasmademe realizeit's a b19
for a parentto choose....Don't you think?"
responsibility
tr tr
to give
3 Mia: "You mean,it's the parents'responsibility
g o o dn a m e s ? "
tr T

Discussion strategy To clarify means to make clearer.To confirm is to remove doubt. You can clarify or
confirm by restatingwhat you understood:You mean.,. ot Do you mean ,., ? or you can ask open-ended
questions like What do you mean? and Could you clarify ..- ?

TRY IT In a small group, discussone or more of these topics.Try to use the discussion
strategiesyou have learned.
. Do you know people with unusual names?what are their names?What do you think of
their names?
. In your experience,are stereotypesassociatedwith names?Give examples.
. There are many websites tohelp parents choosea name fortheirbaby. Is this a goodway
to choosea name?

Names

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 REVIEW vour il{i LJb
I
i

REVIEW With a partner.take turns explainingthe main ideasfrom the lecture.Useyosr notet.
Thencompl€tethe notesbelow.

,, AlerI how Ailferenl namet chaoqe whal

lr
we thiok ol peoyle

Robe*or Anqa

TIP!
Remember: Thereare two basic
reasonsfor taking notes:
. to helpyou focuson the main
ideasof a lecture
. to helpyou review
informationlater

fo) Now you are readyto take the Unit Testand the ProliciencyAssessment.

to_
|
u*'tt I
I
 I

EXPRESS
What'sin a Name?
in the unit lecture, you learned about ways parents choose
their child's name. Naming practicesdiffer acrosscultures.
Practices include naming a child after an important religious
figure, based on the child's birth order, according to the day
of the week the child was born on. and after a constellation
in the sky.

TASK Researchyour name and two classmates'names.

Then give a short pre5entationabout your findings. Usean
outline to help you organizeyour ideas.

Prepare
1 Think about your own name. How did your parents PresentatlonStrategy: Uslngan outllne
chooseyour name? Do you know the meaning of Makingan outlinehelpsyou to organizeideas.
your name? what name would you give your own 8y structuringthe information.you alsohelp
child? why? write down your answers. your listeners follow your ideasmore easily.The
exampleoutlinebelowshowsa ba5icoutline
2 Interview two classmatesabout their nam€s.
structure.Thisunit focuseson organizingyour
Ask: How and why did yourfamiiy chooseyourname? m a i ni d e a s .
What is the meoningof your name?Do you like your
name?If you had a chiid,whot namewould you give him
or her?Why would you choosethis nomeTReminder:
Take clear notes during the interviews. You can
also do online researchto check the meanings of
I Introduction:3main ideas
names. You can search "meaning of names."
l l M a i ni d e a# 1 :M y n a m e
3 organize the information from your notes into A Supportingdetail:How/ why namechosen
an outline. (Use the example outline to help you.) B Supportingdetail:Meaningof name
Do not write sentenceson your outline. Use key C Supportingdetail:Namefor child/ why
words and phrases only. lll Main ideaf2: Nameo{ first personinterviewed
4 Work with a partner. Compare your outlines. A Supportingdetail:How / why namechosen
Ask each other questions about the information. B supportingdetail:Meaningof name
Make changesto your outline as needed. c supportingdetail:Namefor child/'why
lV Main idea*3: Nameof secondperson
Practice interviewed
5 Practice with your partne!. Did you follow your A Supportingdetail:How / why namechosen
outiine? Did you practice syllable stress with new B supportingdetail:Meaningof name
words? Use the Unit 1 PresentationEuaiuotionForm C supportingdetail:Namefor child/ why
(in Appendix C) to give each other suggestions to Reviewof 3 main idea5
V Conclusion;
improve your presentations.
6 Practice by yoursell Record your presentation or practice in front of a mirror until you feel comfortable
and remember your main points. Use the Evaluation Form to evaluate your presentation.

Present
7 Deliver your presentationto the class,6lance at your outline occasionally-for example,to remind
yourself of the main ideas-and then look at your audienceas you speak.Don't read your presentation.
Try to speak naturally and confidently.
8 When you finish, ask for audience questions: Are there ony questians?Is thereanythingthat wosn't ciear?
9 Listen to your classmates'presentations.

Evaluate
10 Use the EvaluationForm to evaluateyour and your classmates'presentations.Be supportive:Give
comments that will encourageyour classmatesto improvel
 COIIINECT
to the topic
Mostpeoplewouldagreethat Englishis the currentiinguaJranca of the world-that is, the most
commonlyusedlanguage.On the Internet and in face-to-facesituations-at airports, hotels,and
businessmeetings-English is the internationallanguageof choice.

A THINK ABOUT IT Consider thesequestionsaboutusingEnglish;

Thencompareresponses
with a partner.
. In what situationsdo you use Englishnow?
. In what future situationsmight you needEnglish?
. What jobs in your home country require English?
. How often do you speakEnglishwith someonewhose6rst languageis not English?

4j B TUNE IN Listento a job interviewwith applicantBrianFisher.

Thenwork with a partnerto
answerthe questions,
basedon the interview,
.llwJlat position is Brian Fisherinterviewing for?

2 What work experiencehas preparedFisherfor this job?

3 Why does Fisher want this job?

4 Why does the interviewer ask Fisher about challenging situations?

5 why doesFishersay,"Englishwas valuablefor communicatingwith the guests"?

PAIR WORK work with a Dartner.Ask: Why do you think English has become the common
language globally? Do you ever useEnglish words as you are speaking your lirst language? tf
so.in what situations?

12 uNrr2
t
7
 B U I L Dy o u rt d e ' c a b u l a r y

i; A TISTEN Theboldfacedwordsarefrom the unit lectureon Englishasa globallanguage'

Thenguessthe meaningof the boldfacedword.
Listento eachsentence.

1 Most people acknowledge that English is used all over the world. There is very little
disagreement about that.

2 tn many international situations, people communicate in English.

3 English is used widely in certain domains, such as business and science.

4 The Portuguese taxi driver and the German tourist used English to facilitate
communication because it was the only language they both knew.

5 English is considereda global languagebecauseit's used on every continent.

6 Many people in Japan can speak some English. Nevcrtheless, this doesn't mean English is
their primary lantuage: Japaneseis.

7 English is one of the offlcial languages of the European Union. It's used among EU
representativesin major meetings.

8 Becausethe flight attendant was Ptoficient in English, French, and Spanish, he could speak
with almost all of the passengers.

9 The hotel employees in Beijing learned English, but of course, retained their ability to
speak chinese. Now they use both languagesat work.

10 The number of peopie who currently speak some English is unprecedented. More people
speak it now than ever before.

TRY IT circle the best definition for each boldfacedword.

1 Most people acknowledge ...

wish pr*r occeptas rrue

2 the languageusedto communicate-in

sharcinformatiorl call

c t o b aEt n s t i s h 13
I
 3 used in certain domains

organizations areas orfelds tactors

4 to facilitate communication

present slou;down helpmakehappen

5 a global language

importcnt uorldwide large

6 Neve*heless. this doesn't mean ...

Although true ln oddition Furthermore

7 one of the oficial languages

co ect informal approuedw dn authotity

8 profcient in both English and Spanish

productive skilfui cr€ative

9 retained their ability

kept rcfused, lost

10 the number ofpeople is unprecedented

unknou;n unnoticed never happenedbeJore

C PAIR WORK Work with a partner. Notire the boldfaced words. Take turns saying the
sentences, ordering the words correctly.

1 The linguistics professor (an / authodty / is / on) the use of English.

- 2 In the future, (English / ofl used / be / will / instead) other languages like Fibnch
,':'-'"- and Chinese?

3 I know that there are (view / points / contrasting / two / of) about English.

4 Thomas grew up speaking English but (languages / proficient / was / four/ in / other)
as well.

5 The idea (is / linguists / by / supported / many) and is popular.

6 Some contend that other languages won't (be / replaced / English / by).

7 lt's evident that (use / work / English / many / at / people), but not at home.

Q Will non-English-speaking countries (hold / to / want / on / to) their own languages?

9 I don't believe (an / need / we / that / standard / international) for English.

10 Some people, like taxi drivers, may only know (for / English / the / required) their jobs.

14 uNrr
2
I
 FOCUS"n..)t .::::,:::i'

Comoarisons
At the beginning of a ]ecture that comparesideas,a speakeroften will say how the lecture is
going to be organized.

COMPARISON SIGNALWORDS
Todayyou'll hear two contrcsting points of view aboutlearningEnglish.
Thisafternoonwe'llcompareAmericanEnglishand EritishEnglish.
We'lllook at someof the differencesbetween writtenand spokenEnglish.

when you hear these signal words, one way to organizeyour notes is to use two columns to
separate the ideas you hear. Say you hear this: TodoyI'm goi\g to presenttwo contrasting points of
uien, obout uqrietiesof English;Oneuiew is thot it's aproblem; the otheruieuris that it isn't. I'm alsogoing
to presentthreesupportingargumentsfor eqch.Your notes might look like this:

Varieties A ProbLem?
of English:
A problem Nota probtem
1. 1

r '. TRY IT Listento an excerptfrom a talk about varietiesof English.What ideasare compared?
Take notes.

, PAIR \f,/ORK compare notes with a partnet.

C t o b a tE n q l i s h
 WATCHthe lecture

A THINK ABOUT IT You are about to watch th€ unit lecture

on Englishas a global language.Do you think Englishwill continue
to be the world's ,ingua francaT Think of two reasons to support
your answer.

O @ e LISTEN foR MAIN IDEAS closeyourbook.watch

the lecture and take notes.

CHECK YOUR UNDERSTANDING use your notes. Answer the questions, based on the
lecture.Circlea, b, or c.

1 what aspectof English as a global languagedoes the speakermainly discuss?

a why people like to use English

b whether English will €ventually replace other languages
c where English is most popular

2 What is the main reason given for the widespread use of English?

a There are many Internet users.

. b There is a need for a common language.
c English speakers want everyone to learn English.

3 Why does the speaker mention that English is the dominant language of science and
international business?

a to show that scientistslike English

b to show that a common languageis necessary
. ":- c to show that people prefer other languages

4 why is gnglish not considered a truly global language by some people?

a because many people are now proficient in English

b because many people don't use it for primary communication at home
c because many people are studying English now

5 What is the speaker's view of English as a global language?

a that it will continue to be the linguafranca,but not rePiace other languages

b that it will continue to be the linguafranca, and replace other languages
c that it will not continue to be the linguafrancc because there are too many varieties

Add detailsto your

O @ O LISTEN FOR DETAILS Gloseyour book.watch the lectureagain.
notes and correctany mistakes,

I
I

16 uNrr
2
I
rri CHEGK YOUR UNDERSTANDING [Jseyour notes. Decideif the statementsare
f (true) or F (false).basedon the lecture.Correctany false statements.

- 1 ProfessorKachru called the current use of Enqlish "unprecedented."

- 2 The first point of view presentedis that Englishwon't replaceother languages.

- 3 The other point of view is that, internationally, English is the main languagein
people'sdaily lives.

4 Businessschoolsin France are now fightin8 hard to keep English out.

- 5 More than a billion people sPeakEnglish as their first language.

6 India is menlioned as a country where English is an official language.

7 Most Korean pilots speak English at home instead of Korean.

- 8 currently, 75 countries use English as an offlcial language.

- 9 The speakersupports David crystal's point of view of English as a global language.

10 The speaker says there must be an international standard for English.

G t o b aEl n s t i s h lt
I
 HEARthe language
Stressing
Wordsto Focusthe Listener
When we listen, urc focus on the sfressed wotils-the most important words. A speaker stresses
important words by going up in pitch and saying the words a little more slowly irid using slightly
increasedvolume.

@ n USffX Listento the statemenGand questionsfrom the leclure.Circlethe uro.dsthat the

speakeritressesthe most.The numberof stressedwords is in parenthEes.

1 (3) It's the common language throughout the world right now as well, ist't it?

2 (4)ProfessorBraj B. Kachru, an authority or, tUJ ur" of English, called thecurrent global
use of English"unprecedented."

3 (4)This meansthat in the history of the world there has nevet beenone languageusedby
so many people.

4 (7) supporters of this point of view acknowledgethat people all over the world use English
every day to communicatein certain domains,like business,or science,or government.

5 (5)Now,in addition, the EuropeanUnion usesEnglishfor both written and spoken

communication,
-

6 @)Businessschoolsin Europeare now teachingtheir classesin English-even in France,a

counffythathastoughtveryhafi in thepastto keePEnglishout.

7 (7) So,to sum up: we know mitlions-of peopie throughout the world need a common
languageto facilitate communicat-ion.

E (5)Now frst, accordingto recentdata,more than a billion peoplespeaksomeEnglishas a

secondor third language.

9 (4)Even in English-speakingcounfties, millions of peoPleprefer to sPeaka language other

than Englishall tbe time.

10 (4)It's evident that millions of people worldwide know only the English required for
sDecifcsituations.

B PAIR lf,'ORK work with a partner.Taketums raying the sentences.Payattention to

word streJs.
TALK
)isagreeing
FOLLO\'i'/ THE DISCUSSIONWatch as the studentstalk about Englirh as a global
l a n g u a g eR
, e a de a c hc o m m e n t .T h e n check(J) the student who makesthe Gomment.

Michael May Yhinny Qiang

1 " Y o u k n o w w h e n t h e l e c t u r e rw a s t a l k i n g a b o u t l a n g u a g e s
and culture?" T tr T T
2 " l n e e d E n g i s h J o r . l a s sn o w , o r m a y b e s o m e d a ya t m y j o b . " N T T I
3 "What about the idea of having an international standard for English?" n l I I
4 " l t ' s l i k ea s e t o f r u l e sf o r q r a m m a Ls p e l l i n g. . .t h a t e v e r y o n ea g r e e st o . " T T T X
TEARN THE STRATEGIES Watchthe discussion again.Listencloselyfor the (omments.
Thencheck(J)the discussion
strategythe studentu5es.
A9reeing Disagreejng

1 M a y : " O h , d e f i n i t e l y" u T
2 Q i a n g r " R i g h t l i d o n ' t s e e o t h e r l a n g u a g e 5d i s a p p e a r i n g . " T T
' I
3 M a y : " O h , i t ' s t h e s a m ew i t h m e . " T
4 M a y : " Y o u ' r ej o k i n g , r i g h t ? " T tr

DlscussionStrategy In most conversations. expressingdisagreementwithout seemingto be too

disagreeabfeis key! One way to do so is to {irst acknowledgethe other person'spoint: I seewhat you,re
saying,but .... Or you can be direct: I simply disagree.Somepeople like to soften their positionwith an
apology'.l'm sorry,buf ... . And of course.body languageand tone can further "shape" your message.

TRY IT In a small group, discussone or more of these topics.Try to use the discussion
strategie5you have learned.
. Why do you think English has become the common languagefor globalization?
. Do you agreethat as more peopie learn English,their desire to hold on to their own
cultures will get stronger?
. Ifyou were to establishan international standard for English,what would the rules be for
grammar? Vocabulary?Pronunciation?
 REVIEWvour $*t:'3s
REVIEW Paraphrase meansto retellsomethingin your own words.with a partner,taketurns
the mainideasfrom the lecture,Thenuseyour notesto completethe outlinebelow.
paraphrasing

I. Def.ofa globallanguage:

II. 1stpointofview:

A.Support:

B.Support:

C.Suppor-t:

pointofview:
III. Contrasting

A. Support:

B.Support:

C.Support:
. -:-:..

IV.Conc[usions:

0ther[anguages?
A.Aboutthefutureof English?

standard?
B.Aboutthe needfor aninternationaI

TIPI
Remember:Focuson the
similaritiesand difterences
between ideas.

Q Now you are ,eady to take the unit Testand the ProficiencyAssessment'
 yCIurideas
EXPRESS
Varieties
of Engl.ish
There are many varieties of English spoken
in the world every day, The main varieties
of English are British, North American,
West African, EastAfrican, South Afrjcan,
Asian-PaciIc,South Asian, Australian,
and New ZealanderEnglish.

TASK Researchone variety of English.Then

give a shorl pre:entation about your findings.
U5eexamples.

Prepare
1 Choosea variety ofEnglish. (Note that there are.varietiesother than
those listed above.Chooseany variety that interests you.) Choose Presentatlon
Strategy:
two areas of that variety: the pronunciation, the grammar, the Uslngexamples
vocabulary,or special expressions,such as idioms. Find an example Examples helpyour audience
from the two areas by interviewing someone who speaks the variety. u n d e r s t a nydo u rm a i ni d e a s
(lf you can't find a native speaker, use YouTube or TED Taiks or other by providingclarilying
Internet sources to find examples.) Take notes so you can explain the information.An example
examples and why you 6nd them interesting. needrto relatedirectlyto the
m a i ni d e a .
2 Organize the information from your notes into an outline. (Use the
example outline to help you.) Do not write sentences on your outline.
Use key words and phrases only.
3 work with a partner. Compare your outlines. Ask each other questions ' . .
about the examples.Make changesto your.outline as needed. llntroduction
A Topic
Practice I Main ideas
4 Practice with a partner. Take turns giving your presentations. Did
ll.Languagedifference1
you follow your outline? Use the Unit 2 PresentqtionEualuqtionForm
A Example
(in Appendix C) to give each other suggestions to improve your
loptional:g Explanationl
nracenirti^nc
lll Languagediffeience2
5 Practice by yourself. Record your presentation or practice in front of A Example
a mirror. Use the Evaluation Form to evaluate your presentation. Ioptional:B Explanationl
lV Conclusion
Present
6 Deliver your presentationto the class.Gianceat your outline
occasionallyand then look at your audienceas you speak.Don't read your presentation.
Try to speak naturally and confldently.
7 When you finish, ask for audience questions: Do you hqueany questions?Is theresomethinqyou
didn'tunderstand?
8 Listen to your classmates'presentations.

Evaluate
9 Use the EvaluationForm to evaluateyour and your classmates'presentations.Be supportive:
Give comments that will encourage your classmates to improve!

G L o bEant s t i s h
I
 t c t he t opic
CONNE CT
Are you afraid of anything? Of course you are-we all are! It's natural to be afraid of things we think could
harm us, But some fears are very strong and unreasonable. These are called phobios.Common phobias
include acrophobia,a fear ofheights, crachnophobia,a fear ofspiders, and ophidiophobia, a fear ofsnakes

A THINK ABOUT IT Takethis survey about fears and phobias.check M your responses.
Then compareresponseswith a partner. Give reasons.

. . Fearcan help usto survivereal dangers.

. Our culture teachesus wh.atto be afraid of.
'.

. A fear of fire or a big storm is a normal fear '

.:.1'!'.':. :-.''..: ]: ::

. .Mostpeople are afraid of trying new things. '::: .. r' :: ", l

: ! : i l _ . ] _ r:r r . lrr1: i : . l i , :
. Fearcankeepusfrom achievingour goals. ''::,t,al'
: ..:*i.i... i ':.::i:'
4r, j ...L .:,.,r,,
lf you havea phobia,you shouldkeepit a secret.

(g) B TUNE IN Listento a conversationbetween DanVasquez,a productengineer,and his boss.

Roger Brody. Then work with a partirer to answer the questions,basedon the conversation,

1 why does Dan Vasquezwant soileone from the salesteam to make the presentation?

2 what is the main reason Roger Brody wants Vasquez to give the presentation?

3 What does Brody mean by "You're not alone"?

4 what is Brody'sadvice?

C PAIR WORK work with a partner.Ask: what do you think of the boss'sadvice?Areyou
afraid of some so.ialsituations?what do you do to preparc?what elseareyou afraid of?

uNrT
3
I
 BUILD il;t:' :: .,?.
3 EIE?tr..i

v A TISTEN The boldfacedwords are from the unit lectureon phobias.Listento each sentence.
Then guessthe meaning of the boldfacedword.

1 Mark studied psychologybecausehe was interestedin human behavior.

2 Shaking is a common characteristic of a scared person.

3 Phobias are classified into categories including specific fears, such as the fear of dogs, and
situational fears, such as the fear of speaking in public.

4 My uncle's fear of public places was constant; he never left his house.

5 After seeing an airplane crash, Lydia developed aerophobia. She panicked when she even
saw an airplane and never flew again.

6 The duration of his fear of water was short. After just,a few weeks of swimming lessons,
he was cured.

7 Jan's physical response to the dark was extreme. she would start shaking and sweating as
soon as the lights went out.

8 A psychologist can help patients with phobias look for deeper problems.

9 Tara couldn't be rati6nal when she saw a cat. She couldn't think clearly.

10 when Martin was a boy, he was in a seriouscar accident.This childhood trauma made
him too afraid to drive.

w TRY IT circle the best definition for each boldfacedword.

t human behavior
actions feelings ideas

2 two common characteristics

Jeatures feelings problems

3 classifredinto three categories

grouped dismissed treated

4 His fear was constant.

irregular continuous very slow

5 developed acrophobia
(emoved beganto have recovered.
from

P h o b r a sE 23
a
a
s
 6 The duration was short.
size lengthoJtime distance
7 a phyaicel response
relctedto emotions relatedto thebody rclated.to feelings
8 'Itre prychologist took care of the palient.
instructor sleepresearcher personruhotreatsmentalproblems
9 too afraid to be rationat
unreasonoble reasonable emotionol
10 a childhood trauma
int?restingexperience funexperience bad experience

PAIR WORK work with a partner.Readthe sentencesin ColumnA and discussthe meanings
of the boldfacedphrases.Thenread sentences1-5 aloud as your partnerfills in the blanksin
columnB.swilchrolesfor 6-10.

COTUMNA B
COLUMN

1 Phobias are classiied by the thing that Phobiasare classified- the thing that
is ieared. is feared.

2 what's the deinition of a phobia? 2 what's the deinition - a phobia?

t There are various theories on the causes 3 Thereare varioustheorles - the

ofphobias. causesofphobias.

4 An interestingtopic in psychology 4 An interestingtopic - psychologyis

is phobias. phobias.

5 Onetype ofphobias is situational one type - phobias is siquational

phobias. phobias.

6 Tomaswas injured by a cat and became Tomas was injured by a cat and became

afnid of them. afraid - them.

7 The child's reaction to the dark u'as The child's reaction - the dark was

ro cry. ro cry.

some phobiastend to run in families. Some phobias tend to run - families.

Thereare a varietv of traatments for There are a variety of treatments -

phobias. phobias.

10 A phobia may be a sign of a deep A phobia may be a sign - a deep

psychological problem. psychological problem.

I
 yourattention
FOCUS
KeyWords
Speakersuse a variety of cuesto let you know when they are aboutto focuson a key word in
the lecture.

one way to note key words is to write the key word on the left and the deinition on the right. say
you hear this: A phobia-that's p-h-o-b-i-a-is an extremeJear.Your notes night look like this;

Q n fnV IT Listento an excerptfrom a psychologylecture.Takenotes.what keyword cuesdo

you hear?What keywords?

B PAIR WORK Comparenotesand answerswiih a partner.

 WATCHthe !i.eture

SLTHINK ABOUT lT You are about to wat€hthe unit lectureon

phobias.Why do you think somepeopledevelopphobias?

dJ (' n LISTEN FOR MAIN TDEAS ctoseyour book. watch the

lectureand take notes.

C CHECK YOUR UNDERSTANDING Useyour noles. Basedon the lecture,which of the

statements are true? Make a check mark (O.

! f a phobia doesn't interfere with someone's Iife.

! 2 Phobiasare extreme fears of a common object or situation.

n 3 People with phobias often have strong physical reactions.

! + Tlie speakerdiscussestwo types ofphobias: specificand situational.

[ 5 Psychologists have defined the characteristics of a phobia.

! O lhobias only run in families.

[ 7 There's one main reason why all phobias develop.

! 8 Psychologists can't successfully treat most phobias.

Q Q O LISTEN FOR DETAILS ctoseyour book.watchthe tectureagain.Add detaitsto your

notesand correctany mistakes.

E CHECK YOUR UNDERSTANDING Useyour notes.choosethe word or phrasethat

besttompleteseachidea.basedon the lecture.

1 A phobia is a very strong, very

a weird
b focused
c personal

2 A phobia can often a person'slife.

a help
b strengthen
- c interfere with

3 A phobia is not a(n) response.

a necessary
b rational
c uncontrollable

r' u*'r'
,I
 '*t
.i;
"aE:
G - I ,
t

4 A phobia will often a long time.

a last
b develop over
c disappear after

5 A person with cynophobia will probably avoid

a cats
b dogs
c open spaces

6 A boy develops a phobia by watching his father. This is an example of

e ditpct lparnino

b associationtheory
c indirect learning

7 A woman fe11into a lake when she was a child, and now she won't go near water. This

example shows
4 rl,qrr cLr rEdr rurrS

b the associationtheory
c that phobias run in families

8 To treat a phobia, a psychologist tries to change the patient's

a childhood trauma
b family situation
c behavior

Phobias : 27
 HEARthe language

Contractions
In natural speech, speakers may use contractionr to keep the rhythm of English. Sometimes, it
canbe dificult to hear or understand.

$ n USTUN Listento the statementsfrom the lecture,Circlethe phrasesyou hear,

1 A phobia is a fear, yes, but a phobia (is not/ isn'Q a normal fear; it's an extreme fear.

2 She (could not / couldn't) dde in an elevator without being terrifed.

3 So4etimes (she would / ahetd) panic and start breathing fast is soon as she got into
an elevator.

4 First, a phobia (is not / brt't) a rational response.

5 (Shewould / She'd)start svreatingand shaking-not a rational response.

6 For example,for Maria, eventhough when she told herselfnot to be afraid to ride in the
elevator, it (did not / didn't) help.

(lt is /It'a) an irrational response, (lt is /it'a) long-lasting, and (it is / itq uncontrollable. ,

For example, someone(could hqve / could\re) learned to be afraid of dogs if he were

attackedand injur6d by a dog-asa child.

9 Well, first, psychologists knov/ that if a (phobia has been / phobia's been) learned, it can
usually be unlearned.

"1OWell, (that fu / that's) enough for now.

,llfORK
E PAIR Work with a partner.Taketurns sayingthe sentences.Payattention to
the contractions.

UNIT3
 TALK abour:Y.'i
i,:,t"*nia:

Keeping on Topic
a Discussion
i,, g,r A FOLLOW THE DISCUSSION watch as the studentstalk about phobias.Readeach
comment.Thenche(kM the studentwho makesthe aomment.

Alana. Ayman Molly Rob

1 "l don't know if it's a phobia,but I hate spiders.l'm completely

terrifiedof them." n n n n
2 "Well; butthose are naturalreactions,don'tyou think?" ! n T n
So,somethingthat you can'tcontrol."
3 "Un-(ontrol-able. ! ! tr n
4 "Well,backhomewe don't believein gettingtherapyfor these
kind5of problems," t r n T T

*,.p W LEARN THE STRATEGIES watch the discussion again.Listencloselyfor the comments.
Thencheck(O the discussionstrategythe student uses.
Askingfor (lariti(ation Keepinga Offeringa fact
or confirmation discussion
on topic or example

1 Ayman: "Seriously
guys...let'sstayfocused,OK?" n n n
2 n o b : " l ' m t h e s a m ew d yw i t h s n a k e s . . .l w a 5
h i k i n gl a s ts u m m e .r. ."
! n D
3 Alena: "Wait ... . What doesthat mean... ?" n n !
4 Ayman: "That part of the definitionmademe
think of my friend backin Dubai... . "
tr ! !

Dlgcu39lonStrategy ln studygroupsor other organizedconversations, ke€Pinga discussionon toPic

is in everyone'sbest interest.While tangents(relatedtopics)can be interesting,it'! fair to remindothers
df the focus.Commonexpressions include!'d liketo get backto ,.., we?e getting a little off track... ,
and the ver.yinformalAnyway!

TRY IT In a smallgroup,discuss oneor moreof thesetopics.Tryto usethe discussion

strategiesyou havelearned.
. Supposeyour friend was afraid of revblvingdoors.What could you do to help?
. Do you know anyonewith a phobia?Describethe Person'sbehavior.
. What are some"normal" fears that you, your friends, or family membershave?

Phobias 2e
t
 y ournot es
R EVIE W
REVIEW Readyour notes.Did you write down the key words and phrasesfrom the lecture?Can
you explainthem?with a partner,taketurnsexplainingthe ideasfrom the lecture.Thencompletethe
notesbelow'

, - ' C-haracfeislics of a phcbia:

_.4____-__

:--Ezk-ol osotes,oI.-BLabiosr,
--.-..-.....---

- ., --.s.!*iiii

TIP!
Remember;Wordsthat are
louder,repeated,spelledout or
defined are key words-meaning r'
they are key to understanding
the main ideasof the lecture.

Q Nott,you teadyto take the Unit Testand the ProficiencyAssessment.

"r"

30 ur't.
|
EXPRESS ''.:;:1'1;L"

Overcoming
a Fear
The professorin the unit lecture talked about
phobias.Not everyonehas a phobia, but many
people have normal fears such as a fear of
spiders,snakes,heights,thunderstorms, flying
o n a i r p l a n e s t, a k i n ge x a m s ,a n d g o i n gt o
the dentist.

TASK Researcha common fear and stepsfor

overcomingit. Then give a short presentation,
helping your audience"unlearn" the fear by
making changesin their behavior.use sensorydetails.

Prepare Presentatior Strategy: Descrlbing

1 Choosea common fear. write down a few problems that sensory details
the fear may cause.Then write down severalsmall steps Whenyou want to focusyour listene15'
people can take to overcomethis fear. Be creative!Finally, attention,you can usesen5orydetails.
wdte down severalways your audiencemembers'lives S e n s o rdye t a i l sa r e b a s e do n t h e s e n s e s
( s i g h th, e a r i n gs, m e l lt,a s t e {, e e l )a n d
will be better if they take these steps.To convince your
convey,for example,how somethingsmell5
audience,be sure to clearly identify the problem and (a hint of smokein the air.)or feels(the
present a step-by-stepsolution. Rememberto use details icycold lake).fhesedetailsshouldbe very
that wili appealto their sensesand emotions. descriptive. lf you are very descriptive.
2 Organizethe information from your notes into an outline. y o uc a na p p e atl o y o u rl i s t e n e r s ' s e n s e s
(Usethe exampie outline to help you).Do not write a n de m o t i o n s .
sentenceson your outline. Use key word and phrases only.
3 Work with a partner. Compareyour outlines-Does each
supporting detail relate to a main idea?

Practice llntroduction
4 P r a c t i c ew i t h a p a r t n e r .T a k e t u r n s B i v i n 8y o u r A Topic
presentation.Did you follow your outline? Did you use B Main ideasin 1-2 sentences
contractions or more formal language?Use the Unit 3 ll Problem:Fearand effect en life
Presentqtion Evoluqtion Form(in Appendix C) to give each A 1stproblemfear createsfor person
other suggestionsto improve your presentations. I 2nd problemfear causes
loptional:C 3rd problemfear causesl
. e c o r dy o u r p r e s e n t a t i o no r p r a c t i c e
5 P r a c t i c eb y y o u r s e ) fR
lll Solution
in front of a mirror. Use the EvaluationForm to evaluate
A Step#1
your presentation.
B Step#2
C Step*3
Present
loptiona/j D Step#41
6 D e l i v e ry o u r p r e s e n t a t r o tno t h e c l a s s .C l a n c ea t y o u r
outline occasionally-for example,to remind yourself lV Benefits
a Benefit#1
of the main ideas and then look at your audienceas
I Benef;t#2
you speak.Don't read your presentation.Try to speak
V Conclusion: Invitationto audienceto
naturally and confidently.
m a K ec n a n 9 e 5
7 When you finish, ask for audiencequestions:Was there
anythingyou didn'tfollour?ls there anythingyou needfor me to
repeat?Afe yau readyto make thesechanges?
8 Listen to your classmates'presentations.

Evaluate
9 Use the EvaiuationForm to evaluateyour and your classmates'presentations.Be supportive:
Cive comments that will encourageyour classmatesto improvel

Phobras
 CONNE CT
t o t he t opic
Haveyou ever thought aboutstarting a business?What kind ofbusinesswould you start?Who would your
target market be?How would you advertiseyour businessto make it successfulT

A THINI( ABOUT IT Considerthesequeitions about business,Thencompareresponses

with a partner.
. What kinds of new businesseshaveyou noticed?
. what are somenew productsand servicesyou use?
. What do you like aboutthem?
. What makesthe businessesbehind theseproductsand servicessuccessful?

@ S fUNf IN Listento a radio interview with aspiringentrepreneurAmandaBurns.Thencircle

the best answer,basedon the interview.Compareanswerswith a partner.

1 Amanda Burns seesa businessopportunity in mobile Lntertainment / wearable

/ health foods.

2 Her target market is grade school children / lroung teens / edults.

3 Shewants to use a fund-raisingw.qbsitein order to interest peoplein her idea / sell her
company / ind a nanie for her company.

4 A good name for her company might be Feel Fit / lnner Vision / Tru to you.

,\VORK
C PAIR Work with a partner.Considerthe expression-Don't follow a trend. createa
trend." Ask: What does this meanin business?What are some examplesof new trends?How
did they staft?

ur'to
"_
l
 B U I L Dy o L { rv $ f l a b u l a r y

t A TISTEN The boldfacedwords are from the unit lecture on successin the global economy'
Listento each sentence.Then choosethe meaning of the boldfacedword.

1 Becauseour company was so successful,a larger company wanted to acquire it.

sell bry reduce

2 A companythat can adapt quickly to new trends has a better chanceof succeeding.

complete relect changeto frt

3 Oneattribute of a successfulbusinessleaderis being open to new ideas.

idea quo'lity section

4 The cause of the sudden price increase was complex; there wasn't one simple reason.

complicated simple expenslue

5 consumers like low prices and good quality in the products and services they buy

shoppers businesspeople citizens

6 There are a number of diverse factors that influence the products peoPle choose
to buy.

lengthy considerat€ verydiJJerenr

7 Our new business offers both goods and services including new and used computers,
and computer repairs.

products actiuities imProuements

8 I'll illustrate this characteristic with an example of a successful business in China.

demonstfate perform consume

9 Business decisions in one countrv,often affect other countries. Their economies are
interelated.

consistent connected independent

10 The stock market was volatile last month. One day it went way up; the next day it fell.

obuious unstqbie reasonable

S u c c e s isn t h e G l o b a E
l conomy 33

|
 in columnA anddiscuss
B PAIR WORK Workwith a Partner.Readthe sentences the
meanings phrases.
of the boldfaGed Thenread 1-5
sentences aloudas your partnerfills
in the blanks in Column B. Switch roles for 6-10.

COLUMNA COLUMNB

1 Education is one component of success. 1 Education is one component - success.

what etseis neededto be successfulin what else is needed to be successful

today'sbusinessenvironment? today's business environment?

3 This refers to a global system. 3 This refers - a global system.

4 There is uncertainty about how People 4 There is uncenainty - how people

will react. will react.

People tend to make familiar choices. 5 People tend - make familiar choices.

Companies need to pay attention to 5 Companies ne€d to pay attention

opportunities,

The new phone was successful because it 7 The new phone was successful because it

aligned with what customers wanted. aligned - what customers wanted.

These are the main challenges in business 8 These are the main challenges -

today. uu!r,rEsr Lvudy.

How does someone succeed in the face of 9 How does someone succeed in the face
thpee chellenop<2 thpep rhallanoac)

what are the chatacteristics ol a successful 10 what are the characte stics - a

businessleader? successfulbusinessleader?
FOCUS
TopicsandSubtopics
In a lecture, there is usually one main topic and one or more subtopics.Subtopicsare divisions or
aspectsof the main topic. For example,if the main topic is success in business,
two subtopicsmight
be leadership shilisand tecm building.At the beginning of a lecture, a speakeroften describeshow
the subtopicswill be presented.Listen carefully to understand how the lecture will be organized.

INTRODUCING TOPICS AND SUBTOPICS

Todaywe're going to talk about successln buslness.(maintopic)/ want to focus first on the
leadershipskillsneededto succeed.(subtopic)fhen rpran to considerwaysto builda strcngteamof loyal
errployees.(subtopic)
fhis afternoon I'm going to discusssuccess]n busmess.(maintopic)specifically,we'!l look at two
aspects:how to builda customerbase (subtopic)and waysto affracflnvestofs.(subtopic)

One way to take notes is to write the topic, and then indent the subtopicsbelow. For example:

(topic)success
in business
(suhtopic\leade6hi p ski lls
(subtopic)tean building

TRY IT Listento an excerotfrom a talk about su(ce's ir busines'.Takenotes. What is the

main toDic?What are the 5ubtoDics?

PAIR II/ORK Comparenotes with a partner. Useyour notes to answer the questions-

S L r c c e s isn t h e G L o b a tE c o n o m y i l 35
!
 WATCHthe lecture

A THINK ABOUT IT You are about to watch the unit lecture

on successin the global economy. What (haracteristics are most
important for a personto have in order to succeedin business?

o@ e LISTEN FOR MAIN IDEAS Closevourbook.Watththe

lectureandtakenotes.

C CHECK YOUR UNDERSTANDING use your notes.Answerthe questions,basedon the

lecture,Circlea. b, or c.

1 In what orderdid the sPeakertalk abouttheseideas?

a characteristicsofsuccessfulleaders,characteristicsofthe globaleconomy,examplesof
successfulbusinesses
b exarnplesof successfulbusinesses,characteristicsof the globaleconomy,characteristics
of successfulleaders
c characteristicsofthe globaleconomy,characteristicsof successfulleaders,examplesof
successfulbusinesses

2 what doesthe sPeakermeanby a VUCAenvironment?CircleTWo answers'

a a setting in which educationis necessaryfor success
b a situation in which economicconditionschangeraPidly
c an atmospherein which the economicfactorsare interrelated

3 What is the main reasonthe speakerdescribesVUCA?rime?

to explain why there is volatilitY
:-.i-.'.b to show how uncertain the economy is
c to explain the qualities needed for success

4 What is the speaker referring to when she says "what else is needed" to be successful?

a education
b money
c characteristics

5 what is the speaker's opinion of the business leaders mentioned?

a They don't have all the information they need.
b They tend to make familiar choices.
c They understand how to succeed in today's economy.
+

c0111
amazon
Jell Bezos.founder of Amazon,com

TISTEN FOR DETAILS ctoseyour book.Watchthe lectureagain.Add detailsto your

notesandcorrectany mistakes.

CHECK YOUR UNDERSTANDING Useyour notes.Decideif the statements are

f Grue)or F (falsel,basedon the lecture.Correctanyfalsestatements.

1 The speakerbelievesseveralfactqrscontributeto someone's

businesssuccess.

- 2 Ambiguity means the economy is likely to change suddenly.

- 3 Another way to say "today's economy" is "the global economy."

- 4 Consumers'mixed reaction to CoogleGlassis an example ofuncertainty.

- 5 walmart didnrt succeedin Germany becauseits prices were too high.

- 6 The "ambiguity effect" means people prefer to choosefamiliar things.

- 7 Seeingthe rapid growth of the Internet gaveJeff Bezosthe vision to start Amazon.

- 8 The founder of SlideSharewanted people to be able to shop oniine more easily.

9 Laura Fitton understood the importance ofusing soclal media for marketing.

- 10 Pierre Omidyar's ability to quickly adapt his Ebaywebsite showed agility.

<' ..o(< . tha a. ^Ftr F.^nomv

:
 HEARthelanguage
ReducedVowets
vowelsareoftenreducedto the neutralschwasound/al like youhearin
ln English,unstressed
the frrst VIaHe of un;ttt!. Reducingunstressedvowdsis a natiialpart of fluent
Englishpronunciation.

O A TISTEN Listento the statementsand questionsfrom the leciure.Circlethe reduced/e/

soundsyou hear in the underlinedwords' The numberof soundsis in parentheses'

1 (3)of course,we all know that educationis only one comPonentof success.

2 (3)First, I want to surveythe current businessenvironment.

'
3 (2)Wh€n we talk about'today's economt" what do we mean?

4 (3)well, basicallywe're r€ferring to a global systemofpeople,resources,and ideas.

5 (3)Theybelievedthat consumerswould love it.

6 (2)Around that sametime, the public was getting nervousaboutPrivacy.

7 (4)For example,a companymay have a Problemin a foreigncountry becauseof customsor

cultural valuesthe comPanydid not understand.

8 (4)Peopletend to make familiar choicesbecausethey don't like ambiSuity.

9 (3)vision meansmaking big deQisionsthat 4!E! with this dream.

10 (2)which vUcA Primequalitids do you P9!!S!9?

B PAIR WORK work with a partner.Taketurns sayingthe sentences.Payattention to the

reducedvowels,
 . i r
o p
s h
a s
v
.a
w
w
w
 REVIEW
REVIEW Work with a partner. [J5eyour notes to completethis outline of the lecture.Include
information on topics and subtopics.Then work together to retell the main ideas.

I. Success
in today'seconomy:
1) thecurrentbusiness
environnent

in orderto besuccesslul
needed
2) theattributes

VUCA-fa ctors to consi der:

1) Vototitity:

2) Uncertainty:

3) Complexity:

4) Anbiguity:

VUCA PI ime- characteri stics:

1) Vision:

2) Understanding:

3) Clarity:

4) Agility:

Exomples
of successfulleaders

?)

2l

4)

in business
dboutwh0tis neededto succeed
V. Conclusion
Tzpl
subtopi€sare aspectsofthe
main topic. Reviewdetails
of each subtopicto help you
understandthe focus of the
lecture.

I. Now you are ready to take the Unit Testand the ProficiencyAsses5ment.

UNIT 4
EXPRESS
Formuta
for Success
:n this unit, you learned about characteristics
reeded for successin our global economy.what
:haracteristics do you think are most important
icr being successfulin business?

TASK Brainstorma businessyou would like to

start. Then give a short presentationabout it.
Previewthe structureol your presentationwith
your int.oduction.

Prepare
1 Think of a businessyou would like to start
and the product or serviceyour busrness Presentation Strategy: Developirg an introduction
w i l l o f f e r .D e s c r i b ei t . D e c i d eo n y o u r t a r g e t A g o o d i n t r o d u c t i otne l l sy o u rl i s t e n e rtsh e s t r ! c t u r e
market. Then think about how to convince o f y o u rp r e s e n t a t i o Inn. y o u ri n t r o d u c t i o nc,l e a r l y
your audiencethat your businesswill be s t a t et h e m a i ni d e a sy o u p l a nt o d i t c u s sD. o n ' tg i v ea n y
g e t a i l si n y o u ri n t r o d u c t i o nR. e m e m b e r ,
s u p p o r t i nd
successful.Decidewhich characteristicsof
your listenersdon't haveyour presentationoutline.
VUCA Prime you possessand how you can use Theyneedyou to signalyour most importantideas
these to persuadeyour audienceto invest. a n dt h e o r d e ry o u p l a nt o d i s c u st sh e m .H e r ea r es o m e
2 organize the information from your phrasesyo{.rmight useto introduceyour main ideas:
brainstorm into an outline. (Usethe example Taday,l'm going to discussa, b, and c.
outline to help you).Do not write sentenceson My presentationis going to focuson a, b, and c.
your outline. Use key words and phrasesonly.
Thisafternoon, we're going to talk about a, b, and c.
3 work with a partner. Talk about your business
a n d y o u r p J a nf o r s u c c e s sb y c o m p a r i n gy o u r
outlines and discussingyour key ideas.Make
changesto your outline as needed.
l n t r o d u c t i o nM: a i ni d e a s
Practice
4 Practicewith a partner. Take turns giving your presentations. Vision
of productor 5ervice
A Description
Did you follow your outline? Did you state your main ideas l Detail
clearly in your introduction? Use the Unit4 Presentation 2 Detail
EualuatiorlForm(in Appendix C) to give each other suggestions
of productor service
B Development
to rmprove your presentatrons. l Detail
5 Practiceby yourseif.Recordyour presentationor practice in 2 Detail
front of a mirror. Use the EvaluationForm to evaluateyour l Understanding
presentatron. A Currentmarket
1 Detail
Present 2 Detail
5 Deliver your presentationto the class.GIanceat your outline Ioptioral:3 Detaill
occasionallyand then look at your audienceas you speak. B Opportunities
Don't read your presentation.Try to speak naturally and l Detail
confidently. 2 Detail
7 W h e n y o u f i n i s h .a s k f o r a u d i e n c eq u e s t i o n sA: r e t h e r e loptioral:3 Detail]
qny questions?would you iike me to clor{y anything? lv Clarity
A Most importantstep
8 Listen to your classmates'presentations. l Detail
2 Detail
Evaluate
loptionali3 Detaill
9 U s et h e I l v a l u a t j o nf o r m l o e v a l u a t py o u r a n d y o u r
I Next importantstep
classmates'presentations.Be supportive:Cive comments
l Detail
that will encourageyour classmatesto improvel 2 Detail
{optional:3 Detaill
Reviewof mainideas
Conclusion:

S u c c e s s n l h e G l o b a t€ c o n o m y
 C O N N E C tTa t h e t o p i c
we sometimes hear "Oh, she's really intelligent" or "He's so intelligent." But what do the terms "intelligent"
and "intelligence" actually mean? Is it something that can be determined by a test? Many people believe
that there are different kinds ofintelligence

A THINK ABOUT IT Readthesestatements aboutlearning.Scorethem:

1 = Thisisn't me at all.
3 = Thisdes(ribesme,2 = Thisi5 me sometimes.
Then<ompareresponseswith a partner.Do your scoresrefled how you learn best?

I doir't read instructions-l like to figure out how things work

I likeworkingalonebetterthan in a group:

I enjoycreatingthings.

I toveto danceand listento music.

othei people'sfeelings.
l'm good at understandind
. l'd ratherspendtime exploringnaturethan readingabout it.

. I havea good senseof diredion.

_
. I cari usechartsand g{aphsto understandinformation quickly.

t betweentwo friends.Sashaand Hector'Thenanswerthe

B TUNE IN Listento a conversation
questions,basedon the conversation.Compareanswerswith a partner.

1 why is the room a mess?

2 what does Hector mean by "l learn by doing"?

3 How are Sasha'sand Hector's approiiches differentT

C PAIR WORK Work with a partner. Ask: Who areyou more like:Sasha or Hector? fhink about
these abilities: dancing, athletics, languages,understanding other People. salving math problems'
music. which are you good at? Are some abilities more valued than others? Which ones and why?

U N I T5
 BUILD
-

{ , LISTEN The boldfa(ed words are from the unit lectureon multiple intelligences.Listento
each sentence.Then guessthe meaning of the boldtacedword. Work with a partner.

1 Somepeople don't think traditional IQ tests accurately determine intelligence.They

believe other kinds of measurement are necessary.

2 To assessDarla'sspeaking ability, the teacherasked her to give an interpretation of a

poem. After Darla finished,the teachergave her a high score.

3 Ken is very aware of his own emotions and needs.He knows, for example,that being in a
large room full of strangersmakes him uncomfortable.

4 The new student has strong verbal intelligence. He demonstrated this by writing an
excelientreport and then presenting it to the class.

5 I have strong kinesthetic intelligence.

i prefer "hands on" learning-that is,
learning by moving and doing.

6 Using logic is one sign of mathematical

intelligence.While many people can work
with numbers, not everyonecan use
reason.

7 My cousin can look at a map briefly and

get a mental image of how the trails all
connect.

8 Some educatorsreject the notion that

standardizedtests are unfair. They believe that this idea is simply wrong.

9 Ms. Kline gave the students two options to choosefrom: They could write a summary of
l h e l e c t u r e ,o r t h e y c o u l dm a k e a c h a r t o f t h e k e y p o i n t s .

10 Most schoolsvalue the ability to speak and write well more than they care about artistic
or musical ability.

l ' l o wW e E a c h L e a r n B e s t
 B TRY IT Match each phrasewith the correct meaning.

- 1 accuretely determine a offer a choice in a situation

- 2 a3s€s3a student's ability b make a iudgment; test

- 3 be aware of c mnsider (the ability) impdrtant

- 4 detnonstrate intelligence d learning by moving

- 5 kinesthetic learning e correctly measure

- 5 use logic f a picture in the mind

- 7 menl5,l image g not accePtan idea

- 8 reject a notion h use sengiblereasons

- 9 give an option i show ability or skill

- 10 value the ability j iealize somethingexists o! is true

C PAIR u'ORK Taketurns sayingthe sentenceswitha partner.Nolicethe boldfacedwords.

Choosethe bestword to completeeachsentence.

1 First we'Il be Go / going) over the theory of multiple' intelligences.

2 The theory has had a major imPa€t(on / for) teachers.

. . 3 Keep (at7 in) rnind that some psychologists don't agee utith the theory'
4 lQ 6t5nd3 / Btood) for "intelligence quotient."

5 No one in my family is good (at/ on) tai<ingtests.

b We.can thlnk (ofl for) interpersonal as meaning betveen people and intropersonal as

--d meaningwithin one Person.

7 A high Iq test score is typically interpreted to (mean / be) that the person is intelligent. ,

t Doing a (various / varietyj of activities instead ofjust one kind is a good teaching practice.

9 some people are (scn*i / sensitive) to the colors around them.

10 This (brings/ bring; up other iisues, such as standardizedtests.

U N I T5
 yourattention
FOCUS
NumberedLists
A speaker often tells you how many ideas will be covered in a lecture. This provides you with
a framework to use as you listen. For example, ifthe speaker tells you, I'm goingto presentfour
tactors,you know how many factors to listen for and take notes on.

One way to organize your notes is to write down the numbers and tey phrases indicated by the
speaker. Leave space in between to add short descriptions and details as you Listen to the lecture.
Writing down a number makes it easier to keep track of the main ideas and remember them later.
Say you hear, I'm going to present to t]{l€s oJlearning: auditory learning-learning hy listening-and
kinestheticlearning-learning by doing.Your notes might look like this:

|1!1)A TRY IT Listento an excerptfrom a lectureon teachingtechniques.What numbersand

phrasesdo you hear?Takenotes.

B PAIR V|ORK How did you organizeyour notes?Comparenoteswith a painer.

HowWe Eachtearn Best 45

|
 WATCHthe lecture

A THTNK ABOUT IT Youareaboutto watchthe unit lecture

what do you think the te.m multiple
on muftipfeintelligences.
intelligencesmeans?

O @ a LISTEN FOR MAIN IDEAS closeyourbook.watchthe

lecture and take notes.

C CHECK YOUR UNDERSTANDING Useyour notes. Decideif the statementsare r (true)

or F (false), based on the lectute. Correct any lalse statements.

- 1 Psychologists know Iq tests are the best \t/ay to accurately measure intelligence.

- 2 Dr-.Gardner and others think of "an intelligence" as a strength a person has'

- 3 People are all different. we all have different intelligences.

_ 4 A good teacher emphasizes verbal and mathematical intelligences because they are the

_ 5 Teachers who acc€pt the theory of multiple intelligences use a variety of teaching
techniques.

- t O -tt,,"t test is the best way for students to show that they understand a lesson'
,,.

your book.Watchthe lectureagain.Add detailsto yout

O @ O LISTEN FOR DETAILS Ctose
notesand correctany mistakes

E CHECK YOUR UNEERSTANDING use your notes.choosethe word or phrasethat

best completeseachidea,basedon the lecture.

1 Having "intelligence" means

having a good.education being smart hoving a strong abiiity in an qrea

2 A score of on an intelligence test is average.

130 1OO 11.3

3 On€ factor that can affect someone's IQ test score rs

musicalability cultural background height

4 Someonewho uses logic to solve problems has stronB intelligence.

artistic Perbal mathematiccl

uNrT
s
I
5 When Ken watches movies, he pays more attention to the soundtrackthan to what
the actors say.He seemsto have stronger inte]ligencethan

musical/ uerbol uerbai/ rnusicol / uerboi

kinesthetic

6 Someonewith strong spatial intelliSencewould be good at

learninga new language feaalng a map doing somethinghonds an

7 Daniel is a good group leader.He works well with his classmates.He has strong

kinesthetic interpersonol intrapersanal

8 lntraDersonalintelligenceis directed toward

thegroup the classroom aneself

9 When Mrs. Sanchezhas her students go outside and walk around, she is having them use

artlstlc kinesthetic spotial

10 To assessher students,Mrs. sanchez lets them chooseany option they want as long as it rs

u-rrittercleorly drarrn ruell aboutwhot shetaught

f o w \ r ! eI a c n L e a . a B e 5 t
 HEARthe language
Final-sand-edSounds ,
The pronunciation of the final -s varies depenclihgon the sound that comes immediately before the -s.
Forexample,the -s may souridlike /z/ as in stays,like/s/ as in plants,or like /52l as in kisses.
similarly, the pronunciation ofthe 6nal -edvaries delendinlo-i.ihe sound that comes immediately before
the -ed.For example, the -ed.maysound like /d/ as in stoyed,li*d.;/V as in kissed,or like /ad/ as inplant€d.

Q n USffiN Listento the statementsand questionsfrom the lecture.Circlethe soundyou hearat

the end of each boldtaced word, I
1 lt's the theory of multiple intelligen€E.

lsl hl la,l '

te3cbers now do in the classtoom'
2 Then, I Plan to present how the theory has affected what some

lsl lzl.lel
'intelligence quotient"'
3 rq by the way, stands for

lsl ht tel
4 A high score on an lqtest, say 130,is interPreted to mean a person is very intelligent'

ldl lv l?d.l
the nation that we
, 5 Haward university's Dr. Howard Galdner and others have explored
*.c+\
-*' -
eachhavemany types of intelligence'

. ldl N ldl

6 Peoplewith strong-artistic inteuigence are sensitive to color' light' and 3haP€3'

lel lzl lvl

. 7 lt's telated to moving, to learning and remembering information by doing'

tdt ttt tedl

8 what worls best for one student might not work best for another'

lel lzl lazl

9 Finaliy, she teaches them a song about trees'

hl lzl lezl

10 Did you get which intelligences she-worled with when they went outside?

tdt ltl ldt

B PAIR WORK Work with a partner.Taketurns sayingthe sentences.Payattention to the

final -s and final -ed endings'
TALK
an OPinion
Expressing
Readea(h
FOLLOW THE DISCUSSION Watchasthe studentstalk aboutintelligence.
(J) with
ooinion.Thencheck who agrees it Morethan one may
student agree'

Qiang Yhinny Mi(hael MaY

1 A s c u l p t o rh a st a l e n t , n o t i n l e l l i g e n c e . [ t r N T
2 H a v i n ga h i g h l Q d o e s n ' tm e a n y o u ' r e g o o d a t d o i n g s o m e t h i n g T T r u
3 T h e m u l t i p l ei n t e l l i g e n c etsh e o r y i s m o r e u 5 e f u lt h a n a n l Q t e s t ! T T T

LEARNTHESTRATEGIESwatchthediscussionagain.Listenc|ose|yforthecomments-
strategythe studentuses'
ThencheckU) the discussion
Aeking{or clarification Expressing offering a fact
or (oniirmation an optnton or example

1 May: "what do you mean?" n n T

2 Y h i n n y r " C a ny o u g i v e m e a n e x a m p l e ? " T ! T
3 M i c h a e l : " o K . 5 0 , { o r e x a m p l e ,t h i s g u y A n t h o n y f T n
i n m y h i s t o r y . l a s s . ". .

4 Q i a n g l " B u t , h e ' s i n t e l l i g e n ti n s o m e o t h e r w a y ,
youthink?"
l T n
5 M a y : " l d o n ' t t h i n k e d u c a t l o ni s t o r d e v e l o p l n g T T T
t h o s e t a l e n t s .. . . l ' m s o r r y ,t h a t ' s j u 5 t h o w l s e e i t "

your
DtscussionStrategy tn an academicsetting,you have numerousoPportunitiesto exPress
opinions_yourthoughts.feeIings,andpositions.ButwhiIemanyopinionsstartWithexpresslonsIike
tthink'lbetieve'andlnmyopinrcn'it,simportanttocontinuewithfacts.experiences,andotherformsof
support! This is especiallyimportant if you disagreewith what someoneelsehassaid

TRY IT In a small group, discussone or more of these topics Try to use the dis(ussion
strategiesyou have learned.
. Think about how you learn. Which intelligencesare strong for you?
. Teachersguide students to help them lealn. when you were youngel, was there somethinS
that was difficult for you to learn?what would have made it easierfor you?
. Should scoreson standardizedtests be used for entrance to universities?

How vle Iach Learr gest

 y ournot es
REVIE W
REVIEW How did you write down the important information?With a partner,take turns explaining
the ideasfrom the lectureasyou completethesenotes.

Del. of ^vlliple i"telli

Reoson!gomepeople/an't like:

d)

1)

TlPl :,
Numbershelp provide a l.
framework of the lecture. i
Your notes rhould contain key ,
information for each numbered
intelligencementioned. I
. - 'l-

Q No* you at" readyto take the Unit Testand the ProficiencyAssessment'

50 u N t r5

|
EXPRESS
l"'lyLearning
Strengths
t,
\ j

The lecturer for this unit spoke about nine

r*1
intelligences-or learning strengths. She
t\
expiained that we each have all nine, but
*
typically one or more are stronger.How do
you use your strengths to accompiishtasks or
E
rEd,,r >ui,,c U,, r1B r'<w:
\\
'-t.E|!H
TASK Consideryour learning strengths.
Then give a short presentationabout how you
u s ey o u r l e a r n i n gs t r e n g t h st o a c c o m p l i s o
hr
learn something.Usetransitions.

Prepare
1 Use your notes to review the nine intelligences. PresentationStrategy:Movingfrom one point
T h e n c o m p l e t et h e q u e s r i o n n a i r e
o n p a g e1 3 3 . to the next
This will help you to determine your strengths. U s i n gt r a . s i t i o n w o r d s o r p h r a s e si s i m p o r t a n t
2 T h i r k o r s o m e t h i n gy o u h a v e a c c o m p l i s h e dor b e c a u s et h e y s i g n a ly o u r a u d i e n c et h a t y o u a r e
f e e lp r o u d o f l e a r n i n g .H o w d i d y o u d o r t ?w h i c h c o n c l u d ; n go n e i d e a a n d b e g i n n i n ga n o t h e ri d e a .
<tranoth< d irl vn,r ,,cp2 First of all, ...

3 Organizeyour outline. Include the skill or activity, My next learning strcngth is ...
and how your learning strengths piayed a role in Next let's discuss(talk about), ...
your accomplishment.Inciude transition words or
phrasesto introduce your main ideas and examples.
4 W o r k w i t h a p a r t n e r .C o m p a r ey o u r o u t l i n e s .
Talk about each other's accomplishmentsand
the Iearning strengths you used. Ask each
o t h p r q u e s r i o n sM
. a k e c h a n g e st o y o u r o u l l i n e lntroduction:Description
of what I accomplished
as needed. or tearneo

Practice Transitionto first learning strength

I Firstlearningstrength
5 Practicewith your partner. Take turns. Pay attention '
A Learningstrengthlneededto use
to whether your partner uses clear transition B How my learningstrengthhelpedme succeed
signals to introduce the accomplishmentand
Transitionto secondlearning strength
each learning strength. Use the Unit 5 Presentotion
ll Secondlearningstrength
Eualuction Form(in Appendix C) to give each other A LearningstrengthI neededto use
suggestionsto improve your presentations. B How my learningstrengthhelpedme succeed
5 Practiceby yourself.Pay attention to the transition loptlonaf Transition to third learningstrength]
signalsyou use. Did you use a variety of transition lll Third learningstrength
words and phlases?Use the EvaluationForm to A LearningstrengthI neededto u5e
evaluateyour presentation. I Howmylearningstrengthhelpedme succeedl
Transition to conclusion
Present lV Summaryof what I learnedand my learning
7 D e J i v eyr o u r p r e s e n t a t i o n
t o t h e c l a s s .U s ey o u r strengths
outline. occasionallylook at your outline to recall
the transition words and phrasesyou chose.Don't read your presentation.Try to speak
confidently.
8 Ask for audiencequestions.When you flnish, ask: Wos euerything
clear?Do you haveony ideasfor
otherujdysI con usemy leorningstrengths?

Evaluate
9 Use the EvaluationForm to evaluateyour and your classmates'presentations.Be supportive:
Give comments that will encourageyour classmatesto improvel

H o w W e E a c hl e n r n B e s t
 t o t he t op i c
C O NNE CT
The Silk Road was a major trade route between China and EuroPe through Central Asia This network of
roads went through vast deserts and steep mountain ranges. Tladers wele always searching for the fastest
and safest routes. Imaeine how difficult it was to travel through this desolate terrain.

A THINK ABOUT IT Look at the map of the silk Road, above. with a partner, follow the
routes trom Xi'an, formerly known as Chang'an, to lstanbul and Rome' what geographical
features might make these routes challenging? Pay attention to the geographical feature5 as
you locate these places:
. regions:Europe,Asia
. countries: India, Italy, china, Turkey
. cities: Xi'an, Dunhuang, Kashgar, Rome, lstanbul
. deserts: the Gobi Desert, the Taklamakan Desert
. mountains: the Pamir Mountains

C " TUNE IN Listen to a pod(ast interview with Todd Warren, who iust returned from a bicycle
trip. Then work with a partner to answer the questions,basedon the interview'

1 Todd warren has just returned from a bicycle trip in Europe / China / Turkey.

2 He rode his bicycle for two days / two weeks / two months.

3 He discovered that the Silk Road is one tong road / a network of routes / still full of tHders.

4 He thinks that China / the Internet / global travel is a new kind of Silk Road'

c PAIR WORK Work with a partner. Ask: Would you be interested in traveling on the Silk
Road? what other hisloric travel tours would you like to take duing yout life?

U N I T6
 i oitNA

BUftD ': :
;ir,.'13..1r ti'i,:ia..:'

LISTEN The boldfacedwords are lrom the unit lecture on the silk Road.Listento each
sentence.Then guessthe meaning of the boldfacedword.

1 The Silk Roadwas a large network of interconnectedroutes.Peoplecould travel between

China and Rome through various roads that came together.

2 Some traders stayed on the northern route ofthe Silk Road. Others took an alternate route
to the south. Both routes led to the Mediterraneansea.

3 The Han Dynasty controlled China for nearly 400 years. Under this powerfui family's
control, China developedtrade with Europe.

4 During the Han Dynasty, the Chinesearmy was engagedin a conflict with Mongol
invaders from the north. They fought for many years.

5 The army needed to recruit more fighters so that it wouid have enough soldiers to defend
northern China.

5 ln 138BcE,Emperorwudi sent a group to western China, where the group's leaderwas

held prisoner for a decade. The emperor was surprised when the leader returned after
those ten years.

7 As the Silk Roaddevelgped,the Romans and the Chinesewere pushing east and west,
respectively. ln other words, the Romans went east toward China, while the Chinese went
west toward Rome.

8 The years of the Tang Dynasty were the peak period for the Silk Road. It was most heavily
used during that time.

9 The Chinesecity of Chang'an (now called Xi'an) was very prosperous. Lots of money and
goods flowed into Chang'an from many countries.

10 Around 900 cE,trade along the Silk Road started to decline sharply.Trade decreased
becauseongoing fighting made it unsafe to travel.

rhesitk
Road 53
fr
B TRY IT Completeeachsentencewith the correctword.

decade decline network prosperous recruit

7 Ttre government needed to more men for the army.

2 Traders traveled various directions through a of routes.

3 Manypeop)ebecame and codd buy )uxury goods.

4 Tradeincreasedfor hundredsofyears,but then started to

5 Instead of saying "the years 1990 to 1999,"people often refer to that

as "the 90s."

alternate conflict dynasties peak rerpectively

6 between two colrntries can last for manv vears,

7 China was ruled by different for thousands ofyears.

8 There were many traders in Rome and chang'an-in other wolds, from Italy and China,

9 During travel on the Silk Road, large caravans of camels with

traders left chang'an daily.

10 A bad sandstorm developed in the desert, and so the traders took a(n)

- route.

C PAIR WORK Readthe sentenceswith a partner.Noticethe boldfacedwords.Thenchoosea

pair of particlesto completeeachsentence.

from / in to/in in / for of/of

1 The Han Dynasty was POWer several

hundredyears.

2 The routes led trade centers f,urope.

? There are different estimates the total length

the Silk Road.

4 Romans wanted luxury goods China, silk

particular.

through/ in both / and against/ from

5 It was difhcult to defend China the Mongol invaders

the north.

6 The traders paased many smali towns

Central Asia.

7 The traders exchanged goods trade secrets.

U N I T6
FOCUS '.'
"it:ti,'
DatesandNumbers
Many history lectures include dates,numbers, and chronologies-or seriesof events.In a lecture
like this, it is important to keep track of the key idea or information associatedwith each date or
number you hear.
CEstands for "Common Era."It is a relatively new term that is being used more and more, and it is
expectedto eventuailyreplaceAD. AD is an abbreviationfor the Latln phraseAnnoDomini,which
means "the year of the Lord" in English.CEand AD have the same meaning. 2077cE= 2077^D.
BCEstands for "Beforethe Common Era."It is expectedto eventually replaceBC,which means
"BeforeChrist." BC and BCEalso have the same meanins.

EXAMPTES OFHOWTHESE TERMSMIGHTSOUND:

=
206 BcE Two-oh-sixb-c-e
1368cF = thitteen-sixty-eehlc-e

One way to organizeyour notes is to write dates,key phrases,and details in separatecolumns.

Leavespaceto add to your notes as you listen to the lecture. For example:

Keyphrase

Sitk RoaddeveLoped

618-907cE peakperiodofthe 5'iikRoad

!1ingDynasty in power;trade dropsoff

TRY IT Listento an excerptfrom a history lecture.what dates and events do you hear?
What details?Take notes.

: PAIR WORK compare notes with a partner. Answer the questions.

T h eS r t kR o a d , l 55
;:
 WATCH
THINK ABOUT IT You are about to watch the unit lecture on
the silk Road.During the time of the Silk Road,no one calledit "the
Silk Road."The name was given by GermangeographerFetdinand
von Richthofenin the 19th century.Why do you think he chosethe
name"the SilkRoad"?

{ l , i. LISTEN FOR MAIN IDEAS Closeyour book. watch the ledure and take not€s.

I CHECK YOUR UNDERSTANDING use you. netes Answer the questions, based on
the lecture.Cir(le a, b, or c.

1 What is the main topic of the lecture?

a why Chinesegoods were popular

b how the Silk Road developed
c where the Silk Road was located

2 what was the main reason the Han government wanted to head west initially?

a to sell gold
b to get horses
c to sell spices

3 Who conductedmost of the trade?

a traders from China

b traders from Rome
c traders from central Asia

4 what two things did traders try to avoid?

a bad people,bad weather

b bad weather,bad roads
c bad roads,Iow-quality goods

5 What were the two main reasgns trade on the Silk Road stopped?
a Silk was no longer popular, and luxury goods were too expensive.
b The weather was too dangerous,and there were too many robberies.
c There was too much fighting, and traders started to prefer ships.

LISTEN FOR DETAILS close your book. Walch the lecture again. Add detailsto your
notes and correctany mistakes.

U N I T6

l
 ThoughtGroups
A speaker pauses briefly between thought groups. This helps you to understand the ideas as you
lis[en.

EXAMPLE
fhe SilkRoad was a major lrade route / between Europe and western China / tor about 1,500years /

i.: .':-:LISTEN Listento the statementsfrom the lecture,Usea slash( / ) to mark the speaker's
pausesin each sentence"Note that punctuation indiGatinga pause has been removed.

1 {4} First I want to mention three dynasties in China that were in power at
-r r rE ^, r r-r ir LGd - - - +L - ^ i - , ^ ; nr t 1 tL h r r ' ^i l k R
t r ce S r \ eo
q sa
o d ' sD
hr ie s, v t, ,o r y
PUITLT

2 (4) So from Chang'an the route went west until traders reached the Taklamakan
Desert

3 (5) To avoid it some routes went south through Dunhuang and some went north

through the Gobi Desert and over into Central Asia

4 (5) The routes all reconnected further west though and eventually they led to some

big trade centers in Europe in Rome and what is now called Istanbul in Turkey

5 (4) And when he returned a decade later he told the emperor about a type of big

strong horse in western China

6 (6) So you see in about 100 BcE the Romans and the Chinese were pushing east

and west respectively and thus the Silk Road developed

7 (5) For example there were trade secrets like where to get the best silk and wfere

the best routes were

I (5) The Silk Road was very'difficult to travel and traders tried alternative routes

mainly to avoid two things bad weather and bad people

9 (4) By the early gOOsthe Tang Dynasty lost power and trade on the silk Road

declined sharply because there was fighting and it became much too dangerous for

the traders

10 (4) So to wrap up The Silk Road developed because people in one part of the world
wanted something from another Part of the world

-
PAIR WORK Work with a partner.Taketurns sayingthe sentences.Payattention to
thought groups.

U N I T6
i
 TALK
--rr

Paraphrasing
t D FOLLOW THE DISCUSSION watch asthe studentstatk aboutthe sitk Road.
Readea(hcomment.Thencheck(J) the studentwho makesthe comment.

Ayman Molly Rob Alana

1 "l'd hea.dol the SilkRoadbefore,but I had no ideait wasso

complicated!"
n ! ! n
2 "5o it wasin usefor about 1.500yea.s,and it wasabout5,000miles
longaltogether."
I l T fl
3 " lt wasprobablya prettydangerous
a b o u ti t . . . "
job, too, I mean,if you think
T n tr !

. t LEARN THE STRATEGIES watchthe discussion again.Listencloselyfor the comments.

Thencheck(J) the discussion
strategythe studentuses,Morethan oneanswermaybe correct.
Asking for oftering a fact
opinions or idear or example Paraphraring

1 Atana: "l think I got the generalidea that China

wantedgoodsfrom Europe,and Europewantedgoods
N T t r
from China,and thereforethe SilkRoadwasdeveloped."

2 Alana: "5o, do you guysthink the SilkRoadis famous

becauseof the goodstraded?"
I ! n
3 Robr "50 essentially, D
it wasabout trade,right?" T T
4 Aymani "Oh yeah,likeCentralAsiantraders.
T h e yh a da v e r yi m p o r t a njto b . . ."
T n !
5 A l a n a : " K i n do f l i k eb u s i n e s s p e o p
t ol ed a y . . ." ! ! !

Dlscusslon Strategy Paraphrasingis putting information that you,ve heard or read into your own
words. We often shorten or simplify information when we paraphrase.You can introduce paraphraseswith
expressionssuch as The general idea was ... , What t have is ... , Essentially,... , and What she meant was ... .

TRY IT In a small group, discussone or more of these topics.Try to use the discussion
strategiesyou have learned.
. Compare the dsks the Silk Road traders faced to the types of risks in travel and business today.
. What does Molly mean by "l guess not that much has changedin the past 2,000yearsl,'?
Do you agree with her?
. During the peak period, Chang'anwas an important trade center,and peopLefrom many
different cultures came into contact.What cities are like this now?

T h e S i L kR o a d 59
 REVIEW
-
presentedin the lecture'
REVIEW work with a partner. Ask ea(h other questionsabout the years
Do youknowwhy theyareimportant?
wiat yean andnunnercdidyou wfite downin your notes?
why events occurred.
the rea50ns whydid Romewantto develoProutesto
Forexample,
Thenconsider
china?Tryusingsomeof thesephrasesin yourquestions:

Whatis ... ?
Whathap/enedin ..- ?
Whatcaused.. ?
Whenwas the (Tang)DYnastY?
Whydid ... ?
Howmanv... ?
Whendid ... ?

the main ideas of the lecture

Now add information to this timeline to help you summarize

100 BcE - S i l kR o a d
begins

- 220 cE Dynasty

- Tangoynasty

Dynasty

-' trade on Silk Road

Remember; A timelineis like

a "snapshot"of how historic
dates and eventsfit together.
It tellsthe whole story in just a
glance!

t Now you are ready to take the Unit Test and the ProficiencyAssessment'

UN]T 6
 yourideas
EXPRESS
An ImpactfulLife
In the lecture for this unit, the professor detailed
the history ofthe Silk Road by using a timeline.
A timeline details what happened,when it
happened, and who or what was involved.
Timelines can focus on historical events
t
or people.

TASK Choose a person you admire who ha:

had a positive impact on history. Then give a
short presentation about the person, including
a timeline of important events in the person's Matala Yousafzai with German Chanceltor Anqela Merkel
life. conclude with key points from your talk,

Prepare
1 Think of someone you admire, living or dead. Presentatlon
Strategv!Concludlng
This person could be an artist like Michelangelo, yourpresentatlon
a scientist like stephan Hawking, an activist like A good conclusionbriefly reviewsthe key
Mahatma dandhi or Malala Yousafzai, an innovator informationyour listeners needto remember
like Steve robs, a philanthropist like Bill or Melinda from your presentation. Signalyour conclusion
Gates, or anyone who has changed human history. by usinga key phrasessucha5rn conclusion,
we now know ... and To summarize,we talked
Then do personal or online research to discover three
about.... Thenr€phrage your mainideas.You
or four events that were significant in shaping that may al5oaskyour listenersto changetheir
person's life. Make a list of the events. opinionor behavior, think moreaboutthe topic,
2 Organize your research into an outline. (Use the or considera famous quotation or a very brief
example outline to help you.) order the events audioor videoclipthat directlyrelatesyour
points.8e careful:Don't includeany new main
chronologically. Add details to your outline as key
ideasin yourconclusion and neverend your
words and phrases. Remember to include transitions preientation by sayingThat'sall o( l'm done.
(seep. 51) and a conclusion that reviews key ideas. ,

3_pork with a partner. Talk about the person you

adhire and the events you think are important.
Compare your outlines and discuss your key ideas.
Ask each other questions about your timelines. Talk
about how you will conclude your talk.
Transition to lst event
Practice ll Eventtl1
A Date
4 Practice with your partner. Use the Uriit 6 Presentation
B Detail
EuqluqtionForm (in Appendix C) to give each other Ioptional.'C Detaill
suggestions to improve your presentations.
Transition to 2nd event
5 Practice by yourseli Use the Evaluation Form to lll Event#2
evaluate your presentation. A Date
B Detail
Present Ioptional: C Detaill
6 Deliver your talk to the class. Remember to glance Transition to 3rd event
at your outline occasionally and then look at your lV Event*3
audience as you speak. Don't read your presentation. A Date
When concluding your presentation, briefly but clearly B Detail
review your main ideas. foptional.'C Detaill
7 When you fnish, ask for audience questionslAre there Transitionto 4th event
V Eventlt4
any questions?Hor.rdo you think this personchangedhistory?
A Date
I Listen to vour classmates' Dresentations. B Detail
/optrbnaf c Detaill
Evaluate
V! Conclusion:Reviewof main ideas:Example:
9 Use the Evaluation Form to evaluate vour and vour
To conclude, we discusted .,,
classmates' Dresentations.

rhe silkRoad 61
I
 C O N N E C tT0 t h e t o p i c
play sports themselves.
All over the world there are sports fans who cheer on their favorite teams, oi who
Fans celebrate when their favorite teams win. They feel uPset when the teams ale defeated However' even
withdefeat'fansstayloyaltotheilteams.Howwouldyoudescribeyourself?Areyoupassionateabout
sports? Or'do you have no interest in sports? what draws people to be sports fans?

you agree with.

A THINK ABOUT IT Take this survey about sports- check (J) the statements
Then compareresponseswith a partner' Give reasonsfor the statementsyou don't agree with'

. Watching sportsis a great way to relax.

. Watchinga gameis moreabout havingfun with triendsor familythan who wins

. Wat<hingsportsis a wasteof time.

. The competition is what makeswatching sportsworthwhile'

"
j: I feel like I am part of the gameevenif l'm only watchingit'

B TUNE IN Listento a talk show i0terviewwith sportsPsychologistDr' AnikaDouglas'

O than one answer
with a partner,
(hoosethe bestanswer,basedon the interview More
may be possible.
Your
1 The expression "lt's only a game" means: Don't take it so seriously' / It's not fun' /

team is not going to win.

2 Dr. Douglas says that being a sports fan can be good for your self-esteem / social life /

sports team.

3 The "sports SPectator Identification Scale" measures how good your team is / how
emotionally involved you are / how lonely you feel'

4 The host says that he likes to buy team ierseys / go to his team's games / talk about sPotts'

do?
C PAIR WORK work with a Partner.Ask: Do you know any "superfans"? What do they
why are they so interested in their team?

U N I T7
 BUILD y0ur iri,ir;tbu
lei",?'

id A TISTEN Theboldfacedwordsarefrom the unit lectureon sportsfans.Listento each

sentence.Do you know any synonymsfor the boldlaced words?

1 Fans appreciate the years of training it takes to be a successful athlete.

2 Fansbond with other fans. They share a senseofloss when their team losesand joy when it wins.

3 My spo s interests are broad-f like everything from ice skating to track and field to rugby.

4 The fans' commitment was obvious. They came to every game despite the team's losing record.

5 At an exhibition match, the Olympic team displayed its skills to a packed stadium.

6 Trust between the players is an integril part of team sports.

7 The desire to be part of a community motivates soqe people to become sports fans.

8 The rivalry between the two teams was ongoing, lasting many years.

9 Winning the championship game reinforced the team's sense of pride.

10 The fans were upbeat, their self-esteem unaffected by the team's loss.

e TRY IT Match each UotafacedworO with its definition.

- 1 appreciate a dedication to something

- 2 bond b clearly show a feeling, attitude, quality

- 3 broad c developa special relationship

- 4 commitment d value the good qualities of something or someone

- 5 display e st.engthen

- 6 integral f the feeling that you deserve to be liked or admired

7 motivate g continuing
_
- 8 ongoing h fundamental, essential

- 9 reinforce i general, main

- 1O self-esteern j entice or encourage someone to do something

S p o f l sF a n s 63
I
C PAIR \I'ORK work wiih a partner. Read the tentences in Column A and discussthe
'l-5 aloud as your partner fills
meanings of the boldfaced phtases. Then read sentences
in the blanksin ColumnB. Switchrolestor 6-10.

COLUMN
A COLUMN
B

1 The friends had different motivetiong for 1 The friends had different motivations -
being sportsfans. being sportsfans.

The whole country enjoyed the The whole country enjoyed the performance
performance of the Olympic athletes. - the Olympicathletes.

Not everyone is interested in sports to the Not everyoneis interested- sports to

the samedegree.

I like to analyze the strategy of the team I like to analyzethe suategy - the team
and try to 6gure out their next Play. and try to figure out their next play.

The team fought to get an advantage over The team fought to get an advantage -
rhaii ^h6^hant rh.ir dhn.nchi

Many fans experiencea senseofbelonging Many fans experiencea aenSe-

as they watch their favorite team. belongingas they watch their favoriteteam.

7 The theory was odginated by two The theory was originated - two
psychologistsa v,rhileback. psychologistsa while back.

8' sports fans enjoy afitiatint with their Sportsfans enjoy aftliating - their
team as well as with other fans. team as well as with other fans.

Oneinterestingaspectof fan affiliation is a one interestingespect- fan affiliation

senseofloyalty. is a senseof loyalty.

Fansoften identify with particular Players Fansoften identify - particular players

on their favorite teams. on their favorite teams,

U N I T7
 y ourat t ent io n
FOC US
Enumerating
A speaker often provides organizational cues to help you understand the ideas you hear. One way
a speakerdoes this is by enumerating and then repeating a key word or phrase.The speakerdoes
this to provide a framework to make it easier for you to understand how the ideas are connected.
The speaker then presents one characteristic at a time, and signals what's next by stating a new
number and repeating the key urord or phrase.

NUMBER and REPETITION CUES

TodayI'm going to talk about thrce charcctefl3tr'csof successful afh,eles.
Characteristic1: Successfulathletes are dedicated,..
Characteristic2: Successfulathlete are focused...
Characteristic 3: Successful athlete arc not afraid of failure ...

These notes are from a lecture organized with numbers and a list of ideas, signaled by a repeated
key word (Characteristic).

Syceesslvl Athleles
Characleristics Exanples./Aelails
. \ , ' . . !
L) de4rcaTe4 pra cli ce r e9vl a rly, li sci plineA
-
i-t l
Z\ foeused Aeter mi neA, lo n' I give uy
feel they caa alwaysinprove

i:/} ,[ TRY IT Listento an excerptfrom a classlectureabout sportsfans.What numbers,repeated

key phrase,and ideasdo you hear?Takenotes in a chart.

A PAIR WORK compare notes with a partner.

S p o , tFs a n s 5s
I
 WATCHthe lecture
A THINK ABOUT IT Youare aboutto watchthe unit lectureon
sportsfans.In your opinion,why are peoplesportsfans?

O @ e LISTEN FOR MAIN IDEAS ctoseyourbook.war(hthe

lectureandtakenotes,

C CHECK YOUR UNDERSTANDING useyournotes.Answerthe questions.basedon the

lecture.Circlea. b, or c.

1 what is the lecture mainly about?

a the reasonspeople play sPorts

b the reasons people become sPorts fans
c the reasonspeople like competition

ln what order does the speakerpresent the toPics?

a motivations, social media, Social ldentity Theory
b social media, social ldentity Theory, motivations
c motivations, Social Identity Theory, social media

What is Social ldentity Theory mainly about?

a the idea that people behave in certain ways in order to increase their social status
b the idea that people do things to incredse their self-esteem
c the idea that PeoPleare interestedin comPetition

4 what is the main reason people become fans?

'- -
a to understand how to be better at sports
b to follow the players'stories
c to feel part of a community

5 which of the following statementq would the speaker disagree with?

a Being a fan fulfills in important human need.

b Humans have a drive to be)ongto a group.
c watching sports is essentialiy a waste of time.

the lectureagain.Add detailsto your

Q tO O LISTEN FOR DETAILS Closeyour book. watch
notes and correct any mistakes.
CHEGK YOUR UNDERSTANDING Useyour notes.Completethe sentences,basedon
the lecture.

I analyze competition bond drama motivation I

_,_-_-_-J

1 There is a deeper social for being a sports lan thanjust

' entertalnment.

2 The third motivation for fans is to follow the and personal stories
of the players.

3 As fans watch, they become involved and feel they are actually in the

4 The fourth motivation is that fans like to the strategy ofthe

different teams.

5 The fifth motivation is to with others who share a common

interest.

'loyal
team colors national socialmedia self-identify

6 Fans feel part of a community when their country wins an

Olympic medal.

Wearing is one way that fans show their affiliation with the team.

I A team's successesand failures become Dart of a sDortsfan's

9 Out of dedication to the group, fans remain to the team even

v.rhenit ioses.

10 makes it easy for fans to share their commitment to the team.

s p o r t sF a n s 67
|
 HEARt he language
LinkedSounds
speakersoften llnt thE final sound of oneword to the frst sound of the next word.'Ittis can produce
a vowel-like sound called a glide. Linking can make two, three, or evenfour wordCsound like one
word. Ttris iE a natural part of En8ilishspeechbecauseit helps keep the ftythm of the sentences.

(p e ltStUX Listenand completethe statemeng and questionsfrom the lecture,Completethe

words you hear.

1 I don't you, but l.spent the entire weekend

watching world cup matches. .

2 And while somepeoplethink of sports asjust

i-, socialPsychologists
wider view

3 Many modern social psychologists say that v/atching sPorts-and identifying

particular playeror team-
human need.
i the need to belong

group and feel a

self-esteem.

5 Gamesare interesting t - f

, -sF>..i ,somekind of problemsolvingand decisionmaking.

6 How do they try to

their opponents?
-
7 Forexample,at the olympics,
- fan is a way for people to feel

8 By associating or affliating with a team-by weadng colors or by going to games and

tracking -s losses-fans feel that they
part of something.

in the team communitv,

10 e a " - l
human drife to be part of a and to feel

to

B PAIR WORK Workwith a partner.Taketumssaying sentences.Payattention to the linking.

UNIT7
TALK ;:1':l:r ., .i-ti::t'!
,

Agreeing
.'Ii,FOLLOW THE DISCUSSION watch asthe studentstalk aboutsportsfans.Readeach
(J) the studentwho makesthe comment.
comment.ThencheGk

8en Kenzie Hugh Shelley

1 " l t h i n kp e o p l ef o l l o ws p o r t sf o r t h e c o m p e t i t i o n . "
I n x T
2 " l a d m i tI g o f o r t h e d r a m a. . .h o w t h e yf a c ec h a l l e n g e s . " n I n n
3 "There'salsothe fun of analyzingthe strategy." n T tr f
4 "l wouldn't saywatchingsportsincreases
my self-e5teem." T r n n
LEARN THE STRATEGIES watchthe discussion again.Listencloselyfor the comments.
Thencheck(.,1)
the dis(ussion
5trategythe studentuses.
o'Tt **'"n
o.,.u,nn Jlfn:['J,o" :',J"'jJ"'o*
1 Ben:"Whatarethe mainreasons
peoplewatchsports?" I I I
2 Ben:"Nota bigsportsfan?" I n . !
3 Hugh:"Yeah,me,too." I tr f
4 Hugh:"Yeah,yeah." n f n
5 Shelleyr"Whatdoesthat mean,'community'?" f n n

DlscusglonStEtEgy Observea group discussion and you,relikelyto hear expressionsof agreement

like Uh-huh,Right,Yes,I agree,Exactly,Sure,Yeah,and No doubt Agreeingis an important way to build
understandingwith anotherspeaker.Evenif you only agreewith part of what the speakersays,you can
show "partiaf agreement."Forexample'.t agrce with what you saidabout ... .

TRY IT In a smallgroup,discussone or moreof thesetopics.Tryto usethe discussion

you havelearned.
strategies
. Basedon your own experiences,what typesof activitiescreatea senseof community?
. Do you agreethat peoplearesportsfansout of a humandriveto be part of a community?
. Do you belongto any online communities?Do you feei it's the sameas or different from
face-to-face
communitiesyou belongto?

S p o r tFsa n s 5e
t
 R E V I E Wl G L iS
REVIEW With a Dartner, r€view the main ideas of the le(ture. Use your notes. Paraphraseand clarily
the ideas.Here are some expressionsyou can use:

Basically,...
ln a nutshell,...
To paraphraseI sumup whatthe lecturersaid,...
I'm not surc | understand.Arc you saying... ?
It soundslike you arc saying... Doesthat mean . ?
You mentioned ... Doesthal mean... ?
can you give me some examplesof what you mean by ... ?

Now comparethe organizationin your notes.Then comparewith and completethose below'

'
ia -ii,v.t;"^;s...

Illh motivalion is .-.

>e If ' et fe e m r,rc I u alest

: - t .

Useof socialmeAia

TIPl
Coaclvsion:- As you learned in Unit 6, to
paraphrasem€ansto say
something in your own words.
t)v'nan Arive/ grovp ideotity You can also paraphrasewhat
someoneelsehassaidto make
sureyou have understoodthe
information correqtly.
Testand the ProficiencyAssessment'
Q) No* you are teadyto take the Unit

U N I T7
 yCIui'
EXPRESS ideas
A SoeciaIPassion
In this unit. the lecturer talked about the iove of
sports and five motivations for being a sports fan.
Which motivations do you think explain why you
or someoneyou know enjoys a particular sport
or activity?

TASK Learnabout a classmate'sinterest in a

sport or activity.Then give a short presentation
about your findings, Usean attention-getting
opener.

Prepare
1 lnterview a classmateabout a sport or activity he or she is
passionateabout. Discusswhat motivates him or her to love Presehtatlon
StlategytUslngan
the sport or activity. Ask a lot of "why" questions. attentlon-gettlngopener
2 Make a list ofhis or her motivations. Why does he or she love To captureyour listeners'
attention
the sport or activity? Review your lecture notes for the reasons immediately, startyour pre5entation
people foilow sports. with an attention-gettingopener.
Likea "hook" to catcha fish,this
3 Organizeyour interview notes into an outline. (Usethe or amusingquestion,
initial5urprising
example outline to help you.) Use your classmate's motivations statement,or quote doesn'tstate
to create the main points of your outline. In the outline, yourtopic but "catches"your
highlight two of the strongestmotivations. Add details to your audienceby makingthem curious
outline as key words and phrases. Write transition words or aboutwhat youwill saynext.For
phrases between the main points. Create an attention-getting exampl€,you coulda5ki
opener. Do you know what [name] really
enjoysand why?
4 Work with a partner. Compare your outlines. Talk first about
the effectiveness of your attention-getting opener. Then discuss what da you think [name]would
love to do on a free Saturday?
the motivations. Ask each other questions.
lmagine next Saturdayis a great day.
Practice Whatdo you think [name]willdo?
5 Practice with your partner. Did your attention-getting opener
immediately "catch"your partner's interest?Did you cover the
motivations well? Use the Unit 7 PresentationEualuationForm
(in Appendix C) to give each other sugEestions to improve
vour Dresentations. Attention-gettingopener

Present llntroduction
A Classmate's
5portor activity
5 Deliver your presentation to the class. Try to speak naturally
B Main idea5:2-3 motivations
and confrdently.
Transitionto motivation *1: "His I Hel
7 When you 6nish, ask for audience questions: Doesanyonehauea lirst motivation is .,,"
questionabout{classmate'sname]'smotiuotionsJorlhis / her] loueoJ ll Motivation#1
the sport,/ actiuityT A Detail
I Listen to your classmates'presentations, I Detail
Transitionto motivation #2
Evaluate lll Motivation*2
9 Use the gvaluation Form to evaluateyour and your classmates' A Detail
presentations. Cive comments that will encourage your I Detail
classmatesto improvel Transitionto conclusion
lV Conclusion

S p o r tFsa n s 71
g
 3 : '':4

t o t he t opi c
COII NE CT
Architecture draws on many fields: art, engineering, mathematics, environniental studies, even philosophy.
Long ago, the Roman architect Vitruvius said a building must be strong, functional, and beautiful. These
three principles of architecture still guide us today. What makes a building beautiful?

A THINII ABOUT IT took at the buildings pitturcd above and consider these questions'
Thenshareresponseswith a partner.
. what aspectsofeachbuilding'sdesigndo you like or dislike?
is usedfor?
.. What do you think eachbuilding
. what featuresmake eachseemstrongenoughto last a long time?

O B TUNE IN Listento a conversationbetwden Max, a prospectivestudent,and Leila'a campus

guide.Thenwork with a partnerto answerthe questions,
basedon the conversation.

1 what is Leila's opinion ofthe child Development Cenire building?

2 what is the main reasonMax doesn't like the buildinS?

3 Leila says, "Everyone's ideas about that vary." What does she mean?

PAIR WORK work with a partner'Ask: what is your favoritemodernbuilding?What is youl

favofite old or historicatbuilding? why do you like these stru.tures? what afe some.urrent
,trcnds in the design of buildings?

U N I T8
 I
t I

B U I I D y o u rv 0 r a b u l a r y

Q n llsrnw Theboldfacedwordsafe from the unit lectureon architectFrankGehry.Listento

each sentence. Then mat(h the meaning to the boldtaced word.

- l consider the aesthetics of the buildings they design. They want people to
"Architects
find the buildings not only beautiful to look at but also enjoyable to be inside.

- 2 The foundation of architecture today is based on the fundamentals of the past.

3 The architect Frank Gehry is inspirational. He pushes other architects to explore

- new ideas.

- 4 The intended use or purpose of a mall is a place to shop. For example, a caf6's
intended use is as a place to eat.

5 To say a building is structurally sound means that it is built to last a long time.
a causing others to do or produce something ,
b the basis; the ideas that support something
':- .. c reason for the building
d artistic value
e in good condition; strong

- 5 Frank cehry is noteworthy because of his dynamic style. His designs are very
creative and urfusual.

- 7 Abuilding must serve the needs and purposes ofthe people who use it. If the
building does this, then the architect has met the objective.

8 Aesthetics is a difficult principle to agree on because people have their own taste.

9 Frank Gehry's designs often use irregular angles. It's important to stress, however,
that the designs are still structurallv sound.

- 10 Frank cehry was resourceful because he liked to utilize chain-link fence, plywood,
sheet metal, and other building materials that were easily available to him.
f achieved the goal
g rul€ or set of ideas
h use something effectively
i exciting; interesting; full ofene-rgy
j emphasize

F r a nG
kehry t3
I
 Taketurns completingea€h
I
& PAIR WORK Work with a partner.Noiicethe boldfecedwords.
aloud' Review any
sentence $rith the corre<t lorm of the word, Read the completed sentences
words you don't understand.

ofa
1 One of the basic princiPles of architecture is to consider the
building-for example the materials, lighting' and shaPe'

2 One consideration of a structure's

design is shape. The shape ofthe Arc de Triomphe in Paris,

for example, is very strong and commanding lt is difficult to

design a structure that is pleasing

to everyone.

l i
.li.rin.t distinquish
- i
:

3 Frank Cehry has a style, especially his use ofirregular shapes.

4 lt's not difficult to his work from that of other architects.

5 Frank Gehry is considered an . Trying new ideas was at the

foundation of his designs.

5An architect doesn't follow tladitional styles of building design'

7 A fairly recent in architectureincludes

an emphasis on "going green," which means designing with the
environment in mind.

: 1
I sculptor sctlpture I
' " -----__ _:.'.-

8 The Fish Dance restaurant in Kobe, Japan, looks like a gigantic

of a 6sh.

9 I can't remember the name of the but I liked how she

experimented with shaPes.

71 t, U N J T8

t
FOCUS
E : .

Emphasis
During a lecture, you hear a lot of information quickly. Lecturers will often use signal phrases or
emphasize words to focus your attention on important information. If they want to check in to
see ifyou are following along, lecturers may cue you with questions.

SIGNALING EMPHASIS CHECKING IN

TohighlightwhatI've said so far ... ls evetyone clear on this?
I wantto emphasizethat... Isthis clear?
/ v/arf lo slress... Arc there any guestions?
It'simportantto understand... Are you with me?
The fundamental pointis ...
WhatI'm sayingis ...

Say you hear this: t uant to stress that architectureis both an art anda science... . Therearc many
factorsto
considerin the designof a building ... . Areyou with me?.1our notes might look like this:

= anart anda science

Architecture
Whendesigning
a btdg:rnanyfactorsto consider

TRY IT Listento an excerptfrom an architecture

class.Whirhsignalphrasesandcuesdoes
the speakeruse?Takenotes.Underlinethe imDortantinformation.

PAIR WORK Comparenoteswith a partner.

F r an k G e h r y 1 7 5
 WATCH',
-i:11.::-{rir'

THINK ABOUT IT Youareaboutto watchthe unit lectureon

you think an
FrankGehry.check(J)the top threecon5iderations
architectshouldkeepin mindwhen designinga building'

useof recycledor
I location I colors I
environmentallY
fl size [ ut"
"n"tgy responsible
fl cost ! n u m b e ro f materlalS

,+ , '1; ls LISTEN FOR MAIN IDEAS closeyour book'watch the le(tureandtake notes'

;!l CHEGK YOUR UNDERSTANDING Useyour notes' Answer the questions'based on the
lecture.Circlea, b, or c.

1 How is architecture both a science and an art?

inside
a Buildings must look nice from the outside and the
b Buildings must be strong and beautiful.
c Buildings must protect PeoPle from bad weather'

2 Why does the professor mention Vitruvius?

a to show that the principles o' atchitecture change
long ago
b to show that Gehry's work is based on principles from
c to show how styles in archilecture change

3 What aspect of Cehry's work does the lecture mainly focus on?

a his building stYlein the 1970s

b examplesofhis work around the world
c his distinctive stYle

4 Why does Gehry use bright' boid coiors?

a He wants ro be Playful.
b He's concernedabout the environment'
c He wants his buildings to be strong'

5 why did Gehry develophis dynamic style?

a He liked to experiment with building houses'
b Other architects didn't agreewith his ideas
c Traditional architecture didn't allow him to be creative enough

6 what is the main reasonthe professorlikes Gehry?

a because cehry understands traditional values in architecture

b because Gehry is innovative and resourceful
c because Gehry has designed many different buildings

16 L.]NIT 8
 |:

fhe Vitra Design Museum, We am nhein, cetmany

LISTEN FOR DETAILS Closeyour book.Watchthe tectureagain.Add detaitsto your

notesandcorrectany mistakes.

, CHECK YOUR UNDERSTANDING Useyour notes. Decideif the statementsare r(true)

or F (false).basedon the lecture,Correctany false statements.

- 1 Designingbuildings is both an art and a science.

- 2 An example of a building being sound is one that protects peopie from bad weather.

- 3 The professorsays that the intended use ofa library is as a place to learn.

- 4 Everyoneagreeson aestheticsbecausestyles in architecture don,t changemuch.

- 5 Plywood and sheet metal are examplesof simple building materials Gehry used in
the 1970s.

The main reasonCehry used chain-link fence was that he thouqht it was beautiful.

The professoris worried that the Vitra Design Museum in Germany might fall down
becauseit doesn't look sound.

- 8 Gehry used irregular shapesand anglesto seewhat was possiblefrom an

engineeringstandpoint.

- 9 The professorbelievesGehry thinks more like an engineerthan an artist.

- 10 cehry thinks of buildings as sculptures that people interact with.

F r a n kC e h r y
D
 HEARthe language
Intonation
In statements, a speaker'sintonetion rises to signal new information or important words. It falls
--
io silnat the end of an information unit-usually the last word of a sentence'
In yes-noquestions,a speaker'sintonation typically falls and then rises at the end' In
u,h- qus5tions, on the other hand, a sPeaker'sintonation rises and then falls at the end'

words.
6l A LTSTEN Listenand completethe JtatementsEndquestionstrom the ledurc. Write the missing
cirde I or J to indicatewhether the intonation risesor f.lls at the end of ihe word.

1 lt's a building near the

t l I

2 we use scienceto make that the building is

f l

' fundamental
3 H€ said that a building must have

, a building must meet its intended

t l

for both
what type of designis-o-est and
t l

5 Is it ?Will it last a
t l t l
tl.

7 Stylesin architecture , like with

t l

8 Haveany ofyou his

9 Specidcaln how can we his

t l

10 I can think of three words: and

. tl + l f l

B PAIR W'ORK Work with a partner. Taketurns saying the sentences,Payattention to

the intonation.

UNIT8
 T A I K a b o u tt h e t o p i c
Acknowtedging
a Point
Q O n FoLLOW THE DISCUSSION watctrasthe studentstalk aboutFrankGehry.Readeach
opinion. Then check(J) who disagreeswith it.

Mkhael Yhinny May Qiang

1 FrankGehryi5one of the greatestarchitectsever. l t r T n

2 FrankGehrywill be forgotten by history, n n n n
3 FrankGehry'sengineeringabilitiesare put to good use. x N T n
4 l'm a FrankGehry€nthusiast. n ! t r T
O G) B TEARN THE STRATEGIES watchthe discussion
again.Listencloselyfor the comments.
Then check (J) the discus5ion strategy the student uses. More than one answer may be correct.

. A.knowledging Asking for

a Doint oDinion5or ideas Oisagreeing

Yhinny: "What?| wouldn'tsaythat." D n U

Michaeli "l mean,I hateto disagree,but... " T n n
3 May: "OK,then what wouldyou sayabout hisengineering
abilities-canyou sayhe'snoteworthyfor that?"
n n I
4 Michael: "OK,5ure,I canseethat. But ... ." I n T
5 Michael: "Why doesn'the put thoseabiliti€sto usein a
more practicalway?Likebuildingbridges?"
n n T

OFcusslonStrrtegy Evenif you disagreewith someone.you mayacknowledgea smallpart of that

person'sargument.Typicalexpressions of acknowledgementincludeI seewhat you mean,but ,,., I can
iee that, but ,.., and That'strue,however... .

C TRY IT In a small group. discussone or more o{ these topics"Try to use the discussion
Jtrategies you have learned.
. Yhinny says that Frank cehry's buildings are all over the world. what is her point?
. Michael suggests that someone like Frank cehry should use his skills in practical ways Iike
designing bridges rather than designing aesthetically pleasing buildings. Do you agree?
. Some say Frank Gehry doesn't pay enough attention to the environment. Would these
students agreewith this criticism? Would you?

F r a n kc e h r y 7e

|
 REVIEW
REVlEwworkwithapartnertoComp|etetheout|ine'lJseyournotes'Thenrete||themainideaJof
the lecture in your own words.

I. 3 principl'es
fromVitruvius: Ex,'s/ Detaits:

ii. 3 features styte:

of Gehry's Ex.'s
/ Detai[s:

IIL Ex.'sof hiswork:

IV.Reason(s) hisstyte:
Gehrydevetoped

BoydlikesGehry:
Professor
V.Reason(s)

'i
tit!
when a speaker"checksin,"
this is your chanceto clarify
anything you don't understand.

:rd.,Now you are ready to take the Unit Test and the Proficiency Assessment'

I U N I TI

* #
EXPRESS
A BeautifutBuil.ding
In this unit, the lecturer discussedthree key architectural characteristics
intended use, strength, and beauty.Architects such as Frank Gehry
include innovation while following these principles.There are buildings
all over the world that meet these criteria.

TASK nesearrha building that interestsyou and fulfills the three key
while di5playingcreativity.Then give a short
architecturalcharacteristics
presentationabout your findings. Usevisual aids.

Prepare
1 Choosea building you like. It might be your house,your apartment
building, your school, or a famous building such as the Burj Khalifa in
Dubai, St Basil'sCathedralin Russia,or the SidneyOpera House in
AustraliaG . o o n l i n e t o r e s e a r c ht h e b u i l d i n e .H o w d o e si t m e e t i t s St. aasil'sCathedal Mos.ow Rutsia
intended use?How is it beautiful? How is it innovative or
playfui? Find pictures that show these characteristics.
2 Organizeyour researchinto an outline. (Usethe example Presentation Strategy:
outline to help you.) Use your Iist of characteristicsas Presenting with visual aids
your main ideas.Use key words and short phrases to add C o l o r f u la n d c r e a t i v ev i s u a la i d s
details to your outline. Use pictures to support your main h e l py o u r a u d i e n c eu n d e r s t a n da n d
i d e a so r d e t a i i s .B e l o wt h e s ep i c t u r e s ,i n c l u d et h e s o u r c e r e m e m b e ry o u r i d e a s W . henselecting
information. Rememberto begin with an attention-getter a visuaa l i d , b e s u r et o u s ea n
and then give your main ideas.Don't forget to use transitions o b j e c t ,p i c t u r e o
, r s l i d et h a t i s c l e a r ,
to introduce new main ideas and a conclusionthat reviews u n c o m p l i c a t e da,n d l ar g e e n o u g h
th^eF m2iF n^inrc
for everyoneto see.lf you include
3 work with a partner. Take turns talking about your buildings' a n i m a g et a k e nf r o m t h e I n t e r n e to r
characteristics.Compareyour outlines and discussyour key a p r i n t e dp u b l i c a t i o ni ,n c l u d et h e
ideas.Use your pictures to support your ideas. sourceinformation ({or example,the
u r l :w w w . f a l l i n g w a t e r . o r gb )e l o w
Practice t h e p i c t u r e .F i n a l l yr,e m e m b e rt o l o o k
4 Practicewith your partner. Did you follow the order of
a t y o u r a u d i e n c en, o t y o u r v i s u a a l idl
ideas in your outline? Did you look at your partner while
you showed your visual aids?Use the Unit 8 Presentation
Euolrrctionforryl(in Appendix C) to give each olher
suggestionsto improve your presentations.
5 Practiceby yourself.Recordyour presentationor practice in
Attention-gettingopener
front of a mirror. I I n t r o d u c t i o nM: a i ni d e a s
Present T.ansition to .harccte ristic Sl
6 Deiiver your presentationto the class.For your conclusion, lf lntendeduse Visualaid
A Detail(purposebuilt)
review your main ideas.
B Detail(pastuse)
7 when you frnish, ask for audiencequestions.After your C Detail(currenture)
conclusion ask: Are therc any questions?Would you hke me go Transitionto charactetistic#2
ouerany chcracteristics
of this buildingagain? lll Beauty Yiiualaid
8 Listen to your classmates'presentations. A D e t a i#l 1
B Detail#2
Evaluate lopt,bnaljC Detail#31
9 Use the EvaluationForm to evaluateyour and your Transitionto characteristic*3
classmates'presentations.Be supportive:Cive comments lV lnnovativeor Playful Visualaid
t h a l w i l l e n c o u r a g ey o u r c l a s s m a t e 1
s oi m p r o v e . A Detail#1
I Detail#2
loptionaljC Detail#31
V Conclusion:
Reviewo{ main ideas

F r a 1{1C e hr y
 t o t he t opic
CONNE CT
what does it take to be heatthy?Cood food? Protectionfrom disease?ExerciseiCleanwater and air? Public
health officials are concerned about your health as well as that of the entire community. They look at ways
to prevent diseases from spreading and to promote health so that everyone can live healthier lives.

A THINK ABOUT IT Considerthese questionsabout health. Then compareresponses

with a partner.
. Are you a "healthy" person?what do you do to stay healthy?
. Are you an "active" person?How much exercisedo you get each week?
. Do you generally"eat healthy"? what are your favorite foods?

betweena wellnesscounselor
@ B TUNE IN Listento a conversation andTomas,a client.
Then answer th€ questions,basedon the conversation.Compareanswerswith a partner.

1 What is Tomas'sgoa]?

2 what does the counselorrecommend?

3 what do they agree todo?

C PAIR WORK Work with a partner.Ask: What doesthe phrase"healthylifestyle" mean

to you? What behaviorsare healthyand unhealthy?How muchdo your famity and friends
influencethe choicesyou make?
u)

BUI LDy ourv oc abu l a ry

i, A LISTEN Theboldfaced
wordsarefrom the unit lectureon a globalepidemic.Listento each
sentence,Then match the meaning to the boldfacedword.

- 1 We know approximately how many people are obese. We don't have exact figures.

- 2 People who regularly consume excess calories gain weight.

- 3 Health care workers witness many overweight patients at the clinics.

a observe b generally ( roo many

4 The school plans to adopt a new schedule. They want to give students time to
exerctSe.

People who are affluent have extra money to spend on entertainment and travel.

_ 6 The guidelines for healthy eating include how many vegetables to eat daily.

d start to use e sugg€stedrules f wealthy

- 7 There are several factors that contribute to the probiem, not just one.

- 8 The companies decided to implement nutrition classes for employees.

- 9 The man was too busy to exercise. This had a negative impact on his health.

- 10 There has been a shift in what people prefer to eat.

g cause h beginto makehappen i majorchange j harmful

G t o b aE
t pidemjc 83
|
 B PAIR W.ORK work with a partner.iead the sentencesin ColumnA and discussthe
meaningsof the boldfacedphrases.Then readsentences1-5 aloud asyour partnerfills in the
blanksin ColumnB. Switchrolesfur 5-10'

A
COTUMN B
COLUMN

1 There's a formula for measuring obesity. There's a formula - measuring obesity.

2 The occurrence of obesity is increasing. The occurrence - obesity is increasing.

3 some people are putting on weight at an Somepeople are putting on weight -

alarming rate. an alarming rate.

4 The percentage of obesePeoPleis likely to The percbntage - obesePeoPleis

increase. likely to increasE.

5 what are the causesof this epidemic? 5 what are the causes - this epidemic?

6 The role offood is changing. The role.- food is changing.

:

The guidelines suggesta rninimum of 7 The guidelines suggest a minimum

30 minutes of exerciseeachday. 30 minutes ofexercise each daY.

The food standards in schools are The food standards - schools are

changing. changing.

. 9 Treatmentmust focus on severalfactors, 9 Treatmentmust focus - severalfactors.

. -rP>.
10 A public health worker is assigned to A public health worker is assigned -'

a family. a family.

UNIT9
 F O C U Sy o u r d r ] 3 i l t i o n

Symbots
andAbbreviations
As you listen to a lecture, it's important to be able to take notes quickly. one helpful technique
rs to use symbols and abbreviations. you can create your own, or you can use standard
ones.

MEANING
for example('exempli gratia" is Latin for "for example,)
additional personsor things ("et cetera"is Latin foi
"and.othe, things")
in other words ("id est" is Latin for "that is")
and
@ at
I increase
I
c!ecrease
amount OR number ofb
ls OR equals
isn'tOR doesn'tequal
numberof times(2x)
causes OR fesulfs in
7 quesl/bn

say you hear this: It's a globalepidemic-Jor example,there! an increasein th€ numberoJ people
who are
obese.Your notes miEht look like this:

Globalepidemic;e.g., | * peopleobese

*, A TRY IT Listento an excerptfrom a pubrichearthconference.

Takenotesusingsymbors
and
abbreviations.

ts PAIR WORK Comparenoteswith a partner.what symbolsandabbreviations you

did use?

G t o b aE
t pidemic 85
|
 W A T C Ht h e r e ; t u r e --a

A THINK ABOUT IT Youareaboutto watchthe unit lectureon

obesityasa global€pidemic.Whatare possiblereasonsthe sPeaker
is (allingobesityan epidemic?

book.Watchthe
Q C e LISTEN FOR MAIN IDEAS closevour
lecture and take notes.

c CHECK YOUR UNDERSTANDING Useyour notes.Answer the questions,basedon the

le(ture. Circle a, b, or c.

1 what's the lecture mainly about?

a the countries affected by obesity

b different types of epidemics in the world today
c the,causes ofthe obesity epidemic

2 According to the lecture, why is obesity considered an epidemic?

a lt's impossible to cure.

b lt's spreading worldwide.
c It's affecting children.

3 What does the professor mean when he says obesity is no longer just "a disease of affluence"?

a It is affecting wealthy PeoPle.

b It is affecting people from all income levels,
c It is affecting many children.

professorsays "increaseduse of technology for work and leisure,IessPhysicalactivity,

' 4 The
greater use of cars, growing accesstg ... fast food." what is he describing?

a the reasons that modern lifestyles have made our lives more enjoyable
b the goals of developing countries to reach the standards of developed countries
c the features of the modern lifeStyle that are causing the epidemic

5 What is the professor's general.attitude toward a successful treatment Program?

a It must include group support.

b It should aim to eliminate technology from our lives.
c It should not involve the workplace.

6 what can be inferred from the professor saying the epidemic is a "call to action"?
-
a He thinks it's diffrcult to stay healthy.
b He thinks neighborhoodclassesare helpful.
c He thinks it's a seriouspublic bealth problem.

*l U N I T9
 .*i&.r

a'.,|..: '!k LISTEN FOR DETAILS Closeyour book. Watch the lecture again. Add detailsto your
notes and correctany mistakes.

CHECK YOUR UNDERSTANDING Use your notes. Decide if the sentences are r (rrue)
ot F (falsel,basedon the lecture.Correctany false statements.

- 1 Obesityis a health condition in which someonehas an excessamount of body fat.

- 2 A Body Mass Index of 30 is considerednormal.

3 Approximately 300 million adults worldwide are obese.

- 4 The rate ofincrease ofobesity in children is greater in developedcountries than in

developingcountries.

_ 5 According to the professor,a modern lifestyle inciudes easy accessto inexpensive,

fast foods.

_ 6 A modern lifestyle involves more use of technology and less physical activity.

_ 7 The research shows that shared meal times help people have better nutrition.

_ a Adults need at least 60 minutes of physical activity a day to be healthy.

_ 9 ln Nigeria, neighborhoodnutrition classeshave been implemented.

- 10 "Keep Moving" is an example of a program designedto provide group support.

C l o b aEr p , d e m , c 87
3
 HEARthe language
Words
Emphasized
emphasized This
English spealers sometimes emPhSsizea word or phrase that is not usually
irt" rhythm oithe sentenceand gets the listener's attention:-
"iiig". ""p""ted

the word the

6)
- A- - LISTEN Listento the statementsand questionsfrom the lecture,circle
words'
;;;;t ;fiasizes most in eachunderlinedphrase'Someiternshavetwo
is non-infectious'
1 Today,we're going to talk about another kind of ePidemic*one that
problem'
This is the ePidemic of obesity, which is noriJofficialty a global health

the past 35 years'

2 According to the w-H-o, n orldwide obesity has more than doqbled in

in children has
3 Today,approximately5oOmillion adults are consideredobese;and obesity
increasedsharPly.

' ' 4 So,thatis uihat's going on: The world is Putting on weight at an alarming rate'

the world' with middle-

5 lncreasingly, we're witnessing the occurrence of obesity all over
and low-income PeoPle.

tradiiional food in
. -s*.*.6 The food people Prefer is,changing' w€ now see fast food replacing
many Parts of the utorld'

7 we're also seeinga behavioralshift The role of food is changing'

people rriake lifestyle

8 In short, we're seeing that as dountries develop economically'
imPact on their health'
changesthat seem like imProvements, but actually have a negative

know from research that

9 So,we know obesity is a Srowing global ePidemic' And we also

'WORK :o word
B PAIR work with a partner'Taketurns sayingth€ sentences'Payattention
emphasisand how it affectsthe rhythm of the sentence'

UNIT9
 TAIK;::'j',.;t;)t) ..,,..:,:

Offeringa Factor Exampte

N ( :): FOTLOW THE DISCUSSION watch asthe studentstalk
aboutrhe lecture.Readeach
comment.Thencheck(J)the studentwho makesthe comment.

ti
l
f
l

Hugh Shelley Ben

1 "lf eve.yoneis ready,we can begin." l T N n

2 " W e l l ,l ' d , n e v e r t h o u g h t a b oiut at s a n e p i d e m i c , .b. .u t . . . . " T T N n
3 "l've alwaysthought of obesityasmore of a problem;n countries
l i k et h e U S . " I n T n
4 "50, wait, is that an exampleof food asentertainment?" T T T !
r > ;;' LEARN THE STRATEGIES Watchthe discussion again.Listencloselyfor the comments.
Thencheck(J) the discussion
strategythe studentuses.
Asking{or opinions Offeringa Jact
or ideas orexample Paraphrasing
1 Kenzie:"What did everyonethink about calling
obesitya globalepidemic?
"
tr T-l
LJ
T-t
LI

2 shelley: "To me.the big.oncern is the rate of increase

i n d e v e l o p i ncgo u n t r i e.5. .. " tr T T
3 B e n :" F o ri n s t a n ( em, y f . i e n d sa n d l , w e ' l lc o o k
togetherratherthan orderinga pizza... ."
T T n
4 Hugh: "Foodasentertainmentwas meantin a
negativeway."
tr I T

Olsc]lgJlonStrategy 8y offering a fact or example,you can makea topic more concrete.Thiscan

makethe topic not only more understandable, but alsomore memorable.Personalexperiences (/n rny
experience... )i observations(/'yenoticed... ) and media(tjust read this articleabout ...) are a few ways
you canbegin.

TRY IT In a smallgroup,discuss
one or moreof thesetopics.Tryto usethe discussion
you havelearned,
strategies
. Doyou agreethat obesityshouldbe calledan epidemic?
. What examplesofchangesin Iifestyleshaveyou noticedin your community?
. Shelleysays,"Everykid now wantsto playvideogamesandeat snacks...." Do you agree
with this?

GlobaE
l pidemrc 89
 ‫س‬‫زﺑﺎﻧﮑﺪه اَو‬

www.avasshop.ir
 EXPRE SySourideas o.a

HeatthyChanges
In the lecture, you learned a "three-level
approach" to encourage people to become
healthier: better nutrition, more physical
activity, and group support. Changing our habits
and behaviors can be challenging. How can you
inspire people to make healthier choices?

TASK Introduce a wellness program. Then

deliver a short presentation to persuade the
audienceto ioin, lJsenonverbalcommuni(ation.

Prepare
1 Create a wellness program. Consider your audience. Jhink about Presentation
Strategy:Uslng
the interests ofyour classmates. Using the three-level approach, nonverbalcomml|nlcatlon
brainstorm a list of "selling" points that will appeal to this A speaker'snonverbal
particular audience. From your list, choose three points you can communicationisvery important,
present with enthusiasm to inspire your audience to join your especiallyif youaretryingto inspire
wellness program. your listeners!Makeyour audience
(omfortableby smilingat them
2 Organize the information frorn your notes into an outline.
beforeyou begin.Lookat one
(Use the example outline to help you.) Do not write sentences on listenerwhile you speakto show
your outline. Use key words and phrases only. your intere5tin that individual.
3 Work with a partner. Tell your partner about how you plan to (Lookat one personfor 3 full
inspire the audience. Compare your outlines. Suggest changes seconds!)Us€vivid gesturesand
strongintonation. Thiswillshow
to your outlines to make your presentations clearer or more your excitementand (ommitment.
inspiring. Yourenthusiasmwill influenceyour
audienceto try your idea.
Practice
4 Practice with your partner. What sections were convincing? '
Did you sound both enthusiastic and persuasive? How were your
e1i€dontact and gesturing? Use the Unit 9 Pr€sentotionEualuation
Form (in Appendix C) to give each other suggestions to improve
your presenlauons. SmiIe! Be e nthusi astic!

5 Practice by yourseli Record your presentation or practice in front Attention-getting opener

of a mirror. Pay attention to your body languageand use clear I Introduction:Main ideas
gestures to show you! enthusiasm. Use.the Evaluation Form to ll Wellnersthrough nutrition
evaluate your presentation. A Proposedchange
B lst benefit
Piesent C 2nd benefit
5 Deliver your presentation to the class. Try to speak Transition to next main idea
enthusiastically and confi dently. lll Wellnessthrough activity
7 When you finish, ask for audience questions: Ar€ thereany A Proposedchange
questions?Are you readyto join my program? B lst benefit
C 2nd benefit
8 Listen to your classmates' presentations.
Transition to next main idea
Evaluate lV Wellnessthrough group suppod
A Proposedchange
9 Use the Evaluation Form to evaluate your and your classmates'
B lst benefit
presentations, Be supportive: Give comments-that will encourage C 2nd benefit
your classmates to improve!
Transit ion to concl usion
v Conclusion:Reviewof main ideat

C t o b aEt p i d e m i c el
I
 C O N N E C tTo t h e t o p i c
More than halfofthe world's population now Iives in cities. Cities all over the world are expanding rapidly.
One question for the 21.t century is: What do we wantliJeto be like in thesecities?A city is more than just a
vast network ofbusinesses, monuments, and buildings. It is a Place peoPle call home. How does the urban
design of a city influence the people who live there?

A THINK ABOUT IT Considerthese questionsabout urban living. Then compareresPonses

with a partner.
. How important is it to you to live in a big city?
. What do you like about the city where you live now?
. what don't you like?
. what part of the city would you most like to live in? Why?

O B TUNE IN Listento a conversationbetweenan urban disigner and city councilmanAllen

. ,.-.s(heff. Then circle the best answers.

1 The designer and Councilman Scheff are meeting in order to visit an art museum / enjoy ,

tbe open Bpace / walk thtough the Plaza / plan an architecture Proiect.

2 The goals ofthe projelt are for the-center to be a safe place to visit and to serve as

a business center / an atttactive gathe ng spot / an education center.

3 Councilman Scheff thinks a plaza / old buildings / a lake / a monument will make the city
more attractive for everyone.

.WORK
C P,AIR Work with a partner: Ask: ,f yo u were a city planner. what would you like to
change about your city?
 B U I L Dy o u rv f l i : a b u l a r y

l, A LISTEN The boldfacedwords are from the unit lectureon urban planning.Listento each
tent€nce. Then choose the m€aning of the boldfaced word.

1 The family had to confront some housing challenges when they moved to the city, but they
eventuallv found a Dlace to live.

present Jace provide

2 The train system is eficient. It is at key locations throughout the city, is always on
. schedule, and uses little energy.

expenslve . eJfective urast4ul

3 Many large cities have a variety ofethnic groupswho have comefrom all over the world.

sincere culturol routine

- ..4 The popular trend ofshared resources,such as sharedbicycles,is expanding rapidly in
some cities.

satisting growing protecting

5 A fundamental challenge in all cities is providing adequate food for everyone.

desirable dependable basic

5 To reduce traffic jams, the city plans to initiate a new traffic system next year.

constrain tn
7 The city decided to institute new guidelines for bicycles in order to reduce accidents.

prevent establish respond

8 The city used video cameras to nonitor who entered public buildings.

reduce
slightly coordinate carcjully watch

9 Big cities worldwide are projected to keep growing rapidly.

encowaged expected discussed

10 Mobility is important. People need to be able to get to work, school, and appointments readily.

relatiuely enjoyably quicklycnd easily

21!tCentury
cities e3
X
 B flAlR woRI( Read the sentence5in column A and ilis(uss the meanings of the boldfaced
B' Switch
ptrrases.fhen read sentences 1-5 aloud as your partner fills in the blank5 in Column
roles for 5-10'

COLUMNA B
COLUMN

1 More and more people are living in urban 1 More and more peoPlaare living -
areas. urban areas.

2 Many people migrate from rural areas to Many people migrate - rural areas to

cities. cities.

There are better opportunities for jobs There are better oPPortunities - jobs.

Some people are attracted to cities for the some people are attracted - cities for

excrtement. the excitement.

5 The family lived on the outskirts ofthe The family liyed - the outskirts

city, not in the city center. the city, not in the city center.

6 Urban residents need to be Protected from Urban residents need to be protected -

crime. crime.
.

7 The police need to b€ alerted to dangerous The police need to be alerted -

situations. dangerous situations.

8 People need to be able to get around the Pdople need to be able to get - the city
' '"'city
easily. easily.

9 Quality of life is related to people's quality oflife is relaterl - people's

mobility. mobility.

10 What are effective approaches to the what are effective approaches - the

challenges? challenges?

e4 u N r r1 0
|
FOCUS,'' ';,:
,:':,,t;.:
Ei].!:rir-

Connected
Ideas
Lecturerswant you to understand how their ideas are connected.One way they do this is by
pointing out a cause-and-effectrelationship.or a lecturer may try to help you make a connection
to an idea mentioned earlier.

POINTING OUTCAUSE.AND-EFFECT
RELATIONSHIP5 REFERRING TO AN EARLIERIDEA
l f . . ., t h e n . . . Do you recall...
Because(of) ... Thinkback to ...
... Ihls resu/tsln ... As I mentionedearlier...
... relatedto ...

Another way a lecturer may show how ideas are connectedis to give you supporting examples
and sources.

GIVINGSUPPORTING EXAMPLESAND SOURCES

For example,... Accordingto....
Let'sexaminethe case of ... Oneidea l'd Ike you to consider

To take notes, you can show cause and-effect relationshipswith an arrow (--) between ideas.Say
you hear this: The quality af farmlandis getting warse,so peopleare pushedout. your notes mieht looks
like thisi

farmlandworse- peopLe
pushedout

TRY IT Listento an excerptfrom an urban planning lecture.What phrasesdo you hear that
help you conned the ideas?Take notes.

PAIR WORK compare notes with a partner.

2 r ' rC e n t u r yC r t r e 5 t 9t
 WATCHthe lecture
A THINK ABOUT IT Youare about to watch the unit lectureon
21ncenturycitier. what are someof the (hallengesthat citieslace
as peoplemigrateto them?

o @ e LISTEN FORMAIN IDEAS ctoseyourbook.warrhthe

lecture and take notes.

C CHECK YOUR UNDERSTANDING useyournotet.Answerthequettions,basedon the

lecture.Circlea,b, or c.
1 what is the lecture mainly about?
a transportationproblems
b the trend toward urban living
c the opportunitiesin cities

2 In what order doesthe lecturer presentthe topics?

a challengesof rapid growth, motivationsfor moving, effectivesolutions
b challengesof rapid growth, effectivesolutions,motivationsfor moving
- c motivations for moving, challengesof rapid growth, effectivesolutions
3 Why doesth€ speakerdiscusspush factorsand pull factors?chooseTwo answers-
a to describeurbanlife
b to illustrate why peoplemigrate
c to show the situation is complex

the point of the speakerdescribingDaniel'sexperience?

.,..:}-$-what's
a to explain that cities are expanding
b to describethe excitementofliving in the city
c to illustrate the types of problemsmany peopleface

5 what three challengesofpeople in-cities are discussed?

a jobs,food,housing
b traffrc,crime. entertainment
c housing,transportation,safety

5 which of the following statementswould the lecturer agree\r'ith? chooseas many as

aPProprlare.
a Urbanplannerscan't resolvethese challenges.
b Thereare big challenges,but creativesolutionsare Possible.
c The best solution is to preventmore migration.
O @ O LISTEN FOR DETAILS closeyour book. watch the tectureagain.Add detaitsto your
notes and correct any mistakes,

E CHECK YOUR UNDERSTANDING use your notes. choose the word or phrase that
best completes each idea, based on the lecture.

1 A mega-city is defined as a city with a population over (1O/ 20) million.

2 Limited job opportunities and poor farmland are exapples of (pull / push) factors that
(send people away from / attEct people to) rural areas.
. ,.- ..
3 Better health care is an example of a (pull / push) factor that drau's people to cities.

4 Daniel was attracted to the city by (the excitement of city life / the opportunity to

make money).

5 According to the lecture, Daniel'earned (more / less) money than he had in the country.

6 "People first" housing includes the idea that the housing is (close tojobs / enjoyable to

live in).

7 The Intelligence Center approach is used to improve (safety / transportation).

8 The "healthy streets" program involves (building suficient housing / maLing the city
more beautiful).

9 The Brazilian light rail system reduced (traffc / commuting times) by (15 / 50) percent.

10 An "adaptive" traffic system means the trafhc lights adjust to (the time of day / the
number ofcars).

21* CenturyCities 97
|
 HEARthe language
Reducedand ContractedWords
ln natural speech, speakers sometimes reduce or contract function words such,as prepositions,
auxiliary verbs, pronouns, and conjunctions. By reducing these short words, the speaker keeps
the rhvthm of the sentence.

@ A llStfN Listento the statementsfrom the lecturp.circle the words that are reducedor
contracted,The numberof words is in parentheses.
1 (3)Today,vreare goingto considerthree toPicsrelatedto this trend.

2 (1)There are various "push factors" and various "pull factors-"

3 (1)There are several factors that push people out ofthe countryside.

4 (1) Or perhaps there is religious or ethnic prejudice.

5 (2) Or, for health reasons, a family may choose to leave because a family member needs
medical care.

,*€ (2) Daniel's goal was to get a job and send money back to his family.

7 (1)OK,he was pulled to the city by the opportunity to make money.

8 (2)As for a job, Daniel did managJto find one.But it required a one-hourbus ride
each way.

9 (2) They want to assure that the new units are efficient, safe, and enjoyable to live in.

10 (2) Sydney, Australia, for example, has initiated an adaptive system oftraffic flow.

B PAIR WORK work with a partner.Taketurns sayingthe sentences.Payattention to the

reducedor contractedwordJ,

98 uNrr10
I
 TALK
-':..-
,. .
Focusing
on a Topic
'
FOLLOW THE DISCUSSION Watchasthe studentstalk aboutthe tecture.Readeach
comment.Thencheck{J) the studentwho make5the comment.

sugl Shelley 8en Kenzie

1 " 1h a d n ' t c o n s i d e r ea dl l t h e s er e a s o n sT.h ep u s h e a

s n dt h e p u l l s . " T tr T I
2 "l'd only thought of the pulls,like betterjob opportun;ties." n I I N
3 " l n e v e rr e a l l yt h o u g h ta b o u th o w c i t i e sr e a l l yg o t h r o u g ht h e s a m e
problems."
T n I T
4 " W h a td o e s ' t h ei n v e r s e
o f p u s hf a c t o r s ' m e a n ? " n f fl u
( rr r.:lLEARN THE STRATEGIES watchthe discussion again.Listencloselyfor the comments.
Thencheck(J)the discussion
strategythe studentuses.Morethan one answermaybe correct.
Asking fo. clarifi<ation Expiessing Focusingon
or contirmation an opinion a topic
1 Bgn: "That stu{f.The reasons
are interesting."
tr T D
Shelleyr "Beforethat, lwant to go backto the
rea5onsfor rnigration." n T T
3 H u g h i " Y o u w e r e s a y i n ga l l c i t i e sf a c e s i m i l a r
c h a l l e n g e s... . C a n y o u e x p a n d o n t h a t ? "
T u fl
4 Hugh: "Yeah, those are big challengesfor cities."
tr n tr
5 Shelleyi "You know, that's just not realisti(."
tr T T

Dlsc||sslon Strategy When you focus on a topic, you show that you want to concentrate the discussion
on a specificpoint or idea. A common way to focus on a topic is to state your intention: / want to focus
on ... , I'd like to start off with talking about ... . I'd like to go backto the topic of.." . Here are common ways
to ask someoneto focus on an idea or topia: The lecturer saidlcities are overcrowded]. Cananyone expandon
that? or The lecturer talked ahout fpush factos and pull factors].can anyone explain that to me?

TRY IT In a small group, discussone or more of these topics.Try to use the discussion
strategiesyou have learned.
. Kenzie says,"Maybe people should stop migrating there." Is this a realistic solution to the
challengescities are confronting?Give reasons.
. What are specificthings that can be done to make cities more livable and enjovablefor
different age groups?
. What changeswould you like to see in a city in your country in ten years?

2 1 nC e n t u r yC j t i e s i 99
.?
 REVIEW
REVIEW Read over your notes. Do you have clear notes on the three topics of the lecture?
Do your notes includeexamplesand details?Work with a partner to retell the main ideasol the
lecture in your own words" Then completethese notes. Add details and examples.

Topic1: factorsthat motivatepeopleto moveto cities

Pushfactors:

PuIfactors:

Lima,Peru
Daniet,
Example:

hemigrated:
Reasons

heconfrontedr
Chaltenges

Topic2: fundamentaI of citiesgrowingrapidty

challenges

Topic3: possibte to eachchattenge

sotutions

1.

Remember; Focuson the

betweenthe ideas
relationships
you hear.

{ Assessment.
Now you are readyto takethe UnitTestandthe Proficiency
 yourideas
EXPRESS
A GreatPlaceto Live
This unit lecture exploredways of improving
cities.Now think of a city you know well, such as
your hometown or the city you live in now. How
can it be improved?

TASK observetwo problemsin your community.

Findsolutions.Thengive a 5hort presentationon
your plan.Try to persuadeyour audience.

Prepare
1 Seeyour community through the eyes of an urban planner
Brainstorm the important issues the city where you live may Presentatlon
strategy:
have. (For example, public transportation seryices, parking, traffic youraudlence
Persuadlng
signals, accessto shopping or good housing, personal safety, etc.) Foraomepresentations, you will
Choose two issues. Consider one possible solution for each issue needto persuadeyour audience
Identify the benehts ofyour proposed solution. to acceptyour opinionor plan-
2 Organize your ideas into an outline. (Use the example outline To convinceyour audience,first
dercribethe problem5that you
to help you.) Use your list of problems as your main ideas. Your
see.Providevisualevidence.Then
description of the problems, your solutions, and the benefits of presentyour planfor addressing
your solutions are your supporting details. theseproblems.Finally,explain
3 Create a visual presentation using images to illustrate the the benefitsyour planwill bring
problems. Use short phrosesto support your main ideas and details. to your audience.Usedetailsto
supportyour ideas.
Start each phrase on one slide with the same part of speech.
(For example, all.bullet points on one slide begin with a verb.)
4 Work with a partner. Share information about your city's issues
and your proposed solutions. Compare your outlines, Look at your
slides. Make changes to your outline and slides as needed.,
Attention-getting opener
Practice I Intro;u.tion: Main ideas
iiP-rittice with your partner.Taketurns giving your presentations. (issues,plan to resolveissues,
Practiceshowingyour visuals.Do your imagesclearlyshow the and benefits)
problems?Doeseachslide use short phrasesstarting with the lransition to challengeIl
samepart of speech?Usethe Unit10Presentation Euoluation
Form ll lssue#'l Sllde
(in AppendixC)to give eachother sugg'estions to improveyour A Descriptionof problem
I SolutionSlide
presentatlons.
I Benefit #'l
Present 2 Benefit #2
5 Deliver your presentation to the class. Remember to glance at your fransition to challenge*2
outline occasionally and then look at your audience as you speak. lll lssue#2 s/ide
Don't read from your slides. Try to speak enthusiastically and A Description of problem
I Solution Srrde
confidently. Briefly review the benefits ofyour proposed changes
I Eenefit#1
in your conclusion. 2 Benefit *2
7 When you finish, ask for audience questions: Are there any Transiti on to concl usion
qu€stions?Are you convinced.
we needto make thesechanges? lV Conclusion
8 Listen to your classmates' presentations. A Reviewof main ideas
I Questionabout audience
Evaluate ag.eementand support
9 Use the Evaluation Form to evaluate your and your classmates'
Dresentations.

2l"iCenturyCities 1o1
I
 C O N N E CtTo t h e t o p i e
We each have our own set of DNA- our genome-that makes each ofus unique. It contains genetic
information from our parents that determines our appearanceand talents, and even what diseaseswe may
be at risk of deveioping.Scientistscan now identify an organism by testing its DNA. This discoveryhas
sparked an explosion of possibilities in the field of biotechnology.

A THINK ABOUT IT Takethis surveyabout traits. Then compare responseswith a partner.

How are you similarto family members?Different?

eye color

hair color

height

personality

talents

rnlerests

O betw€engeneticscounselor
B TUNE IN Listento a conversatioir Dr.Navdeepshanand
a patient. Then work with a partner to answer the questions,ba5edon the conversation.

1 Whv does the Datientwant to take the test?

2 What does Dr. Shan mean by "predictive testing"?

3 Why will Dr. Shan need blood samplesfrom both the patient and his father?

C PAIR WORK Work with a partner. A'sk: what other traits do you lharc with your family
members-father. mother, brothers, sisters, aunts, uncles, cousins, and grandparents?
Which of these traits are inhefited (you were born with them) and which of these traits arc
learned (you acquired them as you grew up)?

UN]T 11
 \?,.\i,&rv*
BUILDyour v*i:,.i1

G A LISTEN Theboldfacedwordsarefrom the unit lectureon DNAtesting.Listento each

sentence.Then guessthe meaning of the boldfacedword.

1 The police wanted access to DNA samples taken from the suspect. But the judge refused to
releasethe samples.

2 The researchers concentrated on the role genetics play in our health. They didn,t focus on
anything else.

3 Dr' Hassan couldn't figure out what was wrong with her patient. she decided to use
senetic
testing to help diagnose the patient's disease.

4 In the crime Iab, scientists extract DNA from aamples ofhair, skin, and fingernails. After
they remove the DNA from the samples, they test it.

5 The twin brothers looked a rot alike, but they weren't identical twins; one had brown hair
and one had blond hair.

6 The lab technician saw that the two blood samples didn't m8tch, so she concluded that
the
blood was from two different people.

7 The medical field uses DNA tests to findout who is at risk for certain diseases.

8 The Morettis wanted to have a baby, so they had a DNA test. It revealed that their baby
might inherit a genetic disorder from the father.

9 statistically, it's very unlikely that two people wilr have the same DNA profire. The chance
of this happening is Iessthan 1 percent.

10 Our DNA contains genetic information such as eye color and other traits passed down
from a mother and father to their child.

B TRY IT Complete each sentence with the correct word or ohrase.

i extract mat(hed medical

1 DNA researchhas had a big impact on the field, particularly on

how doctors work with their patients.

2 The lab results showed that the hair found in the suspect,s car
the hair ofthe victim's cat.

D N AT e s t i n g i; 1O3
 3 DNA testrng may that something isn't normal in a person's
genes. For example, it may show a person is at risk for a disease

4 It's unlikely for two DNAfingeryrintsto be the same'

DNA from samPles taken
J To create a DNA frngerprint, scientists
from various Parts of the bodY' r-**- *--j
-
diagnose identical tralt
j to
access concentraleoon
concentrated -)

the baby's disease.

6 lt took doctors a Year to

7 Height is just one children inherit from Parents.

8 The lab workers identifying the murder victim.

9 These two fingerprints aren t ; they're different.

10 The company had employees' personal information.

in Columna and dis(ussthe

PAIR WORK work with a partner'Readthe senten(es
1-5 aloudasyour Partnerfills
ThenreadsentenGes
of the boldfacedphrases'
meanings
in the blanksin columnB.switchrolesfor 5-10'
COLUMNB
COLUMNA
1 The evidence - the crime scene was
1 The evidence at the crime scene was
a strand ofhair.
a strand ofhair.

2 f,veryone has a combination - genetic

2 Everyone has a combination of genetic
traits from their Parents.
traits from their Parents.

3 Two sisters may end - - the same

3 Two sisters may end uP with the same
eye color.
eye color.

4 There was a match - the two

4 There was a match between the
DNA samPles.
two DNA samPles

5 A probe is a tool used - scientists in DNA

5 A probe is a tool used by scientists in
testing.
DNA testing.

6 The test showed that the woman was -

6 The test showed that the woman was
dsk - Alzheimer's disease,
at risk for Alzheimer's disease
7 With DNA testing comes concems
7 with DNA testing comes concems about
- privacy.
privacy.

8 Doctors give DNA tests _- one =-

8 Doctors give DNA tests for one of
two reasons.
two reasons.

9 Some diseases are linked -- our genes

9 Some diseasesare linked to our genes

10 what are the Pros - cons _-

10 What are the Pros and cons ofDNA testingT
DNA testing?

UNlT 11
I
 yourattention
FOCUS
GraphicOrganizers
Sometimes,a lecturer presentsa lot oftechnical information or details-for gxample,in
describinga process.A graphicorganizeris one way to help you link and rememberinformation.
You can fill in information asyou listen and then add more later when you review your notes.
A speakeroften usesthe following signalwords when describinga process.When you hear these
words,move on to the next part of your organizer,as shownbelow.

Your notesmight look like this:

Q n fnV IT Listento an excerptfrom a crirneinvestigationseminar.What words and phrasesdo

you hear that signal the process?Take notes.

.W'ORK
B PAIR Compare notes with a partner.

DNATestins 105
I
WATCH
-

THINK ABOUT IT Youareaboutto watchthe unit lecture

doyouknow
uses
What
0nOmeufel0fDilAteiting. ol?write
your ideas.

LISTEN FOR MAIN IDEAS Closeyour book.watchthe

lectureandtakenotes,

CHECK YOUR UNDERSTANDING Use your notes. Answer the questions, based on the
lecture"Circlea, b, or c.

1 what is the lecture mainly about?

a how doctors use DNA testing to cure diseases

b how to createa DNA fingerprint and some uses
c types of genetic disordersthat causediseases

2 In what order does the speakerpresentthe topics?

a medical uses, privacy concerns, creating a DNA fingerprint

b creating a DNA fingerprint, privacy concerns,medical uses
c creating a DNA fingerprint, medical uses,privacy concerns

3 what is DNA fingerprinting? choose TWO answers.

a making a copy of a person'sDNA
b creating a set of data about someone using DNA
c creating an "lD" of someoneusing DNA samplesfrom different parts of the body

4 what's one way a crime lab can use DNA testing?

a t o i d e n t i f ya c a f a c c i d e n vt i c t i m
b to look for DNA matches between a suspect and evidencefrom a crime scene
c to let the police know there was a crime

5 what is the connectionbetween genetic disordersand disease?

a Geneticdisordersincreasethe risk of getting a disease.

b Scientistsknow genetic disordersalways causediseases.
c Scientistsdon't know if there's a link between genetic disordersand diseases.

6 What is the speaker'sgeneralattitude toward DNA testing?

a DNA testing is very beneficial.

b There are privacy issueswe need to consider.
c DNA testine should be done more often.

L I NI T 1 1
 -:-
?-,:-'"
:=€

f-1:E
.q-;;-
:--

LISTEN FOR DETAILS Closeyour book. Watch the tectureagain. Add details to
your notes and torrect any mistakes.

CHECK YOUR UNDERSTANDING Decideif the statementsare r (tru€) or F (fatse),

basedon the le(ture. Corre(t any false statements.

- I Another way to say "DNA fingerprint" is "DNA pronle."

- 2 The sPeakerthinks it's statistically likely that a brother and sister will have identical
genetic information.

- 3 DNA testing proved that Marie Antoinette's son escapedfrom prison.

- 4 A crime lab uses probes to seeif DNA samplesfrom a suspect match DNA samples
from evidenceat a crime scene.

- 5 The more probes that match, the stronger the case against the suspect.

- 6 Scientistshave found that DNA identification in a crime lab is 100percent foolDroof

- 7 According to the speaker,there are more than 16,000genetic disorders.

- I The speakersaysthat a mutation-a change in a gene*will definitely causea disease.

- 9 The speakersays that one benefit ofDNA testing is that it might save someone'slife.

- 10 The speakeris concernedabout who should have accessto someone,sDNA profile.

f N AT e s t r n g
 H EARt he language
StressingWordsto MakeIdeasCtear
Speakershelp listenersunderstandtheir ideasby putting extra stre3son Particularwords.
To createword stress,the speakerusesa slightly slowerrate of sPeech,a higher pitch, and an
increasedvolume on the most important word in eachthought group.

O A TISTEN listen to the statementsand questionsfrom the lecture.Underlinethe word that

receives the most emphasis in each thought group.

1 Keep in mind that DNA rs in every cell in the body, / and that all ofthise cells / contain the

same genetic information. /

2 They use the data / to create / the DNA fingerPrint. /

3 statistically, / it is very unlikely / that any two people / will have identical fingerprints. /

4 In the crime lab, / scientists use DNA samples from the suspect / and DNA samples from

the evidence / at the crime scene. /

5 when the probes are put in with the DNA samples from the suspect / and the DNA
samples from the evidence, / the probes show / if the two sets of samples match. /

6 For example, / suppose the only evidence / at the crime scene / is blood / from the suspect. /

t fr"y U""ign four probes, / one for each sample, / and they get four match'ds-bingo! /
..._.*..,
I And a DNA test can show / if someone has a mutation in a gene / that puts them at risk,/

for the disease. /

9 For example, / it now appears that the disease Alzheimer's, / which damages memory in

older people / is linked to our genes./

10 would you want people, / especially people you don't know, / to have access/ to your

DNA fingerpdnt? /

.W'ORK
B PAIR Work with a partner. Take turns saying the sentences.Pay attention to your
-word
stress in each thought group.

UNIT11

t
TALK
Gettinga Discussion
Started
FOLLOW THE DISCUSSION watch asthe studentstalk aboutDNAtesting.Readeach
opinion.Thencheck() who agreeswith it"

Hannah Rjver Manny Mia

1 Doctorsand the governmentalreadyhaveall other persona!

information.
tr l n T
but my own
2 l{ | havea DNAtest, it's nobody'sbusiness T T t r n
to, likein
3 DNA is good iniormationfor the poli.e to haveaccess
t h e e x a m p l eo f c r i m e .
T T ! t r
4 DNA resultsthat show riskfor diseasejust cau5eworry. n T T T

LEARN THE STRATEGIES watch the dis(ussion again.Listencloselytor the comments

strategythe studentuses.Morethan oneanswermaybe correct.
Thencheck(J)the discussion
txpresring an Getting a
Disagreeing opinion ditcussionstafted

1 River: "Yeah.isn'trhe great?" I T T

2 Hannah: "sorry,guys...Ihat's not reallywhy we're here. T T T
W e ' r es u p p o s etdo . . ."

3 River: "Well.in my opinion,I mean,it doesn'trenllymatter." n n n

4 Manny: "Comeon. That'snot true." T I tr
5 M i a : " l t h i n k w e ' r ea l l g o i n 9t o w o r r ya b o u ts o m e t h i n "g l T T

OlscussionStrategy Everyone's time is valuable,so it's important to start an organizeddiscussionon

time. you may needto politelyinterrupt chitchat.Expressions {or getting started include:Sorry.But we
need to getstarted. ls everyonereadyTRiver,would you like to start?

TRY IT In a smallgroup,discuss one or moreof thesetopics.Tryto usethe disaussion

you
strategies have learned.
. Doyou agreethat the resultsof your DNAtest arenobodyelse'sbusiness?
. In what situationsmight it be goodfor othersto haveaccessto your DNAinformation?
. Haveyou heardof peoplebeingfreedfrom prisonbecause of DNAtesting?If so'what were
the details?

0 N AT e s t i n q
 y ournn' t es
REVIE W
REVIEW Useyour notes.Work with a partnerto completethe organizerand answerthe questiont (
betow, Then rctell the main ideas of the lecture in yout own words,

--;
Procettlorcrealitga DNA Iingerprinl

tirsl, sciealisls lhett lhev vte a

take samples

{rom Aiflerent

9J..!hebody

Procett in a ctime lab for comparing DNAlrcm a geteeclwith DNAlrom evilence

finally,lhe After lhat,they

mote malchet

lhey have,

lhe mote to seei{

TIPI
Eachsquarein your graphic
organizershould contain the key
information about a step in th€
procesg.
What two medical uses of DNA testing are mentioDed?
what is the relationship between genetic disgrders and diseases?
what are the pros and cons of DNA testing in.medicine?
what privacy questions does the sPeaker consider?

Q Now you are readyto take the Unit Testand the ProficiencyAssessment.
 EXPRESS
A Scientific
Advance
The lecturer in this unit discussedscienti6c advances
in DNA testing. Every year, there are new advancesin
. h i c h a r e a so f s c i e n c ei n t e r e s ty o u ?
s c i e n c eW

TASK With a partner, choose a recent advan(e in

5cience.Then give a 5hort presentationabout it. Include
your own opinionsand at leasttwo quotation5from
credible sourcesabout the imoact of this recent advance.

Prepare
1 withyourpartner, choosean area of research,such Strategy:Usingquotations
Presentatlon
as one the following: yourpresentations
Youcanstrengthen by
incorporatingquotationsfrom crediblesources.
DNA re5earch: Archeology5tudiesof past ln schoolsand universities
in the USand in
civilizations
or finding one'sown familytree manyother countries,studentsare requiredto
indicatewhen they usesomeoneelse'sideas,
Energy:Generatingcleanenergy or when they sayanotherperson'sexactwords.
Medicine:Diagnosingand treatingdiseases You canstartyour quotationwith one of these
introdu(toryphrases:
Climatescience:
Addressingglobalwarming
As John Smithsaid,quote, " ... ." Endquote.
Robotics:Designinghumancompanion5
ln John Smith'swords, " ... ."
Do online research.Find quotations from credible John Smithhasstated" ...."
sourcesabout this advance.Take careful notes. Toquote.JohnSmith," ... ."
Write down the exact words in the quote. Do not
paraphrasethe ideas.
2 With your partner, organizeyour researchinto an
outline. (Usethe example outline to help you.) For
Main Idea 1, describethe advance.For Main Idea 2, I Introduction:Majorscientificadvance
describehow it benefitsus. Use key words and Transitionto main idea SI
phrasesto add details. Add transitions. Include l l M a i ni d e r * 1 : W h a t i t i s
quotations from crediblesourceson the impact of A SupportingdetailrDescription of the advance
this advancein science. I Supportingdetail:Quotationtrom research

3 Discussyour outlines. Talk about your findings. Trcnsitionto main idea *2

l l l M a i ni d e a# 2 :H o wt h i sa d v a n c w
e illhelpus
Make changesas needed.
A Supportinqdetai!:Examples of what will
Practice happennow
B Supportingdetail:Quotationfrom research
4 Practicewith your partner. Establishroles so that
you are comfortable presentingwith a partner. Transitionto conclusion
lV Conclusion
As you move between speakers,be sure to include
A Restatement of main idea
effective transitions. Use the Unit 11 Presentation B Questionsfrom the group
Euciuation Form(in Appendix C) to give each other
suggestionsto improve your presentation.
5 Practicewith another pair. Take turns giving your presentations.Did you say "quote" and "end
of quote" to start and end your quotations?Did you move smoothly between speakers?

Present
6 Deiiver your presentationto the class.Use your outline. Rememberto glance at your outline
occasionallyand then look at your audienceas you speak.
7 When you 6nish, ask for audiencequestions:Are ther€any questions?
Do you hoveany otherideas
abouthou.rthis discoveryruiil helpus today?

Evaluate
8 Use the EvaiuationForm to evaluateyour and your classmates'presentations.Be supportive:
Cive comments that will encourageyour classmatesto improvel

D NiATesting
 C O N N E CtTo t h e t o p i c
we know we can't control nature. we know every year there are natural hazards such as tornados,
hurricanes, earthquakes, floods, and wildires. We also know that we can preparefor them so that they
don't automatically become natural disasters.

A THINK ABOUT IT Considerthese questionsabout natural disasters.Then compare

responseswith a partner,
. what natural disasters have you heard about recently?
. Have you experienced a tornado, hurricane, earthquake, or flood? lf so, what happened?
. what seem to be the biggest problems for people right after a natural disaster?

Q n fUNn IN Listento a journalist'sinterviewwith TanyaGreen,a residentof NewOrleans.

Thenwork with a partnerto answerthe questions,basedon the conversation.

wh"t theY discussing?

".'"ttt "t"
,l

2 why didn't Tanya Green'sfamily leave their house right away?

3 How long was creen'siamily on tle roofbefore they were rescued?

4 What does "a silver lining" mean? what was the silver lining in this story?

PAIR WORK work with a partner.Ask:,f you had to leaveyour home becauseof a
naturalditastehwhat would you take with youT Why?How would you usesocialmedia
to re.onnect with family. friends. and emergency servicesT

11' uNrr12
I
rf

BUITD
LISTEN Th€ boldfacedwords are from the unit lectureon emergencyplanning.
Listento each sentence.Then match the meaning to the boldtacedword.

- l The government will allocate part of its budget for roads,but it alsoneeds to budget
money for schools.

- 2 After a natural disaster, people should cooperate by doing what the officials ask.

3 lt's important to minimize the impact of hurricanes. We can reduce the damage
uJ urrr rts Pr <Pdr Eq

a do what someone is asked to do

b make the amount of something as small as possible
c decideto allow a certain amount of money to be used

- 4 Sometimes, people ignore government orders to evacuate. They don't listen to

instructions to leave,even though it might be dangerousto stay home.

- 5 Experts can't predict exactly when an earthquake will occur.

6 Governmentsset spendingpriorities. What's neededmore: better health care or

more public transportation?

- 7 The Guif Coast region of the United States is disaster-prone; in other words, a
disasteris more likely to occur there than in some other parts of the country.
d likely to do something or to suffer f the things that are most important and
'rv"' Jvr[cLrrrr,5 need attention hrst
e say that something will happen g refuse to pay attention to
hofnro it hrn---c

- 8 Our local public safety officer held an informational meeting about what to do during
a tornado, in hopes of mitigating the townspeople's fears.

- 9 Educationalprograms targeted at students heip them understand the risks oflocal

natural hazards.

- 10 lt's difficult for every citizen tobe totally prepared for a natural disaster.Ultimately,
it's up to the government to try its best to keep peopie safe.

- 11 The hurricane caused widespread damage: Houses were destroyed throughout the region.
h in the end j aimed at, developedfor
i happening in many placesor k making less severe,not as bad
situations or with many people

R r s k[ 4 a n a g e m e n t : 113
 B PAIR WORK Work with a partner.Readthe sentencesin ColumnA and discussthe
meanings of the boldfacedphrases. 1-4 alouda5your partnerfills in
Thenreadsentences
the blanksin Column B. Switchrolesfor 5-8.

COLUMNA COLUMNB

1 Small earthquakes usually don't cause 1 Small earthquakes usually don't cause damage.

damage. By the same token, there are - the same token, there are always

always exceptions. exceptrons.

2 Fortunately, the hurricane died out and 2 Fortunately, the hurricane died - and

caused no problems. caused no problems.

Let's look at some factors involved in Let's look at some factors involved

generating an emerBency Plan. generating an emergency plan.

Experts can't Predict with 1O0Percent Experts can't predict - 10OPercent

accuracy. They don't know for sure when accuracy. They don't know for sure when a

a storm will hit. storm will hit.

5 Preparedness is the state ofbeing ready. 5 Preparedness is the state - beint ready.

6 The government needs to establish a 6 The government needs to establish a channel

channel of communication with scientists - communication with scientists.

The government had a strong emergency The government had a strong emergency plan

plan in place in many cities. They were well - place in mahy cities. They were well

prepared. prepared.

The logic behind the UNESCOProgram The logic - the UNESCOprogram is that

is that educating children will benefit educating children will benefit everyone.

everyone.

114 UNIT
12
?
 F O C U Sy o u ra t t e n t i o n

Questions
As you listen to a lecture, you may not quite understand what the speaker says, or you may
-
simply want to know more. you can write a question mark (?)in the margin of youi notes
to help you keep track of the questions you have. Sometimes, you,re lucky and the speaker
answers your question later on in the lecture. But other times you'll need to find the answer
yourself after class.
Say the speaker mentions Hurricane Katrina, but you miss the year it happened. Later, the
speaker says' As I mentioned,HurricaneKatrina .,,asin 2005.you can quickly write down the date,
draw an arrow up, and continue taking notes. Then, when you review your notes, you can make
revisions. Your notes misht look like this:

? llvrticane Kat'.ina 20
Aug.21- t l a r l e l n e a rB a h a m a s
alf ected: north-eenfral 6 ull Coast

7 ol lhe 5 hoi eeaAlyhvrticaoes in IJShistoty

Allantic hvrtieane
3td gtronqestto make laadlall;n IJS

EX: New Orleans,LA

le'tees:ialls fo holA back vtafer

broke ' Aeign/conttroction itsvet

e'!acaatio^ordered Aug.28 - 26,A00 stayeA

.:-.i
-.

IMPAC-l:total aeath*L,83G* missing:705

7005

9) A TRY IT Listento an excerptfrom a conferenceon emergencyplanning.Takenotes.

Write a questionmark (?) in your notes if you missinformation.Usearrows it you hear
it lateror get it from anotherstudent.

B PAIR WORK what questionsdo you have?Comparenoteswith a partner.

 WATCHthe lecture
THINK ABOUT IT You are about to watch the unit ledure
on emergency planning. What are important consideaationsfor a
government? Rank this list from 1 to 6 (l = most important).

- buy food, blankets, have temporary

emergency supplies housingready

- train emergency give emergency

workers cell phonesto
every household

- tell the public what build emergency

the emergency plan is animal shelters for pets

@ @ e LISTEN FOR MAIN IDEAS ctoseyourbook.watchrhetectureandrqkenotes.

C CHECK YOUR UNDERSTANDING Useyour notes.Answerthe questions.basedon the

lecture.Circlea, b, or c.

1 why doesthe speakercomparenatural hazardsand natural disasters?

a to emphasize the different types of natural disasters
b to emphasizethat they are not the samething
c to emphasize that they can happen anywhere
l what is the main point of the lecture?
i that it's possibleto preventsomenatural disasters
b that emergencyplans are vital
c both a and b
3 What is a government'sfirst step in developingan emeigencyplan?
'.f\ setting spendingpriorities
b evaluatingservices
c identifying the natural hazardsit faces
4 What is one ofthe biggestchallengqrs
for governmentsand scientists?
a organizingemergenly supplies
b knowing what to tell the public'andwhen
c trying to control natural hazards
5 What is the speaker'smain point aboutHurricaneKatrina and the public?
a Many servicesare needed.
b Information isn't useful if it's ignored.
'c
It hit New Orleans.
6 What seemsto be the speaker'sattitude toward the UNESCOprogram?
a It shouldn'tbe a spendingpriority.
b lt's a very positivestep.
c lt's not an essentialpart of emergencypreparation.
a, {9 a LISTEN FoR DETAILS crosevour book. watch the lectureagain.Add detairsto
your notes and corre(t any mistakes,

E CHECK YOUR UNDERSTANDING Use your notes. Decide if the statements are
f(true) or F (false), based on the lecture. Correct any falje statem€nts.

- 1 A natural hazard means there is the potential for a lot ofdamage.

- 2 The speakermentions the earthquake in pakistan in 2005as an example ofa

terrible disaster.

- 3 Disaster mitigation means preparing for a natural disaster so that peopie will
suffer less.

- 4 The speakermentions earthqirakesand typhoons as examples ofnatural hazards in

the United States.

- 5 If scientists predict incorrectly, the public may not be willing to cooperate in the future.

- 6 Sixty-one percent of the people in New Orleans didn't evacuatebecausethev didn,t

want to leave.

- 7 The fourth factor in an emergency plan includes determining if there are enough
trained €mergency workers.

- 8 Setting spending priorities is difficult because governments know natural disasters

always happen.

- 9 The main goat of the UNESCOprogram is to make just children safer.

l
- 10 Th€ speaker mentions Turkey, Japan, and Cuba as countries where UNESCOsafetv
programs have been successful.

R i s kM a n a S e m e n t 't7
|

d
f

-
 HEARthe language
KeyWordsin ThoughtGroups
Speakersalways make a brief pauae after each thought goup. when you hear a irause,you have
a moment to focus on the Ley word3 youte just heard. Aad you can prepare f6i new information
to follow

Usea staeh( 'l ) to mark tha

oA LIsTEN Lfstento the ttatements and gueitio ns lrom the tecture' wo'd(s) in each
speaker'' pausesin each sentence.Lirten again and circle the mosdimportant
tirought group, ttote that punctuationindicatinga pausehas bean removqd'

1 Notice I said natural hazards not natural dislsters

2 Three prime examples of this are the earthquake in Pakistan iF 2oo5Hurricane Katlina
in the USin the sameyeer and the tsunami in the lndian ocean in 2004

3 To mitlgatemeans to make less severenot as bad

. ' 4 'Itre problem is experts can't Predict natural hazards with 100Percent accuracy

5 Despite this public officials still have to decide what to tell the public antl when

6 But if they t€ll peoPleto evacuate and then nothinghappens Peopl€may get angry

. *.F=.
' 7
we know some stayed becausethey had no transportation no choice

to
8 Is there a way to inform the Public about the emergencyplan so they know where
go and what to do before during-and after a natural disaster

priorities
9 Well related to this evatuation is the fiftb and 6nal factor setting sPending

10 Experts agtee that educating the Public especially children about the risks is essential

BfAlRwoRKworkwithaPartner.Taketurnssayingthesenten€es.Remembertomake
pausesafter eachthought ItouP' And b€ sureto emphasizethe keywords'
 TAIK aboutt he t opic
Askingfor Opinionsor Ideas
o @ n FoLLO\l/ THE DISCUSSION watch asthe rtudentstatk about naturaI disasters.
Readeach idea. Then check(,rl)who agreeswith it. More than one student may agree.

Alana Rob Molly Ayman

1 Naturecan be dangerous,but it's not alwaysdestructive. T T f !

2 Peoplehavea responsibility
to staysafe. u x n n
3 Moneyis probablya big reasonthat hazardsbecomedisasters. n n ! n
4 Safetyeducationis priceless. n n n n
again.Listen(tosetyfor the comm€nts.
Q @ S LEARN THE STRATEGIES watchthe discussion
Then check(J) the discussionstrategy or strategiesth€ student uses.More than one answer
may be correct,

Asking fo. Offering a

Agreeing opinion! or ideas fact or example
,
1 Ayman: "5o, whatdid you guysthinkof the lecture?"
. :-._.
T t r n
2 Molly: "Yeah,not only that, but it also... " n n . r
3 Mollyi "Likewith HurricaneKatrinain the USback
in2005?"
n N T
4 Ayman: "Like,look at ealthquakes-how cansomeone
be responsible
for somethingso unexpected?"
I T !
. 5 Molly: "l thlnk education,likethe IJNESCO
one inexpensive
program,i5
way to makea reallybig difference."
tr n n

XllscusslonStrategy Who doesn'tappreciatebeing askedabout their thoughts on a subject?Byasking

for opinionsand ideas,you'll not only help othersbecomeinvolvedin the discussion, but alsoenrichthe
discussionitseffasa result-lt's aseasyas asking,What do you thrnk?The next step-listening-is where
your learningbegins!

TRY IT In a smallgroup,discuss oneor moreof thesetopics.Tryto usethe discussion

strategiesyou havelearned.
. How cancity officialsgetcitizensinvolvedin emergency
preparedness?
. Doyou think an emergency responseplan shouldbe a spendingpriority?
. Do you think peopleshouldrely on the governmentor on eachother during national
emelgencies?

F i s kM a n a s e r n e n l u e

I
 REVIEW
REVIEW Work with a partner. Useyour notes. lf you have any question marks (?) in your notes,
see if your partner can help you w;th the answers"You can ask yourself or your partner questions
using the following phrases.Then completethe note5 below'

I wonderwhy... I wonderwhatcaused...
l'd like to know... I wonderwhy (thespeaket)concludedthat ...
Whatdoes ... mean?

I. NoturoIhazardvs.naturoldisoster:

II. Emergency
Response
Plan

Fsctor1:
Factot2:
Foctor3:
Fqctor4:

Factor5:

progran
IIL UNESC1

A. Gools:

B.Ex.'sof progrcmsin countries:

Mark placesin your noteswhere

you missedinformationor didn't
understandsomething.Thiswill
remindyou to follow up later.

,( Now you are ready to take the Unit Testand the ProficiencyAsseesment.

! N I T1 2
 y*air!deas
EXPRESS
A Survivor'sStory
in the lecture, the professordiscussednatural hazards
and important factors in planning for them. What
strategiesdo you think will prepareyou best to handle
a natural disaster?

TASK Learnabout someone'srurvival story. Then give

a short presentationabout it and what it has taught you
about preparedness,Addressaudiencequ€stions.

Prepare
Presentation Stntegy : Answefing
1 Interview a person you know who has survived
audlencequestions
a natural disasteror go online to iearn about a
Answeringquestionsafteryourpresentation
is
survivor's story. Use a searchterm such as "stories
oftenverychall€nging
becau5eyoucan'talways
o l p e o p l ew h o s u r v i v e dn a t u r a ld i s a s t e r s t"o I e a r n know what audiencememberswill ask.Before
about people like Zahrui Fuadi, who survived two you be9rnyouranswer,repeator rephrase the
tsunamis, or Daryl Jane, who survived for 14 days questionto makesureall youraudienceheard
rn a snowstorm. a questionalsogivesyou time to
it. Rephrasing
2 Organizeyour researchinto an outline. (Usethe organizeyour r€5ponse.Hereare somewaysyou
canreohrase a ouestion:
example outline to help you.) Include a disaster
timeline and the survival strategies the person Yourquestionis ...
used. Then add what you learned from how this Ithink you are asking...
person handled the challenges. 5o you want to know .,.
3 Work with a partner. compare your outlines. You'reaskino...
Ask each other questions.Make changesto your
outline as needed.

Practice
4 Practicewith your partner. Did you rephrase
I lntroduction:Main ideas
your partner's questions?Use the P/esentation
EuoluationForm (in Appendix c) to give each other Transitionto main ldea *1 (Survivor'sstory)
ll Main idea#1:Backgroundinformation
suggestrons.
A 5upportingdetail:where disasterhappened
5 Practiceby yourself.Make sure you present B Supportingdetail:When disasterhappened
survivor's story clearly,and are also clear about fransition
how you plan to apply to your own life lvhat you lll Main idea#2:Survivor
learned from this person'sexperience. A Supportingdetail:De5cription
of survivor
(age,nationality,etc,)
Present B Supportingdetail:Backgroundinformation
6 Deliver your presentationto the class.Use your about survivor(profession,
experience,etc.)
outline. Remember not to read from it. Transition
7 When you finish, ask for audiencequestions: lV Main idea#3: Disaster
timeline
Do you hove any questionsaboutthis story?Be sure A Supportingdetail:1stimportantevent
to raphraseeach question you are asked before B Supportingdetail:2ndimportantevent

Brv rlE drr d' rr wcr.

frantition
V Main idea#4: Survivalstrategies
Evaluate A Supportingdetail:Survivor's1ststrategy
I Use the Evaluation Form to evaluate your and B Supportingdetail:Survivor's
2nd strategy
your classmates'presentations. Transition
Vl Main idea#5:What I learnedfor my own life
A Supportingdetail:1stkey idea
B supportingdetail:2ndkey idea
Transition
Vll Conclusion
A Restatementof main ideas
B Questionsand answers

Rj s kM a n a s e m e n t 1 2 1
!
I Academic
WordList
Numbers indicate the sublist of the Academic word List. For example, obcndonand its family members
are in Sublist 8. Sublist l contains the most frequent words in the list, and Sublist 10 contains the Ieast
frequent, Boldfacing indicates that the word is taught in contemporaryTopics2. The page number of the
section where the word is taught is indicated in parentheses.

ao an o o n 8 anticipate 9 b ul k compile 10
abstract 6 apparent 4 capaote complement .'
academy 5 append 8 capa(ity 5 colnplex(p.33) 2
access(p. 101) 4 appreciate(p. 63) 8 category 2 component 3
accommgdate 9 approa(h 1 cease compound 5
accompany 8 appropriate 2 cha'lenge 5 comprehen5rve 7
accumulate 8 approximate(p.83) 4 cnannel 7 comprise 7
accufate(p.43) 6 arbitrary 8 chapter 2 compute 2
achteve 2 area 1 chart 6 (oncetve 10
acknowledge(p. 13) 6 aspect 2 ( h e mi ( aI 7 (on(entrate(p. 103)

a c q u i r e( p . 3 3 ) 2 assemble 10 crrcumstance concept 1

adapt 7 assess(p.43) 1 crte 6 concluoe 2
adequate 4 a s s i g n( p . 3 ) 6 civil concurrent 9
aoJacenl 10 assist 2 cranTy conduct 2
adjust 5 assume 1 c l a s s i(cp . 3 ) 7 confer
administrate 2 assure 9 € l au s e 5 confine .9
a d ul t 7 attach 6 cod€ 4 conf;rm 1
advocate 7 attain 9 coherent 9 conflid (p.53)
affect 2 attitiide 4 coincide 9 conform I
aggregate 5 attribute(p.33) 4 colapse 10 consent 3
aid 7 author 6 coIeague 10 consequent 2
albeit 10 authority 1 commence 9 con5iderable 3
allocate(p. 113) 6 automate I comment 3 consist 1
alter (p. 53) 5 available 1 commrs5ron 2 constant(p-23) 3
'l
alternative 3 aware(p.43) 5 c o m m i t( p . 6 3 ) constitute
ambrguous 8 behalf 9 commodity 8 con5trarn 3

I ameno 5 benefit 1 communi(ate(p. 13) 4 construct 2

analogy 9 bias 8 community 2 consult 5
analyze 1 b o n d( p . 6 3 ) 6 compatible 9 (p.33)
consume 2
annual 4 brief 6 compensate 3 CONIACI 5

122 $ A P P E N DAI X
:A c a d e mW
r co r dL i s t
I
 contemporary 8 despite enSure fluctuate 8
context 1 detect 8 entity focus
€ontract 1 deviate 8 environment format 9
(ontradict 8 device 9 €quate formula 1
contrary 7 devot€ 9 equrp forth€oming
contrast differentiate equivalent found
contribute (p. 83) dimension 4 erooe foundation(p.73) 7
controversy q
diminish 9 error framework 3
convene 3 discrete 5 ertablish function 1
: convers€ 9 discriminate(p. 3) 6 estate fund
I convert 7 displace 8 estimate tundamental(p.93) 5
I
,{ convince 10 dirplay (p.53) 5 ethic furthermore 6
cooperato(p. 113) 5 dispose 7 elhnic (p. 93) gender(p. 3) 6
I
coordinate 3 di5tinct 2 evaluate generate 5
(ore distort 9 eventual generation (p. 3) 5

corporate 3 distribute 1 evident qlobe (p. 13)

correspono diverse(p.33) evolve goal 4
aouPle 7 document 3 exceed grade
create I domain(p. 13) exclu6e g.ant 4
credit 2 domestic 4 exhibit guarantee 7
criteria 3 dominate expand (p. 93) guideline (p. 83) 8
crucial 6 draft 5 expert nence 4
culture drama 8 explicit hierarchy 7
'
currency I duration(p.23) 9 exploit highlight 8
cycre 4 dynamic(p. 73) . 7 export hypothesis 4
data 1 economy 1 expose identical(p. 103)
debaie 4 edit 5 external identify I
decade(p. 53) 7 element extract (p. 103) ideology 7
decline (p. 53) eliminate 7 fa(ilitate (p. 13) ignorance(p. 113) 5
deduce emer9e 4 factor illustrate 3
define 1 emphasis 3 feature image(p. 3)
definite empirical 7 tederal immigrate 3
demon3trate(p. 43) 3 enable 5 lee impact 2
denote I encounter 1 0 ' file implement (p- 83) 4
oeny 7 ener9y final implicate 4
oepress 10 enforce finance implicit 8
oenve 1 ennance 6 Jinite imply
design 2 enormouS l0 tlexible rmpo5e

APPENDIX
A: AcademicWordlist 123

|
 IncenI|ve 6 investigate 4 minimal 9 parallel 4
incidence 6 invoke 10 minimize (p. 1'13) parameter 4
i nc l i n e 10 involve 1 minimum 6 Pdr LrrrPo Lr

income I isolate 7 mrnr5try partner 3

incorporate 6 issue 1 minor 3 passive 9
Index 6 item 2 mode 7 perceive 2
indi€ate 1 j o b 4 modify 5 percent 1
individual 1 journal 2 m o n i t o r( p . 9 3 ) 5 period 1
Induce 8 justify 3 motive(p.63) 6 peisist 10
inevitable 8 label 4 mutual 9 perspective 5
infer / taoor I negate(p. 83) 3 phase 4
infrastructure 8 layer 3 network (p.53) 5 phenomenon 7
inherent 9 lecture 5 n e u t r a (l p . 3 ) 6 philosophy 3
i nh i b i t 6 legal 1 (p. 13)
nev€rthele55 6 p h y s i c a( lp . 2 3 ) 3
l
't0 plus 8
initial 3 legislate nonetheless

i n i t i a t e( p . 9 3 ) 5 levy 10 norm 9 policy 1

injure 2 liberal 5 n o r m aI 2 portion 9
innovate 7 license 5 notion (p.43) pose 10
input 5 likewise 10 notwithstanding 10 positive 2
insert 7 link 3 nuclear 8 potential 2
in5ight 9 locate 3 obtective(p. 73) 5 practitioner 8
precede(p. 13) '
Inspect 8 l o g i (( p . 4 3 ) 5 obtain 2 6
In5tance 3 maintain 2 obvious 4 precise 5
institute (p.93) 2 najot 1 occupy 4 predi(t (p. 113) 4
instruct 6 manipulate 8 occur 1 predominant 8
i n t e g r a l( p . 6 3 ) 9 manual 9 ooq 10 p.eliminary 9
integrate 4 margin 5 oflset 8 presume 6
Integrrty 10 mature 9 o n g o i n g( p . 6 3 ) 10 previous 2
intelligence 6 maximize 3 o p t i o n( p . 4 3 ) 4 primary 2
intense 8 mechanism 4 orient 5 p r i m e( p . 3 ) 5
interact 3 media 1 outcome 3 principal 4
intermediate 9 mediate 9 output 4 principle(p. 73) 1
internal 4 m e d i c a(lp . 1 0 3 ) 5 ove.all 4 prior 4
interpret 1 m€dium 9 overlap 9 priority (p. 113) 1
interval 5 m e n t a l( p . 4 3 ) 5 oversea5 6 proceed 1
Intervene 7 method 1 p an e l 10 proceis 1
intrin5ic 10 migrate 6 paradigm 1 pro{esJional 4
rnvest 2 military 9 paragraph 8 prohibit 1

124 ir A P P E N D IA
X: A c a d e r n iW
c o r dL i s i
t
proje(t (p.93) re5pono 1 stable thesi5 7
promote re5rore 8 statistic(p. 103) topic 7
Proportion restrain 9 status traae
restrict 2 straightforward 10 tradition 2
9 retain(p. '13) 4 strategy 2 tranrfer 2
psychology(p. 23) reveal(p. 103) 6 stre5s(p. 73) transform 6
publication revenue 5 structure 1 transit 5
publish reverSe 7 . styl€ transmit 7
purchase revise 8 submit 7 transport 6
pursue q
revolutaon 9 subordinate 9 trend 5
qualitative rigid 9 subsequent 4 trigger 9
quore 7 role 1 lubsidy 5 ultimate(p. 113) 7
radical 8 route 9 substitute 5 undergo 10
random 8 scenario 9 successor 7 underlie 6
range sch€dule 8 sufficient undertake 4
ratio scheme 3 sum 4 uniform 8
rational(p.23) scope 5 summary 4 unify 9
react 5ecUon I supplement un i q u e 7
recover sector 1 survey, 2 utilize(p.73) 6
refine 9 Secure 2 survive 7 vitid
reglme seek 2 suspend vary 1
region select 2 sustain vehicle I
re9rster sequence 3 symbol(p.3) 5 verl|0n
regulate series 4 tap€ q
5 via
reinforre (p. 63) I sex 3 target (p. 113) 5 violate 9
reJect s h i f t( p . 8 3 ) 3 task virtual
relax rignificant 'I team visible 7
relea5e 7 5imilar 1 te€hnical vision
relevant simulate 7 techniqu€ 3 visual n
reluctan(e 10 site 2 technology volume
rely so-called 10 temporary volunta.y 7
remove 50re 7 tense 8 welfare 5
require 'l s0mewhat 7 terminate 8 whereas 5
reSearch source 1 text whereby '10

reStde 2 specific 1 theme I wid€sp.ead(p. 113) 8

resolve 5pecify 3 theory 1
resource 2 sphere I thereby 8

A P P E N DAI X
rA c a d e mW
i c o r dL i s t r25
I
AffixCharts
Learning the meanings of affixes can help you identify unfamiliar words you read or hear. A prefx is a
letter or group ofletters at the beginning of a word. lt usually changesthe meaning. A suffx is a Ietter
or group of letters at the end of a word. It usually changesthe part of speech.The charts below contarn
common prefixesand suffixes.Referto the charts as you use this book.

a-, ab-, il-, im-, in-, ir-, un- not. wrthout atypicaa
l , b n o r m aiil l e g a li,m p o s s i b l e ,
inconvenient, irregular,unfair
anti- opposedto,against antisocial,
antiseptic
co-,col-,com-,con-,cor- with,together coexrst, connecl,correct
collect,cornmune,
de- theoppositequality
givesomething decriminalize
dis- not, remove disapprove,
disarm
ex- no longer,formef ex-wife,ex-president
ex- out,from export,exit
extra- outside,beyond extracurricular,
extraordinary
In-,tm- - in.into incoming,
import
inter- between,among international
posl- latbrthan,after postgraduate
pro- in favorof pro-education
semi- hall partly semicircle,
semi-literate
sub- under,below,less important subway,
submaring,
subordinate
suPei,-:, larger,greater,stronger supermarket,
supervisor

'able,-ible havingthe qualityof, capableot (adj) comfortable,

responsible
-al,-ial relatingto (ad./) professional,
ceremonial
-ence,-ance.-ency,-ancy, the act. state:or qualityof (n) performance,
intelligence, corrpelency.
conservancy
-alion,-tion,-ion the act, state,or resultof (n) examination,
seiection.facilitation
-er,-or,-ar,-tst someonewhodoesa particular editor,beggar,psychologist
photographe.,
thing(n,
JUI full of (adj) harmful,fearful
beautiful,
-,ty. -ize givesomethinga particularquality(v,l clarify,modernize
-ility the qualityof (nJ responsibility,
affordability, humility
-ism a politicalor religiousbeliefsystem(nJ atheism,capitalism
-ist relatingto (or someonewho has)a Buddhist,
socialist
politicalorreljgiousbelief(adj, n)
-rve,-ous,-rous. havinga particularquality(adj) creative, mysterious
dangerous,
-itv a particularquality(a) popularity,creativaty
-less without(adJ) worthless
careless,
-ly in a pa icular way (q!j, adv) briefly,
fluently
-ment conditionsihat r€sultfrom something(n) government,
development
-ness qualityof (n) napprness.
senousness

'l A P P E N DBI XA f f l xC h a r t s
a
5
StudentPresentation
Evaluation
Formsfor Express
YourIdeas
lJsetheseforms to evaluateyour classmates'presentations.

UNIT1
EVALUATION
FORM:
Using an outline

DELTVERYSDeakerlookedat me and did not

read the Dresentation.
COMPREHENSIBILITY Sp€akerstress€d
syllablesclearly.
FLUENGYSpeaker'srate of speechwas
(omfortable for me.
ORGANIZATIONSpeakerclearlyidentified
the introdu(ion, main ideas,and conclusion.
COMPLEXITYSpeakerdiscussedmain
ideasclearlyand useddetai15to explain
these ideas.

UNIT2
EVATUATION
FORM:
Using examples

DELIVERYSpeakerlooked at me while
stating at least one (omplete sentence.
COMPREHENSIBILITY SDeakersaid
important words more (learly, slowly. and
with a higher pitch.
FLUENCYSpeakersounded(onfident.
ORGANIZATIONSpeakeridentified the
topi(, main ideas,and examples.
COMPLEXITYSpeakerexplainedand
clarifiedmain ideaswith examoleslcould
understand.

APP€NDIC
X : S l u d e n tP r e s e n t a t i oEnv a t u a t j oFno r m sf o r E x p r e s Y
s o u rI d e a s 127

|
 UNIT3
Describing sensory details
FORM:
EVALUATION

DELIV€RYSpeakerihowed interestin me
by making eye contact often.
COMPREHENSlBlLITY Speakerused
contractions.
FLUENcY Speaker'svoiceshowed emotion
without overusing fillers {uhs, ums).
oRGANIZATIONSpeakerused sensory
detailsthat helped me understandthe main
ideas.
coMPLEXITY Speakerchosesensorydetails
that elt€ctively supported his or her ideas.

UNIT 4
Developing an introduction
FORM:
TVALUATION

OELIVERYSpeakerappearedcontidentby
looking directlyat mc while presentinghi5 or.
her ideaswith enthusiasm.
COMPREHEN SlB ILITY Speakerusually
used /a/ when saying words with unstressed
vowels.
FLUENcY Speakersoundedconfident.
ORGANIZATIONSpeakergave me a list
of his or her main ideasin a clear,briet
introduction.
coMPLExITY Speakerusedenough details
about eachVUCAPrimecharacteristic to
€onvinceme to acceDthis or her ideas.

l2S I X StudenP
A P P E N D IC s o ! rl d e a s
t r e s e n t a t i oEnv a t u a t i oFno r m sf o r E x p r e s Y

I
EVALUATION
FORM:
Moving from one point to the next

DELIVERY Speakershowed enthusiasm in

slraring personal information.
COMPREHENSlBl LITY Speakerpronounced
-s and -ed endings cleafly.
FLUENCY Speakerused a comfortable rate
ot speaking without hesitating to searchtor
vocabulary.
ORGANIZATIONSpeakerusedtransitionsto
guide me to the next main idea.
CoMPLEXITYSpeakerwas knowledgeable
about the leaining strengths and how each
contributes to learning.

UNIT 6
EVAIUATIO
N FORM:
Goncluding your presentation

DELIVERY Speakergave important dates _

without reading them from his or her
outline.
COMPREHENSIBILITY Speakerpausedat
appropriate placesso I could hear dates and
details clearly.
FLUENCY Speakergave dates and details
clearly.
ORGANIZATIONSpeakerhelped me
rememberthe key ideasby summarizing
them clearlyin a brief conclusion.
COMPLEXITY5peakerclearlyexplainedkey
details associatedwith each event on th€
timeline.

APPENDIXCr StudentPresentationEvaluationFormsfor ExpressYourIdeas 129

|
 UNIT7
EVALUATION Using an attention-getting oPener
FORM:

DELIVERY Speaker
spokewith enthusiasm
to ettectively
communi(ate
our classmate's
Da55rOn.

C O M P R E H E N S I B I L I5TpYe a k e lri n k e da n d
blendedsoundsnaturally.
FLUENcY Speakerdis(ussedthe topic
without using long or unnaturalpauses.
oRGANIZATIONSpeakerpulled me
into his or her presentationby starting
with a surprisingor interestingquestion,
statement, or quote"
COMPLExITYSpeakerexplainedour
classmate'smotivationsclearlyusing idea5
providedin the lecture.

UNIT8
EVALUATION Presenting with visual aids
FORM:

DELIVERYSpeakerglancedquicklyat visual
aid and then spokediredly to me and my
cla55mate5.
cOMPREHENSIaILITY Speakerused corre(t
intonationto signalthe end of sentencesand
ouestions,
FLUENCYSpeakergave information
naturallywithout unne(essarypauses.
oRGANIZATIONSDeakerusedvisualaids
directly relatedto the ideas.
coMPLEXITY Speakerusedenough details
and visualsfor me to understandthe ideas
discussed.

130 X : S i L r d e nPt r e s e n t a t j oEnv a l u a t j oFn o r f l r sf o r E x p r e s Y

A P P E N D IC s o u rl d e a s
I
i
UNIT 9
EVALUATI
ON FORM: Using nonverbal communication

DELIVERYSpeakerconnectedwith me by
making eye contact and smiling to show
enthusiasm.
C O M P R E H E N S I B I L IS
ToYe a k em
r a d et h e
key points clear by emphasizing important
words,
FLUENCYThe speakeruseda smooth rate of
speeah.
ORGANIZATIONSpeakerguided me through
the presentation by using an attention-
getting opener, stating the problem and
pioposed change,and discussingthe benefits
of makingthe change.
COMPLEXITYSpeakerpresentedideas
appealing to me and practical information
for me to use tollowing the presentation.

UNIT10
EVALUATION
FORM:
Persuading yoqr audience

DELIVERYSpeakerglancedquicklyat
outline and slides before starting to speak.
COMPREHENSIBILITY Speakerhelpedme
focus better on important ideas by reducing
and contracting words.
FLUENCYSpeakerused intonationto show
enthusiasm.
ORGANIZATIONSpeakerdiscussedissue5,
solutions,and resultingbenefiti with
supportingfacts and ideas.
COMPLEXITYSpeakerusedconvincing
informationand visualsto influencemv
opinion.

A P P E N D IC
X; S t u d e n P
t r e s e n t a t i oEnv a t u a t i oFno r m sf o r E x p r e s Y
s o ! rI d e a s r31

I
UNIT1!.
Using quotations
FORM:
EVALUATION

DELIVERYSpeakerspresentedinformation
confidentlyby :peaking with adequate
volumewhile looking at me.
COMPREHENSIBILITY speakersusedstress
to help me tocus on keY word:.
FLUENCYSDeakers deliveredquotation5
without breaksor hesitations.
ORGANtZAfION Speakerstook turns
describingand discussingtwo (or more)
aspe(ts of the scientific advance.
aOMPLEXITYSpeakersoffered appropriate
quotationsand detailsto support their main
ideas, and otfered information on how the
scientilicadvancewill helP us.

uNlT12
Answering audience questions
FORM:
EVALUATION

DELIVERYSpeakerlooked directlyat me
while answeringour
and my classmates
oue5tions,
COMPREHENSIAI!lTY Speakerused pauses
to signalimPortantinformation'
FLUENcY Speakertold the survivor'55tory
without fillers.
ORGANlzATIONSpeakeruseda brief
introduction,interestingdetails.and (lear
conclusion,and invited my questions.
COMPLEXTTY Speakerlinkedstory detail5
to personallearningand ptovidedclear.
(omprehensivere!ponserto questions.

t r e s e n l a i i oEnv a l u a t l oFn o r m sf o r E x p r e s Y
X: S t u d e n P
A P P E N D IC s o u rl d e a s

t',i
I
Unit5 Learning
Strengths
Questionnaire
ln each category (1-9), check {rl) all statements that describe your learning.
n Reading an instruction manual is the best way to learn how something works.
! I keep a daily or weeklyjournal of my thoughts and activities.
n Learning new vocabulary is important to me.
T I enjoy playing word games.

T I'm very good at completing math problems.

x I enjoy doing science projects.
f Rememlering telephonenumbers is easy for me.
T I like trying to solve a mystery.

T I enjoy playing a musical instrument.

I Listening to music helps me to relax.
! I often sing or hum tunes as I work.
T I enjoy entertainment that includes music, such as concerts and musicals-

I I like to create things from unusual materials.

I Drawing relaxes me.
T I enjoy putting together a puzzle.
tr Making things with my hands is a satisfying activity.

D I enjoy looking up places on maps.

! When someone gives me directions to a place, I can find it without difficulty.
n I don't get lost easily when I travel.
n I like using charts to analyze data.

T I learn best when I'm able to move around rather than sit still.
T I enjoy repeating activities until I can do them well.
I When I have a problem-,going for a walk helps me discover how to solve it.
I I enjoy workingjigsaw puzzles.

7 .D Panicipating in a group project helps me learn. SCORING YOURQUESTIONNAIREI

n
n
I like to help others learn new things.
I enjoy organizing group activities
Count the nufiber of responses
in each category. The numbers
help to show which are Your
T Being part of a team makes me feel important.
top learning strengths.
tr Ilrefer to complete a project by myself. - 1: Verbal intelligence
I Individual sports are more interesting than - 2: Mathematical intelligence
team sports. - 3: Musical intelligence
T I enjoy visiting with one friend at a time. - 4: Artistic intelligence
tr My idea of a wonderful evening is quietly
reading a good book.
- 5: spatial intelligence
- 6: Kinesthetic intelligence
g I I'm interestedin the environment - 7: lnterpersonal intelligence
n I prefer a walk in nature to a walk in the city. - 8: Intrapersonal intelligence
T I enjoy interacting with animals. - 9: Nature intelligence
tr I'm aware of what phase t he moon is in

Unri 5 LearningStrenSthsQuestionnaile 133

|
 NotesandAssignments

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Getty lmages;Page43 (top):zJKlFotolia;Page47 crazy Media/Fotolia;Page51 123RF;Pages52-s3 Pbardocz/
Fotolia;Page53 Cuckoo 111/Fotolia;Page57 SophiaJohler/EyeEm/GettyImages;Pate 61 Dpa picture
alliance,/AlamyStock Photo;Page662-63 Oneinchpunch/Fotolia;Page63 Andrey Burmakin/Fotolia;
Page67 SergeyNivens/Fotolia;Page71 Hero Images/GettyImages;Pages72-73 Michael Interisano/
Interisano/Newscom;Page73 Artifan/Shutterstock;Page74 (bottom):Gillian Darley/Edihce/Corbis;
Page74 (top):Smartin69/Fotolia;Page77 SusanneBauernfeind/123RF; Page81 OlegDoroshin/123RF;
Pages82-83 Syda Productions/Fotolia;Page83 Pate
Blas/Fotolia; 87 Page91 Dragon
Shou1129/Fotolia;
lmages/Fotolia;Pages92-93 Sean Pavone/shutterstock; Page 93 TobiasAckeborn/Moment/Getty Images;
Page97 DGLImages/Fotolia;Page101 Kichiginl9/Fotolia;Pages 102-103wavebreakmedia/Shutterstock;
Pages1O3Digital Cenetics/Fotolia;Page107 SciencePhoto/Shutterstock;Page111T REX/Fotolia;
Pages112-113Vladimir Melnikov/Fotoiia;Page113_Rafael Ben-Ari/Fotolia;Page117 Pgiam/Gettylmages;
Page121 Todd Shoemake/Shutterstock

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