sale eee aa 7 Oe us 7 Hew eeesces mM +L Rae Ee, Bust ae Se as re eee fe Se BYDae ial eeu eT eee CONTEMPORARY TOPICS 2 High Intermediate Academic Listening and Note-Taking Skills ‘THIRD EDITION Ellen Kisslinger SERIES EDIToR: Michael Rost Why is architect Frank Gehry’s work notable? What principles should journalists be following today? What are the keys to owning a successful restaurant? You'll find the answers to these and other questions in Contemporary Topics 2, which features college lectures from several academic disciplines, including architecture, media studies, and culinary arts. Contemporary Topics 2 prepares students for the challenge of college lectures with practice in a wide range of listening, speaking, and note-taking skill and strategies. The lectures (available on CD and DVD) were filmed in realistic academic settings before live student audiences. DVD Features Realistic college lectures from a range of academic disciplines (also on audio CDs) Student discussions of the lectures (also on audio CDs) Instructors’ Presentation Points Coaching Tips that guide students as they take notes Subtitles for lectures and student discussions Course Features = Corpus-based vocabulary drawn from the Academie Word List ‘= Practical listening and note-taking strategies = Note-review practice that allows students to analyze their note-taking skills and consolidate their understanding of the lecture Academic research and speaking tasks: presentations, discussions, and role plays. A Teacher's Pack for busy instructors with + Suggested bonus activities + Teaching notes + Answer keys + Audioscripts + Simulated TOEFL® Listening Test for each unit The four-level series includes: Contemporary Topics Inreductory (High Beginner) .13-207817-2 151746 Comeroray Topi! Unmernediar) o1s3388701 Bss70-4 Contemporary Topics 2 Gigh Intermediate) LAB AS45242 2s24 8 Gontempornty Tops 3 (Aavinced) oiszesesd 2 Contemporary Topics 2 components DvD Ost3ss09.x SRO. 158808-6 Teacher's Pack DISS. STEAL SeONSTS ww.ZabanBook.com BoMto. "otgasasore aMeorsalss sensCONTEMPORARY aa oe Ween 7%CONTENTS UNIT 1 UNIT UNIT & WN UNIT UNIT 5 UNIT 6 UNIT 7 UNIT 8 UNIT 9 unit 10 UNIT 11 UNIT 12 APPENDIX A: ACADEMIC WORD LIST APPENDIX B: AFFIX CHARTS CD/DVD TRACKING GUIDES CREDITS SCOPE AND SEQUENCE .. ACKNOWLEDGMENTS .. INTRODUCTION TO THE STUDENT SOCIOLOGY Names... UNGUISTICS Global English .... PSYCHOLOGY Phobias ... CULINARY ARTS Owning a Successful Restaurant ... EDUCATION How We Each Learn Best ... HISTORY The Silk Road BUSINESS Team Building . ARCHITECTURE Frank Gehry .... PUBLIC HEALTH Building Immunity ..... MEDIA STUDIES Principles of Journalism ....... 92 BIOLOGY DNA Testing ... PUBLIC ADMINISTRATION Risk ManagementUNIT SUBJECT Omit POCO Masia run) Pa Focus Biscay Cot cag if generations | Main ideas | Asking for Research and SOCIOLOGY classic image opinions present on Names discrimination prime or ideas name changes gender symbol = Asking for clarification or confirmation a acknowledge nevertheless | Comparisons | = Agreeing Research and LINGUISTICS communicate retained ™ Disagreeing | present on Global English unprecedented varieties of English 1 3 constant psychologist | Key words "= Offering afact | Research and PSYCHOLOGY —_| duration rational or example present Phobias physical = Asking for ‘on common darification | or unusual or confirmation | phobias = Keeping the discussion on topic 4 components guarantee Topics and —_| = Agreeing Research and CULINARY ARTS | contrast perspective | subtopics = Asking for present on Owning a contribute to clarification or | food Successful ‘emphasized confirmation | professions Restaurant = = Paraphrasing 5 accurately logic Numbered —_ | ® Expressing Research and EDUCATION assess mental lists an opinion present on How We Each — | aware notion = Offering afact | what Learn Best demonstrated options orexample —_| intelligences = Asking for are valued in clarification _| different or confirmation | cultures 6 alternate decline Dates and = Asking for Research and HISTORY conflict network numbers opinions present on The Silk Road | decade route or ideas cultural ™ Offering a fact | impacts of the or example Road = Asking for clarification or confirmation 1 iv SCOPE AND SEQUENCEDe sa CER ee Meecha si Mee cag Pots AND ca a} LISTENING Focus 7 challenge project Symbols and | ® Disagreeing | Research and BUSINESS enhance resolve abbreviations | = Keeping the _ | present on an Team Building sufficient iscussion on | existing summary topic company's = Trying to reach | culture a consensus 8 dynamic principle Emphasis = Asking for Research and ARCHITECTURE | foundation _ stress opinions or —_| present on Frank Gehry objective utilize ideas topics in = Agreeing architecture = Disagreeing 9 adapting to promote Connected | = Asking for Research and PUBLIC HEALTH || crucial recover ideas opinions or _| present on tips Building exposed to resist ideas for traveling Immunity \cidence of stress * Offering afact | abroad or jobs microorganisms transmitted orexample | in public ® Paraphrasing | health 10 objective Lecture = Expressing an | Research and MEDIA STUDIES paradigm organization | _ opinion present on how Principles professional = Agreeing news stories are of Journalism underlying ™ Paraphrasing | reported or on ‘community websites " access to medical Graphic = Expressing an | Research and BIOLOGY concentrated reveal organizers opinion present on DNA Testing on statistically ™ Disagreeing | various uses of extract "Keeping the | DNA testing identical discussion on topic 2 allocate priorities Questions Asking for Research and PUBLIC cooperate _ targeted opinions or | present on ADMINISTRATION | ignore ultimately ideas disaster Risk minimize widespread = Agreeing survivors or Management ™ Offering afact | relief predict orexample | organizations SCOPE AND SEQUENCE =vvi ACKNOWLEDGMENTS The series editor, authors, and publisher would like to thank the following consultants, reviewers, and teachers for offering their invaluable insights and suggestions for the third edition of the Contemporary Topics series. Kate Reynolds, University of Wisconsin-Eau Claire; Kathie Gerecke, North Shore Community College; Jeanne Dunnett, Central Connecticut State University; Linda Anderson, Washington University in St. Louis/Fontbonne University; Sande Wu, California State University, Fresno; Stephanie Landon, College of the Desert; Jungsook Kim, Jeungsang Language School; Jenny Oh Kim, Kangnamgu Daechidong; Stephanie Landon, Bunker Hill Community College: Kathie Gerecke, North Shore Community College; Patty Heiser, University of Washington; Carrie Barnard, Queens College; Lori D. Giles, University of Miami; Sande Wu, California State University, Fresno; Kate Reynolds, University of Wisconsin-Eau Claire; Nancy H. Centers, Roger Williams University; Lyra Riabov, Southern New Hampshire University; Jeanne Dunnett, Central Connecticut State University: Dr. Steven Gras, ESL Program, SUNY Plattsburgh; series consultants Jeanette Clement and Cynthia Lennox, Duquesne University ‘The author would also like to thank Jennifer Bixby and Elly Schottman, as well as the many people at Pearson Education, in particular Amy McCormick and Leigh Stolle for their valuable support and dedication to the success of the series. I would also like to thank Michael Rost, with whom I've shared the challenge of addressing the needs of our students in academic listening for many years. His keen insight regarding the complexity of skills needed by students to support their success academically has made the series possible. ACKNOWLEDGMENTSINTRODUCTION Content-based learning is an exciting and effective way for students to acquire English. The Contemporary Topics series provides a fresh content-based approach that helps students develop their listening, note-taking, and discussion skills while studying interesting, relevant topics. ‘The Contemporary Topics series appeals to students in many different contexts because it utilizes a variety of multimedia technologies and caters to a range of, leaming styles. The Contemporary Topics series is ideal for students who are preparing to study in an English-speaking academic environment. It’s also suitable for all students who simply wish to experience the richness of a content-based approach. Each unit centers around a short academic lecture. Realistic preparation activities, focused listening tasks, personalized discussions, challenging tests, and authentic projects enable students to explore each topic deeply. ‘The lecture topics are drawn from a range of academic disciplines, feature engaging instructors with live student audiences, and take place in authentic lecture hall settings. The multimodal design of each lecture allows for various learning formats, including video- and audio-only presentations, optional text subtitling, optional Presentation Points slide support, and for DVD users, optional pop-up Coaching Tips. In order to achieve the goals of content-based instruction, the Contemporary Topics series has developed an engaging eight-step learning methodology: STEP 1: CONNECT tothe tOpiC Estimated Time: 10 minutes This opening section invites students to activate what they already know about the unit topic by connecting the topic to their personal experiences and beliefs. ‘Typically, students fill out a short survey and compare answers with a partner. The teacher then acts as a facilitator for students to share some of their initial ideas about the topic before they explore it further. STEP 2: BUILD your Vocabulary Estimated Time: 15 minutes This section familiarizes students with some of the key content words and phrases used in the lecture. Each lecture contains 10-15 key words from the Academic Word List to ensure that students are exposed to the core vocabulary needed for academic success. Students read and listen to 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 Interact with Vocabulary! activity enables students to focus on form as they are learning new words and collocations. INTRODUCTION viivi STEP 3: FOCUS yourattentiOn Estimated Time: 10 minutes 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 tips to help students direct their attention and gain more control of how they listen. Tips include using signal words as organization cues, making lists, noting definitions, linking examples to main ideas, identifying causes and effects, and separating points of view. A Try It Out! section, based on a short audio extract, allows students to work on listening and note-taking strategies before they get to the main lecture. Examples of actual notes are also provided in this section to give students concrete “starter models” they can use in the classroom. STEP 4: LISTEN tothe lecture Estimated Time: 20-30 minutes As the central section of each unit, Listen to the Lecture allows for two full listening cycles, one to focus on “top-down listening” strategies (Listen for Main Ideas) 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 Before You Listen section, students are ‘guided to activate concepts and vocabulary they have studied earlier in the unit. ‘The lecture can be viewed in video mode or listened to in audio mode. In video mode, the lecture includes the speaker’s Presentation Points and subtitles, for reinforcing comprehension (recommended as a final review). It also includes Coaching Tips on strategies for listening, note-taking, and critical thinking, STEP 5: TALK about 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 important part of academic success, and most, students benefit from structured practice with these skills. In this activity, students first listen to a short “model discussion” involving native and non-native speakers, and identify the speaking strategies and gambits that are used. They then attempt to use some of those strategies in their own discussion groups. ‘The discussion strategies modeled and explained across the twelve units include asking for and sharing opinions and ideas, agreeing and disagreeing, offering facts and examples, asking clarification questions, seeking confirmation, paraphrasing, and managing the discussion. STEP 6: REVIEW yournOteS Estimated Time: 15 minutes Using notes for review and discussion is an important study skill 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 of the unit, clarifying 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. INTRODUCTIONSTEP 7: TAKE the unitt@St Estimated Time: 15 minutes ‘This activity, Take 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 photocopied and distributed by the teacher, then completed in class, using the accompanying audio CDs. The tests in Contemporary Topics are 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 parts of the lecture. STEP8 EXTEND thetOpiC Estimated time: 20 minutes minimum This final section creates a natural extension of the unit topic to areas that are relevant to students. Students first listen to a supplementary media clip drawn from a variety of interesting genres. Typically, students then choose an optional exten- sion activity and prepare a class presentation. By completing these eight steps, students gain valuable study skills to help them ‘become confident and independent learners. The Contemporary Topics learning methodology and supporting multi-media package help students to develop stronger listening, speaking, and note-taking skills and strategies. A supplementary Teacher’s Pack (TP) contains Teaching Tips, transcripts, answer keys, and tests. The transcripts include the lectures, the student discussions, the test questions, and audio clips from Focus Your Attention and Extend the Topic. Full transcriptions of the DVD Coaching Tips and Presentation Points are available online at: wwwpearsonlongman.com/contemporarytopi ‘We hope you will enjoy using this course. While the Contemporary Topics series 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 active learners. This involves thinking critically, guessing, interacting, offering ideas, collaborating, questioning, and responding. The authors and editors of Contemporary Topics have created a rich framework for encouraging students to become active, successful Teamers. We hope that we have also provided you, the teacher, with tools for becoming an active guide to the students in their learning. Michael Rost Series Editor INTRODUCTION ixT Ore Student The goal of Contemporary Topics is to help you develop the skills and strategies ‘you need to successfully participate in academic lectures. You will learn strategies for listening actively and taking clear notes. Good listening skills will help you fol- low lectures more easily, and good note-taking skills will help you better organize and understand—and later review—the information you've heard. As you use the book, you can develop a style of note-taking that works best for you. Discussion skills are also an important part of academic success. You will have ‘many opportunities to develop your speaking skills as you review lecture notes with a partner, as well as in other discussion activities where you can share ideas, reactions, and personal interests with your classmates. Another key to academic success is building your vocabulary. Each unit familiar- izes you with key words from the lecture, many of which are frequently used in academic situations. This ensures that you learn vocabulary that will be useful to ‘you regardless of what major you decide on later. By completing Contemporary Topics, you can feel confident that you'll be better prepared for academic work. Also, I encourage you to use the book as a starting point to explore on your own topics that interest you. Go online or use other resources to find out more. Share what you learn with your classmates. By doing research on your own, you will not only be more actively involved in the class, you will help yourself develop the academic skills you need to succeed in other classes in the future. I hope you enjoy using Contemporary Topics. TO THE STUDENT xiSOCIOLOGY Mery Names www.ZabanBook.com Elton John’s birth name was Reginald Dwight. Tiger Woods's actual first name is Eldrick. ‘And Queen Latifah was born Dana Owens. CONNECT tothe topic Names are what we call a cultural universal. This means that all people have names regardless of their culture. And people respond differently to different names. Some people say that choosing a child’s name is a major responsibility. Would you name your baby Candy Stohr, Mary Christmas, or Garage Empty? Some people have! How important is a name to you? Take this survey about names. Read each statement. Then check (/%) your response. Agree Disagree “My name makes me special. EEE eee vec} My name doesn’t matter. People can call me anything. pee I would change my name to help my career. ee My name is part of my identity. coos v-} The meaning of my name is very important tome. =) __ sb Parents should be able to choose any name they want for their child. nies Compare responses with a partner. Give reasons. 2 UNIT:BUILDyou vocabulary ZabanBook. sSqm(e) A The boldfaced words are from this unit's lecture on names. Listen to each sentence, Then guess the meaning of the boldfaced word. Some parents admire famous athletes as strong role models, so they name their children after them. ‘Taylor had so many homework assignments that she had no time to watch TV. A classie name is one that was popular years ago and is still common today. In some families, it’s the custom to gi his father and add “Junior.” the firstborn boy the same name as ‘Some parents are concerned about discrimination. They don't want their children treated unfairly because of their names. A name like Hunter is gender neutral; it can be used for a boy or girl. ‘Women in three generations of my family have had the name Sarah—my grandmother, my mother, and my sister. 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. John is a prime example of a classic name. It's been used for many years. ‘A name can be a symbol of identity, especially for celebrities. Now complete each sentence with the correct word. A___ name like Robert has been used for a long time. ‘Some people might say the name Tiger Woods is a(n) — of Tiger Woods's identity as a strong golfer. The couple didn’t want to know the of their baby before it was born. Either a boy or a girl was fine. In my opinion, a(n) ___ example of a bad name is a name that’s hard to pronounce. Mr. Lee gave his students three _________ for the weekend. Because the Martins were worried about gender . they gave their daughter a name used by both boys and girls. com Sociology 3b UNITa a The __in our family is to name a baby after a relative who has recently died, ‘Luis forgot the woman's name although the ______ of her face was easy to remember. In Robert’s family, four including Roben'’s great-grandfather. have the name “Robert,” For their new baby, my neighbors chose the name of a politician they _____ in hopes that their daughter will also be successful. C._ INTERACT WITH VOCABULARY! Read the sentences with a partner. Notice the boldfaced words. Then choose a particle to complete each sentence. ‘An example _____ an unusual name is Sky. Unfortunately, people are judged ______ the names they have. Stephen was named _________ hiss dad's college coach, Mr. Stevens. Emily qualifies __a classic name because it’s always been popular. Sociologists study how people respond ____each other. Stereotypes are associated ____ some names. For example, some people expect a Jennifer to be pretty. ‘Some couples choose a name in hopes it'll provide some social benefit their child. The name Anna was passed next in the girl's family. from one generation to the Some parents don't rely custom. Instead, they choose a name they like. A classic name never goes ______ style. It's always popular. are 59S BYFOCUS your attention MAIN IDEAS. There are two basic reasons for taking lecture notes: * to help you focus on the main ideas of a lecture + to help you review the information later A speaker usually introduces main ideas with signal phrases. For example: In the first half, you'll hear I'd like to begin with about... the first category . In the second half, we'll Today's lecture will be discuss... divided into two Today's lecture will parte... focus on This afternoon we'll look at... Paying attention to the introduction can help you organize your notes. For examiple: Part | Pare ec ae 5 ALY Sociology 56 LISTEN®t Sass 53-1 s BY UNIT: BEFORE YOU LISTEN ‘You are about to listen to this unit's lecture on names. Think of two common ways parents choose names. LISTEN FOR MAIN IDEAS ‘A. Close your book. Listen to the lecture and take notes. B. Use your notes. Answer the questions based on the lecture. Circle a, b, or ¢. 1. What does calling the speaker “Alex” versus “Dr. Shaw” show? a, how names can influence how we respond to people b. how we can change our 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 choose a name they like. 3. How is a classic name defined? a, asa name that has a good sound b. asa name that doesn’t go out of style c. as aname that has a nice feeling4. 5. Does an unusual name make someone successful? a. Yes, the research shows this. b. Yes, sociologists agree on this, cc. No, the research doesn’t show this. ‘What does the example about the names Michael and Hubert tell us? a. that there are stereotypes associated with names b. that Michael is a classic name c. that other people aren't affected by our names LISTEN FOR DETAILS A B. Close your book. Listen tothe lecture again. Add details to your notes and correct any mistakes. Use your notes. Decide if the sentences below are T (true) or F (false), according to the lecture. Correct the false statements. 1. A cultural universal is defined as a practice we all share. 2. A first name is also referred to as a given name. 3. In some families, it's custom to name the first son after the grandmother. 4. Taylor is an example of a name that works for either gender. 5. Some parents believe a name can give their child social benefit. 6. Alex and Emily are examples of classic names. 7. Sociologists don’t know if it's better to have a classic or an unusual name. 8. The name Hubert was on all of the homework assignments. 9. The teachers were given the same homework assignment. 10. Parents who want their son to be considered smart should name him. Hubert. Sociologyis SS 8 uNr TALK aboutthe topic a Ad 59 BY ‘A. Listen to the students talk about names. Read each comment. Th check ((%) the student who makes the comment. Mia Manny Hannah River 1. “(My name) was just a name my parents 1 2. “In my case, | got my name from the first 3. “Lwas named after my mom's high 4, “I'm not really sure where my name 1, Mila: “So you must think names really do 2. Hannah: “This lecture’s made me realize it’s 3. Mila: “You mean, it's the parents’ responsibility liked. Pretty simple!” way that the lecturer mentioned, which was custom.” school teacher! guess my mom really admired this woman.” ‘comes from. I doubt my parents chose it to help me socially.” Ll LL Listen to the discussion again. Listen closely for the comments below. Check ((%) the discussion strategy the student uses. Asking for ‘Asking clarification for opinions or ‘or idess confirmation matter?” a big responsibility for a parent to choose ... Don’t you think?” to give good names?” Discussion Strategy: To clarify means to make clearer. To confirm is to remove doubt. You can clarify or confirm by restating what you understood: “You mean ...” or ask “Do you mean .. . 2” Or you can ask open-ended questions like "What do you mean?” and “Could you clarify... 2” G In small groups, discuss one or more of these topics. Try to use the discussion strategies you have learned. * Do you know people with unusual names? How has it affected them? * Inyour experience, are stereotypes associated with names? Give examples. © There are many baby name websites. Is this a good way to choose a name?notes Work with a partner. Use your notes. Take tums explaining the main ideas from the lecture. Then complete the notes below. So Name: Ex. of mS Aex/ how diferent names change what = Alexandra / | we think of people Dr. Shaw =| Savah = ee Robert or Anna =| iii —€ S Darvin Stayer = Hubert Tip! Remember: There are two basic reasons for taking notes: Now you are ready to take the Unit Test. * to help you focus on the main ideas of a lecture * to help you later review information SociologyBREEXTEN Diretopic Now that you've learned more about the sociology of names, think about the question you considered at the beginning of this unit: How important is a name to you? Expand your understanding of names with the following activities. ‘A. Listen to a student radio reporter interview a student for a feature about names. Then discuss these questions with your classmates. 1, There are trends in names. Some names are very popular, and then go out of style. What are some disadvantages of naming a baby a trendy name, like Auriel? 2. What names are trendy now? B. Read these comments from parents. How we named our baby ... We searched baby name databases online for hours, reading the meanings of names. We considered David, which means beloved: Robert, which means bright flame; and Skylar, which means scholar. We went with Skylar. It’s a nice name, and a scholar in the {family would be good! My husband and I decided we needed to choose a name that was in harmony with the date and year our daughter was born. We met with an astrologist who told us what to name her. She told us to call her Eliza. For us, it was easy. One of the characters on our favorite TV show had a baby boy. So, we named our son the same name! Why not? We like the name Ramon. Who knows? Maybe our son'll be on TY, too, someday. My wife and I wanted a name that sounded pleasing and created a positive feeling, so we read names aloud. We asked ‘ourselves: Does this name have a nice sound? Does it go with ‘our last name? For us, the sound had to be just right. So, we named our daughter Sophie. Which of these methods do you agree with? Discuss with a partner, UNIT:Musician Louis Armstrong was nicknamed Satchmo—short for “satchel (2 small bag) mouth.” Mary Ann Evans is better known as George Eliot, the pen name she wrote under. ._ Research names. Prepare a five-minute presentation on one of these topics. > Many celebrities, such as Elton John and Queen Latifah, have changed their names. Think of other celebrities who have interesting names. Are those their original names? Find examples of three other celebrities who changed their names. Why do you think they did it? ~> There are many websites with tips for choosing names. Go to several sites. Compare tips. Take brief notes on three important tips the websites all mention. Sociology 1LINGUISTICS vena Global English CONNECTototretopic ‘Most people would agree that English is the current lingua franca of the world—that is, the most commonly used language. On the Internet and in face-to-face situations—at airports, hotels, and business meetings—English is the international language of choice. And, as the global economy continues to grow, more people than ever before will be studying English. Answer these questions about using English. ~«2} In what situations do you use English now? Do you use American slang? ~} In what future situations might you need English? so} What jobs in your country require English? ~-} How often do you speak English with someone whose first language is not English? ~~ Why do you think English has become the common language of the world? Compare responses with a partner. www.ZabanBook.com i Sqm »lBy ¢BUILDy 10. wr vocabulary ‘The boldfaced words are from this unit’s lecture on English as a global language. Listen to each sentence. Then guess the meaning of the boldfaced word, Most people acknowledge that English is used all over the world. There is very little disagreement about that. In many international situations, people communicate in English. English is used widely in certain domains, such as business and science, ‘The Portuguese taxi driver and the German tourist used English to facilitate ‘communication because it was the only language they both knew. English is considered a global language because it’s used on every continent, Many people in Japan can speak some English. Nevertheless, this doesn't mean English is their primary language; Japanese is. English is one of the official languages of the European Union. It's used among EU representatives in major meetings. Because the flight attendant was proficient in English, French, and Spanish, he could speak with almost all of the passengers. The hotel employees in Beijing learned English, but, of course, retained their ability to speak Chinese. Now they use both languages at work. ‘The number of people who currently speak some English is unprecedented. More people speak it now than ever before. Now circle the best definition for each boldfaced word. Most people acknowledge ... wish prefer accept as true the language used to communieate in share information call present used in certain domains organizations areas or fields factors to facilitate communication present slow down help make happen a global language important worldwide large Nevertheless, this doesn’t mean ... although true in addition furthermore Linguistics 13,