CONTEMPORARY Be ad | Academic Listening and Note-Taking Skills THIRD EDITION David Beglar ST lay Michael Rost a0 H1e). &CONTENTS UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT UNIT UNIT 7 UNIT 8 UNIT 9 UNIT 10 UNIT 11 UNIT 12 5 COGNITIVE PSYCHOLOGY Memory ..... SCOPE AND SEQUENCE ACKNOWLEDGMENTS INTRODUCTION TO THE STUDENT COMMUNICATION STUDIES Slang and Language Change ... CHILD PSYCHOLOGY The Genius Within ........ 12 SOCIOLOGY Social Status: Flaunting Your Success ... BUSINESS The Art of Marketing in a Global Culture ....... 32 6 ANTHROPOLOGY/BIOLOGY The Science of Love ....... ASTRONOMY Mission to Marts ... POLITICAL SCIENCE Big Brother and the Surveillance Society ........ 72 LINGUISTICS Animal Communication ECONOMICS The Evolution of Money ........... 92 BIOLOGY The Fountain of Youth .... SOCIOLOGY Marriage ..... APPENDIX A: ACADEMIC WORD LIST APPENDIX B: AFFIX CHARTS .... CD/DVD TRACKING GUIDES .. CREDITS ...SCOPE ondSequence a (Oe Rede Me LUC rans) OU ea Od Bisa) 3 Paha) eg balay 1 attitudes identity Sequence = Agreeing Researching COMMUNICATION | constantly inevitable markers to | = Asking for slang terms STUDIES construct phenomenon | organize your | clarification or Slang and evolving reinforces notes confirmation Language Change | expanding widespread = Paraphrasing zi devoted predominant | Examples Offering a fact | Researching ‘CHILD ox strategy ‘orexample —_| someone who PSYCHOLOGY | inconsistencies underlying ® Asking for is gifted and The Genius motivation clarification or | presenting Within confirmation ® Asking for opinions or as 3 attaining hierarchies Key terms and | = Asking for Researching SOCIOLOGY consumption —_ income definitions opinions or a status Social Status: global status ideas lifestyle and Flaunting Your symbols = Paraphrasing | presenting Success ™ Keeping the discussion on topic 4 enables media Symbols and | = Expressing an_| Researching an BUSINESS. guaranteed —_ promote abbreviations | opinion advertisement ‘The Art of ideological = Disagreeing | and ina * Offering a fact | presenting Global Culture ‘or example 5 chemicals psychologists | Cause-and- | Expressing an_| Researching a COGNITIVE decade release effect opinion memory PSYCHOLOGY —_| implicit retain relationships _| = Offering a fact | improvement Memory logical temporarily ‘orexample —_| technique and manipulate "= Keeping the _| presenting discussion on topic 6 attachment mutual Lists ® Asking for Discussing ANTHROPOLOGY/| enhance prospective opinions or —_| how love is BIOLOGY invoke presented in a The Science "= Disagreeing | novel or film of Love "= Trying to reach a consensus iv ‘SCOPE AND SEQUENCEDe sas PUP Colca NOTE-TAKING AND Td Focus PI t cad a3 PROJECT 7 detecting sustainable | Organization | = Expressing an_| Researching a ASTRONOMY facilities unreliable opinion space mission Mission to Mars | maintain vehicle ™ Disagreeing | and presenting resources ™ Keeping the discussion on topic 8 civil techniques | Numbers and | # Agreeing Researching POLITICAL controversial via statistics = Asking for surveillance SCIENCE security clarification or | opportunities Big Brother and confirmation | or the Surveillance = Trying to reach | developments Society aconsensus | and ‘ presenting 9 discrete precise Comparisons | = Expressing an_ | Researching LINGUISTICS distinct random and contrasts | opinion animal Animal flexible ultimately 1 Agreeing communication Communication | generation = Asking for and presenting Clarification or confirmation 10 abandoned —_ enormous Marking your | # Expressing an | Speculating ECONOMICS abstract initiative notes opinion on how The Evolution | currency undergone = Agreeing money will of Money ™ Offering a fact | change and orexample —_| presenting " accumulate plus Problem- = Asking for Researching BIOLOGY benefit supplement — | solution opinions or an approach The Fountain function relationships ideas to human life of Youth ™Disagreeing | extension and Asking for presenting clarification or confirmation 12 matured Personal "= Expressing an | Discussing SOCIOLOGY norm reactions to opinion qualities Marriage topics ™ Offering a fact | necessary for orexample —_| a successful "= Paraphrasing | marriage SCOPE AND SEQUENCE VV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 In addition, the authors of Contemporary Topics 3 would like to thank Michael Rost, Leigh Stolle, and Amy McCormick for their unwavering support during the development of the book. Their insight, experience, and creativity have been invaluable in helping shape and polish it, and their patience and understanding during periods of “overload” was greatly appreciated. Finally, we would like to thank Averil Coxhead for allowing us the use of the Academic Word List, and all those who, whether formally or informally, took the time to share their thoughts about the book and their suggestions as to how we might improve Contemporary Topics 3. 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 learning 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, 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 the student book, the §§J and (J icons indicate that the activity requires either the CD or the DVD. In order to achieve the goals of content-based instruction, the Contemporary Topics series has developed an engaging eight-step learning methodology: STEP1: 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 yourvocabulary 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viii INTRODUCTION STEP 3: FOCUS your attention 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.STEP 7: TAKE theunit teSt 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 extension 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: www.pearsonlongman.com/contemporarytopics 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 learners. 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rn ae 5 fed eg is Lay 0 cory (iy Pasa pedonal ae Caqrowan sal: : ve rem emis ibis bbe ai yi) GUE och ; ; ah see - sah aR ara» oy va ) coterie Bie ti cab 211 Plea eae re Desa phos 4 _ fsabh fe ar eels “a sae shake teryTO trestudent Listening to lectures for the first time in English can be an overwhelming experience. This is not surprising considering the number of things you need to do during the note-taking process. First, you have to hear and understand the words the lecturer is speaking. You need to understand and consider the content itself and decide what is worth noting and what is not. Then, you need to actually write your notes in English, and as you do so, ensure they are organized in a way that makes sense to you when you come back to them later—pethaps weeks, even months later. And as you are trying to do all of this, the lecturer is not waiting for you, but continuing to talk! Contemporary Topics 3 has been written to provide you with a number of effective listening and note-taking strategies that will make this demanding task easier, and to give you plenty of practice in applying those strategies before, during, and after you listen to the lectures on the accompanying CD/DVD. The strategies presented include predicting content, focusing on main ideas and identifying their supporting details, identifying discourse cues and the language of debate and discussion, taking good notes, and reviewing those notes effectively. ‘Another key to academic success is building your vocabulary. This book suggests ‘many strategies for vocabulary-building. The Academic Word List and Affix Charts at the end of this book can give you a strong foundation in common academic vocabulary. Using both a dictionary and a thesaurus will also help. In order to improve your learning and make the Contemporary Topics 3 “experience” an engaging and rewarding one, we have tried to include topics that, are interesting, current and varied, and in many cases, a little controversial too! We hope you enjoy using the book as much as we and the Contemporary Topics team enjoyed writing and recording it. Good luck! David Beglar, Professor and Program Director of the Graduate Program in Education (TESOL), College of Education, Temple University Japan Campus Neil Murray, Senior Lecturer and Program Director at the School of International Studies, University of South Australia TOTHESTUDENT =XCOMMUNICATION STUDIES ont Slang and Language Change “You kids have a sick time at the party!” CONNECT ote topic Slang is an integral part of language in the twenty-first century. Young people in particular are highly creative in the way they invent and use new slang terms, Without ‘an understanding of slang, communicating with those around us would be difficult. In fact, slang allows people to connect on a deeper level. That's why people who are learning ‘a new language often try to “pick up” a few slang terms early on—it helps them feel like authentic speakers of the language and part of their new second-language community. Work with a partner. List as many slang terms that you can think of. Then guess their meanings. Slang term Meaning 4 arm candy an attractive person who accompanies somebody to public gatherings Choose three of the slang terms from your list and use them in sentences. 2 UNITBUILD A 10. vocabulary The boldfaced words are from this unit's lecture on slang and language change. Listen to each sentence. Then guess the meaning of the boldfaced words. Work with a partner, Attitudes toward slang vary widely. While some people approve of it, others are neutral or disapprove of it strongly. Language never stays the same for long; it’s constantly changing. Slang helps us to construct friendships by showing others that we “speak their language” and are therefore part of their group. ‘The world is continually evolving thanks to the development of new and better technology. Young people play an important role in expanding language by adding a variety of slang and new meanings. People often try to create an identity for themselves by wearing a particular style of clothing or speaking in a certain way. Many people think that a desire to be different is an inevitable part of teenage development, a natural phase teens can’t avoid. Language is a fascinating and unique phenomenon, How human language distinguishes us from other animals has been studied for years. For some people, teenagers’ use of slang and other forms of “bad” language reinforces the idea that they are rebellious and do not want to conform. The use of slang was not always as widespread as it is today; nowadays most people use it quite freely. Now choose the best definition for each boldfaced word. attitudes vary 4. continually evolving a. ways of behaving a. developing b. personalities b. becoming worse ¢. opinions and feelings c. going out of fashion constantly change 5. expanding language a. all the time a. showing off b. unwillingly b. checking c. without thinking c. increasing construct friendships 6. create an identity a. search for a, a facial expression b. create or build b. a quality that makes ¢. understand someone distinct the meaning of c. a sense of interest Communication Studies 3,7. an inevitable part 9. reinforces the idea a. unavoidable a. devalues b. important b. supports ce. difficult c. creates 8. a phenomenon 10. not as widespread as a. a human characteristic a. important b. a remarkable thing b. popular c. an idea ¢. common wprnr awe 10. INTERACT WITH VOCABULARY! Work with a partner. Cover Group A as your partner reads sentences 1-5. Listen and write the missing words in Group B. Your partner corrects your answers. Switch roles for 6-10. Group A People always try to adapt to their communities, Slang breed: groups who don’t want to be understood. ‘We show our beliefs by using particular language. Slang is the focus of a lot of language research. Many parents aren't in tune with their teenagers’ interests. New language tends to be closely associated with youth, Some slang is exclusive to particular communities. Experts in language are often fascinated by slang. Language is crucial to our integration into society. Some social groups are made distinct by their unique use of language. Group B People always try to adapt their communities. Slang breeds We show our beliefs groups who don’t want to be understood. using particular language. Slang is the focus a lot of language research. Many parents aren’t in tune their teenagers’ interes New language tends to be closely associated youth. Some slang is exclusive _ particular communities. Experts___ language are often fascinated by slang. per AA YP ee Language is crucial to our integration 10. Some social groups are made distinct language. & ONT: society, their unique use ofFOCUS uw attention SEQUENCE MARKERS TO ORGANIZE YOUR NOTES Lecturers will often use sequence markers to signal when they are about to introduce the next point or part of a lecture or the next item in a list. Being able to identify these markers can help you distinguish different ideas and better organize your notes. Some commonly used sequence markers include the following: To start/begin with, . Let's move on to . First, Second, . . . ; Third, Another point /idea . Next,... Last, Then... Finally, Moving on Listen to this excerpt from a lecture on language. What sequence markers do you hear? Take notes below on the four reasons the speaker gives. = B. Compare your list with a partner. = Reasons people adjust the way they speak: = ) beds = Ee 5 Zales = ———_ — —_- rr SO \ Communication Studies 56 LISTENwotelecture UNIT + BEFORE YOU LISTEN You are about to listen to this unit's lecture on slang. Why do you think people use slang? LISTEN FOR MAIN IDEAS. A. Close your book. Listen to the lecture and take notes. B. Use your notes. Decide if the statements below are T (true) or F (false), according to the lecture. Correct any false statements. — 1. We cannot stop language change from happening. — 2. Slang only breeds among deprived and secretive groups. —— 3. Slang takes away people’s identity, — 4. Well-educated, successful people rarely use slang. —_ 5. Slang allows people to share experiences. — 6. Slang is fun. — 7. New technology has led to a decrease in the use of slang. — 8. Slang has not yet become the subject of serious academic study, LISTEN FOR DETAILS A. Close your book. Listen to the lecture again. Add details to your notes and correct any mistakes. B. Use your notes. Choose the word or phrase that best completes each idea, based on the lecture. 1. Today the association of slang with underground groups is a. weaker c. stronger b. the same as before d. much stronger10. One use of slang is to ______ understanding. a. improve c. prevent b. create d. check People who are “out-group” are a. excluded ¢. opponents of slang b. respected d. poor users of slang Slang can give people status if they a. know the latest slang terms c. avoid bad slang b. use it frequently d. know how to use it S. I. Hayakawa describes slang as “the poetry of everyday —____” a. love c. emotions b. life 4. feelings and beliefs One of the richest sources of slang today is a. love and romance ¢. new technology b. expressions of like and disliked. _ websites about slang Most people believe that language and literacy are a. worsening c. including more slang b. improving 4d. becoming more creative According to the lecture, slang _______ considered taboo. a. used to be c. is still b. was never 4. is increasingly People who dislike slang often associate it with groups who are and a. uneducated / criminal ¢. impolite / uneducated b. criminal / undesirable d. undesirable / uneducated The lecturer’s attitude toward language change is —__. a. extremely negative cc. neutral b. negative 4. positive Communication Studies 7TALK topic A. Listen to the students talk about slang. Then read each question and check (9%) who answers Mia Manny Hannah — River B. Listen to the discussion again. Listen closely for the comments below. Check (®%) the discussion strategy the student uses. Fd ‘Agresing confirmation Paraphrasing 1, Mia: “Yeah, OK. So what's the confusion?” 2. Manny: “It's a choice, you're saying.” 3. River: “What he meant was that language change will happen generally.” 4, Manny: "But it isn’t inevitable in any particular group. You're right about that.” 5. River: “Make sense?” C._ In small groups, discuss one or more of these topics. Try to use the discussion strategies you have learned. ‘+ Do you think it’s possible to stop—or at least slow down—language change? ‘+ What changes have you noticed in the way language is used? ‘* Why do some slang terms “hang around” for years while others don’t? 8 UNIT1REVIEW you notes With a partner, review your notes from the lecture. Take turns explaining the ideas from the lecture. Try to use sequence markers like those in Focus Your Attention. Then complete these notes together. Slang Def. of: Whe uses: Main function of: 4 Pevsor Fits of ) 2) 3 Por = = = = ~ = = = = 2 Attitudes toward: $e WHEE! Now you are ready to take the Unit Test. Communication Studies 910 E XT E N D ine topic UNITs How’s your understanding of slang? Is it “the bomb”? Or is it “lame”? Learn more slang terms and slang usage through the following listening, reading, and research project. A. Listen as TV personality Jacky Giopoulos presents a brief report on IM slang. Then discuss these questions with your classmates. 1, How many text messages do you send a day? 2. What are some of the text-based slang terms you use in speech? Are there any particularly strange ones? B. Do you think it is acceptable to use slang in written language, such as in school assignments, at the office, or in the press? Read the opinions of three professionals. Jan Dickinson, high school teacher: I've been a teacher for thirty years and not a single day has passed when I haven't heard some form of slang I've come to realize its part of what makes these students who they are—fine. However, I never used to see slang in students’ written work—it would've been unthinkable. Today, though, slang’s creeping into nearly all student writing, and it worries me. We need a standard for written language, and it’s a teacher's duty to uphold that standard. Once you accept any kind of slang, you're on a slippery slope. Sir Peter Warwick, managing director of a sportswear chain: I strongly discourage the use of slang in anything other than informal office chat, and even then I expect staff to be discriminating. For example, if I’m showing a high-level business contact around, I don't want my staff using slang in front of them. In my view, it shows a lack of professionalism, and that reflects badly on the company. In terms of written business communications, slang is never acceptable—be it e-mail or official reports. Anyone found using slang in these contexts will be quickly reprimanded. Melanie Droghba, newspaper columnist: In my view, as the attitude toward slang has changed in recent years, so has our paper's use of it. And that’s as it should be; after all, it’s important that the press mirror society. I don't believe it lowers standards; rather it helps us engage and relate to ordinary people—and that’s our job.Discuss the following questions with your classmates. 1. Do you think these three views are reasonable? 2. When do you think slang is acceptable in written communication? CC. Research two slang terms. >} For each term, try to find out the following information: } Asaclass, compile your research. Debate which terms should become “official” words in the English language. Conclude by taking a vote on each one. the term’s origins what the term means how it has disappeared and reappeared ‘over time (where relevant) how its meaning has changed over time Communication StudiesCHILD PSYCHOLOGY oe The Genius Within @* s CONNECT tothe topic 12 Although there is no universally agreed-upon definition of what a gifted child is, all cultures recognize that some children are special. These children seem to have a natural talent that allows them to perform in ways that are far beyond their physical age. By the ‘age of three or four, they may have an ear for music, a talent for drawing, or a flair for Performing. In other cases, their gift becomes apparent when they begin school and surprise their teachers with their understanding of mathematics, science, or literature. Take this survey about giftedness. Check (() your response. Think of reasons or examples to support your opinion. Compare with a partner. Agree Disagree Many children are gifted. ee ~~} 1 know a gifted person. a «Most successful adults were gifted children. oo _ “You dor't need to have natural ability to be gifted. = ~~ t's always an advantage to be gifted. —_ _ UNIT2BUILD your vocabulary The boldfaced words are from this unit's lecture on gifted children. Read along as you listen to each sentence. Then circle the meaning of the boldfaced word. Saki is unusually alert for a six-month-old baby. She seems to notice everything around her. a. behaving very stubbornly b. smiling and laughing happily cc. watching and listening carefully Zoe has an aptitude for sports. She learns very quickly and very well. a. a special quality that makes other people like her b._abehavior intended to make other people laugh ¢. anatural ability or skill Carlos has devoted himself to learning how to play the cello. a. given a feeling of great pleasure b. asked strongly for something c. given time and perhaps money to some activity Some children exhibit extraordinary talent at a young age. a. show something so that it’s easy to notice b. get something through hard work c. do something to entertain people Children with a good imagination can write interesting stories. a. the ability to focus on one thing intensely b. the ability to form creative ideas in your mind c. a work area that has many types of tools I noticed several inconsistencies in his words and behavior. a. two or more pieces of information that do not agree with one another b. positive personal characteristics ¢. actions that are done to help others Most children have a natural motivation to explore the world around them, a. an opinion about something b. an action taken to deal with a problem c. eagerness and willingness to do something Child Psychology 13,UNIT 2 10. 10. ‘A predominant characteristic of most children is that they are curious about the world. a. more powerful than others b. more harmful than others ¢. more controlling than others One learning strategy that some talented children use is to do the same activity in several different ways. a. away of talking b. a school where students are very physically active c. aplan used to achieve a goal ‘Once we discover the underlying principles of an event, we can understand why it happens. a. mistaken or wrong b. hidden and not easy to discover ¢. strange and unexpected INTERACT WITH VOCABULARY! Work with a partner. Take turns saying the sentences. Notice the boldfaced words. Reorder the words to make complete sentences. Review any words you don’t understand. People often (that / reach / gifted /a / is /conelusion / the / child) when that child learns extremely quickly. Michelle’s (dance / aptitude / apparent / became / for) when she was about six years old. I think that (underlying / understand / for / the / I / reasons) his reluctance to join the team. Some children seem to have (an / for / mathematics / al doing). ity / innate / Greta can write interesting stories (because / unusually / of her / creative). agination / Miguel (has / lot / time / devoted / a / of) to learning French this year. Intelligent children tend to be (the / somewhat / about / people / idealistic) who they know. Most intelligent children are observant; (they / many / notice / about / details) their environment As children learn how the world works, (about / can / they / predictions / make) what will probably happen next. Because they encourage deeper thinking, (are / than / strategies / some / effective / more / others),FOCUS yur attention EXAMPLES. Lecturers will sometimes give examples in order to illustrate a point. These examples are important because they make abstract ideas more concrete and understandable, They may also help you remember the abstract idea. ‘The following are some ways lecturers might present an example: For example. . . An example of this is For instance... One example would be suchas... Let me give you an example of this. Listen to this excerpt from a lecture on Bo special talents. What phrases do you hear that introduce examples? Take notes below ‘on the examples you hear. Compare answers with a partner. Special talents Examples: NESE Ea Psychology 15,16 LISTE Ntotelecture UNIT 2 BEFORE YOU LISTEN You are about to listen to this unit's lecture on gifted children. How do you think gifted children are identified? LISTEN FOR MAIN IDEAS ‘A. Close your book. Listen to the lecture and take notes. B. Use your notes. Select the best answer, based on the lecture. 1. The first way gifted children are identified is that they show a. enjoyment doing a skill b. interest in a skill c. above-average ability 2. Some psychologists believe that ______is pethaps the best indicator of giftedness. a. speed of learning b. quality of performance ©. number of mistakes 3. One common personality characteristic of gifted children is their a. cheerfulness b. intensity cc. verbal ability 4, Another common personality characteristic of gifted children is that they are often a. idealistic b. pessimistic ¢. focused on the presentGifted children often don’t care about the ______________ of the knowledge or skill that they are learning. a. difficulty b. usefulness ¢. popularity ‘When studying something new, gifted children are very interested in a. telling others what they have learned b. the cause-and-effect relationship c. using their new knowledge LISTEN FOR DETAILS. A Close your book. Listen to the lecture again. Add details to your notes and correct any mistakes. Use your notes. Decide if the statements below are T (true) or F (false), according to the lecture. Correct any false statements. 1. Gifted children show strong ability in something, particularly considering their age. 2. Gifted children generally make the same number of mistakes as other children. 3. Many gifted children have difficulty concentrating for long periods of time 4, Most gifted children have a great deal of mental energy, but normal levels of emotional energy. 5. Gifted children notice many details about the things they are interested in, 6. Gifted children use their knowledge of underlying principles to make predictions. 7. Gifted children generally have very good learning strategies. Child Psychology 1718 TALK UNIT2 c topic Listen to the students talk about the roles of practice and innate talent in genius. Then read each opinion and check (f) who agrees with it. More than one student may agree. Listen to the discussion again. Listen closely for the comments below. Check ((%) the discussion strategy the student uses. Yhinny: “You have to study something or practice something really hard for either 10,000 hours or 10 years to become really great at something.” May: “Like talents that we're born with?” Qiang: “Look at Mozart and his innate talent for music . . . or Emily Dickinson and her innate talent for literature.” May: “Mozart, he practiced for hours! His father forced him.” Michael: “So how do | identify a gifted child?” Yhinny Michael May Qiang Offering Asking for Asking for ‘afact clarification opinions ‘or example or confirmation or ideas In small groups, discuss one or more of these topics. Try to use the discussion strategies you have learned. * Do you agree with the 10,000-hour/10-year rule of genius? * Qiang argues that innate talent is the most important part of genius. Do you agree? ‘+ How can people motivate themselves to practice a skill for many years?REVIEW yournotes With a partner, review your notes from the lecture. Take turns explaining the ideas from the lecture, using the headings below to help you. Give examples as you discuss. Then complete these notes together. Main points regarding gifted children ~= me | 3 Ways ) = | toidentify = 2) ~ = 3) ~ = 3 Common =a | personality = a J | characteristics of = ~ | Beaming » = | strategies of = = 2 = ~ 3) ~ $a — Now you are ready to take the Unit Test. Th Examples are important to write down. They make concepts more concrete and easier to understand. Child Psychology 19x “e EXTEN Dire topic What have you learned about giftedness that you didn’t know before? Expand that knowledge through the following listening, reading, and research project. ‘A. Listen to this podcast interview with Dr. Sara Andrews, who talks about problems associated with giftedness. Then discuss these questions with your classmates, 1. What would you do if you were a teacher and a student behaved in the way described in the podcast? 2. What is one other problem that parents of gifted children might face? Suggest one or two ways to deal with that problem. B. Read this promotion of Discover Your Genius, a book that encourages readers to discover and develop their own genius. Everyone has the potential for genius. The full expression of your unique genius awaits you in these pages! In Discover Your Genius, author Michael J. Gelb draws upon the wellspring of history's most revolutionary minds to guide you to unleash your own creativity through mental play. Gelb has assembled a “genius dream team” of ten individuals whose special “genius” characteristics you're invited to integrate into daily life. Plato: Deepening your love of wisdom Filippo Brunelleschi: Expanding your perspective Christopher Columbus: Going perpendicular: strengthening your vision, optimism, and courage Nicholas Copernicus: Reorganizing your vision of the world Queen Elizabeth I: Wielding your power with balance and effectiveness William Shakespeare: Cultivating your emotional intelligence Thomas Jefferson: Celebrating your freedom in the pursuit of happiness Charles Darwin: Developing your power of observation and cultivating an open mind Mahatma Gandhi: Applying the principles of spiritual genius to harmonize spirit, mind, and body Albert Einstein: Unleashing your imagination and “combinatory play” Through reading these fascinating, accessible biographies, you can develop a personal relationship with each genius and learn how to use his or her guiding principle to enrich the quality of your life. Personal self-assessments help you gauge how each principle is working in your own life. Practical and vibrant exercises are also included to help you develop each principle fully. Discover Your Genius gives us the tools to improve our own mental abilities by making “genius thinking” accessible and fun! 20° sUNIT2In small groups, discuss the following questions. 1. Does this book sound appealing to you? Why or why not? 2. Which of the ten characters do you think you would have the most to learn from? Why? 3. Do you agree with the publisher's statement that “Everyone has the potential for genius”? Do you think it’s possible to develop genius using Michael Gelb’s method? C. Research an adult, such as a famous athlete, musician, performer, or thinker, who you feel is gifted. Wolfgang Amadeus Mozart, whose classical compositions have endured for more than two centuries, began composing music at the age of five. ~~} Consider these questions: 1. Why did you choose this person? 2. At what age did the person’s special ability become apparent? 3. What achievements make this person special? 4. What challenges has this person faced as a result of having special skills? “-} Find two pictures of the person on the Internet and use them in your presentation. ~~} Give a five-minute presentation to the class. Child Psychology 2UNIT SOCIOLOGY Social Status: Flaunting Your Success “That look definitely says ‘you.”” CONNECT tte topic 22 Modern societies are often criticized for being very materialistic. In other words, people are too focused on wealth and what they own and are not concerned enough about other, more “spiritual” aspects of life. It is often argued that this trend has led to a more selfish and superficial society where people are only interested in increasing their social status. Look at the following indicators of social status. Which do you think are the strongest? Rank them from 1 to 6, with 1 being the strongest. Compare answers with the class. Indicator My ranking ~«t Leisure activities (like sailing) co Type of car (like BMW) ~~ Kind of vacations taken (like mountain climbing in Nepal) «Education or qualifications (like MD) ob Job or title (like CEO) ~~ Partner's appearance (fashionable, arty, etc.) UNIT 3BUILD o* 10. vocabulary The boldfaced words are from this unit's lecture on social status. Listen to their definitions and fill in the blanks. advertise: To advertise means to bring a - to the —______ in order to encourage people to buy it affluent: Affluent means having of or attaining: Attaining means _______ or acquiring consumption: Consumption is the act of ______ and using global: Global means —____ the entire —__ hierarchies: Hierarchies can be described as ____ that organize people into higher and _— ranks or status. iconie: Iconic means being for an important income: Income refers to the —____a person. from a job. reflecting: Reflecting means ___ or being a sign of a particular a teres i . or feeling. status symbols: Status symbols are the things that people do or that how they are. Study the definitions with a partner. Test each other on the definitions. Example: A: What's a status symbol? B: A status symbol is something that people do or own that indicates how successful they are. Sociology 23With a partner, take five vocabulary words each and try to use them in simple sentences. Check each other's sentences. Then copy them into your notebook so that you each have a complete set of ten sentences. INTERACT WITH VOCABULARY! Work with a partner. Cover Column A as your partner reads sentences 1-5. Listen and write the missing words in Column B. Your partner corrects your answers. Switch roles for 6-10. Column A ‘Today, many people concentrate on becoming wealthier, but not necessarily better, people. ‘The group came to a consensus of opinion on what they should wear. Success usually depends on a mix of intelligence, hard work, and luck. ‘The sales manager was awarded the annual company prize in recognition of his marketing success. Almost anybody can succeed in b ness regardless of his or her education. Promotion is a good indicator of success at work. The speaker discussed wealth as it relates to social status. Josh likes to show off his wealth by throwing lavish parties. Status can be signified by skills and experiences. Hard work may help you work your way up the career ladder. 1 10. Column B ‘Today, many people concentrate becoming wealthier, but not necessarily better, people. ‘The group came to a consensus opinion on what they should wear. Success usually depends a mix of intelligence, hard work, and luck. The sales manager was awarded the annual company prize in recognition _____ his marketing success. Almost anybody can succeed in business regardless his or her education, Promotion is a good indicator success at work. ‘The speaker discussed wealth as it relates social status. Josh likes to show his wealth by throwing lavish parties. Status can be signified skills and experiences. Hard work may help you work your way the career ladder.FOCUS jouw attention KEY TERMS AND DEFINITIONS Ina lecture, speakers will often define key terms that may be new to students and/or have a special meaning. When lecturers are focusing (or about to focus) on a key term, they often give one of these cues: + repeat it * use an introductory phrase: + spell it There is (one key concept) + pause One (example) is. + slow down The first (theory) is... + speak more loudly Let’s look at (this idea of) . * confirm that the term was understood Sometimes, a key term is followed by its definition with a verb or phrase connecting the two. Other times, the definition precedes the key term, with a verb or phrase in between, For example: Prestige is elevated social status. Having prestige means you'll enjoy wealth and power. Prestige, which is elevated social status, . . ‘Showing off your wealth, called conspicuous consumption, is... Buying in order to signal success, referred to as conspicuous consumption, io. . . Feople buy luxury goods to show their status. This is what's known as conspicuous consumption. When noting definitions, it can be helpful to write the key term in capital letters and the definition beside or underneath it. For example: DESIGNER CLOTHES = Famous labels — €.9,, Calvin klein, Gucci; expensive; exclusive Te Vee A. Listen to this introduction of sociological terms. Take notes. Note the key terms and definitions you hear. B. Compare results with a partner. Sociology 2526 LISTENwoielecture UNIT 3 BEFORE YOU LISTEN You are about to listen to this unit’s lecture on social status. List some obvious ways and some subtle ways that people show off their social status. Obvious: Subtle: —__ LISTEN FOR MAIN IDEAS ‘A. Close your book. Listen to the lecture and take notes. B. Use your notes. Decide if the statements below are T (true) or F (false), according to the lecture. Correct any false statements. — 1. Society decides what does and does not carry status. — 2. Status symbols indicate how successful we have become. —— 3. Conspicuous consumption is about how we show off our wealth. —— 4. Clothes no longer signal status in the twenty-first century. ——_ 5. Large families have always been an indicator of higher income. — 6. “Storytelling” has no connection to “status skills.”LISTEN FOR DETAILS. Parents may use their education to give them a of status. A. Close your book. Listen to the lecture again. Add details to your notes and correct any mistakes. B. Use your notes. Complete the sentences, based on the lecture, dancing gardening parents television programs education impress social class ‘twentieth Europe influence success wealth 1. Social status depends on things such as success, Wealth, class, and 2. One element of our social status we can’t control is 3, _____ makes people feel valued in society. is the quickest route to success. 5. The idea of the designer label as a status symbol originated in 6. The idea of using clothes to show status originated in the century. 7. Trophy kids are indicators of social status because they say something about their 8 ____ ae reflecting the increased interest in status skills. 9 and ___are examples of status skills. 10. Storytelling brings you status by allowing you an opportunity to or ____ people with your new status ski Sociology 2728 TALK UNIT 3 topic A. Listen to the students talk about status. Then read each example and check (€&) who discusses it. More than one student may discuss it. Ayman Molly Rob Alana 1. a designer purse 2. a family that owned a Mercedes Benz 3. a wedding with extravagant food Check (€%) the discussion strategy the student uses. o B. Listen to the discussion again. Listen closely for the comments below. Asking Keeping for opinions the discussion ‘or ideas Paraphrasing —_on topic 1. Rob: “Hey, can we please i focus on the lecture?” l 2. Rob: “Can anyone give some examples of some ‘conspicuous consumption’ that they've seen?” 3. Rob: “So the car was his status | symbol.” | 4, Ayman: “So you're saying they were trying to show their guests how wealthy they were. . . ” Discussion Strategy: Paraphrasing When you paraphrase, you restate in your ‘own words something that someone else has said or written. In the discussion, ‘Ayman introduces a paraphrase by saying, So you're saying. . . . Here are some other ways of paraphrasing: What she meant was... ; In other words His point was was the gist of the conversation. cs In small groups, discuss one or more of these topics. Try to use the discussion strategies you have learned. * How do you feel about people using conspicuous consumption to indicate social status? * Molly and Alana both give an example of conspicuous consumption. Can you describe an example of conspicuous consumption that you have seen? ‘+ Why do you think some people are more interested in social status than others?REVIEW yournotes With a partner, review your notes from the lecture. What key terms have you identified? Have you written any definitions? Take turns defining these key terms from the lecture. Use the key terms and definitions to reconstruct the main points of the lecture. Definitions: Secial hierarchies - Success ana social status - ‘Status symbcls - Conspicuous consumption - Designer lavels - “Trophy kids - ‘Status skills - Storytelling - Serr CA a Now you are ready to take the Unit Test. Be sure to write down key terms. You can always look up a definition later if you missed it in class or the meaning wasn’t clear. Sociology 29Curious to learn more about status and how it shapes a life? Try the following listening, reading, and research project. A. Listen to this trailer from a documentary exploring the link between social status and a longer life span. Then discuss these questions with some classmates. Share your answers with the class. 1. Why does Dr. Boyle talk about monkeys? What might be some possible explanations for the link Dr. Boyle describes between social status and life span? The following ideas might help you: the affordability of health care the health risks associated with low-status lifestyles education and awareness of health issues the stress asociated with having less power and prestige B. Status has traditionally come from having material success. However, there is now a new trend. Read this magazine article on one up-and-coming. “status lifestyle.” Do You Dream of a Transient Lifestyle? Here’sa status lifestyle that’s popular with people one expensive object, they rent, enjoy, and dispose ‘who want to free themselves from the hassle of of many different objects in order to maximize possessions and permanent ownership—things their experiences and therefore their status, like servicing and repairs, keeping in style, and the. “Transient lifestylers” are interested in the here and now. They typify the increasingly short satisfaction span that characterizes modern-day society. This short satisfaction span is what drives manufacturers and service organizations to continually change their products and the experiences they offer. ‘Transient lifestylers want quick fixes and avoid routine and boredom. How? By “collecting” as many experiences as possible and moving rapidly from one to the other. This behavior has led to them becoming known as transumers rather than consumers. In other words, instead of owning 30 UNIT3This can be expensive, though. As a result, there has been a large growth in the idea of shared ‘ownership—of holiday apartments, private airplanes, and yachts, for example. Shared ownership allows individuals or families to share the cost of experiences that would be too costly for an individual or family to bear on their own. In this way, it can help make a transient lifestyle more affordable, Car-sharing clubs have become a particularly good example of this in recent years. People who can't afford, say, a Porsche or ‘Aston Martin join a car-sharing club. In turn, instead of owning just one expensive car, they are able to try many different makes of exotic cars at a fraction of the cost. It’s easy to see the attraction! In pairs, briefly discuss these questions. 1. Does a transient lifestyle appeal to you? Why or why not? 2. Does it influence the way you live your life? 3. Would you say that a transient lifestyle is really less materialistic than a lifestyle based more traditionally on wealth and ‘material possessions? C. Research a status lifestyle. tL Give a class presentation based on your research. t Choose an idea from this list, or come up with your own idea: © eco-lifestyle * participative lifestyle * connecting lifestyle Include the following elements: ‘* a description of the lifestyle you have chosen ‘* your opinion of the lifestyle (For example, is it appealing to you? Why or why not?) * astatement of whether and why you believe the lifestyle is more or less materialistic than one based on wealth and material possessions Sociology 31BUSINESS UNIT The Art of Marketing in a Global Culture CONNECT othe topic Go to almost any city in the world, look around, and chances are you'll discover that much of what you see is familiar. You're likely to see familiar technology and fashions being sold in stores, worn in public, and enjoyed in homes. You'll probably run across the same Hollywood blockbusters showing at movie theaters, hear well-known music playing in nightclubs, and spot recognizable advertisements for things as mundane as laundry detergent. So although you may be thousands of miles away from home, you may feel that you can’t escape the “global village” of marketing. Think of three well-known products. Write the slogan or draw the logo associated with each product. Then survey your classmates. Keep a count of yes and no responses. Compare responses with a partner. Have you Do you Ifno, do you Product Slogan/Logo heard of it? own/use it? want it?BUILD you vocabulary a* 10. The boldfaced words below are from this unit’s lecture on global marketing. Listen to each sentence. Then guess the meaning of the boldfaced words. Work with a partner. People’s ideas about what is cool, fashionable, and desirable are starting to converge. Today, everybody seems to want the same products no matter where in the world they live. Today's sophisticated technology enables business to be done at speeds and across distances not possible fifty years ago. Instead of selling their entire product line in every country they do business in, most companies sell only some of their products in any one country. Increased sales are almost guaranteed when marketing campaigns use celebrities. Companies pay these individuals large sums of money because they know they'll get it back through sales. Many major cities around the world are becoming increasingly homogeneous. For instance, people dress the same, listen to similar music, admire the same sports heroes, and use similar technology. Marketing campaigns have to be sensitive to ideological differences between cultures. Companies know, for example, that a culture’s politics and social values can affect how people respond to a product. Most of what we know about products, people, and places we learn through the media via stories, advertisements, and photographs. Today, environmentally conscious leaders and businesses are trying to promote the idea that greener is “cooler.” As a result, things like fuel-efficient cars and solar-powered houses are gaining popularity. When a product has universal appeal, it often becomes a global success. The appeal of Coca-Cola, for example, crosses all cultural and class barriers. Although it is often said that “an image is worth a thousand words,” advertisements frequently use verbal messages to sell their products. Now choose the best definition for each boldfaced word. views are converging 3. their entire product line a. becoming similar a. best b. becoming different b. most popular ¢. remaining the same ©. complete enables business to be done 4. guaranteed sales a, makes easy a. unreliable b. makes possible b. certain c. makes probable c. expected Business 333h UNIT 4 GQ yo er awe oe homogeneous 8. promote the idea a. similar a. draw support for b. varied b. consider c. distinctive c. explain ideological differences 9. universal appeal a. based on beliefs or ideas a. worldwide b. based on logic b. particular c. based on economics c. unique media 10. verbal messages a. TV, radio, and a. spoken newspapers b. simple b. _newscasters and reporters c. clever c. our everyday lives INTERACT WITH VOCABULARY! Work with a partner. Cover Group A as your partner reads sentences 1-4. Listen and write the missing words in Group B. Your partner corrects your answers. Switch roles for 5-8. Group A The idea of owning the latest digital device appeals to most young people. Companies use consumers to consult on product image. Cooperation between a company’s head office and its local branches is essential. There is always an element of risk with a new product, Marketers place great emphasis on lifestyle choice. Most of us are accustomed to seeing designer labels. Shoppers are enticed by cheap but fashionable items. Product failure is one implication of poor market research. Group B The idea of owning the latest digital device appeals ____ most young people. Companies use consumers to consult ______ product image. Cooperation ____ a company’s head office and its local branches is essential. ‘There is always an element risk with a new product. Marketers place great emphasis lifestyle choice. Most of us are accustomed __ seeing designer labels. Shoppers are enticed _____ cheap but fashionable items. Product failure is one implication poor market research,FOCUS you attention SYMBOLS AND ABBREVIATIONS Listening to a lecture can be very challenging. One useful strategy that can help you is to use symbols and abbreviations. This speeds up your note taking and helps you to keep up with the lecturer. You will often use your notes several weeks after you originally took them, so make sure all of your symbols and abbreviations are clear and easy to understand. = | eauals;is the same as L includes Se |F — Acesnot equals not the | J excludes = Same as + or & andj also =k is more thawlarger than |... continues; ana soon 2 is less than/smaller than | $ Adllaws 7 therefore; as a vesult/ ” percent zal vecause # number = [ft teincrease a Por examgle or anil. fo decrease approximately SB A leads to; causes A change = — — iscaused by; depends on | k thousand = jaa advertisement % feedback = law average glee globalization = leo company int international = cult ait? cultural difference | PreP MS — Professer Michael me [aet Aefinition Stevens = jee. example a ee — A. Listen to this excerpt about e-mail marketing. Take notes using abbreviations and symbols. ‘Compare notes with a partner. Have you used similar abbreviations and symbols? Business 3536 LISTENt UNIT 4 lecture BEFORE YOU LISTEN You are about to listen to this unit’s lecture on globalization and marketing. Globalization is the process of organizations, products, and ideas becoming international in scale and influence. Think of two causes of globalization and two consequences of globalization. Causes: Consequences: LISTEN FOR MAIN IDEAS ‘A. Close your book. Listen to the lecture and take notes. B. Use your notes. Select the best answer, based on the lecture. 1, When different cultures _____, globalization takes place. a. diverge b. converge c. expand 2. The main cause of globalization has probably been a. flight b. business travel. the entertainment industry 3. The lecturer highlights ____ as one part of the news and entertainment industry that has been a key cause of globalization. a. TV stars b. advertising c. the paparazzi 4. Politics has contributed to globalization by a, reducing social b. increasing c. helping end wars and economic international barriers travel 5. Easier access to global markets ______ guarantees marketing success. a. usually b. sometimes c. never6. 1. “High-context” and “low-context” are ways to describe —_____. a, business strategies b. interactive styles. c. communication styles Some companies wrongly assume that people with the same _ will be enticed by similar products. a. cultural heritage b. favorite coffee. communication style LISTEN FOR DETAILS. A. B. Close your book. Listen to the lecture agail correct any mistakes. . Add details to your notes and Use your notes. Decide if the statements below are T (true) or F (false), according to the lecture. Correct any false statements. 1. Globalization has created a more divided world. 2. Fads and fashions are indicators of cultural differences. 3. Flight has resulted in business professionals spending more time away from the office. 4. Greater interaction between cultures promotes sha and values. 5. Most TV programs are made with only local audiences in mind. 6. Common human experiences help give TV programs international appeal. 7. Fads and fashions drive advertising. 8. European Union countries have cooperated successfully because their cultures are similar. 9. It is the job of regional managers to ensure that a product has local appeal, 10. Low-context cultures communicate less directly or explicitly than high-context cultures. Business 37.K topic ‘A. Listen to the students talk about globalization. Then read each opinion and © checi (2a) who agrees with it More than one student may agree, Michael Yhinny Qiang May 1. “We're all from different places, but we're so similar in terms of the ‘stuff’ that we have.” 2, “Even so, we're still pretty different culturally.” | | 3. “I think most modern societies are startinREVIEW yournotes Look at your notes. Do they include any abbreviations or symbols? If so, do you remember what they mean? Reconstruct the lecture by completing the outline below, using symbols and abbreviations where appropriate. Then deliver the lecture to a classmate. 1. Definition of glebalizati 2. Indicators of cultural convergence: Ex’s of glebal phenomena (e.9,, cyber cafes): 3. Causes of glebalization: ee eee eens Reasons: i Reasons: 4, Implications of globalization for marketing: planation: Explanati Examples: NRE A MR Ae RR EAE LN LEY Now you are ready to take the Unit Test. Business 39EXTEN Duetopic Marketers often know more about you than you realize. See how in the following listening, reading, and research project. A. Listen as a marketing researcher is interviewed by a business magazine correspondent about the influence of culture on purchasing decisions. Then discuss these questions with your classmates. 1. Think of an advertisement with a promotional message and one with a preventative message. Which do you respond to better when you view it quickly? 2. What types of products are most effectively advertised using (@) promotional messages and (b) preventative messages? B. Many attempts have been made to describe and distinguish the behavior of different cultures. These descriptions have been used in the business world to help improve intercultural communication. Read about four ways of describing cultural behavior. Individualism vs. Collectivism—Individualism is found in societies that highly value individual rights and independence. In contrast, collectivism is when a society highly values the group, and everyone takes responsibility for each other. ‘Masculinity vs. Femininity—In masculine cultures, competitiveness, assertiveness, ambition, and the accumulation of wealth and material possessions are important. Feminine cultures, on the other hand, put more value on relationships and quality of life. 4O UNITSUncertainty Avoidance—Societies concerned with uncertainty avoidance try to minimize uncertainty and insecurity. They prefer rules (for example, about religion and food) and more structured circumstances. High/Low Power Distance Levels—In societies with high power distance levels, the most powerful members of society have a great deal more power than the least powerful members of society. In contrast, in societies with low power distance levels, there is less of a gap (or distance) between the most powerful and the least powerful members of society. This usually results in more equal rights among all members of society. In pairs, discuss these questions. 1. How would you describe your own country in terms of these four ideas? For example, is it more individual or collective? Does it have a high or low power distance level? 2. Take one of the above ideas. In what ways (good and bad) might it affect an intercultural business discussion? C. Choose an advertisement used in your country to sell a product that has become a global hit. If possible, record or photocopy the advertisement. Present it to the class. Then take three to five minutes to present your ideas. bliss Think about the following: ‘© How does the advertisement appeal to its audience? For example, does it shock or surprise? Does it use humor, a well-known personality, clever technology, or a famous piece of music? * Does the advertisement try to appeal to your culture in particular? In other words, does the ad’s creator seem to be aware of behaviors and characteristics (such as those discussed in Part B) unique to your culture? In what ways? © Can you think of a culture in which the advertisement might not work so. well? If so, why not? Business 4dCOGNITIVE PSYCHOLOGY UNIT Memory CONNECT otte topic 42 In many ways, we are our memories. When we think about who we are, we think about the events we've experienced, the people we've known, the places where we've lived and visited, as well as our ideas and feelings about a great many things. All of this is stored in our memory system. The mysteries of human memory have intrigued people for thousands of years. However, only in the past few decades have researchers begun to understand why some moments in our lives become etched in our memories forever while others evaporate almost immediately. Read these statements about memory. Check (Q%) the box that best describes you. Never Sometimes Usually Always P| can easily remember what [ al | did yesterday. | can easily remember conversations had a month ago. | can easily recall the faces of people | met years ago. I can remember something better if I talk about it. | can remember things that I'm interested in. oI can remember something if I've read it several times. Think of reasons or examples to support your answers. Compare with a partner. UNITSBUILDy 10. vocabulary The boldfaced words are from this unit’s lecture on memory. Listen to each sentence. Then guess the meaning of the boldfaced words. Work with a partner. Brain chemicals can make people feel very excited or very sad. These natural substances have an extremely strong influence on our feelings. Many of our memories, such as the facts and ideas that we learn in school, are conscious. We can recall them and explain them to others. In the past decade, researchers have learned many new things about how memory works. And even more progress is expected in the next ten years. Some of our knowledge about how to do things, such as riding a bicycle, is mostly implicit. We can ride the bicycle, but it’s very difficult to tell another person how to do it. We often think about logical relationships when studying something. For instance, what is the reasonable cause of something, or what will be the likely result of some event? When we do mathematics, we manipulate information in one part of our memory system by adding, subtracting, or changing the numbers. Some psychologists have studied the types of memory we have and how to improve memory. Thanks to this specialized study of the mind, we now know much more about memory than we did a generation ago. When we feel strong emotions, our brains release substances. These substances go to specific parts of our brain and help us remember that event. ‘The most important function of our memory system is that it can retain information for long periods of time. Because of this, we can remember events that happened many years ago. Some memories are stored only temporarily. They can be recalled very briefly, and then they fade away. Now match each word to the correct definition. 1. to handle, control, or move something a. brain chemicals 2. understood, but not stated directly b. conscious 3. something we notice or are aware of ©. decade 4, reasonable and sensible 4. implicit 5. to keep facts in your memory e. logical 6. substances that influence our thoughts f, manipulate and emotions , g. psychologists 7. for a short time h, release 8. people who study how the mind works Peop! a i. retain 9. to let something go ey 10. ten years itive Psychology 3hhh UNITS C. Say each word to yourself. Write N if it is a noun, Vifit is a verb, A ifit is an adjective, and AV if it is an adverb. Then use the word in a sentence. — 1. brain chemicals —— 6. manipulate —— 2. conscious —— 7. psychologists —— 3. decade —— 8. release — 4. implicit — 9 retain — 5. logical — 10. temporarily D. INTERACT WITH VOCABULARY! Work with a partner. Take turns completing each sentence with the correct form of the word. Notice the boldfaced words. Read the completed sentences aloud. Review any words you don’t understand. conscious consciously consciousness 1. Some of the information in our memory is ___________ available tous. 2. Some memory enhancement techniques are concerned with making a effort to relate ideas to one another. imply implicit implicitly 3. Mika _____ agreed with Jonas by smiling at him and nodding her head. 4. The fact that information in our mind can be stored for different amounts of time seems to_____ that we have different memory systems. logic logical logically 5. Our memory system is absolutely crucial for _____ thought. 6. Understanding relationships between ideas requires the use of ‘manipulate manipulative manipulation 7. When we ____ ideas in our minds, we can sometimes come up with new ways of thinking about issues. 8, Jessie’s __________ of the information in the textbook allowed him to remember it longer.FOCUS you attention CAUSE-AND-EFFECT RELATIONSHIPS, Academic lectures often include information about cause-and-effect relationships. ‘These relationships are very important because they clarify how different aspects of a topic relate to one another. Understanding cause-and-effect relationships will help you remember the information in the lecture. Here are some ways lecturers might express a cause-and-effect relationship: If you hear something, then your auditory memory will be activated. You remember this theory because we talked about it for almost an hour. Because of his research, our understanding of memory is clearer. Using more senses causes us to remember more. Emotion affects how well we remember evento. The effect of repeating information is better recall. Better memory reeults in more learning A. Listen to this excerpt from a lecture on caffeine and memory. What phrases do you hear that express a cause-and-effect relationship? Note below what causes and effects the speaker mentions. B. Compare answers and notes with a partner. cause = effect Va Cognitive Psychology 4546 LISTENt UNITS lecture You are about to listen to this unit's lecture on memory. List three strategies that you use to remember information better. LISTEN FOR MAIN IDEAS A. Close your book. Listen to the lecture and take notes. B. Use your notes. Complete the main ideas, based on the lecture. affective strategies hold ‘meaningful store cognitive strategies implicit, recall unconscious consciously available initial moment retain ‘emotional ‘manipulate senses 1. A simple definition of memory is the ability to ___, and ____ information. 2. Sensory memory concerns the ______ that we perceive something with our 3. Working memory is where we temporarily ______ and information. 4. Long-term memories are information that was initially processed in working memory in ____ and possibly ____ ways. 5. Declarative memory is all of the information that is to us. 6. Procedural memories are ________ and 7, ____________ are concerned with thinking in more effective ways. 8. ________ are concerned with controlling our emotional responses.LISTEN FOR DETAILS A 2. Close your book. Listen to the lecture again. Add details to your notes and correct any mistakes. Use your notes. Choose the phrase that best completes each idea, based on the lecture. Sensory memory lasts approximately a. 1-5 milliseconds b. 10-50 milliseconds. 100-500 milliseconds The way to record an experience in more ways in our brain is to a. repeat the experience b. talk about the c. use multiple experience senses The type of memory that is crucial for adding numbers or understanding logical relationships is i a. sensory memory b. working memory —_c._Iong-term memory Long-term memory lasts from thirty seconds to a. several days b. several months c. your entire lifetime Riding a bicycle and playing a musical instrument are examples of a. working memory —_b. procedural memory c. declarative memory —________ concern(s) talking about information in ways that are personally meaningful. a. Declarative memory b. Verbal elaboration _c._Afiective strategies Emotions affect memory formation because they cause a. the release b. the release c. the use of better of brain chemicals of hormones affective strategies A secondary benefit of using affective strategies is that they can increase a person’s sense of a. fun and challenge —_b._ progress c. variety and learning Cognitive Psychology 7.TALK topic fay A. Listen to the students talk about memory. Read each question. Then check (4) who answers it. Rob Alana Ayman Molly 1, “Does anyone think that any of these memorization strategies actually work?” 2. "What did he call it?” 3. “Isn’t that kind of common sense?” 4. "Do any of vu Hn tt you change your feelings er B. Listen to the discussion again. Listen closely for the comments below. Check ((%) the discussion strategy the student uses. Offering Keeping the Expressing fact or —_— discussion. an opinion example —_on tople 1. Rob: “So why don’t we start by going over some of the memorization strategies.” 2. Rob: “What about the affective strategy that he mentioned . . . ?” 3. Ayman: “The professor is so dry.” 4, Molly: “We started meeting every Sunday at Café Roma to study, and we'd have questions prepared . ..” Discussion Strategy: Keeping the discussion on topic In study groups or other organized conversations, keeping the discussion on topic is in everyone's best interest. While tangents (related topics) can be interesting, it’s fair to remind others of the focus. Common expressions include I'd like to get back to . We're getting a little off track ..., and the very informal Anyway! C.Insmall groups, discuss one or more of these topics. Try to use the discussion strategies you have learned. * Do you agree that memorization can be an effective approach to learning? * Can you think of other ways to make a class more interesting? 48 UNITSREVIEW yournotes Read your notes. Work with a partner. Take turns explaining the ideas from the lecture, using the following headings to help you. Give examples or add comments as you discuss. Then complete these notes together. | 4 Swain types of memory systems: ») Dv 2) + Differences between declarative and procedural memory: + Deb. of cognitive strategies: Ex: + Def of affective strategies: Ex ————._ Oe V Now you are ready to take the Unit Test. Tip! Try to mark cause-and- effect relationships in your notes. This will help you understand how different ideas or processes are related. Cognitive Psychology 4950 EXTEN Dwetopic Hifi: your classmates. Think about this statement: “We are our memories.” Do you remember where you first read or heard that statement? To build on what you've already learned, try the following listening, reading, and research project. ‘A. Listen as radio journalist Marshall Duff interviews Aisha Walters, a cognitive psychologist, about the future of memory. Then discuss these questions with 1. Do you agree with the idea that our memory extends beyond our mind and also exists in our environment? Why or why not? 2. How does technology influence your ability to obtain and recall information? Consider devices such as computers, PDAs, and cell phones as well as computer software and the internet. B, Read this newspaper article about a man suffering from amnesia (memory loss). Then answer the questions that follow. Mystery of the silent, talented piano player who lives for his music Dripping wet and deeply disturbed, the “piano man” was found on the Isle of Sheppey last month, He wore a black jacket, smart trousers, and a tie, all dripping wet. Police officers tried to find out who he was but the man remained silent, unable to say who he was or where he had come from. They dried him off as best they could and took him to the emergency room at the Medway Maritime Hospital. Itwas only when someone in the hospital left him with a piece of paper and pencils that the first intriguing clue about the stranger's past emerged. He drew a detailed sketch of a grand piano. Excited, hospital staff showed him into a room with a piano and he began to skillfully perform meandering, melancholy airs. The doctors were amazed at the transformation. For the first time since he had been found on Sheppey, he appeared calm and relaxed. Several weeks later he has still not spoken a word, expressing himself only through his music and often playing the piano for three or four hours until he is forcibly removed. UNIT 5 Do you know this man? Some who have heard the “piano man,” as he has, been nicknamed, believe he may bea professional musician and may even have been performing not long before he was found—hence his smart black clothes. One theory is that he has suffered atrauma leading to amnesia, one of the methods the mind uses to retreat from a shock. Personal memories can be lost while the ability to communicate—or, for instance, play the piano— isnot Until he is identified, the piano man will no doubt continue to play his sad but soothing music to the pleasure of those caring for him and his fellow patients. In groups, discuss these questions. 1. What do you think happened to the “piano man”? 2. Think of five adjectives that describe how you think he might feel. 3. Share with your group an experience of amnesia you've had. For example, maybe you forgot an event in your life and the memory of it only gradually came back to you. C._ Research a technique designed to improve memory performance. > Choose a technique. * distributed practice ‘+ the Journey System + mnemonics ‘+ mind maps ‘* the Roman Room method + your own idea “> Consider the following questions. ‘* What are the strengths and weaknesses of the approach? ‘* Why do you believe the technique is effective? ‘* Would you use the technique for important situations? Why or why not? * How might you alter the technique to make it more effective? ~~} Prepare a three-minute presentation in which you explain the technique to the class. Cognitive Psychology 51ANTHROPOLOGY/BIOLOGY eT The Science of Love CONNECT totte topic 52 Throughout recorded history, one topic has attracted generation after generation of artists, musicians, and writers: love. Even today, love is seen by many people as a mysterious, uncontrollable force that can never be fully understood. However, this is exactly what researchers in many academic fields have been trying to do over the past forty years. While some people would say that these researchers have made great progress explaining the cognitive and emotional makeup of love, others would say that love should {forever remain mysterious and inexplicable. Take this survey about love. Check (€4) your opinion. Agree Disagree Love is the strongest emotion. Love is the same in all cultures. a es = There are many kinds of love. i People who are in love don’t behave rationally. wots Love develops in a predictable way. Love can never be explained by science. peek Think of reasons or examples to support your opinion. Compare with a partner. UNIT610. » vocabulary The boldfaced words are from this unit's lecture on love. Listen to their definitions and fill in the blanks. anthropologists: Anthropologi study —, their _____ and their ___ attachment: Having an attachment to someone or something means that you feel strong tr toward that person or thing. characteristic: A special —____ or _____ that someone or something has. emotion: An emotion is a such as love or hate. enhance: If you enhance something, you hormone: A hormone is a substance in our body that influences our apd ee invoke: If something invokes a feeling, it _____________ that feeling mutual: This is a feeling or action that is _________ or by two or more people toward — prospective: Prospective means that a person is ________ to a particular thing or that the event is romantic: Romantic people express strong feelings of in their and Work with a partner. Study the definitions, and then test your partner, Example: A: What are anthropologists? B: Anthropologists study people, their societies, and their beliefs. Anthropology/Biology 535h UNIT6 10. D. 2 10. Now take five words each and try to use them in a simple sentence—one sentence for each word. Check each other's sentences, and then copy them so that you have a complete set of ten sentences each. anthropologists: attachment: characteristic: emotion: enhance: hormone: invoke: mutual: prospective: romantic: INTERACT WITH VOCABULARY! Work with a partner. Take turns saying the sentences. Notice the boldfaced words. Reorder the words to make complete sentences. Review any words you don’t understand. ‘Some anthropologists claim that (love / romantic / of / notion / the) is in nearly every culture. Most scientists believe that (basis / tliere / is / for / a / biological) feelings of love, One characteristic of people who are in love (is / attached / that / are / to / they) the object of their love. Romantic people (to / the / person / express / their / often / emotions) they like. People must (love / symbols / any / with / careful / of / be) that they receive. Our brain (flooded / many / chemicals / by / is) when we fall in love. Specific hormones and chemicals (in / dominant / of / each / are / phase) love. Brain chemicals can (of / feelings / attraction / mutual / enhance) between two people. Our body develops (a / to / hormones / some / tolerance) over time. There is (the / some / resistance / idea / that / to) love is determined by brain chemistry.FOCUS jouw attention LISTS Lecturers will sometimes give information in the form of a list. For instance, this could be lists of causes, effects, characteristics, or types of something. These lists are important because they often concern key information in the lecture; thus, this information needs to be a part of your notes if you are to understand the lecture completely and accurately. When adding a list to your notes, be sure to number each item on the list (e.g., 1, 2, 3, ete.) The following are some ways lecturers might indicate that they are going to list something: Scientists have identified three causes for. . . There are four important effects of . . . | would next like to diecuss the three major characteristics of We currently believe that there are four types of . . . Listen to this excerpt from a lecture on three kinds of love. List each kind of love along with its definition. Number each type. B. Compare notes with a partner. BS kinds of love Definition Anthropology/Biology 55,56 LISTE Niotelecture UNIT 6 BEFORE YOU LISTEN You are about to listen to this unit’s lecture on the scientific basis of love. The lecturer uses these terms: romantic, biological, intensity, ritual, objects, symbol, emotional, and chemicals. Think of two sentences she might say, using some of these words. LISTEN FOR MAIN IDEAS ‘A. Close your book, Listen to the lecture and take notes. B. Use your notes. Decide if the statements below are T (true) or F (false), according to the lecture. Correct any false statements. eats Romantic love has been identified in about half of the world’s cultures. Face-to-face contact is an optional part of many rituals. Rituals cause people to focus on a common object or activ Rituals promote a mutual emotion among the participants. ‘Symbols are an important part of rituals. Testosterone and estrogen are important in the initial phase of love. In the second phase of love, amphetamines cause feelings of pleasure and excitement. In the final phase of love, few brain chemicals are secreted.LISTEN FOR DETAILS. ‘A. Close your book. Listen to the lecture again. Add details to your notes and correct any mistakes. B. Use your notes. Complete the sentences, based on the lecture. amphetamines dopamine heart-shaped object PEA _ testosterone biologically based endorphins oxytocin ritual 1. Romantic love is partially —__ 2 A prescribed form of conducting a formal ceremony is a(n) One common symbol of love is fi) ee 4, _______ is a hormone that makes people alert to the presence of possible partners. pA pee bees are stimulants that make people feel alert, 6 increases the heart rate and makes people more talkative, 7. —_____isa neurotransmitter that makes Which phase of love is this couple probably in? people feel euphoric. 8, _______ make people feel a sense of security and calm. 9, ______is known as the “cuddle chemical” because it produces feelings of attachment to another person. Anthropology/Biology 57.TALK topic A. Listen to the students talk about love. Read each opinion. Then check (4) who agrees with it. More than one student may agree. River Hannah Mia Manny 1. Love is the result of a biochemical process. 2. Love isn’t completely chemical or hormonal. 3. We can consciously control our feelings. B. Listen to the discussion again. Listen closely for the comments below. Check ((%) the discussion strategy the student uses. Asking Trying to for opinions reach a orideas Disagreeing consensus 1, Hannah: “Who agrees with the f idea that love is the result of a biochemical process?” 2. River: “Actually, | don’t do much seeking. I'm usually the one being sought.” 3. Mia: “I don’t think she was saying that.” FN Hannah: “Can we at least agree that we do have some control?” Discussion Strategy: Asking for opinions or ideas By asking for opinions or ideas, you'll not only help others become involved in the discussion, but also enrich the discussion itself. It’s as easy as asking, What do you think? The next step—listening—is where your learning begins! C._Insmall groups, discuss one or more of these topics. Try to use the discussion strategies you have learned. * Mia strongly believes that love is the result of biochemical reactions. Do you agree? * Manny describes his brother and his wife as “happy and content.” Is this the highest goal that couples in long-term relationships can aspire to? * Do you agree with Hannah's belief that people can control their feelings? 58 UNITSREVIEW younotes Read your notes. Work with a partner. Take turns explaining the ideas from the lecture, using the following headings to help you. Then complete these notes together. Be sure the items listed below are numbered in your notes. 3 VUDRDADD DDD, 4 3 Biochewical fh 0 Dv 3) $e CEA ae Now you are ready to take the Unit Test. Anthropology/Biology 5960 EXTEN Diéretopic UNIT6 Are you head over heels for this topic? If so, learn more about romantic love in the following listening, reading, and research project. ‘A. Listen as author Alejandro Sanchez gives a reading from his new book about men’s and women’s attitudes toward romance at the Tattered Pages Bookstore. Then discuss these questions with your classmates. 1. Doyou agree that men and women approach romantic relationships differently? 2. Are gender differences caused by nature, nurture, or some combination of the two? B, Inthe lecture for this unit you learned that some researchers believe that love is partly based on brain chemistry and hormones. Read these short extracts of three additional explanations of why people fall in love. Jana Spangler, psychologist: One reason why we're attracted to others is because our perceptions of beauty are partially based on physical symmetry. The more symmetrical a person’s face or body, the more beautiful they appear. This is because physical symmetry is interpreted as a sign of good health and good genes. Some plastic surgeons create faces with more symmetry, using what is known as the “golden ratio” of 1:1.618. For example, the ideal ratio between the width of a person’s nose and the width of their mouth is 1:1.618. Paul Gobel, biologist: Love is partly based on smell. Although we may not be aware of it, we prefer partners who have immune systems that are different from our own, and the way that we judge another person's immune system is by the way they smell. Why would immune systems be related to attraction? Simple: When people with different immune systems have children, the children will be able to fight off a wider range of infections, so the children will probably be stronger and healthier. Margie Lao, marriage counselor: All of us have what's called a psychological blueprint, which is the sum of our experiences and the ways they've shaped our personality. To some degree we're looking for a partner who complements our own psychological blueprint. Although we tend to like people who have similar experiences, we also look for someone who has learned to deal with life using strategies that are different from our own. This is why we say “opposites attract”Discuss the following questions with your classmates. 1. Which of the three views do you think are reasonable? 2. Inyour opinion, what are other reasons that people fall in love? C. Love is the topic of many classic films and novels. ~~} Asa class or in small groups, choose a film or novel from the list below or suggest your own. Classic and popular romances (films/novels) The Awakening Madame Bovary by Kate Chopin by Gustave Flaubert The Bridges of Madison County Pride and Prejudice by Robert James Waller by Jane Austen Casablanca The Scarlet Letter City Lights (with Charlie Chaplin) by Natnanlel HaWeben ooawanesd Sleepless in Seattle The English Patient —— by Michael Ondaatje While You Were Sleeping ~~} Discuss the film or novel, using the chart to discuss how it relates to your ‘own culture. Im the film/novel .. 1m your culture - How does the couple meet? How do people in search of romantic love meet? ‘What phases of love does the film/novel_ | How do popular films/novels in your depict? culture depict the phases of love? [wry is the couple attracted to one another? | What do people do to attract others? ‘What does the couple say or do that How do couples in love behave? makes them appear to be in love? Will it last? Why? Who do you know with a long-lasting What's their “secret”? Anthropology/Biology 61UNIT ASTRONOMY Mission to Mars CONNECT wotte topic The first and last time humankind visited another world was in 1969 when two astronauts stepped onto the Moon. The world watched the event in wonder, and many people expected trips to planets to follow. But that hasn’t happened. The fact is, even Mars, our nearest planetary neighbor, is five times farther from Earth than the Moon. And that presents enormous technical challenges despite huge advances over the past forty years, Can we expect to see astronauts exploring the Martian world in the near future? It's unlikely. Most experts believe we'll have to wait at least another twenty years. Humans’ desire to explore the universe is perhaps stronger today than at any time in history. In small groups, list some of the advantages and disadvantages of space exploration. As a class, discuss your results. ‘Advantages DisadvantagesBUILD A 10. vocabulary The boldfaced words are from this unit's lecture on Mars. Listen to each sentence. Then guess the meaning of the boldfaced words. Work with a partner. All large projects have to meet bureaucratic requirements. They have to get approval from different individuals, departments, or organizations. Scientists spend thousands of hours first detecting then solving potential problems before any spacecraft is given the all-clear for takeoff. High levels of mental fitness and physical training are essential for all astronauts. Without them, astronauts would be unable to do their job. As the largest space researcher in the world, NASA has facilities located in more than a dozen cities across the United States. Astronauts are trained to maintain their composure in situations that are dangerous and stressful. They must never panic. Some believe that money spent on the space program should be used instead to help overcome problems on Earth. We should first solve things like global warming and world hunger, they say. NASA hi technologi invested billions of dollars of resourees—both human and alin its space program. Politicians often argue that NASA's space research is not sustainable because the cost of development programs is so high. They say there’s not enough money to keep the program going, Despite cutting-edge technology, spacecrafts are still notoriously um Their performance in space can’t be trusted. Scientists have already produced and successfully tested a vehicle for traveling across the Martian surface. It looks like a fancy off-road truck but moves more slowly. Now choose the best definition for each boldfaced word. bureaueratic requirements 3. detecting problems a. technical a. creating b, health b. locating c. official c. searching for maintain composure 4, essential a. build a. important b. enjoy b. difficult c. keep c. absolutely necessary Astronomy 636h UNIT7 Gc ave Ye eo Fs 8. research is sustainable a. houses a. can continue b._ buildings b. desirable and equipment c. adequate c. universities 9. spacecrafts are unreliable ee Ecce a. undependable a. create b. loud b. fix c. unsophisticated cc. move past 10. a vehicle to invest in resources a. form of transport a. ideas b. piece of scientific b. sources of supply equipment or support c. type of camera c. technology INTERACT WITH VOCABULARY! Work with a partner. Cover Group A as your partner reads sentences 1—3. Listen and write the missing words in Group B. Your partner corrects your answers. Switch roles for 4-6. Group A Biofuel is an alternative to regular gasoline. Psychologists are concerned about the dangers of space travel. Professor Alvarez is a contender for the Nobel Prize. Despite the dangers of space travel, people’s enthusiasm has not gone away. Scientists realize that there are many obstacles to a successful Martian mission. Scientists are trying to meet the technological challenge of extended space travel. Group B Biofuel is an alternative _ regular gasoline. Psychologists are concerned Professor Alvarez is a contender _____ the Nobel Prize. the dangers of space travel. Despite the dangers of space travel, people’s enthusiasm has not gone Scientists realize that there are many obstacles ___a successful Martian mission. Scientists are trying to meet the technological challenge extended space travel.FOCUS your attention ORGANIZATION Good notes are well-organized notes. + They should be arranged neatly and logically. + They should give you an at-a-glance “picture” of the structure of the lecture. + They should enabie you to recall the content of the lecture at a later date. One effective way of organizing your notes is to write the main ideas on the left side of your page and the more detailed, supporting ideas on the right side. There may be a number of different levels of detail, so as your notes move to the right, the level of detail increases. Your notes might look like this: = = = = = = — = — Tmain idea 1] [supporting idea |] TExawgle 1] [supporting idea 2] [supporting iden 3] LExawmele 1] [Example 2] Thain idem 2] supporting idea |] —————_ \ A. Listen to this excerpt of a speaker discussing why space exploration may not be a good idea. Take notes. Try to organize your notes from left to right according to the main ideas and details you hear. B. Compare notes with a partner. Can you improve them? Astronomy 65,66 LISTE Niothelecture UNIT7 You are about to listen to this unit’s lecture on traveling to Mars. With a partner, come up with four challenges of making such a trip. 1 2. 3 4. LISTEN FOR MAIN IDEAS. A. Close your book. Listen to the lecture and take notes. B. Use your notes. Decide if the statements below are T (true) or F (false), according to the lecture. Correct any false statements. 1. The main purpose of a trip to Mars would be to find other signs of life. 2. The three main obstacles to a trip to Mars are the spacecraft, supplies, and maintaining astronauts’ health, 3. A space capsule is the most likely form of transport for astronauts making the journey to Mars. 4. The lecturer discusses three main methods of propulsion for the spacecraft. 5. Scientists are unable to build a spacecraft that could carry the water, fuel, air, and food for a mission to Mars. 6. The political and bureaucratic challenges of such a mission are easy to solve compared to the technical challenges.LISTEN FOR DETAILS. A. Close your book. Listen to the lecture again. Add details to your notes and correct any mistakes. B. Use your notes. Circle the best answer, based on the lecture. 1, ______ have developed new space programs. a, Indiaand Japan b. Korea and China. China and Japan 2. The space shuttle is unsuitable for a trip to the planet Mars because a. itis too old b. itis too light c. of its wings and unreliable 3. Anew ____ is being developed as part of a future International Space Station project. a. type of fuel b. space capsule c._ lightweight space suit 4, A plasma propulsion rocket produces acceleration by using a, magnets and gas b._nuclearly c. ions charged gas 5. The main disadvantage of a plasma propulsion rocket is a. cost b. the time needed —c. harm to the to develop it environment 6. A spacecraft couldn't carry the water, fuel, air, and food required for a mission to Mars because of a. room b. weight c. radiation concems 7. A round trip to Mars would take —____. a, fourteen months b. one year and c. forty months four months 8, Water manufactured on Mars could be used for drinking and producing a. oxygen b. medicines c. food and fuel Astronomy 67.TALK aboutthe topic ‘A. Listen to the students talk about interplanetary travel. Read each opinion. Then check ((¥%) who disagrees. More than one student may disagree. Alana Ayman Molly — Rob Listen to the discussion again. Listen closely for the comments below. Check ((%) the discussion strategy or strategies the student uses. Keeping the Expressing discussion an opinion Disagreeing _on topic 1, Alana: “You guys are a bunch of fatalists.” 2. Al “No, no. Come on.” 3. Ayman: “So, does anyone want to review the lecture?” 4. Ayman: "No, it's not that hard. It's just basic problem solving. it’s not rocket science!” Discussion Strategy: Expressing disagreement In most conversations, expressing disagreement without seeming too disagreeable is key! One way to do so is to first acknowledge the other person’s point: / see what you're saying, but ... Or you can be direct: | simply disagree. Some people like to soften their position with an apology: I’m sorry, but... And of course, body language and tone can further shape your message. C. Insmall groups, discuss one or more of these topics. Try to use the discussion strategies you have learned. * Does the idea of space exploration interest you? Why? * Do you agree that Earth will be uninhabitable someday? How can we solve our planet's problems? * Molly mentions overpopulation as a future problem. Do you think governments should limit family size? 68 UNITREVIEW your notes In Focus Your Attention, you learned to organize your notes more effectively by putting the main ideas on the left and the details on the right. With the help of your notes and the basic outline below, try to reconstruct the lecture with a partner. Add as much detail as possible. Space travel is not just a luxury, HS a necessity: Mavs = best candidate for a space colony: Political and bureaucratic challenges: PPP PP PPP ee PE PEP eerrrre err Ere! \ SS Now you are ready to take the Unit Test. Tip! Remember: There are many ways to organize your notes. You can use symbols, like bullets or arrows. Or you might prefer the more formal outline style, with numbers and letters. Choose a style that suits you. Astronomy 69EXTEN Die topic Have your feelings about space exploration changed throughout this unit? How? Learn more through the following listening, reading, and research project. A. Listen to the audio from a blogcast interview with sociologist Michael Friege, who explains why space exploration is important. Then discuss this question in small groups. What do you think of the exploration of space as a response to the Population pressures and environmental factors that humankind faces? Explain your answers. B. Inthe unit lecture you heard concerns about Earth's sustainability. Below are brief descriptions of four initiatives designed to reduce environmental damage to Earth. Read about the initiatives. Live Earth (a concert held in 2007)—This was a huge music event that brought together more than two billion people in order to raise awareness of climate change. Live Earth consisted of twenty-four hours of music across seven continents, and it marked the beginning of a multi-year mass persuasion campaign led by the Alliance for Climate Protection. The campaign's intent was to move individuals, corporations, and governments to take action to try to halt climate change. The Kyoto Protocol (a political agreement initiated in 1997)—This was an agreement made under the United Nations Framework Convention on Climate Change. The original purpose was to get as many countries as possible to commit to reducing their emissions of carbon dioxide and five other greenhouse gases. More than 130 countries initially signed the agreement (accounting for 60 percent of emissions); however, their only obligation was to monitor and report their 7° UNIT 7emissions. The United States and Australia were two UN countries who refused to sign the agreement. Saving Planet Earth (a TV documentary first aired in 2007)—In this series, Sir David Attenborough and the world-renowned BBC Natural History Unit explain how the destruction of crucial habitat is affecting the future of many of Earth's species. In each episode, a celebrity highlights the plight of a threatened animal, such as the orangutan or the tiger. The series concludes with a live fund-raising extravaganza raising cash for charities involved in global conservation. An Inconvenient Truth (a documentary film released in 2006)—This award-winning film about global warming was presented by former U.S. Vice President Al Gore and earned $49 million worldwide in its first box office year. In it Gore reviews scientific opinions on climate change, discusses the politics and economics of global warming, and describes the devastating consequences if greenhouse gases are not significantly reduced in the very near future. The film ends with a statement that global warming can be reversed and a personal plea to viewers to help him in his efforts. In groups, consider these questions. 1. Which of the initiatives do you think are most effective? Why? do you think are least effective? Why? 3. Whatis an initiative you could imagine leading or becoming involved in? ._ Research a space mission such as Cloudsat, the Phoenix Mars Mission, or NASA's Dawn Mission (more at www.jpl.nasa.gov/ missions). ~~} Consider these questions. ‘* What is the purpose of the mission? * What are the expected benefits? ‘© What technology is being used? ‘What is the timescale for the mission? © What are some of the challenges the mission faces, and what are the possible solutions (if any)? <-> Prepare a five-minute presentation to the class. Astronomy 71