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Contemporary Topics
21 st Century Skills for Academic Success

FOURTH EDITION

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Contemporary Topics
21 st Century Skills for Academic Success

FOURTH EDITION

Ellen Kisslinger

Jeanette Clement
Cynthia Lennox
CONTRIBUTING AUTHORS

Michael Rost
SERIES EDITOR
SCOPE AND SEQUENCE iv
ACKNOWLEDGMENTS . .. vi
INTRODUCTION .... vii
LEARNING PATH ... . X

UNIT 1
SOCIOLOGY Names .... ... . ... 2

UNIT 2
LINGUISTICS Global English ...... 12

UNIT 3
PSYCHOLOGY Phobias ... 22

UNIT 4
BUSINESS Success in the Global Economy ·····•··•··•··•·· ···•··•··•···•··•···· ···········•···· ..... 32

UNITS
. .... .
EDUCATION How We Each Learn Best . ..... ..... . .. . ... . . ..... . ............ .. ......... 42

UNIT6
HISTORY The Silk Road ...... ..... . ............ .... ... .... .... 52

UNIT7
SOCIAL PSYCHOLOGY Sports Fans . ...................... 62

UNIT 8
ARCHITECTURE Frank G ehry ..... ........... ............ .... . . .. . . ···· ············ ........ 72

UNIT9
PUBLIC HEALTH Global Epidemic .................... .. .. . ....... . . .. . . . . . .. . . . ...... 82

UNIT 10
URBAN PLANNING 21st Century Cities 92

UNIT 11
BIOLOGY DNA Testing . 102

UNIT 12
PUBLIC ADMINISTRATION Risk Management 112

APPENDIX A: Academic Word List 122

APPENDIX B: Affix Charts 126
APPENDIX C: Student Presentation Evaluation Forms 127
 Scope and Sequence
CORPUS-B ASED NOTE-TAKING AND DISCUSSION
PRONUNCIATION PRESENTATION
VOCABUL ARY LISTENING FOCUS STRATEGY

1 assignment Main ideas Syllable stress • Asking for Present on

.. - .. -
SOCIOLOGY classic clarification or names, using an
• confirmation outline
Names - • • Asking for
. - opinions or ideas

••
2 acknowledge Comparisons Stressing words • Disagreeing Present on
LINGUISTICS communicate to focus the varieties of
domain listener • Agreeing English, using
facilitate examples
Global global
English nevertheless
retain
unprecedented
3 constant Key words Contractions • Keeping a Present on
PSYCHOLOGY • • discussion on overcoming

. •- ••
topic a fear, using
descriptive
Phobias • Asking for sensory details
clarification or
confirmation
• Offering a fact or

.. . ... .•
example
4 . Topics_and Reduced vowels • Trying to reach a Present on a

.
BUSINESS subtopics consensus formula for
. success after
•. . • Asking for developing an
Success in consumer clarification or introduction
the Global diverse confirmation
Economy illustrate • Paraphrasing
5 Numbered lists Final -s and -ed • Expressing an Present on

..
EDUCATION sounds opinion learning
strengths, using
• • Asking for transitions
HowWe •• clarification or
Each Learn confirmation
Best • • • Offering a fact or
•• • example

... . ..
6 Dates and Thought groups • Paraphrasing Present on
HISTORY • numbers an impactful
. • Asking for person, using
= " opinions or ideas a conclusion
The
• Offering a fact or
Silk Road • example

iv
I Scope and Sequence
 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 fourth
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; Patty Heiser, University of Washington; Carrie Barnard, Queens College; Lori D. Giles,
University of Miami; Nancy H. Centers, Roger Williams University; Lyra Riabov, Southern New
Hampshire University; Dr. Steven Gras, ESL Program, SUNY Plattsburgh; series consultants Jeanette
Clement and Cynthia Lennox, Duquesne University
The author would also like to thank Rachel Belanger and Jennifer Bixby for their valuable
contributions as well the many people at Pearson, in particular Amy McCormick, for their
dedication to the series. I would also like to thank Michael Rost, with whom I've shared the
challenge of addressing the needs of our students in academic listening for many years. His
keen insight regarding the complexity of skills needed by students to support their success
academically has made the series possible.

New to this fourth edition, Essential Online Resources are available at www.pearsonelt.com/
contemporarytopics4e, using your access code. These resources include the following:

• VIDEO: Watch the Lecture academic lecture videos, with or without Presentation Points,
and Talk About the Topic student discussion videos are available.
• AUDIO: Audio clips for all audio-based Student Book activities as well as Unit Tests and
Proficiency Assessment lectures are available. Audio versions of the unit lectures and
student discussion are also provided. (Audio and video icons in the Student Book and
Teaching Tips indicate which media is needed for each activity.)
• STUDENT BOOK PRESENTATION SLIDES: All units of the Student Book are available as
PowerPoint';, slides, allowing activities to be viewed as a class.
• INTER ACTIVE TESTS: Teachers can administer the Unit Tests and Proficiency
Assessments online.
• PRINT RESOURCES: Transcripts of the videos and lecture-specific Coaching Tips
(covering listening, critical thinking, and note-taking) are provided along with Teaching
Tips, Answer Keys, Audioscripts, Teacher and Student Evaluations Forms, Unit Tests,
and Proficiency Assessments.

J
vi Acknowledgements
 CONNECT to the topic
Names are what we call a cultural universal. This means that all people have names regardless of
their culture. Some people say that choosing a child's name is a major responsibility. How important
is a name to you?

A THINK ABOUT IT Take this survey about names. Check (J) your responses. Then compare
responses with a partner. Give reasons.

• I would like to change my name.

• Parents should be able to choose ally name the{�ant·forJ.tleiri

,,. - -
0 <:t}j_ld, �
7-:�
;;: 2
- .::..

B TUNE IN Listen to a research interview with a parent, Lucinda Adler. Then work with a
partner to answer the questions, based on the interview.

1 How did Lucinda Adler and her husband choose their son's name?

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

3 Adler says her daughter "prefers the nickname 'Fiefie' .... Go figure!" What does she mean?

C PAIR WORK Work with a partner. Ask: What's your name? Do you know what your name
means? Do you have a nickname? Who uses the nickname?

2 L N!Tl____
 LEARNING OUTCOMES
In this unit you will:
■ listen for phrases that signal main
ideas
■ recognize key points from a
sociology lecture
■ note details from a sociology lecture

■ identify and practice syllable stress

■ recognize and practice strategies

for asking for clarification and
confirmation
■ review and summarize your lecture
notes to prepare for the unit test
■ give a presentation about names,
using an outline

BUILD your vocabulary

,c · A LISTEN The boldfaced words are from the unit lecture on names. Listen to each sentence.
Then guess the meaning of the boldfaced word.

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

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

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

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

5 Some parents are concerned about discrimination. They don't want their children treated
unfairly because of their names.

6 A name like "Hunter" is gender neutral; it can be used for a boy or girl.

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

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

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

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

B TRY IT Complete each sentence with the correct word.

admire classic discrimination generations prime

assignments custom gender image symbol

1 A _ _ _______ _ name like Robert has been used for a long time.

2 Luis forgot the woman's name although the ___________ of her face was easy
to remember.

3 The couple didn't want to know the _ _ ________ of their baby before it was

;J;b:;;�
born. Either a boy or a girl was fine.

--
Names

I 3
 4 In my opinion, a(n) __________ example of a bad name is a name that's hard
to pronounce.

5 Mr. Lee gave his students three __________ for the weekend.

6 Because the Martins were worried about gender __________ , they gave their
daughter a name used by both boys and girls.

7 The __________ in our family is to name a baby after a relative who has
recently died.

8 Basketball star Lebron James is called "The King" because of his __________
as the best player in the world.

9 In Robert's family, four __________ have the name "Robert," including Robert's
great-grandfather.

10 For their new baby, my neighbors chose the name of a politician they __________
in hopes that their daughter will also be successful.

C PAIR WORK Read the sentences with a partner. Notice the boldfaced words. Then choose a
particle to complete each sentence.

I after as by of to

1 An example ________ _ an unusual name is "Sky."

_

2 Unfortunately, people are judged __________ the names they have.

3 Steven was named ______ ___ his dad's college coach, Mr. Stevens.

4 "Emily" qualifies __________ a classic name because it's always been

popular.

5 Sociologists study how people respond __________ each other's names.

I down on out of to with

6 Stereotypes are associated _ _ ______ some names. For example, some

people expect a "Jennifer" to be pretty.

7 Some couples choose a name in hopes it will provide some social benefit

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

8 The name "Anna" was passed __________ from one generation to the next in
the girl's family.

9 Some parents don't rely __________ custom. Instead, they choose a name
they like.

10 A classic name never goes _ ________ style. It's always popular.

4 1 UNIT 1
FOCUS your attention
Main Ideas
There are two basic reasons for taking lecture notes:
• to help you focus on the main ideas of a lecture
• to help you review the information later
A speaker usually introduces main ideas with signal phrases.

SIGNAL PHRASES
In the first half, you'll hear about .. .
In the second half, we'll discuss .. .
Today's lecture will focus on .. .
This afternoon we'll look at .. .
I'd like to begin with the first category . . .
Today's lecture will b e divided into two parts: ...

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

Partl

Part2

A TRY IT Listen to an excerpt from a sociology lecture. What signal phrases do you hear?
What two topics will the lecturer be discussing? Take notes.

B PAIR WORK Compare notes with a partner. Use your notes to answer the questions in Part A.

I
Names 5
 WATCH the lecture
A THINK ABOUT IT You are about to watch the unit lecture
on names. How does a person's name influence your opinion of
him or her? Give reasons.

G) B LISTEN FOR MAIN IDEAS Close your book. Watch the

lecture and take notes.

C CHECK YOUR UNDERSTANDING Use your notes. Answer the questions,

based on the lecture. Circle a, b, or c.

1 What does calling the professor "Alex" versus "Dr. Shaw" show?
a how names can influence how we respond to people
b how we can change our names
c which name the speaker prefers students use with her

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

a They follow family customs.

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

3 How is a classic name defined?

a as a name that has a good sound
b as a name that doesn't go out of style
c as a name that has a nice feeling

4 Does an unusual name make someone successful?

a Yes, the research shows this.

b Yes, sociologists agree on this.
c No, the research doesn't show this.

5 What does the example about the names "Michael" and "Hubert" tell us?
a that there are stereotypes associated with names
b that Michael is a classic name
c that other people aren't affected by our names

6 l UNIT 1
,_ G) D LISTEN FOR DETAILS Close your book. Watch the lecture again. Add details to your
notes and correct any mistakes.

E CHECK YOUR UNDERSTANDING Use your notes. Decide if the statements are
T (true) or F (false), based on the lecture. Correct any false statements.

__ 1 A cultural universal is defined as a practice we all share.

_ _ 2 A first name is also referred to as a given name.

_ _ 3 In some families, it's custom to name the first son after the grandmother.

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

_ _ 5 Some parents believe a name can give their child social benefit.

_ _ 6 "Alex" and "Emily" are examples of classic names.

__ 7 Sociologists agree that it is better to have a classic than an unusual name.

__ 8 The name "Hubert" was on all of the homework assignments.

__ 9 The teachers were given the same homework assignment.

_ _ 10 Parents who want their son to be considered smart should name him "Hubert."

Names l 7
 PUBLIC ADMINISTRATION

Risk Management

CONNECT to the topic

We know we can't control nature. We know every year there are natural hazards such as tornados,
hurricanes, earthquakes, floods, and wildfires. We also know that we can prepare for them so that they
don't automatically become natural disasters.

A THINK ABOUT IT Consider these questions about natural disasters. Then compare
responses with a partner.
• What natural disasters have you heard about recently?
• Have you experienced a tornado, hurricane, earthquake, or flood? If so, what happened?
• What seem to be the biggest problems for people right after a natural disaster?

' B TUNE IN Listen to a journalist's interview with Tanya Green, a resident of New Orleans.
Then work with a partner to answer the questions, based on the conversation.

1 What event are they discussing?

2 Why didn't Tanya Green's family leave their house right away?

3 How long was Green's family on the roof before they were rescued?

4 What does "a silver lining" mean? What was the silver lining in this story?

C PAIR WORK Work with a partner. Ask: If you had to leave your home because of a
natural disaster, what would you take with you? Why? How would you use social media
to reconnect with family, friends, and emergency services?

112

I UNITl2
 LEARNING OBJECTIVE
In .this unit you will:
pi-adlce marking your notes for questions and
f\,llovv-up
Jtic:ulate the key ideas of a public administration
lecture
■ extract details from a public administration lecture
■ identify and practice pausing after thought groups

■ recognize and practice strategies for asking for

opinions and ideas
■ discuss the lecture with a partner to prepare for
the unit test
t·give a presentation about a survivor's story and
answer audience questions

BUILD your vocabulary

;J;b;;;�
A LISTEN The boldfaced words are from the unit lecture on emergency planning.
Listen to each sentence. Then match the meaning to the boldfaced word.

__ 1 The government will allocate part of its budget for roads, but it also needs to budget
money for schools.

2 After a natural disaster, people should cooperate by doing what the officials ask.

3 It's important to minimize the impact of hurricanes. We can reduce the damage
by being prepared.
a do what someone is asked to do
b make the amount of something as small as possible
c decide to allow a certain amount of money to be used

__ 4 Sometimes, people ignore government orders to evacuate. They don't listen to

instructions to leave, even though it might be dangerous to stay home.

5 Experts can't predict exactly when an earthquake will occur.

6 Governments set spending priorities. W hat's needed more: better health care or
more public transportation?

_ _ 7 The Gulf Coast region of the United States is disaster-prone; in other words, a
disaster is more likely to occur there than in some other parts of the country.
d likely to do something or to suffer f the things that are most important and
from something need attention first
e say that something will happen g refuse to pay attention to
before it happens

_ _ 8 Our local public safety officer held an informational meeting about what to do during
a tornado, in hopes of mitigating the townspeople's fears.

_ _ 9 Educational programs targeted at students help them understand the risks of local
natural hazards.

__ 10 It's difficult for every citizen to be totally prepared for a natural disaster. Ultimately,
it's up to the government to try its best to keep people safe.

_ _ 11 The hurricane caused widespread damage: Houses were destroyed throughout the region.
h in the end j aimed at, developed for
i happening in many places or k making less severe, not as bad
situations or with many people

Risk Management
 B PAIR WORK Work with a partner. Read the sentences in Column A and discuss the
meanings of the boldfaced phrases. Then read sentences 1-4 aloud as your partner fills in
the blanks in Column B. Switch roles for 5-8.

COLUMN A COLUMN B

1 Small earthquakes usually don't cause 1 Small earthquakes usually don't cause damage.

damage. By the same token, there are the same token, there are always

always exceptions. exceptions.

2 Fortunately, the hurricane died out and 2 Fortunately, the hurricane died and
caused no problems. caused no problems.

3 Let's look at some factors involved in 3 Let's look at some factors involved

generating an emergency plan. generating an emergency plan.

4 Experts can't predict with 100percent 4 Experts can'tpredict 100percent

accuracy. They don't know for sure when accuracy. They don't know for sure when a

a storm will hit. storm will hit.

5 Preparedness is the state of being ready. 5 Preparedness is the state being ready.

6 The government needs to establish a 6 The government needs to establish a channel

channel of communication with scientists. communication with scientists.

7 The government had a strong emergency 7 The government had a strong emergency plan

plan in place in many cities. They were well place in many cities. They were well

prepared. prepared.

8 The logic behind the UNESCO program 8 The logic the UNESCO program is that
is that educating children will benefit educating children will benefit everyone.
everyone.

J
114 UNIT 12
 WATCH the lecture

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

on emergency planning. What are important considerations for a
government? Rank this list from 1 to 6 (1 = most important).

buy food, blankets, have temporary

emergency supplies housing ready

train emergency give emergency

workers cell phones to
every household

tell the public what build emergency

the emergency plan is animal shelters for pets

.. (:) B LISTEN FOR MAIN IDEAS Close your book. Watch the lecture and take notes.

C CHECK YOUR UNDERSTANDING Use your notes. Answer the questions. based on the
lecture. Circle a, b, or c.

1 Why does the speaker compare natural hazards and natural disasters?
a to emphasize the different types of natural disasters
b to emphasize that they are not the same thing
c to emphasize that they can happen anywhere
2 What is the main point of the lecture?
a that it's possible to prevent some natural disasters
b that emergency plans are vital
c both a and b
3 What is a government's first step in developing an emergency plan?
a setting spending priorities
b evaluating services
c identifying the natural hazards it faces
4 What is one of the biggest challenges for governments and scientists?
a organizing emergency supplies
b knowing what to tell the public and when
c trying to control natural hazards
5 What is the speaker's main point about Hurricane Katrina and the public?
a Many services are needed.
b Information isn't useful if it's ignored.
c It hit New Orleans.
6 What seems to be the speaker's attitude toward the UNESCO program?
a It shouldn't be a spending priority.
b It's a very positive step.
c It's not an essential part of emergency preparation.

116

I UNIT 12
E) D LISTEN FOR DETAILS Close your book. Watch the lecture again. Add details to
your notes and correct any mistakes.

E CHECK YOUR UNDERSTANDING Use your notes. Decide if the statements are
T (true) or F (false). based on the lecture. Correct any false statements.

__ 1 A natural hazard means there is the potential for a lot of damage.

_ _ 2 The speaker mentions the earthquake in Pakistan in 2005 as an example of a

terrible disaster.

_ _ 3 Disaster mitigation means preparing for a natural disaster so that people will
suffer less.

_ _ 4 The speaker mentions earthquakes and typhoons as examples of natural hazards in

the United States.

5 If scientists predict incorrectly, the public may not be willing to cooperate in the future.

__ 6 Sixty-one percent of the people in New Orleans didn't evacuate because they didn't
want to leave.

__ 7 The fourth factor in an emergency plan includes determining if there are enough
trained emergency workers.

-- 8 Setting spending priorities is difficult because governments know natural disasters

always happen.

__ 9 The main goal of the UNESCO program is to make just children safer.

_ _ 10 The speaker mentions Turkey, Japan, and Cuba as countries where UNESCO safety
programs have been successful.

Risk Management
J 117
 UNIT 11
EVALUATION FORM: Using quotations

DELIVERY Speakers presented information

confidently by speaking with adequate
volume while looking at me.
COMPREHENSIBILITY Speakers used stress
to help me focus on key words.
FLUENCY Speakers delivered quotations
without breaks or hesitations.
ORGANIZATION Speakers took turns
describing and discussing two (or more)
aspects of the scientific advance.
COMPLEXITY Speakers offered appropriate
quotations and details to support their main
ideas, and offered information on how the
scientific advance will help us.

UNIT 12
EVALUATION FORM: Answering audience questions

DELIVERY Speaker looked directly at me

and my classmates while answering our
questions.
COMPREHENSIBILITY Speaker used pauses
to signal important information.
FLUENCY Speaker told the survivor's story
without fillers.
ORGANIZATION Speaker used a brief
introduction. interesting details. and clear
conclusion, and invited my questions.
COMPLEXITY Speaker linked story details
to personal learning and provided clear.
comprehensive responses to questions.

132

I APPENDIX C: Student Presentation Evaluation Forms for Express Your Ideas

 Notes and Assignments

Photo Credits
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Starz/Fotolia; Pages 12-13 Haoliang/Vetta/Getty Images; Page 13 Elenabsl/Fotolia; Page 17 Robert Wilson/
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Robert Daly/OJO+/Getty Images; Page 33 Lightspring/Shutterstock; Page 37 David Brabyn/Corbis;
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Pages 103 Digital Genetics/Fotolia; Page 107 Science Photo/Shutterstock; Page 111 T-REX/Fotolia;
Pages 112-113 Vladimir Melnikov/Fotolia; Page 113 Rafael Ben-Ari/Fotolia; Page 117 Pgiam/Getty Images;
Page 121 Todd Shoemake/Shutterstock

I
134 Photo Credits
Contemporary Topics
21 st Century Skills for Academic Success
FOURTH EDITION

Ellen KissUnger
Series Editor: Michael Rost
. HIGH INTERMEDIATE