3

CONTEMPORARY
TOPICS
Academic Listening and Note-Taking Skills
THIRD EDITION

David Beglar
Neil Murray
)l)
III >
Michael Rost
PEARSON SERIES EDITOR
Longman '
 3
CONTEMPORARY
TOPICS
Academic Listening and Note-Taking Skills
THIRD EDITION

David Beglar
Neil Murray
Michael Rost
SERIES EDITOR
Contemporary Topics 3
Advanced
Academic Listening and Note-Taking Skills
Third Edition ,

Copyright © 2009 by Pearson Education, Inc.

All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or
by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission
of the publisher.

Pearson Education, 10 Bank Street, White Plains, NY 10606

Staff credits: The people who made up the Contemporary Topics 3 team, representing editorial,
production, design, and manufacturing, are Rhea Banker, Danielle Belfiore, Dave Dickey,
Christine Edmonds, Nancy Flaggman, Dana Klinek, Amy McCormick, Linda Moser,
Carlos Rountree, Jennifer Stem, Leigh Stolle, Paula Van Ells, Kenneth Volcjak, and Pat Wosczyk.
Cover design: Rhea Banker
Cover art: © Jennifer Bartlett, Detail of Rhapsody. Photo: Geoffrey Clements/Corbis
Text composition: Integra Software Services, Pvt. Ltd.
Text font: Times 11.5/13
Credits: See page 133.

Library of Congress Cataloging-in-Publication Data

Beglar, David.
Contemporary topics 3 : academic listening and note-taking skills / David Beglar, Neil Murray.—3rd ed.
p. cm.
Rev. ed. of: Contemporary topics 3—advanced listening and note-taking skills.
ISBN-13: 978-0-13-234523-1
ISBN-10: 0-13-234523-4
1. English language—Textbooks for foreign speakers. 2. Listening. 3. Listening comprehension.
4. Note-taking—Study and teaching. I. Murray, Neil (Neil L.) II. Beglar, David.
Contemporary topics 3—advanced listening and note-taking skills. III. Title. IV. Title:
Contemporary topics three.
PEI 128.B4189 2009
428.3'4—dc22
2008049656

PEARSON LONGMAN ON THE WEB

Pearsonlongman.com offers online resources

for teachers and students. Access our
Companion Websites, our online catalog, and
our local offices around the world.
Visit us at www.pearsonlongman.com.

Printed in the United States of America

8 9 10—V011—13 \
CONTENTS
SCOPE AND SEQUENCE. iv

ACKNOWLEDGMENTS. vi

INTRODUCTION . vii

TO THE STUDENT. xi

UNIT 1 COMMUNICATION STUDIES

Slang and Language Change . 2

UNIT 2 CHILD PSYCHOLOGY The Genius Within. 12

UNIT 3 SOCIOLOGY
Social Status: Flaunting Your Success. 22

UNIT 4 BUSINESS
The Art of Marketing in a Global Culture. 32

UNIT 5 COGNITIVE PSYCHOLOGY Memory . 42

UNIT 6 ANTHROPOLOGY/BIOLOGY
The Science of Love. 52

UNIT 7 ASTRONOMY Mission to Mars . 62

UNIT 8 POLITICAL SCIENCE

Big Brother and the Surveillance Society. 72

UNIT 9 LINGUISTICS Animal Communication. 82

UNIT 10 ECONOMICS The Evolution of Money . 92

UNIT 11 BIOLOGY The Fountain of Youth .102

UNIT 12 SOCIOLOGY Marriage.112

APPENDIX A: ACADEMIC WORD LIST .122

APPENDIX B: AFFIX CHARTS.126
CD/DVD TRACKING GUIDES .128
CREDITS.133
 SCOPE and sequence

UNIT SUBJECT CORPUS-BASED VOCABULARY NOTE-TAKING DISCUSSION PROJECT

AND TITLE AND STRATEGIES
LISTENING
FOCUS

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

2 devoted predominant Examples ■ Offering a fact Researching

CHILD exhibit strategy or example someone who
PSYCHOLOGY inconsistencies underlying ■ Asking for is gifted and
The Genius motivation clarification or presenting
Within confirmation
■ Asking for
opinions or
ideas

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
Marketing in a ■ 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 or example 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 ideas presented in a
The Science ■ Disagreeing novel or film
of Love ■ Trying to reach
a consensus

IV SCOPE AND SEQUENCE \

UNIT SUBJECT CORPUS-BASED VOCABULARY NOTE-TAKING DISCUSSION PROJECT
AND TITLE AND STRATEGIES
LISTENING
FOCUS

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 a consensus and
presenting

9 discrete precise Comparisons ■ Expressing an Researching

LINGUISTICS distinct random and contrasts opinion animal
Animal flexible ultimately ■ 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
or example presenting

11 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 adulthood matured Personal ■ Expressing an Discussing

SOCIOLOGY confirmed norm reactions to opinion qualities
Marriage couples topics ■ Offering a fact necessary for
or example a successful
■ Paraphrasing marriage

SCOPE AND SEQUENCE V

 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.

VI ACKNOWLEDGMENTS \
 NTRODUCTION
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 are drawn from a range of academic disciplines, feature
engaging instructors with live student audiences, and take place in authentic lecture
hall settings. The multimodal design of each lecture allows for various learning
formats, including video- and audio-only presentations, optional text subtitling,
optional Presentation Points slide support, and for DVD users, optional pop-up
Coaching Tips. In the student book, the ||| and H 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:

STEPi: CONNECT to the topic Estimated Time: 10 minutes

This opening section invites students to activate what they already know about
the unit topic by connecting the topic to their personal experiences and beliefs.
Typically, students fill out a short survey and compare answers with a partner. The
teacher then acts as a facilitator for students to share some of their initial ideas
about the topic before they explore it further.

STEP 2: BUILD your vocabulary Estimated Time: 15 minutes

This section familiarizes students with some of the key content words and phrases
used in the lecture. Each lecture contains 10-15 key words from the Academic
Word List to ensure that students are exposed to the core vocabulary needed for
academic success.

Students read and listen to target words and phrases in context, so that they can
better prepare for the upcoming lecture. Students then work individually or with a
partner to complete exercises to ensure an initial understanding of the target lexis
of the unit. A supplementary Interact with Vocabulary! activity enables students to
focus on form as they are learning new words and collocations.

• •
INTRODUCTION VII
 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 to the 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 61 R E V I E W youi PIOtBS 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.

viii INTRODUCTION
STEP 7: T A K E the unit 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.

STEP 8: EXTEND the topic 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
- -

,
TO the student
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—perhaps 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

TO THE STUDENT xi
 COMMUNICATION STUDIES

UNIT
Slang and
Language Change

“You kids have a sick time at the party!”

CONNECT forte 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 apick 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

••••*/ 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 1
BUILD your vocabulary
A. 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.
1. Attitudes toward slang vary widely. While some people approve of it, others
are neutral or disapprove of it strongly.
adl i
2. Language never stays the same for long; it’s constantly changing.

3. Slang helps us to construct friendships by showing others that we “speak

their language” and are therefore part of their group.

4. The world is continually evolving thanks to the development of new and

better technology.

5. Young people play an important role in expanding language by adding a

variety of slang and new meanings.
r ^-0 'f-r\ SIu\J ^1 )

6. People often try to create an identity for themselves by wearing a particular

style of clothing or speaking in a certain way.

7. Many people think that a desire to be different is an inevitable part of

teenage development, a natural phase teens can’t avoid.

8. Language is a fascinating and unique phenomenon. How human language

distinguishes us from other animals has been studied for years.

9. 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.

10. The use of slang was not always as widespread as it is today; nowadays
most people use it quite freely. jU ^ 1

B. Now choose the best definition for each boldfaced word.

1. attitudes vary 4. continually evolving

ways of behaving (JD developing

b. personalities b. becoming worse
c. opinions and feelings c. going out of fashion

2. constantly change 5. expanding language

(J& all the time a. showing off

b. unwillingly b. checking
c. without thinking increasing
©

3. construct friendships 6. create an identity

a. search for a. a facial expression

create or build ©> a quality that makes
c. 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 (Mp supports
c. 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 ci} common

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
1. People always try to adapt to their communities.

2. Slang breeds in groups who don’t want to be understood.

3. We show our beliefs by using particular language.

4. Slang is the focus of a lot of language research.

5. Many parents aren’t in tune with their teenagers’ interests.

6. New language tends to be closely associated with youth.

7. Some slang is exclusive to particular communities.

8. Experts in language are often fascinated by slang.

9. Language is crucial to our integration into society.

10. Some social groups are made distinct by their unique use of language.

Group B
1. People always try to adapt _their communities.

2. Slang breeds--groups who don’t want to be understood.

3. We show our beliefs--using particular language.

4. Slang is the focus-4$^.-a lot of language research.

5. Many parents aren’t in tune _their teenagers’ interests.

6. New language tends to be closely associated ^7-7 youth.

7. Some slang is exclusive —1£_particular communities.

8. Experts-L-language are often fascinated by slang.
9. Language is crucial to our integration mL society.

10. Some social groups are made distinct by their unique use of

language.

4 UNIT 1
focus your 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 /hegin with, . . . Let’s move onto . .

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.
Compare your list with a partner.

Re^sov\s people Fbe y FUey spe^U:

I)
sg

2)

Communication Studies 5
 L| a | I a _

lecture
jpmi, ww*s mm

I ST E Utothe

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

6 UNIT l
2. One use of slang is to_ understanding.

a. improve c. prevent

b. create d. check

3. People who are “out-group” are

a. excluded c. opponents of slang

b. respected d. poor users of slang

4. 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

5. S. I. Hayakawa describes slang as “the poetry of everyday-

a. love c. emotions

b. life d. feelings and beliefs

6. One of the richest sources of slang today is_

a. love and romance c. new technology

b. expressions of like and dislike d. websites about slang

7. Most people believe that language and literacy are-

a. worsening c. including more slang

b. improving d. becoming more creative

8. According to the lecture, slang considered taboo.

a. used to be c. is still

b. was never d. is increasingly

People who dislike slang often associate it with groups who are

_and_

a. uneducated / criminal c. impolite / uneducated

b. criminal / undesirable d. undesirable / uneducated

10. The lecturer’s attitude toward language change is _

a. extremely negative c. neutral

b. negative d. positive

Communication Studies 7
 TALKctafe topic
Listen to the students talk about slang. Then read each question and
check OB) who answers it.

Mia Manny Hannah River

1. Well, he said that language change is

inevitable, right?"

2. "Is that how everyone took it?"

*

3. "... If they can choose to change

language by using slang, that means they
can also choose not to use it, right?"

4. "So, isn't that a contradiction?"

Listen to the discussion again. Listen closely for the comments below.
Check (H) the discussion strategy the student uses.

Asking for
clarification
or
Agreeing 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 its 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 UNIT l
REVI EW your 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.

De-P. o-P:

WUo uses:

MtfMH -PuncHoh O-P:

4 Peysov\gvl bev\e-Pifs o-P using:

2)

3)

4)

3 iv\SpiygvHov\S -Pov.

1)

2)

AH-ifu^es Foui<nv<A:

^^ Now you are ready to take the Unit Test.

IiI
■' WTTa ITsSH

Communication Studies
 m mii s m m m m s s mm
mmmmmwm
ummm 11 m mm
■lassiiiissi
m » E X T E N Dae topic ■■khhhmm
iiiiasiiis m
_

How’s your understanding of slang? Is it uthe bomb”? Or is it ulame”?

Learn more slang terms and slang usage through the following listening,
reading, and research project.

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 it’s 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.

\
10 UNIT l
 ■

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?

C. Research two slang terms.

For each term, try to find out the following

information:

• the term’s origins

• what the term means

• how it has disappeared and reappeared

overtime (where relevant)

• how its meaning has changed over time

As a class, compile your research.

••••> Debate which terms should become

“official” words in the English language.

Conclude by taking a vote on each one.

Communication Studies II
 CHILD PSYCHOLOGY

UNIT
The Genius Within

CONNECT totte topic

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 (H) your response. Think of reasons
or examples to support your opinion. Compare with a partner.

Agree Disagree
Many children are gifted. _

***“/ I know a gifted person. _

*•**•/ Most successful adults were gifted children.

-
‘ You don’t need to have natural ability to be gifted. ^

*““/ It’s always an advantage to be gifted. _

12 UNIT 2
L Dyour vocabulary
A. 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.

1. 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

c. watching and listening carefully

2. Zoe has an aptitude for sports. She learns very quickly and very well.

a. a special quality that makes other people like her

b. a behavior intended to make other people laugh

c. a natural ability or skill

3. 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

4. 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

5. 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

6. 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

c. actions that are done to help others

7. 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 >3

 8. A predominant characteristic of most children is that they are curious about
the world.

a. more powerful than others

b. more harmful than others

c. more controlling than others

9. One learning strategy that some talented children use is to do the same
activity in several different ways.

a. a way of talking

b. a school where students are very physically active

c. a plan used to achieve a goal

10. 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

c. strange and unexpected

B. 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.

1. People often (that / reach / gifted / a / is /conclusion / the / child) when that
child learns extremely quickly.

2. Michelle’s (dance / aptitude / apparent / became / for) when she was about
six years old.

3. I think that (underlying / understand / for / the / I / reasons) his reluctance

to join the team.

4. Some children seem to have (an / for / mathematics / ability / innate /

doing).

5. Greta can write interesting stories (because / unusually / of / imagination /

her / creative).

6. Miguel (has / lot / time / devoted / a / of) to learning French this year.

7. Intelligent children tend to be (the / somewhat / about / people / idealistic)

who they know.

8. Most intelligent children are observant; (they / many / notice / about /

details) their environment.

9. As children learn how the world works, (about / can / they / predictions /
make) what will probably happen next.

10. Because they encourage deeper thinking, (are / than / strategies / some /
effective / more / others).
focuSjot 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 ie . . .
For inotance . . . One example would he . . .
. . . ouch ao . . . Let me qiveyou an example ofthio.
V_

Listen to this excerpt from a lecture on

special talents. What phrases do you hear
that introduce examples? Take notes below
on the examples you hear.

Compare answers with a partner.

ii he ii ii i ii ii ii ii ii ii ii ii ii ii ii ii ii immi imi i ii

•Special WOenfs
es:

Child Psychology 15
 L I S T E H to the iGCtlire
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 perhaps the best

indicator of giftedness.

a. speed of learning

b. quality of performance

c. number of mistakes

3. One common personality characteristic of gifted children is

their_

a. cheerfulness

b. intensity

c. verbal ability

4. Another common personality characteristic of gifted children is that they are

often_

a. idealistic

b. pessimistic

c. focused on the present

l6 UNIT 2
5. Gifted children often don’t care about the_of the

knowledge or skill that they are learning.

a. difficulty

b. usefulness

c. popularity

6. 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.

B. 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
 TA L K about the topic

Listen to the students talk about the roles of practice and innate talent in
genius. Then read each opinion and check (H) who agrees with it. More than
one student may agree.

Yhinny Michael May Qiang

1. The instructor didn't emphasize the

importance of innate talents enough.

2. Mozart and Emily Dickinson were

naturally talented.
»-

3. Hard work is as important as innate

abilities.

Listen to the discussion again. Listen closely for the comments below.
Check (H) the discussion strategy the student uses.

Offering Asking for Asking for

a fact clarification opinions
or example or confirmation or ideas

1. 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."

2. May: "Like talents that we're

born with?"

3. Qiang: "Look at Mozart and his innate

talent for music ... or Emily Dickinson
and her innate talent for literature."

4. May: "Mozart, he practiced for hours!

His father forced him."

5. Michael: "So how do I identify a

gifted child?"

C. 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?

l8 UNIT 2
R E V I EW your notes
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.

tWin poinfs regwJ-ing ' -Pfe.A cUilrAven

3 1

sa 3 W^ys 1)
fo i^enH-Py
sag 2 )
=a
=53

3)
sa

ssa
3 Comvnon 1)
mma
pevson^Ufy
=53
cUdxvdncfevisHcs o-P Z)

3)
ssa

sag 3 Le^vnivyj 1)
sWdnfe^ies o-P
=53
2.)
S53

aaa
*)
ss&a
=53

Now you are ready to take the Unit Test.

f \
Tip!
Examples are important to
write down. They make
concepts more concrete
and easier to understand.
V_ J

Child Psychology 19
EXTE N Dtfetopic
What have you learned about giftedness that you didn’t know before?
Expand that knowledge through the following listening, reading, and
research project.

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 F. 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!
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 21
 SOCIOLOGY

UNIT
Social Status:
Flaunting Your
Success

“That look definitely says ‘you.’”

CONNECT torte topic

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

Leisure activities (like sailing) _____

*““/ Type of car (like BMW) _

““*/ Kind of vacations taken (like mountain climbing in Nepal) _

**‘*/ Education or qualifications (like MD) _

Job or title (like CEO) _

—? Partner’s appearance (fashionable, arty, etc.)

22 UNIT 3
b u I ld your vocabulary
A. The boldfaced words are from this unit’s lecture on social status. Listen
to their definitions and fill in the blanks.

1. advertise: To advertise means to bring a _ _to the

-P^P fCS-_2_in order to encourage people to

buy it.

.yrjrA
2. affluent: Affluent means having P\jP
of
/VI o/l
-— or pg>& asio/P

3. attaining: Attaining means cpP/p or acquiring

4. consumption: Consumption is the act of and using

iT l A

5. global: Global means P? the entire

6. hierarchies: Hierarchies can be described as 4 that

organize people into higher and_' _ranks or status.

7. iconic: Iconic means being_for

an important_ickc£\_

8. income: Income refers to the__a person

/tPs_from a job.

9. reflecting: Reflecting means_P/PoPppj_or being a sign of a

particular_-'J._,_LA£2_, or feeling.

10. status symbols: Status symbols are the things that people do or

_Pm ' v\_ that_t r d - c - how ,5 i

they are.

B. 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
 C. 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.

D. 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 Column B
1. Today, many people concentrate 1. Today, many people concentrate

on becoming wealthier, but not becoming wealthier,

necessarily better, people. but not necessarily better, people.

1
2. The group came to a consensus 2. The group came to a consensus

of opinion on what they should opinion on what they

wear. should wear.

3. Success usually depends on a 3. Success usually depends

mix of intelligence, hard work, a mix of intelligence,

and luck. hard work, and luck.

4. The sales manager was awarded 4. The sales manager was awarded

the annual company prize in the annual company prize in

recognition of his marketing recognition his

success. marketing success.

5. Almost anybody can succeed in 5. Almost anybody can succeed in

business regardless of his or her business regardless

education. his or her education.
6. Promotion is a good indicator of 6. Promotion is a good indicator
success at work. success at work.
7. The speaker discussed wealth as 7. The speaker discussed wealth as
it relates to social status. it relates social status.
8. Josh likes to show off his wealth 8. Josh likes to show his

by throwing lavish parties. wealth by throwing lavish parties.

9. Status can be signified by skills 9. Status can be signified
and experiences. skills and experiences.
10. Hard work may help you work 10. Hard work may help you work
your way up the career ladder. your way the career

ladder.
FOCUSjw attention
KEY TERMS AND DEFINITIONS

In a 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, is . . .
People buy luxury goods to show their status. This is whats
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 CUoTHE’S - IWvjias Ubels — e.g., Calvin Klein, Gucci}

expensive; exclusive

Listen to this introduction of sociological terms.

Take notes. Note the key terms and definitions
you hear.
Compare results with a partner.

Sociology 25
 LI ST E Nfof/?electure

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.”

26 UNIT 3
LISTEN FOR DETAILS

Parents may use their children’s

education to give them a kind
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.

4. _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--

g__are reflecting the increased interest in status skills.

p_and __are examples of status skills.

10. Storytelling brings you status by allowing you an opportunity to

_or ____people with your new

status skills.

Sociology 27
 TA L K about the topic
A. Listen to the students talk about status. Then read each example and
check (H) who discusses it. More than one student may discuss it.

Ayman Molly Rob Alana

1. a designer purse

Listen to the discussion again. Listen closely for the comments below.
Check (D) the discussion strategy the student uses.

Asking Keeping
for opinions the discussion
or ideas Paraphrasing on topic

1. Rob: "Hey, can we please

focus on the lecture?"

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.

C. 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?

28 UNIT 3
R E v IE w your notes
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.

De-Pi v\iHov\S:

'Social Uiev<*vcUies

Success <*y\A social sf^fiAS

symbols -

Cov\spiciAOi\s covvsiAmpHon

Designer labels

TvopUy Vi^-S

•Sfinfus skills -

'SfovyfelliH^ -

Now you are ready to take the Unit Test.

\
Tip!
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.
V ___/

Sociology 29
 ■■iiiiisa mm
■1118818111II
mmmmmmmmmmmmi
mmmmmmummmmm
■liiiiiifiiiii

i EXT E N Dtetopic iiaiasisiiii!

uuammmmmmmmm':
mmmmmmmmmm m\
mm. m mi m m m m m. m m m m i

Curious to learn more about status and how it shapes a life? Try the
following listening, reading, and research project.

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?

2. 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’s a 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
theft.

“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 UNIT 3
■ ■■■■■■■■■■■■■■■■■^■■■■■■■88 ■■■ SIIIHHKSIIIIllllill^lll
■ ■■■■■■■■■■■■■■■■SBHBHBBBBUHflBBI BSiBIfillIRBIHIlIKIflIBI
I1IBIIBIIBRIIBIB3BIIIIB1BIBBIIBBIBBBH
BBBBBBBBBBBSB8BB BBB§§BBBBBB8BB M 18 ailllllllllllllB
HB1HHIISIBHII3I 8I1BBIB8IBIIIIBIII8
■ ■RBHBHBriBMBBB
iBIBBBHBBBIHHBIRB RBBBBRBIBiifl JIBBBBIB ^IBBIBIBBliBBH
f*«iSH§tSIT:llt :3m'll, nm
_

This can be expensive, though. As a result, there more affordable. Car-sharing clubs have become
has been a large growth in the idea of shared a particularly good example of this in recent
ownership—of holiday apartments, private years. People who can’t afford, say, a Porsche or
airplanes, and yachts, for example. Shared Aston Martin join a car-sharing club. In turn,
ownership allows individuals or families to share instead of owning just one expensive car, they
the cost of experiences that would be too costly are able to try many different makes of exotic
for an individual or family to bear on their own. cars at a fraction of the cost. It’s easy to see the
In this way, it can help make a transient lifestyle 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.

•••••> Give a class presentation based on your research.

•••••* Choose an idea from this list, or come up with your own idea:

• eco-lifestyle

• participative lifestyle

• connecting lifestyle

-4 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?)

• a statement 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 to the 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 If no, do you
Product Slogan/Logo heard of it? own/use it? want it?

_ rS fa f\Jcr \
7
/■
<?

( - - f

P^p^i
-#—u- ^
32 UNIT 4
B u ILD your vocabulary
A. 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
C&rry-e,
-ft 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.

,4' Increased sales are almosfguaranteedywhen 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

dtioniogeneoug/ For instance, people dress the same, listen to similar music,
5* admire the same sports heroes, and use similar technology.

Marketing campaigns have to be sensitive to ideologicaTdi Terences between

cultures. Companies know, for example, that a culture’s politics and social
values can affect how people respond to a product.

7-A Most of what we know about products, people, and places we learn through
the media,, via stories, advertisements, and photographs.

jk 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.

9. When a product has universalyippeal, 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 usewerbafmessages to sell their products.

B. Now choose the best definition for each boldfaced word.

1. views are converging 3. their entire product line

a. becoming similar a. best

b. becoming different b. most popular-
c. remaining the same c. complete

2. 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
 5. homogeneous 8. promote the idea

a. similar a. draw support for

b. varied b. consider
c. distinctive c. explain

6. 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

7. media 10. verbal messages

a. TV, radio, and a. spoken

newspapers b. simple
b. newscasters and reporters c. clever
c. our everyday lives

C. 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
1. The idea of owning the latest digital device appeals to most young people.

2. Companies use consumers to consult on product image.

3. Cooperation between a company’s head office and its local branches

is essential.

4. There is always an element of risk with a new product.

5. Marketers place great emphasis on lifestyle choice.

6. Most of us are accustomed to seeing designer labels.

7. Shoppers are enticed by cheap but fashionable items.

8. Product failure is one implication of poor market research.

Group B
1. The idea of owning the latest digital device appeals_most young

people.

2. Companies use consumers to consult_product image.

3. Cooperation-_ a company’s head office and its local branches

is essential.

4. There is always an element_risk with a new product.

5. Marketers place great emphasis_lifestyle choice.

6. Most of us are accustomed_seeing designer labels.
7. Shoppers are enticed_cheap but fashionable items.
8. Pioduct failure is one implication_poor market research.

34 UNIT 4
 FOCUSyourattention
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.

__
e<\is bbe s^me c\s [ includes
<Aoes nob As nob bbe ] excludes
s<nme 4" ov & <*n<A; <*}so
is move bUtfWW^ev bU<snn . . . conbinues; so on
< is less bU<?\n/sm<Allev bU^nn $ tAoll «>\vS

••
•
bUeve-Pove; <*s vesulb/ % pevcenb
llW—nj]

because # nwnbev
rJ
T bo incve^se -Pov example ov

i bo <Xecve<*.se ^ppvoAm^nbely

-» le«n<As bo; causes A cU^nge

is o?a\se<A by; <Aepen<As on V bUous«nn<A

issa

c\A <?\<Avevbisemenb bb -Pee<Ab<nck

ew/emge glob qlob<nliz.<*bion

CO company inbl inbevn^bion^l

ssa

culb ^Ai-P-P cu)ftw<?vl <A\-P-Pevence Pvo-P M'S Pvo-Pessov MicU^el

sa
<Ae-P <Ae-Pinibion 'Sbevens

ex 0v e.g. exo\v\ pie

••••••• ••••••• 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
 LI STE Ntofelecture
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 c. 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
banners travel

5. Easier access to global markets---guarantees marketing

success.

a. usually b. sometimes c. never

36 UN IT 4
 6. “High-context” and “low-context” are ways to describe_

a. business strategies b. interactive styles c. communication styles

7. Some companies wrongly assume that people with the same

_will be enticed by similar products.

a. cultural heritage b. favorite coffee c. communication style

LISTEN FOR DETAILS

mu A. Close your book. Listen to the lecture again. Add details to your notes and
correct any mistakes.
B. 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 shared attitudes

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
 TALK about the topic
A. Listen to the students talk about globalization. Then read each opinion and
check (PS) 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. "1 think most modern societies are starting

to want the same things."

4. "Hey, wouldn't it be cool to do research for

a global marketing firm?"

Listen to the discussion again. Listen closely for the comments below.
Check (D) the discussion strategy or strategies the student uses.

Expressing Offering a fact

an opinion Disagreeing or example

1. May: "We're so similar in terms of

the 'stuff' that we have."

2. Yhinny: "Like, we all listen to the

same musicians."

3. Qiang: "Even so, we're still pretty

different culturally."

4. Yhinny: "I don't know. I think most

modern cultures are similar, like
Japan, Korea, the U.S., and the U.K."

Discussion Strategy: Express your opinion In an academic setting, you have

numerous opportunities to express your opinions—your thoughts, feelings, and
positions. But while many opinions start with expressions like / think, I believe,
and In my opinion, only the interesting ones continue with facts, experiences, and
other forms of support!

C. In small groups, discuss one or more of these topics. Try to use the
discussion strategies you have learned.
• Do you like the idea of "homogenization"? Why or why not?
• Can you think of a universal icon that has local appeal for your own culture?
Try to explain its appeal.
• What kind of information do you think a researcher for a global marketing
firm would try to collect?

38 UNIT 4
review^ notes
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.

£ £ £ £ £ £ £ £ £ £ £ £ I £ 1 £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ £ 1) £ £ £ £
1. De-PiniHon o-P i)ob<?vHz.<nHon: _

2. ln<Aic<nfovs o-P culfi\v<?0 convenience:

E^c.'s cP ilob^n) plnenovnen^n (e..g., cybev c<?\Pes):

3. Causes oP ilob<nUz,*nHon:
i. _ Reasons:

u._Reasons:

m. _ Reasons:

A. IwpUonttons oP i)ob<n)iz.<^Hon Pon iM^vVefini:

i. ___ E?cpl<?v.n<nHon: _

E>cpi«nn^Hon:

f;>cdnwples:

Now you are ready to take the Unit Test.

Business 39
 mmmmmmmmm
■ ■■■•«*£*&■■■!
wmmmmmmmmwwm
mmmmmmmmmmmm
mmmmmmummmmm
V E XT E N Ototopic mmmmmmmammmmi
ummmmmmmmmmmi
mmmmmmmmmm m\
_

Marketers often know more about you than you realize. See how in the
i
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 (a) 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.

40 UNIT 4
mmmmmmummmmmmmmmmmummmmmmmhMmmmM mmmmmmmmmsmMmmammmmmmt
iiiiiiflBBiiiaiiiia mmmmm mmmmmmmmmmmmmhms
iBiiiBiiiiiBi .mm
IBSBBBBBBBBEBBHBI BBBBBBBBSBBBBBB BBBBBBBBBBBBBBBBBBBBBI
IS^BBflBBBBBBBflBBBBBBBBBBBBBBflaBBBBBBSBBBBflBflBBBBBBBiBBBBBI
llflBIBIBBIBBflBSiB BBBBBiBBBBlls BBiBBBKI HIBBBBBBBlflBBBBi

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.

•4 If possible, record or photocopy the advertisement.

•••••> Present it to the class.

•••••> Then take three to five minutes to present your ideas.

•••••> 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 41
 COGNITIVE PSYCHOLOGY

UNIT
Memory

CONNECT forte topic

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 becomefefcKedkjin our memories
forever while others evaporate almost immediately.

Read these statements about memory. Check (H) the box that best describes you.

Never Sometimes Usually Always

•***7 I can easily remember what

I did yesterday.

'**">* I can easily remember conversations IX

I had a month ago.

“*“/ I can easily recall the faces of people

I met years ago.
*“7 I can remember something better
1/
if I talk about it.
—7 I can remember things that I’m
interested in.

•“7 1 can remember something if I’ve

read it several times.

Think of reasons or examples to support your answers. Compare with a partner.

42 UNIT 5
BUILD your 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.

1. Brain chemicals can make people feel very excited or very sad. These
natural substances have an extremely strong influence on our feelings.

2. 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.

3. 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.

4. 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.

5. 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?

6. When we do mathematics, we manipulate information in one part of our

memory system by adding, subtracting, or changing the numbers.

7. 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.

8. When we feel strong emotions, our brains release substances. These

substances go to specific parts of our brain and help us remember that event.

9. 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.

10. Some memories are stored only temporarily. They can be recalled very
briefly, and then they fade away.

B. Now match each word to the correct definition.

A 1. to handle, control, or move something brain chemicals

2. understood, but not stated directly x conscious

b 3. something we notice or are aware of X decade

4. reasonable and sensible implicit

4

X to keep facts in your memory e. logical

Jk. 6. substances that influence our thoughts X manipulate

and emotions
psychologists
/
X
A 7. for a short time
X release
8. people who study how the mind works
4- X retain
_ik 9. to let something go
x temporarily
'■C 10. ten years

Cognitive Psychology 43
C. Say each word to yourself. Write N if it is a noun, V if it is a verb, A if it 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

to us.

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.
focu s your 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 events.
The effect of repeating information is better recall.
Better memory results in more learning.

A. Listen to this excerpt from a lecture on caffeine

TRY and memory. What phrases do you hear that
express a cause-and-effect relationship? Note
IT below what causes and effects the speaker
mentions.
OUT! B. Compare answers and notes with a partner.

Cognitive Psychology 45
 LI STENtof/ielecture
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.

46 UNIT 5
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 phrase that best completes each idea, based on
the lecture.

1. Sensory memory lasts approximately_

a. 1-5 milliseconds b. 10-50 milliseconds c. 100-500

milliseconds

2. 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

3. The type of memory that is crucial for adding numbers or understanding

logical relationships is_

a. sensory memory b. working memory c. long-term memory

4. Long-term memory lasts from thirty seconds to_

a. several days b. several months c. your entire lifetime

5. Riding a bicycle and playing a musical instrument are examples of

a. working memory b. procedural memory c. declarative memory

6. _concern(s) talking about information in ways that are

personally meaningful.

a. Declarative memory b. Verbal elaboration c. Affective strategies

7. 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

8. 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 47
 TALK about the topic
Listen to the students talk about memory. Read each question. Then
check (Q) 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 you think that you can actually

change your feelings about a subject?"

B. Listen to the discussion again. Listen closely for the comments below.
Check (Q) the discussion strategy the student uses.

Offering Keeping the

Expressing a fact or discussion
an opinion example on topic

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 Cafe 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. In small 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 UNIT 5
REVI EWyournOteS
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.

# 3 fypes o-P vneinovy syshews:

3)

0 D't-P-PevenceS b€f\w€t2v\ Ae.c\e^ya\>r\\ie. pvoce^AlWd’O wewovy:

» De-P. o-P co^ntHve sW<*fegles:

» De-P. o-P ^-P-PecHve sWad-e^ies;

S3
Ex.:

sa

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.
V_J

Cognitive Psychology 49
 E X TEN topic m«ms mmmmmm a

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
your classmates.

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.

It was 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 Do you know this man?
amazed at the transformation. For the first time
since he had been found on Sheppey, he appeared Some who have heard the “piano man,” as he has
calm and relaxed. Several weeks later he has still been nicknamed, believe he may be a professional
not spoken a word, expressing himself only musician and may even have been performing
through his music and often playing the piano for not long before he was found—hence his smart
three or four hours until he is forcibly removed. black clothes. One theory is that he has suffered a

50 UNIT 5
 SIHUMHi mm \mm\ lai i a • ihi
JIlllIRlIlRIlili! Hlli liRRRHRRRiHffiRRiRI
{■■RiRtanvaiHfiiaKs mmm SHI slilBB
81 HBBBBBBUHBBBBiiHBI
iH^SSIRRi 1^813 vf '0 •■••;- l flS HP
■ tt§ |SH -
Wm vm bbhhbbbbbhhbhbhhb
!RilRIIIIBil||iia iiiRiRaaia^ii! mmmmmmmmmm s .aaHRii
.•8888888*8888888 IBBf&SIBBjytJK . %■ uiiRiiiii ’Immmm«i
I8HHHBBBH88! iiii g n ■mmMmm-.mwmi'WMM!' iasi
» *" ■ __ JiHIl _

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—
is not.

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

UNIT
The Science
of Love

CONNECT forte topic

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 (H) your opinion.

Agree Disagree
’****/ Love is the strongest emotion. _ _

Love is the same in all cultures. _ _

***“.:•* There are many kinds of love. _ _

**”*>* People who are in love don’t behave rationally. _ _

’****/ Love develops in a predictable way. _ _

•••••* Love can never be explained by science. _ _

Think of reasons or examples to support your opinion. Compare with a partner.

52 UNIT 6
B u I idyowvocabulary
A. The boldfaced words are from this unit’s lecture on love. Listen to their
definitions and fill in the blanks.

1. anthropologists: Anthropologists study_,

their__, and their_

2. attachment: Having an attachment to someone or something means that you

feel strong_,_, or

__toward that person or thing.

3. characteristic: A special_or_that

someone or something has.

4. emotion: An emotion is a_

_such as love or hate.

5. enhance: If you enhance something, you

6. hormone: A hormone is a substance in our body that influences our

_,_, and_

7. invoke: If something invokes a feeling, it_that feeling

8. mutual: This is a feeling or action that is_or

_by two or more people toward_

9. prospective: Prospective means that a person is_to

__a particular thing or that the event is

10. romantic: Romantic people express strong feelings of_

in their_and-

B. 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
C. 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 often sentences each.

1. anthropologists:

2. attachment:

3. characteristic:

4. emotion:

5. enhance:

6. hormone:

7. invoke:

8. mutual:

9. prospective:

10. romantic:

D. 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.
1. Some anthropologists claim that (love / romantic / of / notion / the) is in
nearly every culture.

2. Most scientists believe that (basis / there / is / for / a / biological) feelings

of love.

3. One characteristic of people who are in love (is / attached / that / are / to /
they) the object of their love.

4. Romantic people (to / the / person / express / their / often / emotions)

they like.

5. People must (love / symbols / any / with / careful / of / be) that they receive.

6. Our brain (flooded / many / chemicals / by / is) when we fall in love.

7. Specific hormones and chemicals (in / dominant / of / each / are / phase)

love.

8. Brain chemicals can (of / feelings / attraction / mutual / enhance) between

two people.

9. Our body develops (a / to / hormones / some / tolerance) over time.

10. There is (the / some / resistance / idea / that / to) love is determined by brain
chemistry.
FOCUSyourattention
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, etc.).

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 discuss 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.

Compare notes with a partner.

T> kivwts o-P love De-PivyiHan

Anthropology/Biology 55
 listen^ lecture

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.

1. Romantic love has been identified in about half of the world’s cultures.

2. Face-to-face contact is an optional part of many rituals.

3. Rituals cause people to focus on a common object or activity.

4. Rituals promote a mutual emotion among the participants.

?

5. Symbols are an important part of rituals.

6. Testosterone and estrogen are important in the initial phase of love.

7. In the second phase of love, amphetamines cause feelings of pleasure

and excitement.

8. In the final phase of love, few brain chemicals are secreted.

56 UNIT 6
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)

3. One common symbol of love is

a(n)-

4. _is a hormone

that makes people alert to the

presence of possible partners.

5. _are

stimulants that make people

feel alert.

6. increases the

heart rate and makes people more

talkative.

is a

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 aboutthe topic
Listen to the students talk about love. Read each opinion. Then check (H)
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.

Listen to the discussion again. Listen closely for the comments below.
Check (H) the discussion strategy the student uses.

Asking Trying to
for opinions reach a
or ideas Disagreeing consensus

1. Hannah: "Who agrees with the

idea that love is the result of a
biochemical process?"

2. River: "Actually, I don't do much

seeking. I'm usually the one being
sought."

3. Mia: "I don't think she was

saying that."

4. 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. in small 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 UNIT 6
R E v i EW)w notes
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.

inutwaj

4 CU^v^cfe/isHcs o-P

l)

3)

4)

3 BlocUev*Atccnl pU^nses o-P love

s=a I)

2)

3)

—g

2^

Now you are ready to take the Unit Test.

Anthropology/Biology 59
 mnmmmmumm mu
HIII8H8HHIII
iRiHlillBSIl
■■■■IBilRIII

I ws E X T E N Dtetopic ■liisissnai

H Are you head over heels for this topic? If so, learn more about romantic
love in the following listening, reading, and research project.
mmmmmmmmmmmu
■nnaiiaapaa ■

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. Do you agree that men and women approach romantic relationships

differently?

2. Are gender differences caused by nature, nurture, or some combination

of the two?

B. In the 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.”

6o UNIT 6
Discuss the following questions with your classmates.

1. Which of the three views do you think are reasonable?

2. In your opinion, what are other reasons that people fall in love?

C. Love is the topic of many classic films and novels.

.As a 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

by Nathaniel Hawthorne
City Lights (with Charlie Chaplin)
Sleepless in Seattle
Doctor Zhivago
When Harry Met Sally
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.

In the film/novel . . . In 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?

Why 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

relationship? What's their "secret"?

Anthropology/Biology 6l
 ASTRONOMY

UNIT
Mission to Mars

CONNECT forte 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

62 UNIT 7
BUILD your vocabulary

A. 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.

1. All large projects have to meet bureaucratic requirements. They have to get
approval from different individuals, departments, or organizations.
2. Scientists spend thousands of hours first detecting then solving potential
problems before any spacecraft is given the all-clear for takeoff.

3. High levels of mental fitness and physical training are essential for all
astronauts. Without them, astronauts would be unable to do their job.
4. As the largest space researcher in the world, NASA has facilities located in
more than a dozen cities across the United States.
5. Astronauts are trained to maintain their composure in situations that are
dangerous and stressful. They must never panic.
6. 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.
7. NASA has invested billions of dollars of resources—both human and
technological—in its space program.
8. 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.
9. Despite cutting-edge technology, spacecrafts are still notoriously unreliable.
Their performance in space can’t be trusted.
10. 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.

B. Now choose the best definition for each boldfaced word.

1. bureaucratic requirements 3. detecting problems

a. technical a. creating
b. health b. locating
c. official c. searching for

2. maintain composure 4. essential

a. build a. important
b. enjoy b. difficult
c. keep c. absolutely necessary

Astronomy 63
 5. facilities 8. research is sustainable

a. houses a. can continue

b. buildings b. desirable
and equipment c. adequate
c. universities
9. spacecrafts are unreliable
overcome problems
a. undependable
a. create b. loud
b. fix c. unsophisticated
c. 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

C. 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
1. Biofuel is an alternative to regular gasoline.

2. Psychologists are concerned about the dangers of space travel.

3. Professor Alvarez is a contender for the Nobel Prize.

4. Despite the dangers of space travel, people’s enthusiasm has not gone away.

5. Scientists realize that there are many obstacles to a successful Martian mission.

6. Scientists are trying to meet the technological challenge of extended space

travel.

Group B
1. Biofuel is an alternative_regular gasoline.

2. Psychologists are concerned_the dangers of space travel.

3. Professor Alvarez is a contender_the Nobel Prize.

4. Despite the dangers of space travel, people’s enthusiasm has

not gone_

5. Scientists realize that there are many obstacles_a successful

Martian mission.

6. Scientists are trying to meet the technological challenge_extended

space travel.

64 UNIT 7
FOCUSyour 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 enable 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:
miiiniiiiiiifiiijmi

\Ae.<*. I]

[^uppovHn^ \Ae.o\ 1]
[Ex^wple 1]

l/SuppovHn^ \Ae<*. 2]

['Suppovfing \<Ae<n 3]
[Ex<?uMple 1]
[Example 2]

[tWn \Ae.c\ Z]
t^iAppev-flng 1]

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.

Compare notes with a partner. Can you improve

them?

Astronomy 65
 L| a)xamfss msm *& s I 1. _ _ - _ __

I SI E NtolfelGCture
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.

66 UNIT 7
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. India and Japan b. Korea and China c. China and Japan

2. The space shuttle is unsuitable for a trip to the planet Mars because

a. it is too old b. it is too light c. of its wings

and unreliable

3. A new_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 concerns

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
 TA L K about the tOp\C
Listen to the students talk about interplanetary travel. Read each opinion.
Then check (H) who disagrees. More than one student may disagree.

m Alana Ayman Molly Rob

1. Earth is going to be uninhabitable

someday.

2. It's fatalistic to think that pollution and war

will force people to colonize other planets.

3. The lecture is simple.

4. The lecture is difficult.

B. Listen to the discussion again. Listen closely for the comments below.
Check m 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. Alana: "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. In small 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 7
REVI EW your notes

In Focus Your Attention, you learned to organize your notes more effectively by
putting the main ideas on the left arid 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.

€pc\ce. Wmvel is v\of jusf ^ liocuvy, if's c\ vvscessify:

- best" CwMAoibe -Pov <*. Spence colony:

3 M<?uv\ obstacles Vo M«vrHc*v\ oaissiovv.

sa

P<5liFic<nl bLwe<nucv^Hc cU^llen^es:

0 Now you are ready to take the Unit Test.

f
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.
V___/

Astronomy 69
 *■■■■■■■■■■

IIIRI1B18II
mmmmmmmmmmm
EXT E N Da* topic ■IlilBSlIlli
■■IlililRlli
■ IlilBliRI HI
_

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. In the 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 campaigns 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

70 UNIT 7
 mmmm mmm ’imi'i mm iWMM&B
mmmmm Hill,; mmmmmmmm 3mmmmmm iEIlMillli!
mmmu ilHfciil ;mmmmm mmmw mmmmm, mmmmmma mm mmmmmmmmmmmmi
mm iiivii mmm. mm mmmmmmm mm s mmmmmm 11 HaiiSiSf i «i
annuls a i -mmmmm mMWf® HU Si IS n mmmmmm IK iniiKii: mm%
mmmmmm - ■ •KM mmmmmm t % um «tsM« mm mmtmmmm
\ms ;mm -mmmmm mmmm i% i si mmmmmmm 8 S mm ■ ®!
SIlISlIKi
m ms fe m ®§ \
- mmmmm mmm mm mmmm mmmmm ill jjj
_ _ ^„ 12 _

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?

2. Which do you think are least effective? Why?

3. What is an initiative you could imagine leading or becoming involved in?

C. 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
 POLITICAL SCIENCE

Big Brother and

the Surveillance
Society

CONNECT forte to pic

Civil liberties groups argue that in most modern-day societies, the lives of ordinary
citizens are no longer private in the way they once were. These groups are concerned that
political, commercial, and security organizations now have access to detailed information
about us, ranging from our whereabouts to our financial dealings to our personal lifestyle
choices. What is particularly worrying is the fact that many of us are unaware that we
are being “watched” in this way.

Take this survey about security and being watched. Check (H) your opinion.
Compare responses with a partner.

Strongly Strongly
disagree Disagree Agree agree
Security cameras help to reduce crime.

Security cameras make me feel uncomfortable.

If I know I’m being observed, I change my behavior.

I don’t mind being watched if it makes society safer.

Only criminals need to fear police monitoring.

□ □ □
Too much security threatens our freedom.
□
\

72 UNIT 8
BUILD your vocabulary
A. The boldfaced words are from this unit’s lecture on surveillance. Listen to
their definitions and fill in the blanks.

1. civil liberties: Civil liberties are the_and

-people have in society.

2. commercial: Commercial means having to do with_or

3. composite: Composite means_up of

_or materials.

4. controversial: Something that is controversial causes a_

of_

5. deterrent: A deterrent is a way of_people from

_something.

6. security: Security refers to_taken by agencies to

_us.

7. sophisticated: If something is sophisticated, it’s-or

8. suspected: Somebody who is suspected is-to be

_for doing something-

9. techniques: Techniques are particular-or ways of

__something.

10. via: Via means-, by, or-way of—

for example, “She flew from Prague to New York via London.”

B. Study the definitions with a partner. Then test each other on the definitions.

Example: A: What are techniques?

B: Techniques are ways of doing something.

Political Science 73
 C. 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 Column B

1. An important aspect of police 1. An important aspect_

work is the collecting of police work is the collecting of

criminal evidence. criminal evidence.

2. Criminals are carefully 2. Criminals are carefully monitored

monitored by police. _police.

3. The boy was suspected of 3. The boy was suspected_

theft. theft.

4. Criminals take advantage of 4. Criminals take advantage

new technology to commit _new technology to

sophisticated crimes. commit sophisticated crimes.

5. Security cameras protect us 5. Security cameras protect us from

from threats to society. threats_society.

6. We frequently give 6. We frequently give organizations

organizations access to our access_our personal

personal details. details.

7. Being closely monitored can 7. Being closely monitored can feel

feel equivalent to being in equivalent_being in

prison. prison.

8. Tighter security makes it less 8. Tighter security makes it less likely

likely that we’ll be exposed to that we’ll be exposed_

violence in public places. violence in public places.

9. Security cameras have become 9. Security cameras have become
part of normal everyday part-normal everyday
city life. city life.
10. Many of us are unaware of 10. Many of us are unaware
being tracked by security -being tracked by
cameras. security cameras.
FOCUSyourattention
NUMBERS AND STATISTICS

Whether you are studying humanities, social sciences, or physical sciences, you
will often work with numbers and statistics. Listen carefully for stressed syllables,
since many numbers sound similar but have different stress patterns (A). Also
listen for number group markers such as hundred, thousand, and million
(B). Finally, note that the word and can come before the tens units, although
many speakers don’t use it (C). For example:

(A) 13 - thirteen; 30 - thirty

(3) 34,332 - thirty-four thousand, eight hundred
thirty-two
256,375 - two hundred fifty-six thousand, three
hundred seventy-five
13,035,699 - eighteen million, thirty-five thousand, six
hundred ninety-nine
(C) 263 - two hundred sixty-three

Listen to this excerpt about surveillance

cameras in New York City. Note as many
statistics as you can below.

Compare notes with a partner.

_- 4 o-P siAvveill^hce cwxeytxs lv\

10 yews
_=■ # o-P covnevixs NYPD vequesfeA -PunAiv^ -Pev-
_- veceiveA by NYPD fo cveodre <x Uv\UeA sysfew
o-P c<xv\e.vc\s
% _e/.'_°/. - c<x\*\ev<x ^vowfb rcxYes, AepenAtv\g on
nefi^Ub ovUooA
ssa

Political Science 75
 U ST ENfoffe lecture
BEFORE YOU LISTEN

You are about to listen to this unit’s lecture on the increasing use of surveillance
systems in the world. List four ways that information about people can be
obtained as they go about their day-to-day activities.

1. _ 3.

2. _ 4.

LISTEN FOR MAIN IDEAS

A. Close your book. Listen to the lecture and take notes.

B. Use your notes. Complete these main ideas, based on the lecture.
biometric facial recognition invasion suspected
credit card organizations three hundred
government solve crimes watching

1. Surveillance is the act of carefully_a person or place,

especially one that’s_

2. Civil liberties groups are concerned about the information on individuals that

the-and private-can get from

different sources.

3. Most people think surveillance mechanisms are a(n)_of

their privacy.

4. In Britain, closed-circuit TV cameras record each citizen up to

-times a day.

5. Cell phone records can be used to help_

6. Some-transactions can provide information on where

we are and what we are spending.

7. One sophisticated surveillance technique is called_

76 UNIT 8
 Increasingly, closed-circuit TV cameras can be found
in public places, including food courts.

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. Decide if the statements below are T (true) or F (false),
according to the lecture. Correct any false statements.

1. Civil liberties groups completely support all uses of surveillance.

2. Societies where people are monitored a lot are called intrusion cultures.

3. The number of surveillance cameras in New York City has increased 15

percent in the past few years.

4. Cell phones help solve crimes by allowing police to communicate with

each other more quickly and easily.

5. A technique called triangulation allows police to locate cell phone users.

6. Biometric facial recognition has been used in airports and hospitals.

7. EPIC is probably a civil liberties group.

8. The lecturer generally appears to support the use of surveillance

mechanisms.

Political Science 77
 TALK about the topic

Listen to the students talk about surveillance. Read each opinion. Then
check (H) who expresses it.

May Qiang Yhinny Michael

1. Not all surveillance is for our own good.

2. The lecturer exaggerated; Big Brother isn't

watching over us all the time. z
3. Cameras on public transportation are
comforting.

4. Traffic cameras that capture images from

people's homes and feed them to the
internet are intrusive.
I—

Listen to the discussion again. Listen closely for the comments below.
Check (H) the discussion strategy the student uses.

Asking for Trying to

clarification reach a
Agreeing or confirmation consensus

1. Michael: "She said not all surveillance

is for our own good, right?"

2. Qiang: "She says something like,

'Orwellian.' What is that?"

3. Michael: "In general, we all agree that

some surveillance is necessary, but not
all surveillance is good?"

4. Yhinny: "I would say so."

Discussion Strategy: Reaching a consensus Getting a group to reach a

consensus, or agree, can be challenging. One approach is to use questions to
identify areas of agreement (5o, When is everyone free to meet again?). You can
follow by making suggestions based on feedback (Sounds like Sunday is open
for everyone—does that work?).

C. In small groups, discuss one or more of these topics. Try to use the
discussion strategies you have learned.

• What are examples of necessary and unnecessary surveillance?

• Would you prefer to live in a society that has no surveillance, and therefore
possibly less security, or one that has heavy surveillance but is possibly safer?

78 UNIT 8
RE VI EW your notes

Read your notes. Did you write down any numbers or statistics? Explain them to a
partner. Then try to reconstruct the lecture, using your notes and the cues below.

De-P. o-P SL\vveill<nv\ce:

Reasons u>Uy civil libevfies ^v-oups ewe cov\cevne<A <*bouf if:

irniiiimfl

Ar “Suv-veill^ce mecU«nv\isvns +- uses:

I. close<A-civcuif TVs:
5

2. cell pUov\es:

*3. cvc<Aif cewAS'-

SSQ 4. biovuefvic -P^ci^nl vecognifioH:

The views o-P

• fhe lecfuvev:

# M^vc Rofev\bevg:

Now you are ready to take the Unit Test.

\
Tip!
Note how decimals, fractions, powers, and square roots
are said.
Decimals: Powers:
4.6 - four point six 32 - three squared
.04 - point zero/oh four 123 - twelve to the third power
Fractions: or twelve cubed
Vs - one/an eighth Square roots:
14 - one/a quarter V64 - the square root of
Vs- one/a third sixty-four
Vi - one/a half Vi 0 - the square root of ten
Vs- five eighths
2Vs - two and . . .

Political Science 79
M E XT ENDftctopic
H
■■IlllSIlflll
■iisisiBii a
I HP \

Electronic surveillance is just one of many technological developments

protested in recent years. Learn about others in the following listening,
reading, and research project.

A. Listen to TV coverage of one man’s infamous protest against modern

technology from the 1970s through the 1990s.

-ssssSl’ll
SIS*** vX x xr

OOMtw- «• ““JfS™. ewo*"**

g^gsSff- »nrl IT. miow

“iSl rf Won»t»^2
scsst sssssas-ssssg
. la.ve convtaK*** SJtf5S£*-si2S:
140. We ‘ v5Wlt, o-mnot t»*
reader that °'e ?a.. w r*«>nrit®
.
***g
jsgjfegaaar

In small groups, discuss these questions. Share your views with the class.

1. You probably don’t sympathize with the Unabomber’s methods, but do you
sympathize with his motives? For example, because computers represented
the kind of technology he believed was harmful to society, Kaczynski sent a
mail bomb to the owner of a computer store, Hugh Scrutton. Upon exploding,
the bomb killed Scrutton. Kaczynski claims his motive was to protect people’s
freedom via a “revolution against technology.”

2. Do you think it’s ever acceptable to use violence in order to fight for
something you believe in?

80 UNIT 8
 ns W& f nm i
)■■■■»
I

sfimsi im 13
mi • mmmiHHiiii
-BBBBBBBBBB BR^KRHHRaRRaii? B
PBBBBBBBBBa»ti§IffiBiI m ■ .
RillllllRlHi'ilSSI
BBUBBBBBBB' .BBBBicB
BBBBBBBSIIB mmmmmmmummmummm
BBBBBBBBBBB llBBBBBBfliiaBBBl
mmmmmmmmmmmmmsimm iRJRBHRRRR8 HBBBBBBBaRBBRBB
ummmmmmamwmnmmmB naiRRsaiisi ilia Mmmmmwmmmmmmmmmmmm m
_ _ _

B. Surveillance raises important questions about people’s right to privacy.

Often, the news and entertainment media are criticized for invading people’s
privacy in order to get a celebrity scoop or a front-page photograph. Read
three views on this issue.

Karl Hart, newspaper editor: It’s right that politicians and celebrities are subjected to intense
media interest. Politicians are public figures-—they’re responsible to the people who elected
them and should always be held accountable, in public or private. Same with celebrities.
They’re happy for the press to follow them around when they’re trying to become famous. So
they can’t really complain when the press catches them doing something infamous.

Dr. Jane Rickson, ethics professor: It doesn’t matter what a person’s profession is, everybody
has a right to a private life. They have a right to expect that what they do behind closed doors
will stay there—not be displayed on some front page just to increase sales. The only time it’s
acceptable for private information to be made public is when it’s in the public interest. For
example, if a senator is publicly supporting “family values,” but privately having an
extramarital affair, then it should be news. Otherwise, it’s invasion of privacy.

Samantha Davies, fashion model: I’ve had lots of run-ins with the media and even won two
court cases on the basis that my privacy was invaded. I can understand the need “to get the
story.” And I can see that as public figures we should give something back to the fans who have
made us celebrities. I think if journalists weren’t so aggressive, celebrities would be more
willing to cooperate with them. If they’d just ask permission and sometimes accept “no” for
an answer, things would improve a lot.

In pairs, discuss these questions.

1. Which of the above views do you agree with most? Why?

2. Create privacy guidelines for the news and entertainment media to follow.

C. Choose one of the research projects below. Present a three-minute report of

your findings to your classmates.

•••••)• Identify all of the surveillance opportunities in the area around where
you live, work, or go to school. Make a list of alt possible sources—
cameras, police outposts, cash machines, Internet cafes, etc.
•4 Research a recent development in surveillance. Choose one of the
following areas as the focus of your research:

1*
•

•
new technology
protest by a civil liberties group
implementation of a system by government

Political Science 8l
 LINGUISTICS

UNIT
Animal
Communication

“What is it, Fluffy? You want to go outside?”

CONNECT to the topic

Scientists have long believed that humans can communicate a seemingly infinite number of
ideas, while animals can express only rudimentary ideas. But is this actually the case?
Animals appear to have far more sophisticated abilities than was once believed. Some
researchers now think that in order to unravel the mysteries of animal communication, we
must first answer this question: Do humans and animals communicate in the same way?

Consider whether you agree or disagree with the following statements.

Check (H) your response.

Agree Disagree
.....* Animats communicate in many different ways. __

••••7 Animals can understand what people are feeling. _ _

Animals can express emotion. _ . _

“*"/ Animals can use simple words. _ _

“*“/ Adult animals teach their young to communicate. _ _

“*“/ Animal communication is fundamentally the same as

human communication. _ _

Think of reasons or examples to support your opinion. Compare responses with a partner.

82 UNIT 9
B u I id your vocabulary
A. The boldfaced words are from this unit’s lecture on animal communication.
Listen to each sentence. Then guess the meaning of the boldfaced words.
Work with a partner.

1. Gerhard speaks English with a slight German accent. His pronunciation is a

little different from someone who grew up in an English-speaking country.

2. Every language has many discrete sounds. For instance, in English, the p in
the word pail and t in the word tail are pronounced in different ways.

3. Some animals make meaningful sounds that are distinct from one another.
For example, a low-pitched sound may communicate anger and a
high-pitched sound excitement.

4. Human languages are very flexible. People can say the same thing in many
different ways.

5. The songs used by older birds are passed on to the younger generation of
birds. In this way, the young birds learn to sing like their parents.

6. Some chimpanzees have been taught to express an impressive number of

ideas. Most people are surprised to learn that some chimps understand
several hundred words.

7. Dogs express happiness using nonverbal behavior. They jump up and down
in an excited way and wag their tails quickly.

8. Human communication is fairly precise, so we usually understand each other. For

example, if you say, “Look at my new hairstyle,” I know where to look.

9. Almost all animal communication seems random when we look at grammar.

Animals seem to use no clear grammar rules.

10. Although some animals can communicate well within their own species,
ultimately, their ability to communicate with humans is quite limited.

B. Match each word to the correct definition.

a. accent d. flexible g- nonverbal behavior i. random

b. discrete e. generation h. precise j. ultimately
c. distinct f. impressive

1. able to change or be changed easily

2. when ideas or things are separate from each other

3. something that makes a strong impression or causes admiration

4. expressing meaning without words

5. a group of people born around the same time

6. exact

7. the way a person pronounces words

Linguistics 83
_ 8. in the end; finally

_ 9. existing in a way that seems to be without reason; unpredictable

_ 10. clearly different or separate

C. Say each word to yourself. Write N if it is a noun and A if it is an adjective.

Then use each word in a sentence.
1. accent 6. impressive

2. discrete 7. nonverbal behavior

3. distinct 8. precise

4. flexible 9. random

5. generation 10. ultimate

D. 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.

1. Some people (that / communicate / they / believe / can / with) animals.

2. Animals (information / sophisticated / can convey / to / another / one) using

various means.

3. Some animals can express (of / the / perceptions / world / their) fairly
precisely.

4. The sounds that animals make (past / to / not / events / refer / do).

5. There is (nothing / meaning / the / about / arbitrary) of a lion’s roar.

6. Both animals and people (of / range / use / wide / a) nonverbal behavior.

7. People can produce (number / unlimited / sentences / an / of) by using the

words and grammar of their language.

8. Animals do not (capacity / grammar / have / using / for / the).

9. Animal communication seems (limited / compared / when / very / to)

human speech.

10. Children (the / are / at / acquiring / accent / skilled) used in their social
community.
 FO c u s jot attention
COMPARISONS AND CONTRASTS

In a lecture that includes comparisons and contrasts, it is important to note how

items are similar or different. The words on the top are used to indicate similarities,
or comparisons. Those on the bottom indicate differences, or contrasts.

like likewise in a similar manner

in the same way as with ... so too with both . . . and . . .
as ... as not only . . . but also parallels
also similar to/similarly in like fashion

but more (than) on the other hand

however whereas in contrast
conversely different from unlike
while less (than) although

One way to contrast two or more items is to note the similarities and differences
separately.

Wig woo vtfn.fs ■Spwvows

£53 * coi/-\wuv\Ic<?\f<£ by stamping * coiAAvnunic^nfe by siting
fUeiv -Peef » ex. "wO'fAs"'. "Above you!” +■ "Be

# ex. "wovAs": "TUis is +- cwe-Pul!"

"Go <A\*j0\y\''

Another way is to note each point of comparison and contrast separately.

mm3

)<WigwOO Vtnfs SipWvOWrS

mmQ
Mo A <2 o-P cc5v*u*u\v\ic<?vHov\ sfwApiv\g fUeiv -Peef singing

E^w^ple "wovAsv "TUis is wy fewifovy!" "Be cwe-Pul!"

S3
S3 _

••• ••••••• ••••••• ••••••• Listen to this excerpt from a discussion on two
modes of animal communication. Take notes
and organize them so that the comparisons and
contrasts are clear.

Compare notes with a partner. Can you improve them?

Linguistics 85
 L1 ST E N toftelecture
BEFORE YOU LISTEN

You are about to listen to this unit’s lecture on animal communication. List three
ways that animals communicate.

1_

2_

3._]_

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. Like humans, animals use both to communicate.

a. sounds and nonverbal b. words and c. sentences and

communication gestures facial expressions

2. Human communication is_than animal communication.

a. older b. more flexible c. more direct

3. -is defined as the lack of a logical relationship between

a sound and its meaning.

a. Arbitrariness b. Distance c. Transmission

4. The ability to communicate about things that are not physically present is

called___

a. abstraction b. complexity c. displacement

5. Bees are able to use dances to communicate information about

a. their relationship b. the presence c. the location of

with other bees of enemies a food source

6. The idea that language is passed from one generation to the next is called

cultural_

a. communication b. transmission c. displacement

*
86 UNIT 9
 -means that language is made up of separate units that

can be combined in many ways.

a. Discreteness b. Phonology c. Vocabulary

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.

accents displacement phrases sophistication

arbitrary distinct meanings scientists sounds
discreteness grammar

1. The growl of an angry dog illustrates that much of animal communication is

not_

2. Meerkats are unusual animals because they are able to use about twenty

sounds that have_

3. Human languages are very flexible because they are made up of a wide

range of_

4. That dogs only express dislike of cats when a cat is present indicates that

dogs do not have the capacity for_

5. The meaning of bee dances is so precise that even_can

understand where the food is located.

6. Bee dances provide an excellent example of the-of

animal communication.

7. Killer whales are unusual in their ability to pass-on to

their young.

8. Chimpanzees have displayed an ability to invent new-

9. Chimpanzees are unable to understand and use-in the

way that humans do.

10. Humans have a huge advantage over animals because of the human ability

to use-

Linguistics 87
 TALK about the topic
Listen to the students talk about animal communication. Read each statement.
Then check (H) who agrees with it. More than one student may agree.

Hannah River Mia Manny

1. Animals communicate, and they share some

communication characteristics with humans.

2. Animal communication is more sophisticated

than we understand.
V

3. Signaling to other animals isn't using

displacement.

4. A meerkat looks like a raccoon.

Listen to the discussion again. Listen closely for the comments below.
Check (H) the discussion strategy the student uses.

Asking for
Expressing clarification
an opinion Agreeing or confirmation

1. River: "Is that what everyone else

got from this lecture?"

2. Mia: "Pretty much."

3. Manny: "Personally, I think animal

communication is a lot more
sophisticated than we understand."

4. Mia: "How so?"

C. In small groups, discuss one or more of these topics. Try to use the
discussion strategies you have learned.

• Manny thinks that animal communication is more sophisticated than most

people understand. Do you agree?
• Think of pets you've had or other animals you've interacted with. Could you
detect signs of arbitrariness, displacement, cultural transmission, or
discreteness in their communication? Give examples.
• The students give several examples of the complexity of human
communication. Can you think of others?

88 UNIT 9
review^ notes
Use your notes and the following groups of words to make sentences about the
lecture. Write them down. Then with a partner, discuss the main ideas of the
lecture using your sentences.

luunimiiniinninmniii
sounds, cowi*\i\v\ic^fe, vevb^l beW^viov, novw/evbd’O beU^viov

^vbifv-^vivvess, logics) veWionsUip, vAe^vun^

Uuv^^hs, -flexible, vaa<A.€ vwge, sounds

pUysic<*))y pv-esenf, bees

<AlspUcewev\f, books, Infevnef

Cl\)f Uv<?0 fv^nvvSmissiOH, evd’lHov;, \dl)<£v u>U<?0es

cAiscvefeness, cW^f^tees, combine, pUv^ses

cAlscvefeness, Uuwd’Wrs, combine, wov<As, ^v^vmvm^v

Now you are ready to take the Unit Test.

Linguistics 89
 mmmmmmmmmmm
IP E X T E N Dftetopic
H
■!Ill»S»aiH
■BMiaillilll
mmmmmmmmmm ■

Who can doubt that animals feel and think? If you’re still unconvinced
they do, the following listening, reading, and research project may
change your mind.

A. Listen as researcher Mark Beck fields a student magazine writer’s questions

about animal emotions.

In small groups, discuss these questions. Share your views with the class.

1. What animals do you think may experience emotions that are similar to
human emotions?

2. What feelings do you think animals can communicate? How do they express
those feelings?

3. Do you think that animals experience “pure” emotions? Why or why not?

B. An animal whisperer is somebody who “communicates” with animals in

order to solve their problems. Look at the classified ad of an animal
whisperer below and the comments of Dwain Walden that follow.

Katie Black: The Pet Whisperer

“I’ll help you connect with your pet!”

• Katie’s been “whispering” to pets for 30+ years.

• Not only does she talk to the pets, she also listens! Since the age of three when she
got her first pet—a pygmy goat—Katie’s been honing her telepathic powers.
• From dogs to lions to rats to donkeys, Katie’s counseled them all!
• While Katie prefers to meet the pet in person, she’s happy to consult by phone,
e-mail, letter, fax, or webcam. She welcomes the most challenging physical,
behavioral, and emotional issues.

90 UNIT 9
 Yo, dog, what seems to he your problem?
by Dwain Walden
Ever since that movie The Horse Whisperer came and they will hire these “whisperers” to talk to
out, there has been sort of an influx of their animals and then offer them therapy and
“whisperers” in the animal kingdom, and I see counsel (the pets and the people). Then the
great potential here for another vocation when I whisperers laugh all the way to the bank,
retire from journalism. There are “cat whisperers”
and “dog whisperers,” etc. They talk secretly to the The bottom line is, you whisper to the dog, and
animals, find out what’s on their minds, and may then you poke the dog’s nose in your ear and allow
even get their thoughts on global warming. your body language to indicate communication is
taking place. Then you make up something and tell
And, yes, I know that it sounds ridiculous, but the owner. In the process, you get your ear cleaned
there are people with more money than sense, out. That’s what they call a win-win situation.

Now discuss these questions in groups of three or four.

1. If you had a pet that needed help, would this ad appeal to you? Why or why not?

2. Based on her ad, what kind of person do you think Katie Black is?

3. Why does Dwain Walden object to animal whisperers? Do you agree with him?

4. Have you or anyone you know had any experience with animal whisperers?
Relate it to your group.

C. Choose an animal you are interested in.

dolphins • whales • fish • birds

chimpanzees • monkeys • gorillas • polar bears

meerkats • cats • dogs • your choice

•) Use the Internet to investigate your animat’s communication behavior.

•> Research the following elements:

• How does the animal communicate? Using sounds? Scent? Body language?

• What other animals does it communicate with? Its own species? Other
species?

• What meanings does it seem to communicate?

• Analyze its communicative behavior using the four points discussed

in this unit’s lecture.

•> Give a three-minute class presentation based on your research.

Linguistics 91
 ECONOMICS

UNIT
The Evolution
of Money

CONNECT forte topic

Money—every human society uses it. And every modern society needs it in order to grow
and flourish. Through the ages, money has had an ability to change in ways that reflect
the culture and technology of the time. Shells, cattle, gold, coins, banknotes, credit cards,
e-money—these are just a few of the many forms that money has taken. And now for the
first time in human history, most of the money that flows throughout the world is not
physical; it is digital information that moves over high-speed cables. While the future
forms that money will take are hard to predict, one thing is for sure: Money is here to stay.

What is your attitude toward money? Check (H) whether you agree or
disagree with the following statements.

Agree Disagree

It is important to save money every month. _ _

*“■*/ I prefer to use cash rather than a credit card. _ _

***“/ Having a lot of money is a good thing. _ _

**"7 Money is necessary if we want to help other people. _ _

%

’*"*>* I need money to make my dreams come true. _ _

-•? Money is necessary for a society to grow and develop. _ _

Think of reasons or examples to support your opinion. Compare responses

with a partner. • .

92 UNIT 10
bu I LD/0Ur vocabulary
A. The boldfaced words are from this unit’s lecture on money. Read along as
you listen to each sentence. Then circle the meaning of the boldfaced word.

1. Large cities began to form in Europe as people abandoned farmwork and

began other kinds of work. They voluntarily moved to urban areas.

a. unable to do something

b. stopped doing something

c. forced to stop doing something

2. Money was originally a concrete object, like gold, but has become increasingly
abstract. Now some forms of money are a digital computer code.

a. separate from physical realities

b. higher quality

c. valuable

3. Many of the impressive developments we see in modern civilization are due

to the creation of money. One example is multinational corporations.

a. a large city with many businesses

b. a country with a large population

c. a society in an advanced state of development

4. There are currently many types of currency in the world; yen, pesos, dollars,
and euros are just a few.

a. stocks

b. precious metals

c. money

5. When money was invented, it provided enormous advantages over previous

ways of conducting trade. The differences were huge.

a. very gradual

b. completely unexpected

c. extraordinarily large

6. The wealth of rich children is usually tied to heredity. Their money often
comes from their parents.

a. when a parent encourages a child to work hard

b. when a parent passes on physical possessions to a child

c. when a parent purchases many expensive things for a child

Economics 93
7. When people believe that hard work will be rewarded, individual initiative
increases dramatically.

a. readiness to take action

b. feelings of tiredness

c. the desire to become wealthy

8. The value of money is not subjective; the value of one dollar in New York is
the same as the value of one dollar in California.

a. changing rapidly and suddenly

b. not objective

c. increasing slowly

9. Financial transactions involving trillions of dollars take place daily. In the

stock market, for example, people exchange shares in hundreds of countries.

a. interactions between sellers and buyers

b. profits and losses

c. putting money into a bank

10. Money has undergone tremendous change over the past several thousand
years. It now looks very different from the way it once did.

a. caused or created

b. experienced or gone through

c. influenced negatively

B. 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.
1. (role / positive / played / money / has / a / in) billions of people’s lives.

2. Money is both physical and digital (of / at / this / its / stage / evolution).

3. (currency / in / fluctuations / values) affect everyone.

4. Paper money (objects / valuable / symbolic / of / is) such as gold.

5. Money (a / of / as / business / facilitator / has acted).

6. Attaining wealth was once (almost / to / exclusively / heredity / tied).

7. Money allowed entire civilizations (from / away / to / move) agriculture.

8. Modern forms of money allow people (with / to / another / business / one /

out / carry) no matter where they live.

9. Money has been key (the / societies / of / modern / development / to).

 FOCUSycw attention
MARKING YOUR NOTES

Taking good notes is one of the first steps to understanding a lecture or

presentation. However, it is also important to think about the ideas in the notes.
One way of thinking about your notes is to mark them during or after the lecture.
Below are some commonly used techniques:

• Underline important ideas.

• Draw stars in the margins to emphasize the most important 5-10 points in
the lecture.
• Circle key words and phrases as well as technical vocabulary.
• Draw lines between ideas that have important relationships.
• Write comments to yourself in the margins.
• Write questions about information that you don’t clearly understand in
the margins.
• Write a short summary statement of the lecture.

The following is an example of how one student marked her notes from a lecture
on the influence of money.

Honey led ko incve^nses in cowwevce.

★ Businesses gv^du^lly developed * f number of people w. $
★ People winked independence/ so . . .
fUey led kUe wovewenk kow<?ivd (^ewocvAfic v^nluej}

<nnd gov'k.
fUey dew<*nded educ^nkion fov klneiv cUildven
dewocv^nklc govks. +■ wove educ^nkion - wove business

<?vnd cowwevce
- posiHve (cycle) b<nd begun—we've skill in kln<nk cycle

^uwwuvy: TUeve's cycle: $ causes cowwevce ko

j cowwevce - ] people U<nving $ ^nd kUis causes socieky ko A
ef fveedow <nnd f educ^kion ...-| $ being e^vned

••••• ••••••• Listen to this excerpt of a speaker discussing the

possibility of a future world currency. Take
notes. Then mark your notes using the
techniques listed above.

Compare notes with a partner. Can you improve

them?

Economics
 LiSTENfoffelecture
BEFORE YOU LISTEN

You are about to hear this unit’s lecture on the evolution of money and the impact
of money on society. What are three ways you can pay for goods and services and
three ways money influences society?

Ways to pay Influences of money

1.

2.

3.

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. Barter is a system of direct exchange.

2. In early societies, landowners possessed most of the wealth.

3. Money permits people to carry out finanical transactions of any size.

4. Financial transactions involving money can’t be completed quickly.

5. Money does not move easily across cultural and geographic boundaries.

6. The value of money is rarely precise.

7. Money has evolved from being a physical object to an abstract idea.

8. The rise in commerce was caused by individual initiative.

9. Money has value independent of the trust and faith that humans
place in it.

96 UNIT 10
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.

agriculture electronic transactions paper money social development

brains manufactured physical object working hard
education more fulfilling precise

1. Money can be transferred over any distance in moments using

2. Money can be used in exact amounts; thus, one major advantage of money is

that it is_

3. Originally, money was a(n)_found in nature, such

as a cow.

4. Barter was replaced by_physical objects such as

gold coins.

5. Money first became abstract when gold and silver were replaced

by-

6. As_became more efficient, many people abandoned

farmwork and moved to cities.

7. When wealth was no longer tied to heredity, having-

and __became important.

8. The rise of commerce made_accessible to more people;

this helped new businesses grow.

9. Money is a tool that is related to human and-

10. The creation of money has allowed millions of people to live

_lives.

Economics 97
 iAL K about the tOp\C

Listen to the students talk about the dangers of credit cards. Read each
question. Then check (H) who answers it.

Ayman Molly Rob Alana

1. "What happened? Did you lose your card or - - - -

something?"

Listen to the discussion again. Listen closely for the comments below.
Check (H) the discussion strategy the student uses.

Offering
Expressing a fact
an opinion Agreeing or example

1. Ayman: "It's kind of cool to think

that we're seeing money's latest
evolution."

2. Molly: "My credit card number got

stolen sometime last weekend."

3. Molly: "The whole episode's just

kind of bummed me out."

4. Alana: "I don't blame you ..."

Discussion Strategy: Agreeing Observe a group discussion, and you're likely

to hear expressions of agreement like Uh-huh, Right, Yes!, I agree, Exactly!, and
No doubt. Agreeing is great way to support another speaker, either in casual
conversation or to build an alliance when an issue is being discussed.

C. In small groups, discuss one or more of these topics. Try to use the
discussion strategies you have learned.

• Do you think that cash is safer than using credit cards or electronic money?
• Do you think that it is safe to shop on the Internet?
• Would you react similarly to Molly if your credit card number were stolen?

98 UNIT io
REVIEWjour notes
Read your notes. Work with a partner and take turns explaining the ideas from
the lecture. Give examples or add comments as you discuss. Then complete the
notes below.

• De-P. o-P bwt-ev:

• 4• /o-P woney oygy bdnrfgr:

S3

3)

»S3 4)

» 3 W<?\ys fUe invenHon o-P wonev bene-Pife^ sociefy:

I)
S3

^)
mniwiwj

3)

S3
» DescvipHon o-P €V<j1 iaP'u5v\ o-P vnongy:

iimimQ

ir—"3
-——^j

Now you are ready to take the Unit Test.

Economics 99
 mm
■■■Ransi^iiHua

H
>' E X T E N Dtetopic ummmmmmammmm
mmmmmmmmmmmm
IlIBliHIiS ■
MI___

This unit has dealt with how money has changed over the past 5,000 years.
Now take a look at the present and into the future through the following
listening, reading, and research project.

A. Listen as financial blogger Gray Walsh interviews economist Mika Henley

about the future of money. Then discuss these questions with your
classmates.

1. In your opinion, will coins and paper money disappear in the near future?

2. What would be the benefits and drawbacks of the future world of money
described by Mika Henley?

B. The world’s population has just reached an all-time high of 6.6 billion
people and is predicted to reach 9 billion by 2050. Look at the following
statistics on wealth and poverty around the world.

• The world’s richest 225 people have a combined wealth equal to the
world’s poorest 2.5 billion people.

• More than 1 billion people live on less than $1 a day, and 70 percent of
them are women.

• According to UNICEF, approximately 30,000 children die each day due

to poverty.

• Almost 1 billion people could not read or write at the turn of this century.

• Around 1 billion people are living in slum conditions.

• Twelve percent of the world’s population uses 85 percent of its water.

• The difference in wealth between the richest and poorest countries was
about 3 to 1 in 1820 and 35 to 1 in 1950. It is now over 70 to 1.

• Assistance needed by developing countries for basic education: $6 billion

• Assistance needed by developing countries for water and sanitation:

$9 billion

IOO UNIT 10
■ ' ■ ■«■■■■» ■■■ mmws mmmmmamm = »«
IBIRIRIIIISIBBIIIIIllliaSSillRII
i** m»wmm * mm m rnmn® muz ■ *
■ RIRIRiHIHfltBBfKIi^^RiMlI^JIBRI^BaMMilRIilBV^iia'lRIB^lBPBaaKBHBRiHHIBeiBaRi
HRiRiiiiiRiiagisiR’ iaiaa«»8iiaiii^« iiiaaaRiasaaRasa^issn
aiBaaiaaBiRaaaiagi bjrrhbhhrrr'^irhr "^bhrr . rhbhhbr RHHHrSR
iiHaiiiiiiaaiiaii ummmmmmmmmmm mmmmmmmm mmmmmmmmmmmmmmmm
iiflBBaaiaBaflBiEisiaaiBsiBaai uummmmmmmummmmmmmmmmmummmmm
jv ■z.mmmta --ita - ?■■■■■■« antanaBaaiil ■

• Assistance needed by developing countries for reproductive health for

women: $12 billion

• Assistance needed by developing countries for basic health and nutrition:

$13 billion

• Current spending on cosmetics in the United States.: $8 billion

• Current spending on ice cream in Europe: $11 billion

• Current spending on business entertainment in Japan: $35 billion

• Current spending on military in the world: $780 billion

Discuss these questions with a partner.

1. Why do you think the gap between the wealthy and the poor continues
to widen?

2. How can governments address the widening gap?

C. Choose one of the following topics and a specific time period.

• families • health care

• education • science

• transportation • entertainment

• communication

Prepare a presentation on what has changed.

Speculate on how it will look in the future.

Economics 101
 BIOLOGY

UNIT
The Fountain
of Youth

CONNECT toffe topic

Living forever. The possibility has intrigued philosophers, scientists, and novelists for
thousands of years. Although living forever is not possible, ways to extend the human
lifespan to 100 years and beyond are the object of a great deal of scientific research. To
date, the results indicate that it may one day be possible for many people to live well past
the age of 100. However, as people live longer, they will have to find a balance between
the length and the quality of their lives.

Although modern cultures tend to glorify youth, there are both advantages
and disadvantages to aging. In groups, list some of those advantages and
disadvantages.

Advantages Disadvantages

As a class, discuss your results.

102 UNIT li
B iJ ! L 0 vocabulary
A. The boldfaced words are from this unit’s lecture on aging. Read along as you
listen to each sentence. Then circle the meaning of the boldfaced word.

1. Some lifestyles accelerate the aging process by damaging the body.

a. increase the speed of something

b. cause something to develop slowly

c. make something easier to notice

2. If our body doesn’t get rid of waste products, they will accumulate inside our
cells. In turn, we can become tired or even sick, and can’t function as well.

a. move from one place to another

b. remove

c. gradually increase in quantity or size

3. Scientists—particularly biologists—are intrigued by the aging process.

a. people who study living things

b. people who study the natural forces of light and heat

c. people who study the composition of synthetic substances

4. Because a half-cup serving of ice cream typically has 120-plus calories,

eating too much of it can cause weight gain.

a. large amounts of processed sugar

b. units measuring the amount of energy in food

c. parts of some foods that increase muscle mass

5. Our body is made up of millions of cells, with new ones produced daily.

a. tiny organisms that are important to health

b. parts of a person’s DNA

c. the smallest parts of a living thing that can exist independently

6. Mice whose bodies produce extra electrons age faster.

a. heat

b. electricity

c. matter in an atom

7. People with a fast metabolism tend to be thin, even if they eat a great deal.

a. an intense type of aerobic exercise

b. the chemical process that changes food into energy

c. the rate at which a person breathes

Biology 103
8. Salt molecules are made up of two parts: sodium and chloride.

a. fluids that have become solid

b. the smallest units of matter that have a unique chemical nature

c. the parts of food that give it flavor

9. One benefit of getting proper nutrition—including eating protein and a

variety of fruits and vegetables—is living a longer life.

a. the balance of food a person consumes

b. food that has not been processed in a factory

c. a diet that does not include any red meat

t

10. One way to supplement our diet is to take vitamins.

a. add something to improve a situation

b. use one thing in place of another

c. simplify something

B. 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.

accumulated accumulating accumulation

1. -evidence indicates that we have the potential to

control our rate of aging.

2. The-of waste products in our cells has a negative

impact on our bodies.

accelerated accelerating acceleration

3. Smoking causes cell damage, and cell damage is consistent with

-aging.

4. One interpretation of scientific research is that the_of

?

our aging process is part of our body’s design,

nutrition nutrients nutritious

5. Our lifespan is affected by the_that are in our food.

6. A diet that restricts caloric intake can still be_

focus>ot attention
PROBLEM-SOLUTION RELATIONSHIPS

In some academic lectures, the speaker’s goal is to describe problems and possible
solutions to those problems. In this type of lecture, it is important to first clearly
distinguish the problems, then determine which solutions apply to which
problems.

Expressing problems:

(-;-
The first problem is .. .
The bad news is . . .
This causes problems such as . . .
One theory of (the problem) says . . .
Think about the implication . . .

Expressing reasons for problems:

(-
The first reason is . . .
A second major reason is .. .
This is caused by . . .
This, in turn, causes . . .
This happens because . . .
One interpretation is . . ._j

Expressing solutions:

What can be done about this?

How can we solve this problem?
There is some pood news here .
/s there any pood news here?
One possible solution is . . .

*. •••••••
»••• A. Listen to this excerpt of a health instructor
TRY addressing causes of aging skin and solutions. Take
notes. Try to organize your notes so that the
IT problems and their solutions are clearly related.

B. Compare notes with a partner. Can you improve

your notes?

Biology 105
 LISTENtof/ieleCture
BEFORE YOU LISTEN

You are about to hear this unit’s lecture on aging. What do you think are the top
two causes of aging? What are two ways we might slow the aging process?

1_

2_

3_

4_

LISTEN FOR MAIN IDEAS

A. Close your book. Listen to the lecture and take notes.

B. Use your notes. Complete these main ideas, based on the lecture.
calorie restriction fifty imbalance oxygen
damage theories high-tech natural program theories

1. -are based on the idea that our bodies are designed to

live for a limited amount of time.

2. -concern the idea that aging occurs because of cellular

damage.

3. The Hay flick Limit theory is based on research indicating that some cells

only divide about_times.

4. The only known way to consistently increase life-span is

5. Free radicals cause aging by creating a(n)_

6. The key to reducing free radicals is to metabolize less_

7. Two approaches to slowing aging are the_approach and

the_approach.

106 UNIT li
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 letter of the phrase that best completes each idea,
according to the lecture.

1. Why were early damage theories incorrect?

a. because damage is not an important cause of aging

b. because damage occurs only temporarily

c. because the human body has the capacity to repair itself

2. What is one interpretation of the Hayflick Limit theory?

a. Our DNA gradually becomes damaged.

b. A cellular clock exists in our DNA.

c. DNA can potentially divide for fifty years.

3. What directly affects the rate of cell division?

a. the amount of waste products in the cell

b. the amount of exercise a person gets

c. the amount of food a person eats

4. By how much should a person reduce his calorie intake if he adopts

a CR diet?

a. 20 percent

b. 30 percent

c. 40 percent

5. What is one environmental factor that causes free radicals to form?

a. strong sunlight

b. oxygen

c. air pollution

6. Which of the following is not damaged by free radicals?

a. DNA

b. cell membranes

c. electrons

7. What is xenotransplantation?

a. using drugs that reduce the metabolic rate

b. using animal tissues to treat human illnesses

c. using stem cells to repair human organs

Biology 107
 TA L K about the topic
Listen to the students talk about ways to slow aging. Read each opinion.
Then check (H) who disagrees with it. Move than one student may disagree.

Hannah Manny River Mia

1. Everybody knows that the natural

approach will slow down the aging
process.

2. People don't know what they can do to

slow aging. z
3. I'd be willing to cut back my diet by 30
percent.

B. Listen to the discussion again. Listen closely for the comments below.
Check (D) the discussion strategy the student uses.

Asking Asking for

for opinions clarification
or ideas Disagreeing or confirmation

1. Mia: "Huh?" - - -

2. Hannah: "I'm not so sure

about that."

3. Hannah: "So what then?"

4. Mia: "Can I clarify something

from earlier in the lecture?"

Discussion Strategy: Asking for clarification or confirmation To clarify means to

make clearer. To confirm is to remove doubt. You can clarify or confirm by
restating what you understood: You mean ... or Do you mean . . . ? Or you can
ask open-ended questions like What do you mean? and Could you clarify . . . ?

C. In small groups, discuss one or more of these topics. Try to use the
discussion strategies you have learned.

• Do you agree with River that the natural approach is the best way to live longer?
• Do you believe that your life span is predetermined?
• Do you agree with Manny's feeling that most people know how to live a
healthy life, but don't act on it?

108 UNIT li
review your notes
Use your notes. Work with a partner. Complete the chart as you discuss the
theories and main ideas covered in the lecture.

11 II II 11 11 i 11 11 11 II II 11 11 I 11 II II II il II II II !1 il II i) II 11 II II II 11 II
TUeovy 'Speci-Pic key fewns Causes o-P
fUeovy —sol uHons
pvO<^VdM*\ ce 11ia1<av vw<?vsfe

pv-o<Ai\cfs

ollc

■Pvee v^^Aic^ls

H\eov\es

l^^jj Now you are ready to take the Unit Test.

c Tip! ^
Notes that are organized
in categories—in a chart,
for example—are easier
to review. Clean,
organized notes can
make information more
approachable.
V___ _J

Biology 109
 as mi m mm. mm m m mmm
mmmmmasmm mm
HHHHflillieaHH
mm ''SiiiiiBii
■■■■■hbbbbb

E N
H atopic
Of the ideas on aging that you’ve heard, has one in particular appealed
to you? Maybe you ll connect to one of the ideas in the following
listening, reading, and research project.
IIIISII1I8 ■
_

A. Listen as student health reporter Sara Sandlin interviews Professor

Dominica Pirelli, an anti-aging researcher, about the effects of a positive
mental outlook on aging. Then discuss these questions with your
classmates.

1. Do you agree that a positive attitude is related to general health? Why?

2. Do you agree that a positive attitude can increase your life span? Why?

B. Some people, known as centenarians, live to be 100 years old and beyond.
Read these short profiles about three centenarians and their tips for living a
long life.

Jeanne Calment, 122 years old

At the age of twenty-one, Jeanne married a wealthy store owner, so she never had to work. She
maintained an active lifestyle nearly her entire life by playing tennis, cycling, and playing the piano.
At the age of eighty-five she began fencing, and she rode a bicycle until she was 110. She attributed
her long life to regularly eating olive oil, which she put on nearly all of her food and rubbed on her
skin.

Yone Minagawa, 114 years old

Yone Minagawa lived a busy life in which she sold flowers and vegetables at a coal mine and
raised five children after her husband died. She enjoyed playing the shamisen, a Japanese
musical instrument. And even when she was 114, she participated in club activities in a
wheelchair and danced along to music. She liked sweets and was particularly fond of
Japanese cakes filled with sweet bean paste. Ms. Minagawa said that her long life was due to a
good diet and getting a good night’s sleep.

Antonio Todde, 112 years old

Antonio Todde was the third of twelve children in a poor shepherd family. His parents and
two sisters lived into their nineties. Mr. Todde attended school for only one year. For sixty-five
years of his life, he walked a great deal as he followed flocks of sheep up and down the steep
mountain paths near his home. Mr. Todde attributed his longevity to drinking a glass of
Sardinian red wine every day. He once said, “Just love your brother and drink a glass of good
wine.” In addition to the wine, he regularly ate pork, lamb, pasta, and soup.

no UNIT li
 ■■■■■bbrbrbbbr if*® m mmm 1 ill
mmmwmmmmmmmm ■ mM®^ bb -rrbrkr mum bbbhbrbbhhbhbhbbbrhbbbi
aaiaaaaiaaaaaaaaaflaRai
aaaaaaaaaaaaaaaaa.aaaaiRiaiiBHBa aiaai aHaiiaaiBHaBini
BHBBBBBBBBfilllRH BIB BBBB^B^BB fl BBIRBBBBBBBBBBBBBI til BBS
BBBBBBBBBBBBBBBB. BBBBHIlBiBBBBiB BBBBIBBSBflHBfllBB4BBi»
BiBBBHBBl'lflBBBlB I flBIBBBBBBifllB ?BBBIBBBBH£HBBBBBB BHBB I
IfiBBBBRiHMBBBBBBBil BBBBBBRBiaBI: BBBBBBI3B IBBBBBBBBBBBHBB!
ISIffiHHHBHBHBHBai■ BBBRBIBBBBB BRRRRBIRBRHiiRBHBBBBBBBR^B':
mi___
Discuss the following questions with your classmates.

1. What do you think about the lifestyles of these three centenarians?

2. What would be the advantages and disadvantages of living to 100

or beyond?

C. Use the Internet or library to research a natural or high-tech approach to

extending human life.

•) Choose a topic:

Natural approaches High-tech approaches

raw food tissue engineering

exercise stem cells

vitamins xenotransplantations

blueberries human growth hormone

laughter light therapy

Include the following elements in your presentation:

• the ease of using this approach

• the expense of this approach

• examples or evidence of the effectiveness of this approach

• why you would or would not use this approach

Give a class presentation based on your research.

Biology III
 SOCIOLOGY

UNIT
Marriage

CONNECT to the topic

Why do people get married? While many people today might answer “for love,” the
answer to this question is complex. People marry for many different reasons, and many
forms of marriage exist in the world. Also, ideas about marriage can change radically
in any society over the course of even a single generation. This can be seen in the many
ways some parents and children disagree about issues such as who and when to marry,
and what type of wedding ceremony to have. Despite all of the complexities, however,
one thing seems certain: People will still be getting married for many years to come.

Look at the following characteristics. Which do you think are most important
in a marriage partner? Rank the items from 1 to 5, with 1 being the most
important characteristic. Survey two classmates. Add the numbers and divide
by three to get the average. ';

□ □ □
Characteristic: Good looks Kindness Wealth

□
Nationality Intelligence

□ □ □ □
***'*/ My rankings:

□
□ □ □ □
*"*/■ Classmate A’s rankings:

*"**>* Classmate B’s rankings:

□
Compare results with the rest of your class.

112 UNIT 12
BUILD your vocabulary
A. The boldfaced words are from this unit’s lecture on marriage. Listen to each
sentence. Then guess the meaning of the boldfaced words. Work with a partner.

1. Most people don’t get married until they’ve reached adulthood. Marriages
involving children and young teenagers are rare in most parts of the world.
2. Naomi heard that many women are delaying marriage until after they turn
thirty. She confirmed that information by checking the Internet.
3. As people from many countries meet and develop relationships, the number
of interracial marriages increases.
4. Married couples enjoy a kind of legitimacy, while unmarried couples may
be considered outside the accepted standards of society.
5. Saed has matured a lot since moving out of his parents’ house. He’s become
very responsible and is able to take care of himself.
6. Nationalistic barriers to international marriages are gradually disappearing
because meeting someone from a different country is fairly common.
7. One societal norm of marriage is that people are expected to marry someone
of a similar age. Many people view large differences in age as strange.
8. Growth in the Hispanic population in parts of the United States has caused
the number of marriages between Hispanics and whites to rise.
9. One strong reason for marriage in many cultures is a woman becoming
pregnant. It is important that the child has a father and mother to care for it.
10. My parents are from the same social class. They lived in similar
neighborhoods, and their parents’ incomes were nearly the same.

B. Match each word to the correct definition.

a. adulthood d. legitimacy g. norm i. pregnant

b. confirmed e. matured h. population j. social class
c. interracial f. nationalistic barriers

1_ when a woman is carrying an unborn offspring in her body

2. _ fully developed and behaving in a reasonable way; not childish

3. _ a block people face because of their national beliefs

4. _ between different races of people

5. _ people in a particular area or members of a particular group

6. _ determined that something is definitely true

7. _ the period of life when a person is completely grown

8. _ acceptance, validity
9 _ a group of people with a similar rank in society

10._ the usual or acceptable way of doing something

Sociology 113
C. Say each word to yourself. Write N if it is a noun, V if it is a verb, and A if it is
an adjective.

1. adulthood 6. _ nationalistic barriers

2. confirmed 7. _ norm

3. interracial 8. _ population

4. legitimacy 9. _ pregnant

5. matured 10. _ social class

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.

confirm confirmed confirmation

1. Researchers have_that caring for children properly is

important to the survival of any society.

2. Research showing that married couples are healthier than single people is

_of the benefits of marriage.

legitimate legitimately legitimacy

3. Children need to be_linked to their father.

4. One of the functions of marriage is to give the couple_

in the eyes of society.

mature maturity maturation

5. As couples-, they become similar to one another.

6. Greater-can result in a rise in tolerance toward people

of other races.

nations national nationalistic

7. The tax policies of---governments can provide pressure

for young people to get married.

8. In most-, marriages are legally recognized by the

government.
FOCUS your attention

PERSONAL REACTIONS TO TOPICS

Taking good notes is a crucial part of understanding a lecture, but it is also

important to actively think about the notes. Here are ways you can do this:

• Add examples from your own life.

• Agree and disagree with information in the lecture.
• Suggest an alternative point of view.
• Consider the implications of information in the lecture.
• Provide additional reasons for something.
• Consider the strengths and weaknesses of a position or situation.
• Predict how the situation will change in the future.

Considering the information in the lecture from various points of view and making
a personal connection with that information will help you 1) understand and
remember the information better, 2) clarify what you do not understand, and 3)
create a more unified understanding of the topic. In short, reacting to the
information in your notes is as important as taking high-quality notes.

••••••• r— Listen to this excerpt of a speech discussing

TRY mA' marriage in Europe. Complete the notes below.

IT' • B. Compare notes and reactions with a partner.

C. React to the information in your notes by using

OUT! some of the approaches described above.
L _

Love

• A neuj i<Ae<n
s=a

S3 » Up fo 300 ye^vs c\^o

* People live<A wovVe^A

=3
Kinvvi^e =■
sssa

Economic verson - e*Pevvv^il wofiv^Hon -Pov- wvvi^e

Infev'Hi’O vaoHv<xHov\ -Pov -

Sociology 115
 listen tot/* lecture
BEFORE YOU LISTEN

You are about to listen to this unit’s lecture on marriage. Think of two benefits of
marriage and two criteria that people use for choosing a marriage partner.

Two benefits of marriage:_

Two criteria for choosing a partner:

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. Some form of marriage exists in_

a. a few societies

b. most societies

c. every society

2. A universal benefit of marriage is that it creates

a. individual wealth

b. relationships between families

c. social harmony

3. Marriage increases the likelihood that_

a. children will be cared for

b. families will be economically successful

c. society will develop rapidly

4. In most societies marriage establishes_

a. the parents’ legal status

b. the children’s caretakers

c. the rights of children

Il6 UNIT 12
5. Homogamy means that people marry_

a. someone similar to themselves

b. someone chosen by their parents

c. someone only after a long courtship

6. The strongest major trend in marriages of the future is a decline

in_

a. religious homogamy

b. racial homogamy

c. educational homogamy

7. Interracial marriages in the United States are increasing because of increases

in the_populations.

a. African-American and white

b. Asian and white

c. Asian and Hispanic

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. Decide if the statements below are T (true) or F (false),
according to the lecture. Correct any false statements.

_ 1. Anthropologists agree that marriage is the union of two or more people

who are legally recognized by the government.

_ 2. The alliance theory states that marriage increases social cooperation.

_ 3. Because of the slow development of human children, they need the

protection of their parents for a relatively long time.

_ 4. The legitimacy argument states that a child must be legally linked to his
or her mother.

_ 5. According to the lecturer, 75 percent of Americans marry someone

from the same racial group.

_ 6 Since 1980, the number of interracial marriages in the United States has
remained steady.

_ 7 a recent poll indicated that African Americans showed the greatest

acceptance of their grandchildren marrying someone of a different race.

Sociology "7
 TALK about the topic

A. Listen to the students talk about modern marriage. Read each anecdote.
Then check (H) who identifies with it.

Michael Yhinny Qiang May

1. My family is conservative.

2. I'm used to seeing mixed

marriages.

3. I know a lot of couples who are

living together unmarried.

Listen to the discussion again. Listen closely for the comments below.
Check (H) the discussion strategy the student uses.

Offering
Expressing a fact
an opinion or example Paraphrasing

1. Michael: "So in other words, in your

parents' generation you see a lot of
homogamy, but not in ours?"

2. Qiang: "You know what I find

fascinating ..."

3. Michael: "Even here, generally,

couples are expected to get married."

4. Yhinny: "I think big changes

are ahead!"

Discussion Strategy: Offering a fact or example By offering a fact or example,

you can transform a topic from theory to reality. This can make the topic not only
more understandable, but also more memorable. You can use examples from
personal experiences (In my experience . . .), observations (I've noticed. . . ), and
media (/ just read this article in The Times. . .).

!
C. In small groups discuss one or more of these topics. Try to use the
discussion strategies you have learned.
• Do you agree with Yhinny that many young couples today are not
homogenous?
• Qiang says that "in many cultures, marriage seems to be less and less important
every day." How would most people in your country react to this statement?
• How do you think marriage will change in the next fifty years?

n8 UNIT 12
review your notes
Work in pairs. React to these ideas from the lecture. Use your notes and the ideas
listed in Focus Your Attention to add comments below. What do you agree or
disagree with? Can you add different ideas or reasons? What are the implications
of the information in the lecture?

£ 11 I 11

fc-PPecfs o-P oh social coopev<7\HoH:

il II II II II

E-P-Pecfs o-P vnwvuHge oh cW\A ewe.:

II11
11 H

o-P cUil^Av-en's )eg<?0 vt^UFs:

il II
11 11

p wFnev dHHrA SOCl^l cldHSS'-

II il
11
il II

Hwvl^ge ptfnvfnev w\A v^cidnl gvoup:

I
il I II II

V\wv\c*Qe p<hv-Vh€v e<^.uc*nHoH<?0 level'-

£ 11 1 11

FuFuve o-P vHc^v/un^e v^ioad lAOH\o^*Hi*\y:

il

w\.A
11 J1 i II

/--
Tip!
Now you are ready to take the Unit Test. Reacting to lecture
information and adding
those thoughts to your
notes is a great practice.
You will not only better
remember the material,
but also develop a
personal connection to it.
V___J

Sociology 119
 ■■«!■■■■■■ ■■
■■■■■■■■■■■a
mm

H EXTE N Dttetopic ■iiaasiaiBa^

■IliHIBIIill

As the lecturer’s tone indicated, the concept of marriage is widely

supported. Learn more about why that is in the following listening and
reading exercises. Then do your own research on the topic.

A. Listen as HealthTV guest and anthropologist Dr. Sharon Wright discusses

the effects of marriage on health. Then discuss these questions in small
groups.

1. Can you think of reasons not mentioned by Dr. Wright why marriage is
beneficial for some people’s health?

2. In what situations might marriage be harmful to a person’s health?

B. Read these three perspectives on the future of marriage.

Harlan Fidell, sociologist: Although I’ll admit that marriage has served a purpose
throughout much of human history, the era of marriage is nearly finished. Divorce rates
skyrocketed in the 1960s and they’re still high today. Marriage will be a thing of the past
within the next fifty years. Actually, the only thing that keeps marriage alive is the legal system.
Once laws are changed so that they don’t favor married people, we’ll see a rapid decline in the
number of marriages.

Sasha Becker, journalist: The future of marriage is here. Both now and in the immediate future
we’ll see a mix of married and single people. In countries where the economy is strong, we’ll see
rises in the number of single people. For instance, by 2020, 30 percent of the households in the
United States will be what we call solo singles. However, none of this means that marriage will
disappear. The majority of people will be married at some point in their lives.

Ted Marcus, marriage counselor: Marriage? I can’t imagine a society without it. Marriage will
enjoy a resurgence in many Western countries as we continue to learn more about how to
make marriage work well and educate young people about marriage. We now know a lot
about how to make good, long-lasting relationships, but we’ve done a poor job of
communicating that information to high school and university students. Once we get better
at the education side of things, we’ll see more and more successful marriages and that will
increase the attractiveness of marriage to young single people.

120 UNIT 12
r mm iSHHIll mmmmmm : m IIR1BK1 m aaaaIIHIIRIIRHHIIIBI
it» H as a;-aaass MM'M s H naiiis i? 3! I S8 H 13 * 1 sSl BBBS
aa illHfRIiiilHBBI
in - mmmmmm mwmmm lain? mmmmmm wB
Mat a« sffiff an ssg
SP Mi «§§
IS
m

II Si H S mmummm a >:■■!»**■ mmmmmm m •e| f$jj ijjj --] I ||iaaaaaaaaaBHaaa

i mm 1111 msaasBii| MBS-
y'S® sfijp
■ 1 is n? ® $§§ pi m m s s u is is ib
g am m.
IHilHii a(9HI■ 8 S iiiiliiIIIIIIIBHIIBIHI
SRI
SIS wg& m
;
HlgfP fi1 Hi Bl ■ Bi Bl si § aHMailSilS as s « B B BBBB m
B fl
mmmmammm liMRlH! f HHRRIfiil ■ ■BIBBfliBfli mmmmmmmmmMmmmm
he mm ■■■■■■■a mm IB B :
m\ hh» mi i II ■ E .
M 3 mmm _ m'

In groups, consider these questions. Then discuss the reasons for your answers.

1. Which view do you most agree with?

2. Which trend best describes the future of marriage in your home country?

C. A recent poll of approximately 2,000 Americans revealed the top ten

personal qualities that people consider necessary for a successful marriage.

•)• Consider the qualities listed below.

commitment compassion honesty love support

communication dependability humor respect trust

Decide which of these qualities you would select as your top three.

•> Come up with some qualities that you would add to the list.

•y Discuss as a class.

Sociology 121
 appendix a: academic word list
Numbers indicate the sublist of the Academic Word List. For example, abandon and its
family members are in Sublist 8. Sublist 1 contains the most frequent words in the list,
and Sublist 10 contains the least frequent. Boldfacing indicates that the word is taught
in Contemporary Topic 3. The page number of the section where the word is taught is
indicated in parentheses.

abandon (p. 93) 8 anticipate 9 bulk 9 compile 10

abstract (p. 93) 6 apparent 4 capable 6 complement 8
academy 5 append 8 capacity 5 complex 2
access 4 appreciate 8 category 2 component 3
accommodate 9 approach 1 cease 9 compound 5
accompany 8 appropriate 2 challenge 5 comprehensive 7
accumulate (p. 103) 8 approximate 4 channel 7 comprise 7
accurate 6 arbitrary 8 chapter 2 compute 2
achieve 2 area 1 chart 8 conceive 10
acknowledge 6 aspect 2 chemical (p. 43) 7 concentrate 4
acquire 2 assemble 10 circumstance 3 concept 1
adapt 7 assess 1 cite 6 conclude 2
adequate 4 assign 6 civil (p. 73) 4 concurrent 9
adjacent 10 assist 2 clarify 8 conduct 2
adjust 5 assume 1 classic 7 confer 4
administrate 2 assure 9 clause 5 confine 9
adult (p. 113) 7 attach (p. 53) 6 code 4 confirm (p. 113) 7
advocate 7 attain (p. 23) 9 coherent 9 conflict 5
affect 2 attitude (p. 3) 4 coincide 9 conform 8
aggregate 6 attribute 4 collapse 10 consent 3
aid 7 author 6 colleague 10 consequent 2
albeit 10 authority 1 commence 9 considerable 3
allocate 6 automate 8 comment 3 consist (p. 13) 1
alter 5 available 1 commission 2 constant (p. 3) 3
alternative 3 aware 5 commit 4 constitute 1
ambiguous 8 behalf 9 commodity 8 constrain 3
amend 5 benefit (p. 103) 1 communicate 4 construct (p. 3) 2
analogy 9 bias 8 community 2 consult 5
analyze 1 bond 6 compatible 9 consume (p. 23) 2
annual 4 brief 6 compensate 3 contact 5

122 ACADEMIC WORD LIST

8 despite 4 ensure 3 fluctuate 8

1 detect (p. 63) 8 entity 5 focus 2

1 deviate 8 environment 1 format 9

8 device 9 equate 2 formula 1

7 devote (p.13) 9 equip 7 forthcoming 10

4 differentiate 7 equivalent 5 found 9

3 dimension 4 erode 9 foundation 7

9 diminish 9 error 4 framework 3

3 discrete (p. 83) 5 establish 1 function (p. 103) 1

9 discriminate 6 estate 6 fund 3

7 displace 8 estimate 1 fundamental 5

10 display 6 ethic 9 furthermore 6

6 dispose 7 ethnic 4 gender 6

3 distinct (p. 83) 2 evaluate 2 generate 5

3 distort 9 eventual 8 generation (p. 83) 5

3 distribute 1 evident 1 globe (p. 23) 7

3 diverse 6 evolve (p. 3) 5 goal 4

7 document 3 exceed 6 grade 7

1 domain 6 exclude 3 grant 4

2 domestic 4 exhibit (p. 13) 8 guarantee (p. 33) 7

3 dominate 3 expand (p. 3) 5 guideline 8

8 draff 5 expert 6 hence 4

2 drama 8 explicit 6 hierarchy (p. 23) 7

8 duration 9 exploit 8 highlight 8

4 dynamic 7 export 1 hypothesis 4

1 economy 1 expose 5 identical 7

4 edit 6 external 5 identify (p. 3) 1

element 2 extract 7 ideology (p. 33) 7

7
facilitate (p. 63) 5 ignorance 6
5 eliminate 7
factor 1 illustrate 3
3 emerge 4
feature 2 image 5
1 emphasis 3
federal 6 immigrate 3
7 empirical
fee 6 impact 2
3 enable (p. 33) 5
file 7 implement 4
8 encounter 10
final 2 implicate 4
' 7 energy 5
finance 1 implicit (p. 43) 8
10 enforce 5
finite 7 imply 3
1 enhance (p. 53)
flexible (p. 63) 6 impose 4
2 enormous (p. 93)

ACADEMIC WORD LIST 123

 6 investigate 4 minimal 9 4
6 invoke (p. 53) 10 minimize 8 4
10 involve 1 minimum 6 2
1 isolate 7 ministry 6 3
6 issue 1 minor 3 9
6 item 2 mode 7 2
1 job 4 modify 5 1
1 journal 2 monitor 5 1
8 justify 3 motive (p. 13) 6 10
8 label 4 mutual (p. 53) ' 9 5
7 labor 1 negate 3 4
8 layer 3 network 5 7
9 lecture 6 neutral 6 3
6 legal 1 nevertheless 6 3
3 legislate 1 nonetheless 10 8
6 levy 10 norm (p. 113) 9 1
2 liberal 5 normal 2 9
7 license 5 notion 5 10
6 likewise 10 notwithstanding 10 2
7 link 3 nuclear 8 2
9 locate 3 objective 5 8
8 logic (p. 43) 5 obtain 2 6
3 maintain (p. 63) 2 obvious 4 5
2 major 1 occupy 4 4
6 manipulate (p. 43) 8 occur 1 8
9 manual 9 odd 10 9
4 margin 5 offset 8 6
.0 mature (p. 113) 9 ongoing 10 2
6 maximize 3 option 4 2
8 mechanism 4 orient 5 5
3 media (p. 33) 7 : outcome 3 4
9 mediate 9 output 4 1
4 medical 5 overall 4 4
1 medium 9 overlap 9 7
6 mental 5 overseas 6 1
7 method l panel 10 1
migrate 6 paradigm 7 4
military 9 paragraph 8 7
4 respond 1 stable 5 7

4 restore 8 statistic 4 7

3 restrain 9 status (p. 23) 4 6

8 restrict 2 straightforward 10 2

9 retain (p. 43) 4 strategy (p. 13) 2 2

5 reveal 6 stress 4 6

7 revenue 5 structure 1 5

3 reverse 7 style 5 7

2 revise 8 submit 7 6

5 revolution 9 subordinate 9 5

9 rigid 9 subsequent 4 9

7 role 1 subsidy 6 7

8 route 9 substitute 5 10

8 scenario 9 successor 7 6

2 schedule 8 sufficient 3 4

5 scheme 3 sum 4 8

6 scope 6 summary 4 9

3 section 1 supplement (p. 103) 9 7

6 sector 1 survey 2 6

9 secure (p. 73) 2 survive 7 3

4 seek 2 suspend 9 1

2 select 2 sustain (p. 63) 5 8

3 sequence 3 symbol (p. 23) 5 5

2 series 4 tape 6 8

8 sex 3 target 5 9

shift 3 task 3 8
5
significant 1 team 9 7
9
similar 1 technical 3 9
7
technique (p. 73) 3 8
2 simulate 7
technology 3 3
10 site 2
temporary (p. 43) 9 7
3 so- called 10
tense 8 5
3 sole 7
terminate 8 5
1 somewhat 7
text 2 10
1 source 1
theme 8 8
2 specific 1

4 specify 3 theory 1

2 sphere 9 thereby 8

125
 APPENDIX B: SffiX ChSTtS

Learning the meanings of affixes can help you identify unfamiliar words you read
or hear. A prefix is a letter or group of letters at the beginning of a word. It usually
changes the meaning. A suffix is a letter or group of letters at the end of a word. It
usually changes the part of speech.

The charts below and on page 127 contain common prefixes and suffixes. Refer to
the charts as you use this book.

Prefixes
PREFIX MEANING EXAMPLE

a-, ab-, i!-, im-, in-, ir-, un- not, without atypical, abnormal illegal,
impossible, inconvenient,
irregular, unfair

anti- opposed to, against antisocial, antiseptic

co-, col-, com-, con-, cor- with, together coexist, collect, commune,
connect, correlate

de- give something the decriminalize

opposite quality

dis- not, remove disapprove, disarm

ex- no longer, former ex-wife, ex-president

ex- out, from export, exit

extra- outside, beyond extracurricular,

extraordinary

im-, in- in, into import, incoming

inter- between, among international

post- later than, after postgraduate

pro- in favor of pro-education

semi- half, partly semicircle, semi-literate

sub- under, below, less subway, submarine,

important subordinate

super- larger, greater, stronger supermarket, supervisor

126 AFFIX CHARTS

Suffixes
SUFFIX MEANING EXAMPLE

-able, -ible having the quality of, comfortable, responsible

capable of (adj)

-al, -ial relating to (adj) professional, ceremonial

-ance, -ence, -ancy, -ency the act, state, or quality performance, intelligence
of (n) conservancy, competency

-ation, -tion, -ion the act, state, or result examination, selection,

of (n) facilitation

-ar, -er, -or, -ist someone who does a beggar, photographer,

particular thing (n) editor, psychologist

-ful full of (adj) beautiful, harmful, fearful

-ify, -ize give something a particular clarify, modernize

quality (v)

-ility the quality of (n) affordability, responsibility,

humility

-ism a political or religious atheism, capitalism

belief system (n)

-ist relating to (or someone Buddhist, socialist

who has) a political or
religious belief (adj, n)

-ious, -ive, -ous. having a particular mysterious, creative,

quality (adj) dangerous

-ity a particular quality (n) popularity, creativity

-less without (adj) careless, worthless

-ly in a particular briefly, fluently

way (adj., adv.)

-ment conditions that result from government, development

something (n)

-ness quality of (n) happiness, seriousness

AFFIX CHARTS 127

 CD tracking guide

TRACK ACTIVITY PAGE

CD 1

1 Introduction

UNIT 1
2 Build Your Vocabulary 3
3 Try It Out! 5
4 Listen for Main Ideas and Listen for Details , 6-7
5 Talk About the Topic, Parts A and B 8
6 Take the Unit Test 9
7 Extend the Topic, Part A 10

UNIT 2
8 Build Your Vocabulary 13
9 Try It Out! 15
10 Listen for Main Ideas and Listen for Details 16-17
11 Talk About the Topic, Parts A and B 18
12 Take the Unit Test 19
13 Extend the Topic, Part A 20

UNIT 3
14 Build Your Vocabulary 23
15 Try It Out! 25
16 Listen for Main Ideas and Listen for Details 26-27
17 Talk About the Topic, Parts A and B 28
18 Take the Unit Test 29
19 Extend the Topic, Part A 30

UNIT 4
20 Build Your Vocabulary 33
21 Try It Out! 35
22 Listen for Main Ideas and Listen for Details 36-37
23 Talk About the Topic, Parts A and B 38
24 Take the Unit Test 39
25 Extend the Topic, Part A 40

128 CD TRACKING GUIDE

TRACK ACTIVITY PAGE

CD 2

1 Introduction

UNIT 5
2 Build Your Vocabulary 43
3 Try It Out! 45
4 Listen for Main Ideas and Listen for Details 46-47
5 Talk About the Topic, Parts A and B 48
6 Take the Unit Test 49
7 Extend the Topic, Part A 50

UNIT 6
8 Build Your Vocabulary 53
9 Try It Out! 55
10 Listen for Main Ideas and Listen for Details 56-57
11 Talk About the Topic, Parts A and B 58
12 Take the Unit Test 59
13 Extend the Topic, Part A 60

UNIT 7
14 Build Your Vocabulary 63
15 Try It Out! 65
16 Listen for Main Ideas and Listen for Details 66-67
17 Talk About the Topic, Parts A and B 68
18 Take the Unit Test 69
19 Extend the Topic, Part A 70

UNIT 8
20 Build Your Vocabulary 73
21 Try It Out! 75
22 Listen for Main Ideas and Listen for Details 76-77
23 Talk About the Topic, Parts A and B 78
24 Take the Unit Test 79
25 Extend the Topic, Part A 80

CD TRACKING GUIDE 129

 TRACK ACTIVITY PAGE

CD 3

1 Introduction

UNIT 9
2 Build Your Vocabulary 83
3 Try It Out! 85
4 Listen for Main Ideas and Listen for Details 86-87
5 Talk About the Topic, Parts A and B 88
6 Take the Unit Test 89
7 Extend the Topic, Part A 90

UNIT 10 *
8 Build Your Vocabulary 93
9 Try It Out! 95
10 Listen for Main Ideas and Listen for Details 96-97
11 Talk About the Topic, Parts A and B 98
12 Take the Unit Test 99
13 Extend the Topic, Part A 100

UNIT n
14 Build Your Vocabulary 103
15 Try It Out! 105
16 Listen for Main Ideas and Listen for Details 106-107
17 Talk About the Topic, Parts A and B 108
18 Take the Unit Test 109
19 Extend the Topic, Part A 110

UNIT 12
20 Build Your Vocabulary 113
21 Try It Out! 115
22 Listen for Main Ideas and Listen for Details 116-117
23 Talk About the Topic, Parts A and B 118
24 Take the Unit Test 119
25 Extend the Topic, Part A 120

130 CD TRACKING GUIDE

y dvd: tracking guide
UNIT FEATURE STUDENT BOOK ACTIVITY

1
Lecture Listen for Main Ideas and Listen for Details, pages 6-7
Coaching Tips
Presentation Points
Student Discussion Talk About the Topic, Parts A and B, page 8

2
Lecture Listen for Main Ideas and Listen for Details, pages 16-1 7
Coaching Tips
Presentation Points
Student Discussion Talk About the Topic, Parts A and B, page 18

3
Lecture Listen for Main Ideas and Listen for Details, pages 26-27
Coaching Tips
Presentation Points
Student Discussion Talk About the Topic, Parts A and B, page 28

4
Lecture Listen for Main Ideas and Listen for Details, pages 36-37
Coaching Tips
Presentation Points
Student Discussion Talk About the Topic, Parts A and B, page 38

5
Lecture Listen for Main Ideas and Listen for Details, pages 46-47
Coaching Tips
Presentation Points
Student Discussion Talk About the Topic, Parts A and B, page 48

6
Lecture Listen for Main Ideas and Listen for Details, pages 56-57
Coaching Tips
Presentation Points
Student Discussion Talk About the Topic, Parts A and B, page 58

DVD TRACKING GUIDE 131

 UNIT FEATURE STUDENT BOOK ACTIVITY

7
Lecture Listen for Main Ideas and Listen for Details, pages 66-67
Coaching Tips
Presentation Points
Student Discussion Talk About the Topic, Parts A and B, page 68

8
Lecture Listen for Main Ideas and Listen for Details, pages 76-77
Coaching Tips
Presentation Points
Student Discussion Talk About the Topic, ‘Parts A and B, page 78

9
Lecture Listen for Main Ideas and Listen for Details, pages 86-87
Coaching Tips
Presentation Points
Student Discussion Talk About the Topic, Parts A and B, page 88

10
Lecture Listen for Main Ideas and Listen for Details, pages 96-97
Coaching Tips
Presentation Points
Student Discussion Talk About the Topic, Parts A and B, page 98

11
Lecture Listen for Main Ideas and Listen for Details, pages 106-107
Coaching Tips
Presentation Points
Student Discussion Talk About the Topic, Parts A and B, page 108

12
Lecture Listen for Main Ideas and Listen for Details, pages 116-11 7
Coaching Tips
Presentation Points
Student Discussion Talk About the Topic, Parts A and B, page 118

132 DVD TRACKING GUIDE

credits
Photo Credits: Page 11 Photodisc/Getty Images; Page 12 Shutterstock; Page 21
Bildarchiv der Oesterreichische; Page 26 © Corbis; Page 27 Shutterstock; Page 30
Digital Vision/Alamy; Page 32 Shutterstock; Page 40 Shutterstock; Page 42
Shutterstock; Page 51 (top) AP Photo/Mike Gunnill, (bottom) AP Photo/Mike
Gunnill; Page 52 Shutterstock; Page 56 Shutterstock; Page 57 Walter Bibikow/Index
Stock/Jupiterimages; Page 62 Courtesy of NASA; Page 70 Kevin Mazur/Getty
Images; Page 73 Matt Cardy/Getty Images; Page 77 Shutterstock; Page 80 (left) AP
Photo/Elaine Thompson, (right) © Evan Agostini/Getty Images; Page 90 (left)
Shutterstock, (center) Shutterstock, (right) Shutterstock; Page 92 (left) Shutterstock,
(center) Shutterstock, (right) Shutterstock; Page 102 (left) BananaStock/SuperStock,
(center) Shutterstock, (right) Blend Images/SuperStock; Page 112 (left) Eleanor
Kirby Barnes, (center) © Eastphoto stockimages Co.,Ltd/Alamy; (right)
Shutterstock; Page 121 Sean Sprague/Alamy

page 20 - Part B Discover Your Genius reading adapted from http://www.

harpercollins.com/books/9780060085308/Discover_Your_Genius/index.aspx;
page 50 - mystery man article adapted from article originally appearing at
www.guardian.co.uk/uk/2005/may/16/stevermorris; page 91 -Yo, dog article adapted
from article originally appearing at www.moultrieobserver.com/opinion/local_story_
033223652.html

CREDITS 133
These are the discussion strategies that you will hear the students in the
Student Discussion videos using. Consider starting a list of the expressions you
learn for each one.

• Asking for opinions or ideas • Asking for clarification or confirmation

• Expressing an opinion • Keeping the discussion on topic
• Agreeing • Paraphrasing
• Disagreeing • Trying to reach a consensus
• Offering a fact or example
LONGMAN
Advanced
CONTEMPORARY TOPICS 3
American Advanced
Dictionary
THE dictionary
Academic Listening and Note-Taking Skills
for academic succes:

THIRD EDITION

David Beglar / Neil Murray

series editor: Michael Rost

Could we colonize Mars if we wanted to? Has surveillance reached “Big Brother”
proportions? What are some of the latest theories for slowing aging?

You’ll find the answers to these and other questions in Contemporary Topics 3, which
features college lectures from several academic disciplines, including astronomy, political
science, and biology. Contemporary Topics 3 prepares students for the challenge of college
lectures with practice in a wide range of listening, speaking, and note-taking skills and
strategies. The lectures (available on CD and DVD) were filmed in realistic academic
settings before live student audiences.
DVD Features
■ Realistic college lectures from a range of academic disciplines (also on audio CDs)
■ Student discussions of the lectures (also on audio CDs)
■ Instructors’ Presentation Points
■ Coaching Tips that guide students as they take notes
■ Subtitles for lectures and student discussions

Course Features
■ Corpus-based vocabulary drawn from the Academic Word List
■ Practical listening and note-taking strategies
■ Note-review practice that allows students to analyze their note-taking skills and
consolidate their understanding of the lecture
■ Academic research and speaking tasks: presentations, discussions, and role plays
■ A Teacher’s Pack for busy instructors with:
• Suggested bonus activities
• Teaching notes
• Answer keys
• Audioscripts
• Simulated TOEFL® Listening Test for each unit

0-13-207517-2 978-0-13-207517-6
0-13-235570-1 978-0-13-235570-4
0-13-234524-2 978-0-13-234524-8
0-13-234523-4 978-0-13-234523-1

0-13-600516-0 978-0-13-600516-2
0-13-135810-3 978-0-13-135810-2
0-13-600513-6 978-0-13-600513-1

9780132345231
11/22/2019 1121-2

llll lllllll IIIMl III I an I mil

"780 1 3 2"3 4 5 2 3 1'