Dap An QSkills 2nd Tat Ca 6 Levels PDF

Q2e Listening & Speaking 5: Audio Script Unit 1
Unit 1: Psychology spoken language and our writing system are

important parts of our culture.
The Q Classroom
Activity B., Page 2
LISTENING 1 My Stroke of Insight: A Brain
Teacher: Class, the Unit Question is: “How does
Scientist’s Personal Journey
language affect who we are?” So maybe we can
Activity A., C., Pages 6, 7
start by talking about ourselves. How about
David Inge, Host: Good morning. Welcome to
you, Marcus? Do you think you would be a
the second hour of Focus 580. This is our
different person if you had a different first
morning talk program; my name’s David Inge.
language?
. . . In this hour of Focus 580 we’ll be talking
Marcus: Yes, in some ways I would be.
with Jill Bolte Taylor; she is a neuroanatomist.
Teacher: Why?
She’s affiliated with the Indiana University
Marcus: Our language is part of our culture. The
School of Medicine in Indianapolis. And back in
way we express ourselves reflects the things we
1996, she was teaching and doing research at
care about. Sometimes there are things that I
the Harvard Medical School when she had a
feel just can’t be said as well in English.
stroke, a very serious and severe stroke. On that
Sophy: I don’t think that’s true, though. I think
day, as she writes in her book My Stroke of
you can say anything in any language. You just
Insight, on that day she woke up with a sharp
feel more comfortable with how to say it in
pain behind one eye. She tried to get on with
your native language.
her usual morning activities, but clearly she
Teacher: What do you think, Felix? How does
knew something was very wrong. She wasn’t
language affect who we are?
sure what. Uh, instead of finding answers or
Felix: I agree with Marcus. I think some things
information, she writes she “met with a growing
are easier to express in some languages than in
sense of peace.” She writes that she felt
others. Take showing respect, for example. In
“enfolded by a blanket of tranquil euphoria.”
my native language, there are certain verb
We should talk a little bit more about the, the
forms that you can use when you’re talking to
structure of the brain, and, and I think that
an older person that help you show respect, but
probably people have an idea in, in their head
in English that’s difficult to do. You speak the
of what the brain looks like. And that I think the
same way to everyone. It made me
thing that people think about as being the brain
uncomfortable when I first started speaking
is in fact the cortex, the cerebral—
English.
Jill Bolte Taylor: Right.
Sophy: But you can show respect in English, just
sachtienganhhanoi.com
Inge: —cortex, which is that part of the brain
not with verb forms. You use more formal
that sets us apart from a lot of other living
language, you don’t contract as much, and that
things and in fact maybe sets us apart in degree
kind of thing. It’s just different.
from other mammals as well. Uh, and maybe
Teacher: Interesting. Would you like to add
also people are used to the idea that it has two
something, Yuna? How would you say language
halves, right and left, and that the two halves
affects who we are?
are different. So, talk a little bit about that, the
Yuna: I think that for all people their language is
structure of the brain at that level, and the two
very important to who they are. In Korea, our
halves, the right and the left, and what makes
them different.
© Copyright Oxford University Press Page 1 of 6

Taylor: Well, they process information in, in communicate either creating language or
different kinds of ways, um, but of course understanding other people’s language. But
they’re always both working all at the same what I gained was this experience of the
time. So as you look out into the world right present moment and the expansiveness, so, so
now, whatever your perception is, you, you they’re, they’re very different ways of
have choices. You can look first at the big perceiving the world. And most of us, you know,
picture of the room and not really focus in on I think we can identify that there are these two
any of the details. And the right hemisphere very different parts of ourselves and that we
looks at things for the big picture. It blends the, use them together. I just had the opportunity to
softens the boundaries between things so that lose the detail of the left hemisphere so that I
you take in the bigger picture of the room. Is could really just experience the right
this a really lovely room? Is this a great room? hemisphere untethered to the left hemisphere.
Um, and you just have the overall perception. If Inge: Our guest on this hour of Focus 580, Jill
you’re at the beach, um, you look out over the, Bolte Taylor; she’s a neuroanatomist. And of
the, um, horizon and you look out over the course questions are welcome. Line 1. Hello.
water, and, and you, you allow yourself to feel Caller: Hello.
expansive, and that’s the bigger picture of Inge: Yes.
everything. The left hemisphere, then, is going Caller: I find this fascinating. I’m, I’m an
to—and it’s all in the present moment. The experimental psychologist, retired. And, um,
right hemisphere is all about right here, right there’s an old, uh, out of the behavioristic
now. And then the left hemisphere is going to tradition, you know, they believed that
take that big picture and it’s going to start consciousness was intrinsically tied to language.
picking out the details. So if you’re at the beach, And it sounds like that’s out the window now
now it’s going to start looking at the kinds of because you evidently didn’t lose consciousness
clouds, and it’s going to label them and it’s and, uh, because you—but you did lose your
going to look at the whitecaps and label them, language. But what I’m interested in, is did you
and it’s going to look at the kinds of grains in lose the concept of future and past? It sounds
the sand and label them. And everything now like you were living entirely in the present. Is
starts working into language and the details that true or not?
that we can then communicate with, so it’s Inge: All right.
looking—and, and, and in order to do that, it’s Taylor: Thank you. Yeah. No, that’s a great
going to compare things to things that we’ve question. I did lose my perception of past and
learned in the past, and it’s going to project future when I had that hemorrhage in the left
images into the future. The right hemisphere hemisphere, and I lost all of the consciousness
thinks the big picture in pictures. of the language center. I lost the portion of my
The left hemisphere thinks the details using brain that said, “I am an individual. I am Jill
language, so the two hemispheres work Bolte Taylor. These are all the data connected
together constantly for us to have a normal to me.” These are all the memories associated
perspective. And, and on the morning of my with who I had been and when that person
hemorrhage, I lost the left hemisphere, which went offline, which is the best way for me to
lost my language, it lost my ability to associate explain it, I lost all of her likes and dislikes, and I
or relate anything to the external world or to didn’t—but I was still completely conscious.

And in the process of recovery, I essentially had 3. Taylor: I just had the opportunity to lose the
to say that woman died that day, and I was now detail of the left hemisphere so that I could
an infant in a woman’s body. And this new really just experience the right hemisphere
consciousness was going to regain the function untethered to the left hemisphere.
of the left hemisphere, but I was not going to 4. Taylor: At the same time I, I see it as, as, just
regain being whom I had been before. So, um, as far as language is concerned, picture yourself
uh, I love your perspective on it. At the, at the as a purely English-speaking person and then
same time I, I see it as, as, just as far as you wake up one day and you’re in the heart of
language is concerned, picture yourself as a, a China where nobody speaks any English
purely English-speaking person and then you whatsoever, so you’re no longer dependent on
wake up one day and you’re in the heart of the language. You’re dependent on having a
China where nobody speaks any English heightening of your other experiences, the
whatsoever, so you’re no longer dependent on inflection of voice and facial expression, and,
the language. You’re dependent on having a and you’re, you’re really in the present
heightening of your other experiences, the moment, then, in order to gain information
inflection of voice and facial expression, and, about what, where, where you’re at and what
and you’re, you’re really in the present you have to do.
moment, then, in order to gain information
about what, where, where you’re at and what
you have to do. So we do function; there’s a NOTE-TAKING SKILL
whole part of us that is non-language, and once Activity A., B., Page 12
that language goes off, I was still a whole M: During the first year of life, children learn
human being, even though I didn’t have my words as they hear them repeated by their
parents. A great deal of language learning goes
language center and the rest of my left
hemisphere was, was swimming in a pool of on between the ages of 15 to 24 months. By the
blood. I still had the experience that I was age of 18 months, most children know about 50
perfect and whole and beautiful just the way words. By their second birthday, they can use
that I was even though I only had part of my, 250 to 300 words. This number nearly doubles
my mind functioning. in the following 6 months.
LISTENING 2 The Story of My Life

LISTENING SKILL Making inferences Activity A., C., Pages 14, 15
Activity A., Page 11 Helen Keller: I cannot recall what happened
1. Inge: The thing that people think about as during the first months after my illness. I only
being the brain is in fact the cortex, the cerebral know that I sat in my mother’s lap or clung to
cortex, which is that part of the brain that sets her dress as she went about her household
us apart from a lot of other living things . . . duties. My hands felt every object and observed
2. Taylor: The right hemisphere thinks the big every motion, and in this way I learned to know
picture in pictures. The left hemisphere thinks many things. Soon I felt the need of some
the details using language, so the two communication with others and began to make
hemispheres work together constantly for us to crude signs. A shake of the head meant “No”
have a normal perspective. and a nod, “Yes.” A pull meant “Come” and a

push, “Go.” Was it bread that I wanted? Then I of communication became so urgent that these
would imitate the acts of cutting the slices and outbursts occurred daily, sometimes hourly. . . .
buttering them. If I wanted my mother to make The most important day I remember in all my
ice cream for dinner, I made the sign for life is the one on which my teacher, Anne
working the freezer and shivered, indicating Mansfield Sullivan, came to me. I am filled with
cold. My mother, moreover, succeeded in wonder when I consider the immeasurable
making me understand a good deal. I always contrasts between the two lives which it
knew when she wished me to bring her connects. It was the third of March, 1887, three
something, and I would run upstairs or months before I was seven years old.
anywhere else she indicated. Indeed, I owe to On the afternoon of that eventful day, I stood
her loving wisdom all that was bright and good on the porch, dumb, expectant. I guessed
in my long night. . . . vaguely from my mother’s signs and from the
I do not remember when I first realized that I hurrying to and fro in the house, that something
was different from other people, but I knew it unusual was about to happen, so I went to the
before my teacher came to me. I had noticed door and waited on the steps. The afternoon
that my mother and my friends did not use sun penetrated the mass of honeysuckle that
signs as I did when they wanted anything done, covered the porch, and fell on my upturned
but talked with their mouths. Sometimes I face. My fingers lingered almost unconsciously
stood between two persons who were on the familiar leaves and blossoms which had
conversing and touched their lips. I could not just come forth to greet the sweet southern
understand and was vexed. I moved my lips and spring. I did not know what the future held of
gesticulated frantically without result. This marvel or surprise for me. Anger and bitterness
made me so angry at times that I kicked and had preyed upon me continually for weeks, and
screamed until I was exhausted. . . . a deep languor had succeeded this passionate
Many incidents of those early years are fixed in struggle.
my memory, isolated, but clear and distinct, Have you ever been at sea in a dense fog, when
making the sense of that silent, aimless, dayless it seemed as if a tangible white darkness shut
life all the more intense. . . . you in, and the great ship, tense and anxious,
Meanwhile, the desire to express myself grew. groped her way toward the shore with plummet
The few signs I used became less and less and sounding line, and you waited with beating
adequate, and my failures to make myself heart for something to happen? I was like that
understood were invariably followed by ship before my education began, only I was
outbursts of passion. I felt as if invisible hands without compass or sounding line, and had no
were holding me, and I made frantic efforts to way of knowing how near the harbor was.
free myself. I struggled—not that struggling “Light! Give me light!” was the wordless cry of
helped matters, but the spirit of resistance was my soul, and the light of love shone on me in
strong within me; I generally broke down in that very hour.
tears and physical exhaustion. If my mother I felt approaching footsteps, I stretched out my
happened to be near, I crept into her arms, too hand as I supposed to my mother. Someone
miserable even to remember the cause of the took it, and I was caught up and held close in
tempest. After a while, the need of some means the arms of her who had come to reveal all

things to me, and more than all things else, to wordless sensation may be called a thought,
love me. made me hop and skip with pleasure.
The morning after my teacher came she led me We walked down the path to the well-house,
into her room and gave me a doll. The little attracted by the fragrance of the honeysuckle
blind children at the Perkins Institution had sent with which it was covered. Someone was
it . . . but I did not know this until afterward. drawing water, and my teacher placed my hand
When I had played with it a little while, Miss under the spout. As the cool stream gushed
Sullivan slowly spelled into my hand the word over one hand, she spelled into the other the
“d-o-l-l.” I was at once interested in this finger word water, first slowly, then rapidly.
play and tried to imitate it. I stood still, my whole attention fixed upon the
When I finally succeeded in making the letters motions of her fingers.
correctly I was flushed with childish pleasure Suddenly I felt a misty consciousness as of
and pride. Running downstairs to my mother, I something forgotten—a thrill of returning
held up my hand and made the letters for doll. I thought—and somehow the mystery of
did not know that I was spelling a word or even language was revealed to me. I knew then that
that words existed; I was simply making my “w-a-t-e-r” meant the wonderful cool
fingers go in monkey-like imitation. In the days something that was flowing over my hand. That
that followed I learned to spell in this living word awakened my soul; gave it light,
uncomprehending way a great many words, hope, joy; set it free! There were barriers still, it
among them pin, hat, cup and a few verbs like is true, but barriers that could in time be swept
sit, stand, and walk. But my teacher had been away.
with me several weeks before I understood that I left the well-house eager to learn. Everything
everything has a name. . . . had a name, and each name gave birth to a new
Miss Sullivan had tried to impress it upon me thought. . . . I learned a great many new words
that “m-u-g” is mug and that “w-a-t-e-r” is that day. I do not remember what they all were;
water, but I persisted in confounding the two. but I do know that mother, father, sister,
In despair, she had dropped the subject for the teacher were among them—words that were to
time, only to renew it at the first opportunity. I make the world blossom for me, “like Aaron’s
became impatient at her repeated attempts, rod, with flowers.” It would have been difficult
and seizing the new doll, I dashed it upon the to find a happier child than I was as I lay in my
floor. I was keenly delighted when I felt the crib at the close of that eventful day and lived
fragments of the broken doll at my feet. over the joys it had brought me and for the first
Neither sorrow nor regret followed my time longed for a new day to come. . . .
passionate outburst. I had not loved the doll. In I recall many incidents of the summer of 1887
the still, dark world in which I lived, there was that followed my soul’s sudden awakening. I did
no strong sentiment or tenderness. I felt my nothing but explore with my hands and learn
teacher sweep the fragments to one side of the the name of every object that I touched and the
hearth, and I had a sense of satisfaction that the more I handled things and learned their names
cause of my discomfort was removed. She and uses, the more joyous and confident grew
brought me my hat, and I knew I was going out my sense of kinship with the rest of the world.
into the warm sunshine. This thought, if a

PRONUNCIATION: Emphatic Word Stress

Page 23
EXAMPLE 1
She’s a SCIENTIST.
She was COMPLETELY CONSCIOUS.
He was RESPONSIBLE.
She ISOLATED herself.
EXAMPLE 2
A: She’s a SCIENTIST?
B: No, she’s a DENTIST.
A: Are you afraid of oral reports?
B: YES! I NEVER take SPEAKING classes.
A: Can Gary speak MANDARIN?
B: HE can’t, but LISA can.
Activity A., Pages 23–24

Taylor: Then I would have this wave of clarity
that would bring me and reattach me back to
normal reality, and I could pursue my plan, and
my—the only plan that I had in my head was to
call work and that somebody at work would get
me help. Um, but it—it took, uh, over 45
minutes for me to figure out what number to
dial and how to dial and by the time, um, I got
the information I could not see uh the, the
phone number on my business card. I couldn’t
pick the numbers out from the background
pixels, cause all I could see were pixels. Uh, and
it’s a you know, it’s a, big drama. By the time
my colleague, I’m very fortunate he was at his
desk. I spoke. I said “Woo Woo Woo Woo Er” I
had no, no language and when he spoke to me
he sounded “Woo Woo Wer.” He sounded like a
golden retriever. So, uh, but he did recognize
that it was I and that I needed help and then
eventually he did get me help.

Unit 2: Education from our routine. It was actually a lot of fun.

Plus there were donuts!
The Q Classroom
Teacher: Sounds like you have a smart
Activity B., Page 30
manager. Well, we’ve covered a lot of bases in
Teacher: It’s time for us to start talking about
this discussion: work, education, and fun can
the Unit Question, which is: “Where can work,
clearly overlap at school, on vacation, and in the
education, and fun overlap? First of all, can they
workplace. We’ll keep discussing this idea as we
overlap? What do you think, Yuna?
go through the unit.
Yuna: Yes. When I enjoy my work, it’s fun. And
usually I only enjoy my work if I’m learning
LISTENING 1 Voluntourism
something.
Teacher: What do you think, Sophy? Where can
(Music)
work, education, and fun overlap?
Chris Christensen, Host: Amateur Traveler,
Sophy: They can overlap at school. For example,
Episode 125.
if you take a field trip, it’s fun, and you’re
Today we talk about volunteer travel, or
learning, and you’re also preparing the report
voluntourism. Find out what kind of person is
or whatever other work you have to do for it.
doing this kind of travel, what they’re doing
Teacher: Felix?
when they get there, and just who it is they’re
Felix: I agree with Yuna, that work is fun when
meeting. On today’s Amateur Traveler.
you’re learning, but I think fun can be
Christensen: Welcome to the Amateur Traveler;
educational as well. To me, fun is more fun
I’m your host, Chris Christensen. I’d like to
when I’m learning something. When I go on
welcome to the show Linda Stuart. Linda is the
vacations, I love to learn all about the places I
executive director of the Global Citizens
visit. I’m one of those tourists who reads all of
Network. Linda, welcome to the show, first.
the brochure information. That’s not work, I
Linda Stuart: Thank you Chris. Glad to be here.
guess, but it’s definitely fun and learning.
Christensen: What is the Global Citizens
Teacher: OK. We’ve talked about fun at school
Network?
and learning on vacations—what about fun at
Stuart: Global Citizens Network is a nonprofit
work? When is work fun? Marcus?
organization based out of St. Paul, Minnesota,
Marcus: I think work is fun when you’re doing
that’s in its 16th year. We’ve been providing
something out of your normal routine, and
cross-cultural expeditions to indigenous
especially if you’re working on something in a
communities around the world.
group. At my job, we needed to change some of
Christensen: OK, and so what we’re talking
our procedures, and the manager wanted us all
about on this show is volunteer travel, or
to be a part of the change, so she set up
voluntourism is the other phrase that’s been
informal meetings for us to discuss how we
used. Let’s start with the why. Why after I’ve
wanted to change things. We got a chance to
been working so hard for the whole year would
talk to each other in a way we usually don’t, we
I want to go and work someplace else?
got some good planning done, it was a learning
Stuart: Yeah, that’s a great question. We’ve
experience because none of us had done
seen an increase over the last couple of years in
anything like that before, and it was a break
individuals, families, groups, couples that are
interested in an experience where they feel like

they’re able to contribute, or give back, and so in Cantel, there’s the center where the youth
while going to see new lands, meet new people come and they learn about Mayan weaving,
is still very enticing, there is something to be medicinal medicines, traditional dance, et
said about going and doing good, and that is an cetera, and our presence there is really to also
opportunity that Global Citizens provides with kind of validate the culture and the
its cross-cultural trips and the service aspect on preservation of the culture. So that’s a really
the trip. And there’s an opportunity to meet significant project that we feel like we’re
others, meet friends, see new places and new working on. So there’s a wide variety of
lands, taste new foods, but then in addition, opportunities for people if they feel like they
there’s an opportunity to work on a service want to go together as a team, if they want to
project that will make a contribution to the go as an individual, if they want to go 50s and
community where we’re partnering. older, there’s also an opportunity for baby
Christensen: Before we get into specifically boomers and senior citizens to be together. And
what you guys are doing, can you tell us a little one thing about GCN is that we are an age-
bit more about what are the ranges of diverse organization so families, children eight
opportunities when we talk about volunteer and up are welcome on our program.
travel? Christensen: Can you describe your volunteers?
Stuart: Everywhere you turn around now, you’ll Can you give us a couple of examples of people
see volunteer opportunities. Voluntourism is on who volunteer for you?
the rise. And one thing that our organization Stuart: Well, two-thirds of our volunteers are
has maintained over the last 16 years is the women.
opportunity to travel and volunteer together as Christensen: Interesting.
a team. And so we do solicit intact teams, but Stuart: The other demographics of our
also individuals are welcome to come and join volunteers would include, as I just mentioned
us on any group trip. There is a wide range of some sort of family combination. But I would
opportunities. Others include individual say that the majority of the people that travel
placement; some are in rural areas versus urban with us do range between probably 30 and 55
areas. Others may be more of a tutoring or years old. And then the second group after that
English teaching placement— would be the youth, because the one area I
Christensen: Mm-hmm. guess that we don’t see as many is the kind of
Stuart: —others may be in orphanages. Our the university-aged individuals, and that’s
organization partners with indigenous because I think oftentimes they’re looking for
communities and works with them on small- credit or possibly more of a longer-term
scale development projects of their choice and program and our programs are short-term.
so it often focuses on physical labor, Christensen: Mm-hm.
construction of health clinics, schools, Stuart: They’re one to three weeks long and so.
community centers, et cetera. But other . . . There are many motivating reasons for this
projects may include, for example, in a village in kind of experience, in addition to giving back
Guatemala, in Cantel, we’re partnering with the and contributing. Another one is the
Mayan Peace Center on youth empowerment camaraderie and sharing that meaningful
projects. And that is, again, of the community’s experience with a family or, like as you
choice and by their initiation and direction. So mentioned, allowing children to have that kind

of eye-opening experience and seeing not it’s us if we actually went someplace with GCN, what
versus them, but it’s us all together. countries are you in, first of all?
We do stress that there’s always something for Stuart: We partner here in the United States,
everyone, and so while maybe the construction with several Native American reservations—
on a health center, sometimes it can be as Christensen: OK.
simple as hauling some sand, assisting in sand— Stuart: —as well, First Nations in Canada. We
the project usually occurs in the morning, are in Mexico, Ecuador, Peru, Guatemala. We’re
followed by a community lunch and in the in Africa, Asia, Kenya and Tanzania specifically.
afternoon there’s opportunity for interacting Christensen: And what’s the average group
with the community members in weavings and size?
classes and lessons, learning, educational Stuart: Our groups are small. They range
forums at the clinics. anywhere from 4 to 12.
I mean, there’s always such a wide variety Christensen: OK. And then what kind of cost, I
because the goal is to really immerse yourself know it’s going to vary depending on whether
in the daily lives of the village people and to see we’re going to Arizona or Tibet.
how they live. Stuart: Our program fees range anywhere from
Christensen: So what was your personal $900 to $2,400, depending, yeah, on where you
experience with how you got so involved in go and for how long. If it’s a week to three
volunteer travel? weeks long.
Stuart: Well, as a youth I was fortunate enough Christensen: And that’s not counting airfare, I
to have an experience to go on an alternative assume?
project when I was in high school. It was very Stuart: Airfare is in addition to that as well as
eye-opening for me. It was an ecological project any visa costs or any immunizations that would
in Dominica in the Caribbean. And it was my be needed.
first taste of what alternative travel is, and Christensen: OK.
everyone is pretty aware of a lot of what the Stuart: But the program fee does cover your
mass tourism opportunities are, but I was really lodging, transportation, food, and a portion of it
touched by that experience and very moved goes to the project.
that at that time, someone was raising my Christensen: Well, I thank you so much for
awareness and my realization and my coming on the show and telling us a little bit
conscientiousness about supporting the local about this different kind of, uh, opportunity for
economy . . . versus buying all the souvenirs travel and just appreciate you sharing your
that you would buy on a cruise ship per se. And experience with us.
so there was something that really resonated Stuart: Great. Thank you.
with that experience for me. And then just kind
of prompted a lifetime of seeking those kinds of LISTENING SKILL Listening for examples
experiences, learning a second language, doing Example, Page 38
research and study abroad in college, and just Stuart: There is a wide range of opportunities.
one experience led after another, so . . Others include individual placement; some are
Christensen: And then if you could get a little in rural areas versus urban areas; others may be
more specific in terms of what we would expect more of a tutoring or English teaching
placements . . .

Activity A., Page 38 an internship, cost-of living expenses may be

1. Stuart: Our organization partners with similar and students have to factor that into
indigenous communities and works with them their budget. Even though both living abroad
on small-scale development projects of their and interning sound like fun, they also require a
choice and so it often focuses on physical labor, lot of hard work, no matter how interesting the
construction of health clinics, schools, experience is. EAP students need to remember
community centers, et cetera. that they will have to communicate and do
2. Stuart: There are many motivating reasons school work in a foreign language. And even
for this kind of experience, in addition to giving though internships are almost always in the
back and contributing. Another one is the same country as the home campus, the
camaraderie and sharing that meaningful technical hands-on work may still be harder
experience with a family or, like as you than interns expected. Both opportunities are
mentioned, allowing children to have that kind enticing to college students as they provide an
of eye-opening experience and seeing not it’s us opportunity to branch out and gain new
versus them, but it’s us all together. experiences.
3. Christensen: And then if you could get a little
more specific in terms of what we would expect LISTENING 2 Science Fairs and Nature Reserves
if we actually went someplace with GCN, what Activity A., C., Pages 41, 42
countries are you in, first of all? Report 1
Stuart: We partner here in the United States, (Music)
with several Native American reservations— Narrator: The climax of many outreach
Christensen: OK. programs run by the University of Cambridge
Stuart: —as well, First Nations in Canada. We occurs in March each year with a science
are in Mexico, Ecuador, Peru, Guatemala. We’re festival. Sober university buildings take on a
in Africa, Asia, Kenya and Tanzania specifically. carnival atmosphere in a week-long celebration
of science.
NOTE-TAKING SKILL Nicola Buckley: It’s a unique chance for all the
Activity B, Page 40 scientific, mathematical, engineering
F: Many students are torn between joining an departments to get together and put on this
Education Abroad Program (EAP) and finding an amazing week of activities for kids and adults.
internship during their junior year in college. And you’ve never seen anything like it with all
Everyone agrees that both programs provide of these quite staid university buildings being
students with an opportunity to expand their sort of overrun by children that week, and it’s
horizons. Only in another country, however, can just a chance to open the doors and interest
students experience new cultures. Money is people in science, really. The science festival is a
always an important consideration for college very large event at the university. It’s the
students. They will usually end up paying tuition largest public event we run each year. We
for an EAP program at their home campuses. record over 45,000 visits to all of the events.
On the other hand, they usually do not pay The atmosphere on the Science on Saturday is
tuition during internships. In fact, internships absolutely fantastic.
often pay a minimal salary, so students can earn Narrator: This experiment is part of a project
money. Whether living abroad or off campus for called “Crash, Bang, Squelch!” By mixing corn

flour and water, you get a material that can activities that go on throughout the system.
both be a liquid and a solid at the same time. Here UC faculty and staff are exploring ways to
It’s strange, and fun to play with, but there is a preserve the state’s disappearing oak
serious point. It might cause a child to begin to woodlands and restore native grasslands,
think differently about the materials of delving deep into the earth to understand the
everyday life. In the week before the festival, microorganisms that support California’s
Sebastian Watt and his fellow volunteers from ecosystems, and pioneering new ways to serve
the Earth Science department climb into their the state’s diverse student population.
time truck and tour many of the local schools. Narrator: Community support is essential to the
Buckley: Which is packed with interactive success of the reserve. Many people in the area
exhibits about geology, volcanoes, and these volunteer to serve as docents at the reserve,
sorts of things, little demonstrations. The aims leading public tours and conducting educational
of the festival are to enthuse the general public programs for school groups. Dr. Michael
about science, especially children, young Williams is the reserve director.
people, to encourage them to be the next Michael Williams: Without an outreach
generation of scientists. And that’s why the program, you can’t get people excited about a
science festival is so important. It breaks down site. And the outreach also is a, it fits into the
barriers between scientists and the wider mission of NRS for public service. And to
community and the university and the wider actually show people, in a very controlled
world. And we think that’s a benefit to both. Of setting—we don’t allow open use of the
course, we want to encourage children and reserve, but with trained docents, um, we can
young people to study science at this and other have classes come out here and see research
universities, but above all, we want children happening. The nice thing about outreach, for
and parents to understand how wonderful me, for me personally, is I like to see kids get
science is and how important a part it plays in excited about science, to see it in action.
all our lives. The special programs we have that are under,
(Music) um, the oversight of the outreach coordinator
Report 2 is one program in particular called “Kids in
Speaker: In this report on the Sedgwick Nature Nature,” where we bring low-income, uh, poor-
Reserve, you will hear a narrator and two performing school district kids from throughout,
speakers: Dr. Michael Williams, the reserve currently Santa Barbara county, but that will be
director, and Professor Jennifer Thorsch of the expanding into other adjoining counties this
University of California, Santa Barbara. next year. Uh, we bring them in for almost, um,
Narrator: The University of California Natural a whole year of interaction. And that includes a
Reserve system provides a testing ground for number of field trips here to work on a
developing innovative solutions to California’s restoration project, and to work on the biology
tough environmental and educational of the plants they’re using in the restoration
challenges. With more than 30 sites dedicated project, and to understand the communities
to teaching, research, and public outreach, NRS under which the restoration project is taking
Reserves can be found throughout the state. place. And it just keeps multiplying itself out.
The Sedgwick reserve, near UC Santa Barbara, Then they go on campus and they actually learn
provides a perfect example of the kinds of about plant anatomy. And they look at the

anatomy of the very plants they’re planting out so we try and show them that you can be
here. And then they’ve got computer games anything you want to be. And also, I think
that they can take back with them to the science is really interesting, and by and large,
classroom that are developed specifically of it’s not taught in a really hands-on, “teaching by
plants at Sedgwick. They come back out here doing” rather than “teaching by telling.” And so,
and they start asking more questions that this program not only has them doing
they’ve learned or that’s been generated by the experiments in the labs at UCSB, but they’re out
game. here in this beautiful environment.
Narrator: The Kids in Nature program draws on
the resources of both the reserve and the PRONUNCIATION
campus. Professor Jennifer Thorsch and her Page 50
students at UC Santa Barbara played a key role Example 1
in creating and running the program. With GCN, we can take an expedition to
Jennifer Thorsch: My concept was to bring Mexico, Peru, or Argentina.
botany to K through 12 students and bring them Example 2
to the university for experiences in the They need to find out if that institute is in China
laboratory and also at our natural area sites on or Japan.
campus. Sedgwick Reserve was running their Example 3
own schools program. We learned about each Did they visit Saudi Arabia, Lebanon, or Egypt?
other’s program, so we met, and a Is it a science fair or a science camp?
collaboration was born, and Kids in Nature was Example 4
the result. What did they build in Mexico, schools or
I think the impact that Kids in Nature is having houses?
is probably more far-reaching than we will even Where are the exhibits, in the school, at the
begin to understand. Not only are they beach, or in the park?
introduced to the university environment— Activity A., Page 51
many of these children have never, ever been 1. Who paid for the travel expenses, the
on a university campus, and the concept of students or the school?
going to college is not in their realm. The visits 2. Would you choose to initiate a new project or
to the university familiarize them with what a work on an old one?
university is, and we all try and be extremely 3. I’m not sure if I prefer Cambridge, Oxford,
positive when these students are on campus Harvard, or Stanford.
and show them that they can come here too. 4. Which adjective is best: compelling,
Williams: I think that’s a wonderful use of a liberating, or enticing?
natural reserve site. Again, it’s very controlled, 5. You have your choice of staying in a tent, a
research sites are protected, uh, the kids are, home, or a hotel.
get to meet a lot of the researchers doing these 6. Can everyone go on a volunteer vacation,
programs. including children, teens, and adults?
Thorsch: And I think often, especially young
girls, at the ages between the 4th grade and 6th
grade, begin to believe that they cannot be
scientists or that it’s not a cool thing to do. And

Unit 3: Psychology Teacher: That’s right. People think they see land
when there is no land there at all. So we have
The Q Classroom
lots of examples of the eyes deceiving the mind,
and we’ll see more as we continue with this
Teacher: The Unit Question is: “Can the eyes
unit.
deceive the mind?” Let’s start with our own
experience. What are some common examples
NOTE-TAKING SKILL
of the eyes deceiving the mind?
Activity C., Page 61
Sophy: The first things that come to my mind
M: Sherlock Holmes is the famous detective
are those pictures with a hidden image in them.
created by Sir Arthur Conan Doyle. He is the
When you first look at them, your eyes tell you
main character in over 56 stories and four
that it’s just a repetitive pattern, but there are
novels. Holmes uses disguises when he wants to
actually differences in the pattern that show up
fool others into thinking he is not Sherlock
as a hidden image when you look at it for a
Holmes, the detective, so he can more
while.
successfully investigate crimes. In "The
Marcus: Those things drive me crazy! I can
Adventure of Charles Augustus Milverton,"
never see the picture. But to answer the
Holmes poses as a repairman and becomes
question, I’d say that 3-D pictures are a very
engaged to a servant in the house of Milverton,
common example of the eyes deceiving the
an evil blackmailer. His goal is to gain access to
mind. What looks like 3-D is really just the same
the house so he can steal letters that belonged
image being shown from different angles.
to an innocent woman. In another story, he
Teacher: Good point. What are some other
dresses in the black clothes of a village priest.
examples of the eyes deceiving the mind? Felix?
He knows that in order to gain valuable
Felix: Well, to take off from what Marcus said,
information from the village people, he must
we use visual deception all the time. For
fool them into thinking they can trust him
example, we put mirrors in rooms to make
completely. The detective disguises himself as
them look bigger, or we wear vertical stripes to
an old bookseller in "The Empty House "
make ourselves look thinner. Even animal
because his enemies assume he is dead, and he
camouflage is an example of the eyes deceiving
wants to continue this illusion for his own
the mind—the animal is there, but you don’t
protection. Some critics say Sherlock Holmes is
see it because its patterns and colors match the
as much an actor as a detective.
background.
Teacher: That’s true. Are there other examples
LISTENING 1 Wild Survivors
of the eyes deceiving the mind? Does it happen
in ways we don’t plan? What do you think,
Narrator: In the ruthless world of survival, the
Yuna?
battle for life and death takes on infinite forms.
Yuna: When people are in the desert, they
The endless struggle to eat and avoid being
sometimes see pools of water. I forgot what
eaten has created weapon and defense systems
that’s called . . .
that are continuously changing. The balance of
Teacher: A mirage. Yes, people often see
power in nature is continually shifting.
mirages in the heat, on highways, too.
Sometimes it favors the hunter and sometimes
Yuna: And on the ocean.

the hunted. Those that are best at the game passersby. When the caterpillars hatch, they
escape from the very jaws of death. begin a dangerous journey. Those that survive
Adapting is necessary for survival. As conditions make straight for the oak trees’ flowers. As they
change—availability of food and water, feed hungrily upon the flowers, they absorb the
temperatures, the presence of predators both chemicals within them. This triggers a startling
animal and human—animals must change to transformation. Quite literally, the caterpillar is
meet the challenges or die. what it eats. It can mimic the flowers superbly,
Both weather and landscape play a part in how even imitating the movement of the flowers in
animals adapt. Those that live must be well the spring breeze.
suited to the demands of the environment. For Camouflage allows many of the caterpillars to
example, the brown feathers of the ptarmigan, mature safe from predatory birds. But the story
a bird about the size of a pigeon that lives in doesn’t stop there. In the summer, another set
Europe and North America, make it almost of caterpillars is hatched. By now, the flowers
invisible to predators. But the feathers serve have fallen, and the caterpillars feed on the
another purpose as well—they protect the bird leaves instead. But there are different
from the extreme cold by keeping its body heat chemicals within the leaves now that set off a
next to its body, as well as keeping the cold air completely different reaction. This time, the
out. caterpillars take on the appearance of the oak
The ptarmigan also grows long white feathers twigs, rather than the flowers. To its great
on its feet for the winter, which act like built-in advantage, the same species has shown a
snowshoes. Undoubtedly, the feathers also striking capacity for variation.
provide effective camouflage, a disguise that Adaptations can be remarkably specific to the
helps the ptarmigan hide from predators by environment. A praying mantis looks
matching the color of its environment. When dangerously out of place on the forest floor,
the snow disappears, so too do the white easy pickings for any nearby predators. But a
winter feathers of the ptarmigan. Its summer disappearing act takes place when the mantis
outfit, speckled grey and brown feathers, is well reaches the flowers of the Asian orchid. So
designed to suit the environment that is now closely does it resemble its surroundings that
free of snow. The young ptarmigans are in the other insects sometimes search for nectar
special need of good camouflage, since they on its body. Those that do may pay for their
cannot fly as well as the adults. They must mistake with their lives.
protect themselves from predators by The unbroken reaches of the desert seem to
crouching and hiding among the rocks, moss, offer little in the way of protection or places to
and wildflowers. Camouflage is virtually all the hide. Even here, though, natural selection has
protection they have in the rocky landscape of resulted in some very effective adaptations. The
the Pacific Northwest. desert snake can transform itself from obvious
An even more elaborate survival system is to almost invisible in the sand, where it then
found among the leaves of the oak tree, home hides in wait for potential prey. A lizard is no
to a variety of birds and a small, unimpressive- match at all for the deception of the snake.
looking moth. In the springtime, the moth lays The sandy bottom of the ocean floor can also
its eggs on the underside of the leaves, where hide its inhabitants. The Caribbean flounder, a
they are less likely to be found by any hungry fish whose flat body is the color of the ocean

floor, makes good use of the seabed to hide Europe and North America, make it almost
from view. Only its eyes are left exposed to invisible to predators.
sight a likely meal. Its looks may be unusual, but 3. The ptarmigan also grows long white feathers
they work superbly in these surroundings. on its feet for the winter, which act like built-in
The pressure of natural selection, or survival of snowshoes. Undoubtedly, the feathers also
the fittest, is an irresistible force shaping all of provide effective camouflage, a disguise that
nature. Those individuals who live to reproduce helps the ptarmigan hide from predators by
pass on their useful traits to succeeding matching the color of its environment.
generations. This is the essence of adaptation. 4. When the snow disappears, so too do the
As a general rule, the more closely you match white winter feathers of the ptarmigan. Its
your environment, the better your chances are summer outfit, speckled grey and brown
of surviving. The genetic combinations that feathers, is well designed to suit the
result in camouflage like this, as well as the environment that is now free of snow.
behaviors passed on from parents to offspring 5. The sandy bottom of the ocean floor can also
by example, are the product of an unknowable hide its inhabitants. The Caribbean flounder, a
number of hits and misses. Successful fish whose flat body is the color of the ocean
techniques and features live on in future floor, makes good use of the seabed to hide
generations, and unsuccessful ones necessarily from view.
pass away. It is one of the true miracles of
nature. LISTENING 2 Caught Off Guard
LISTENING SKILL Recognizing appositives that Professor Steed: Last week I posted the
explain following quotation by Sun Tzu, an ancient
Examples, Page 66 Chinese general: “All warfare is based on
Narrator: The chameleon, a type of lizard, deception. Hence, when able to attack, we must
changes its skin color to match its background. seem unable; when using our forces, we must
Narrator: The animal most famous for its ability seem inactive; when we are near, we must
to camouflage itself is the chameleon, a type of make the enemy believe we are far away; when
lizard. far away, we must make him believe we are
Narrator: Chameleons are oviparous, or egg- near.” I was pleased with the responses on our
laying, animals. class website and I have chosen three of the
Activity A., Page 67 examples you found in your research to talk
1. Adapting is necessary for survival. As about more in depth today. So, let’s get started.
conditions change—availability of food and As you all know, deception is the art of making
water, temperatures, the presence of predators others hear, see, or believe something which is
both animal and human—animals must change intended to mislead them and give us an
to meet the challenges or die. advantage. Let me explain. In nature, animals
2. Both weather and landscape play a part in use color changes or sound mimicry to distract
how animals adapt. Those that live must be well or confuse predators. In contrast, in our
suited to the demands of the environment. For everyday lives, the use of makeup and clothes
example, the brown feathers of the ptarmigan, helps humans attract attention. In advertising,
a bird about the size of a pigeon that lives in companies often package small items in big

boxes or use bright colors to enhance dull inside of which Greek soldiers hid. Second, the
products in order to attract consumers. Greek fleet pretended to sail home in defeat,
Do all of these actions work because it is so but the boats were really nearby, ready to
easy to manipulate others? As most of you attack Troy. Third, uh, when the Trojans looked
agreed, the answer is yes. And that leads us to suspiciously at the horse and some argued that
our discussion topic today. it was a trick, the Greek warrior, Sinon, told
When we think of deception in warfare, the them that the Greeks had left the horse as a gift
most common example is the use of color and for their victory. To further convince the
objects which are intended to help the military Trojans, Sinon said they had to take the horse
blend into an environment. In the desert, into Troy in order to please the gods. In the
soldiers wear khaki-colored uniforms; in a end, the Greek soldiers snuck out of the horse
forest, vehicles are green in color. Well, I asked at night, the Greek ships returned to fight, and
you to look beyond the obvious, however this is Troy was defeated. Do you agree that Caddell
not the only tactic the army uses to deceive its would classify these as passive acts of
enemies. deception?
According to Dr. Joseph Caddell, a lecturer on Jumping ahead to the 18th century, one of you
military history at North Carolina State wrote about how deceptive the first U.S.
University, there are active and passive forms of president, George Washington, was when
deception. In his 2004 paper, “Deception 101 – battling the British in the American revolution
Primer on Deception,” he explains the for independence. Aware of the strength of the
difference. Passive deception is “designed to British troops, Washington utilized deception in
hide real intentions and capabilities from an many of his operations. He created false
adversary.” In other words, it involves hiding documents and allowed them to fall into British
something which exists. In contrast, active hands. In order to keep the British from having
deception is “the process of providing an accurate knowledge of his troop size,
adversary with evidence of intentions and Washington purchased more supplies than
capabilities which you do not, in fact, possess.” necessary, constructed fake military facilities,
That is, it involves fooling the enemy into and ordered the setting of extra campfires, all
believing something which is not true. An early to create the illusion of a greater and stronger
example of deception that many of you army. In order to misdirect attention from the
presented was that of the Trojan Horse. movement of his troops south from Rhode
Scholars may argue that this was merely an Island, Washington planted information that he
event in Greek mythology described in Virgil’s was going to attack New York City. While the
epic poem the Aeneid and later in Homer’s British were distracted and concentrated their
Odyssey, but actually historical evidence has efforts on defending New York, Washington’s
emerged of this conflict between the Trojans troops crossed the Delaware and continued on
and the Greeks, sometime between the 12th to Yorktown where the battle signaling a turn in
and 13th centuries B.C. Odysseus was the the war was fought. Which category of
leader of the attack and the creator of the deception would Washington’s actions fall
Trojan Horse. Many acts of deception are under? Active, right? That is, Washington’s
involved here. First, Odysseus ordered the objective was to fool the enemy into believing
construction of a large hollow wooden horse things that were not true. The last example we

have time for today got the second highest 6. Predators are also prey, which I found
number of comments from students. It involves surprising about animals.
the 20th-century operations leading up to D-Day
in World War II, specifically Operation PRONUNCIATION: Stress shifts with suffixes
Quicksilver and Operation Fortitude South. In Examples, Page 79
the first, a small army unit was falsely portrayed 1. re-TIRE / re-tir-EE
as a large group under the command of the CHI-na / Chi-NESE
respected General George Patton. In the latter, cash / ca-SHIER
the Allies convinced the Germans that this large
unit was going to invade France at Pas-de- 2. pro-FESS-ion / pro-FESS-ion-al
Calais. Deceptive messages and false radio e-QUIP / e-QUIP-ment
signals were sent to German intelligence e-FFECT-ive / e-FFECT-ive-ness
agents. The Germans were caught off guard sub-JECT-ive / sub-JECT-ive-ly
when the real attack took place on the beaches 3. CA-pa-ble / ca-pa-BI-li-ty
of Normandy, and the Allied invasion was psy-CHO-lo-gy / psy-cho-LO-gi-cal
successful.
These are a few of the important instances that 4. VO-cab / vo-CAB-u-la-ry
show the practice of deception in warfare over CER-ti-fy / cer-TIF-i-cate
a span of many centuries. They show examples lo-CA-tion / LO-cal-ize
of Sun Tzu’s recommendation for troops to look
unable when they are able, to appear inactive
1. a. manipulate b. manipulation
when they are not, or to seem far when they
2. a. alternate b. alternative
are near. My question for you to ponder after
3. a. deceive b. deception
class is this: With the modern technology we
4. a. image b. imaginary
have today in the 21st century, do you think
5. a. technique b. technically
battles are still fought using such deceptive
6. a. mystery b. mysterious
devices?
7. a. popular b. popularity
8. a. psychology b. psychological
GRAMMAR Relative clauses
9. a. terrify b. terrific
10. a. visual b. visualize
1. Mixing up the dates that events are held on
creates a lot of confusion.
2. A general from China whom we read about
last week outsmarted his enemies with his
battle tactics.
3. The troops that walked across the river were
honored by the army for their bravery.
4. The sounds of nature that we thought we
heard were really radios.
5. The soldiers hid inside a horse whose body
had enough space for hundreds of men.

Unit 4: International Relations should really pay attention to who we do

business with. That’s one way to be a better
The Q Classroom
global citizen.
Teacher: It’s time again for us to talk about the
NOTE-TAKING SKILL Using a T-chart to take
Unit Question. “What does it mean to be a
notes on problems and solutions
global citizen?” Marcus, why don’t you start us
Examples, Page 89
off today? M: Problems
Marcus: Hmm. Global citizens are people who F: One problem is . . .
see themselves as citizens of the world, not just The group worries about the . . .
of their own country or community. The trouble is that . . .
Teacher: I think that’s a good definition. So They are concerned about . . .
Another obstacle we face is . . .
what are some examples of seeing yourself as a
M: Solutions
citizen of the world? How does that affect your F: People should/ people must . . .
behavior? Sophy? One suggestion is to . . .
Sophy: One thing a global citizen does is protect We can solve this by . . .
the environment. The energy we waste, the They need to . . .
trash we produce, and the pollution we cause We've figured out that . . .
can affect people in far-off places. If you’re a Activity B., Page 90
1. A: The program on Fair Trade coffee shows
global citizen, you’re concerned about that, and
how activists can help transform an industry. I
you try not to be wasteful.
wonder if there are any other Fair Trade
Teacher: OK. Yuna, what do you think? What
products that can make a difference and help
does it mean to be a global citizen?
people out of poverty?
Yuna: It means we have to care about what
B: Sure. Check out this website for the Global
happens to people in less fortunate countries.
Exchange. They say that if people want to help,
We do things to help them.
they can buy Fair Trade jewelry, clothing, tea,
Teacher: Can you give me an example?
and chocolate.
Yuna: Mostly by sending money, but some
A: That’s great. If consumers buy more Fair
people join volunteer corps and go to other
Trade products, farmers and local artisans can
countries to help out.
be guaranteed fair wages and find sustainable
Teacher: That’s true. What do you say, Felix.
ways to produce their products.
What does it mean to be a global citizen?
2. A: I watched a TV program last night about
Felix: I think we are all global citizens, whether
the water crisis in Africa.
we want to be or not. As Sophy said, how we
B: Oh, I wanted to see that. It’s unbelievable
live affects other people in other places—not
that water is such a precious commodity in so
just in terms of how we take care of the
many parts of the world. And why don’t more
environment, but also in terms of how we do
people care about this problem?
business. Many corporations these days
A: The program talked about that. It explained
manufacture things all over the world, and we
how one group, the World Water Organization,
need to make sure they’re acting responsibly no
is gathering professionals to explore ways to
matter where they are. It’s easier to just buy
protect water around the world. Together,
cheap stuff without thinking about it, but we
they’re finding ways to solve the crisis.

3. A: Hey, have any famous businesspeople Barista: Hi, how are you?
started organizations to address global Amos: . . . do you ever think about the farmers
concerns? who grew that coffee, thousands of miles
B: Yes, actually. Bill Gates and his wife started away?
the Bill and Melinda Gates Foundation. Customer: I need two, let’s see, two vente
A: What does it do? mocha frappuccinos with whipped cream.
B: They’re working to fund healthcare initiatives Amos: When you pay the bill . . .
around the world. Barista: Eight twenty-nine!
A: Has the organization really had an impact on Amos: . . . do you ever wonder, How much of
any problems such as the spread of disease? this money will the coffee farmers and their
B: They’ve worked a lot on that. They’re families actually get?
contributing to research into infectious Barista: What can I get for you?
diseases. And their website says they donate Amos: An international network of activists
money towards providing vaccinations for wants you to start thinking about it, because
people in developing countries. they say they’ve figured out a simple way that
4. A: Hi. I’m collecting money for an you can affect the global economy and
organization called the Disaster Relief Group. transform the lives of farmers: Look for coffee
Do you want to make a donation? with the special label marked “Fair Trade.”
B: I don’t know. I’ve never heard of that With Part 3 in our special report, here’s
organization. I don’t usually give money to relief American RadioWorks correspondent Daniel
organizations because I’m never sure if my Zwerdling.
money is really going to make a difference. Daniel Zwerdling: Let’s go right to coffee
A: Yeah, that’s been a problem for this country. Let’s head to the mountains of
organization. They’re pretty new and they’re Guatemala. They grow some of the best coffee
small, so a lot of people don’t know about them you can drink. It’s late afternoon, the sun’s
or trust them yet. Believe me, it’s been a already sinking behind a peak, and farmers are
challenge raising money for them. But they’re shuffling back down the slopes after a whole
trying to improve their outreach and day picking beans. [horse whinnies] Some lead
communications through their website. pack horses. They’re mangy animals; you can
B: Oh, really? count every single rib. The farmers tie the reins
A: Yes. If you go to DisasterReliefGroup.org, to trees next to the village warehouse, and they
you’ll see newsletters, blogs from volunteers, unload their burlap sacks. A lot of farmers can’t
and pictures of all the work they’re doing all afford a horse. One man’s staggering down the
over the world. You’ll also see exactly how dirt path. He’s lugging more than 50 pounds of
much money they’ve raised for victims of coffee on his own back. My interpreter
natural disasters and where that money goes. translates. [Spanish]
Interpreter: Sometimes we do 100 pounds or
LISTENING 1 The Campaign to Humanize the more. Uh, you come here sweating, really
Coffee Trade sweating.
Activity A., D., Page 92, 93 Zwerdling: You don’t have to be an economist
Deborah Amos: Be honest: When you drop by to see that growing coffee here doesn’t buy
your local coffeehouse . . . much of a life. Picture the farmers’ homes on

the hillsides. They’re shacks. The floors are bare more coffee than any commodity except
dirt. There’s no running water or electricity. The petroleum (and illegal drugs). But the farmers
outside walls are thin wooden planks—and it say they don’t know what happens to their
gets cold here up in the mountains. beans once they sell them to the coyote. They
The world’s coffee prices go up and down, don’t realize that he sells them to a processor;
depending partly on supply and demand and then the processor might sell them to an
speculation by big investors. But these farmers exporter. The exporter ships the beans to an
are stuck in poverty. They sell their beans to importer in another country, like the United
local businessmen whom they derisively call States. The importer sells them to a roaster. The
“coyotes,” and the coyotes pay them less than roaster sells them to a coffee shop, which sells
50 cents per pound. At that price, the farmers the coffee to you, and everybody makes a
can barely make a few hundred dollars a year. healthy profit along the way—except the small
[Spanish] farmers who grow it. [horse hooves/whinnies]
Interpreter: I mean, to produce coffee, it’s, it’s Now activists have devised a cure that they call
expensive. It’s a lot of work, and sometimes we the Fair Trade system. They say it can help
can’t even cover our costs. farmers make more money than ever before
Zwerdling: Can I ask all of you something? Do and flex some power over their lives.
you know how much somebody like me pays for [truck sounds] On a recent morning, we joined
your coffee when I go to my local coffee shop in one of the system’s organizers, a man named
Washington, D.C.? Guillermo Denaux. He’s heading to a meeting
[Spanish] with some Fair Trade farmers to see how things
Interpreter: No, we don’t know. are going. And that means that his four-wheel-
Zwerdling: So I tell them that foreign stores drive car is straining to climb an insane path
typically sell Guatemalan coffee for at least $9 next to a cliff, way up in Guatemala’s
per pound—compared to the 50 cents they get mountains.
for growing it—and the farmers just stand Guillermo Denaux: It’s the end of the world.
there, looking puzzled. Then one of them pulls a There is no more village further away. It’s
calculator out of his pocket that’s so dirty and impossible.
scratched, you can hardly see through the Zwerdling: A group of European activists
screen, and the interpreter helps him convert founded Fair Trade in the late 1980s. The
dollars into local quetzales. The farmers gasp program spread to the United States a few
when they hear the price. years ago. And here’s how it works: First,
Interpreter: They’re just amazed at how much, they’ve signed up roughly 300 groups of coffee
how much a consumer pays for it, and they farmers from Indonesia to Peru. They’ll only
keep just saying, “Six thousand, six hundred- sign up small, family farmers who market their
something-something quetzales!”—it’s like coffee together in community co-ops—no
they’re repeating it over and over again. It’s an corporate plantations allowed. Second, they’ve
enormous difference from what they actually figured out how much money a typical farmer
get. It’s a huge amount of money. needs to support a family of five: decent food,
Zwerdling: These farmers are the poorest and clothes, kids in school, health care. And then
most powerless part of the global coffee trade. the system basically guarantees that the
And it’s a massive industry: The world trades

farmers can sell their coffee for enough money socially responsible corporations. The first, from
per pound to achieve that. 2008, is a report on the purpose and goals of
How? Well, the companies that sell Fair Trade the UN Global Compact, an international
coffee to you at your local café buy it almost business program started by Secretary General
directly from the farmers who grow it. Denaux Koffi Annan in 1999. The second is an update
says the network cuts out the middlemen who presented by the Executive Director of the UN
traditionally siphon off farmers’ profits. Global Compact, Georg Kell, at the Business for
Denaux: Their whole lives, they depended on Peace Foundation in 2014. Please take notes
the, on the intermediaries. So once you can be, and write questions for a follow-up discussion.
become independent of those intermediaries, Narrator: In 1989, the Exxon Valdez sank off the
for them it’s very important. coast of Alaska, spilling 11 million gallons, or
Zwerdling: Still, the Fair Trade network can’t 125 Olympic swimming pools’ worth, of crude
raise all the money that farmers need just by oil into the water. Polluting 1,300 miles of
cutting out middlemen. Consumers have to coastline, the disaster, which incurred the
help, too. You pay at least 10 percent extra for world’s biggest-ever corporate fine of five
Fair Trade brands. billion U.S. dollars, has become a byword in the
media for corporate irresponsibility.
LISTENING SKILL Listening for facts and figures Since then, business has gone global as never
Activity A, Page 96 before, with foreign direct investment tripling
Reporter: Coffee is a popular beverage around to more than a trillion dollars. But as companies
the world, and its production raises many extend their reach, particularly into emerging
ethical questions. Most of the coffee, roughly economies with weaker regulations, the need
90%, is produced in third-world countries, but for responsible business practice is greater than
the market for the coffee is first-world ever before. Despite increasing scrutiny from
consumers. How much coffee? It is estimated consumers and NGOs, companies are still
that we consume over 400 billion cups per year. regularly accused of human rights abuses, poor
Most of the coffee growers in developing working practices, and environmental crimes. In
countries produce the coffee we consume. In 2000, the United Nations offered a solution to
fact, Global Exchange reports that 20 million this growing problem, the UN Global Compact,
families work in the cultivation of coffee and which asked businesses to take direct
depend on this crop to survive. Specifically, responsibility for their actions. Participating
according to The Economist, almost one third of companies follow the Global Compact’s ten
the world's coffee (over 3 billion coffee plants) principles, which broadly safeguard human
is grown and produced in Brazil. Growing, rights, labor standards, the environment, and
harvesting, and processing coffee is a very fight corruption, in what could be described as a
labor-intensive business. United Nations of companies.
Georg Kell: Initially we started off, uh, with a
LISTENING 2 The UN Global Compact moral core. Increasingly over the last couple of
Activity A., D., Page 97, 99 years, the business case for engagement has
Professor: We are going to watch two videos in become clearer.
class today related to our recent readings on Narrator: By acting responsibly, companies can
how companies can market themselves as gain the confidence of investors, who are

increasingly backing businesses that climate change. Progress so far has been
successfully manage their environmental and significant, but this is only the beginning.
social impact. It’s said that reputation and Ban Ki-Moon: Together we can achieve a new
intangible assets determine up to 70 percent of face of globalization, one that creates inclusive
the company’s market value. and sustainable markets, builds development,
Woman/Spokesperson: Today Andrew Fastow, and enhances international cooperation.
the chief financial officer of Enron, has pled Professor: So, in order to assess the success of
guilty, has admitted his responsibility—his role the UN Global Compact, we need to know
in this collapse of Enron. where businesses stand 15 years after its
Narrator: When Enron’s irregular accounting beginning. In the previous video, Georg Kell said
practices were revealed in 2001, its share price business leaders would recognize that being
plummeted from more than 90 dollars to less proactive on social issues would be beneficial to
than 50 cents. Enron’s tattered reputation them. Have a significant number of companies
eventually bankrupted the company. On the flip joined the movement? Kell poses three
side, a good reputation can increase sales. A questions. Let's see how he answers the first
2007 report showed that household one in his speech at the Oslo summit.
expenditure on ethical goods and services in Georg Kell: [. . .] We are honored to be a
the U.K. had almost doubled in five years. partner of the Business for Peace foundation, to
Business is waking up to the fact that the contribute to spread the message, to build the
commercial potential of a responsible business momentum. Indeed the state of the union and
can be exploited. its fragility was the reason why United Nations'
Kell: Business leaders recognize that being Secretary General Koffi Annan in '99 launched
proactive on this issue has a premium. It allows the Global Compact of shared values to give
them to attract skilled people. They also global markets a human face. And, of course,
recognize new opportunities because if you are I'm very happy that Harvard discovered this
better connected on the social agenda, you spot concept ten years later. So where is the state of
market needs much better. the union between business and society today?
Narrator: And attitudes do seem to be I believe it is at the crossroads. On the one
changing. A 2007 McKinsey survey found that hand, we have seen enormous progress in the
90 percent of CEOs said they were doing more last 10 to 15 years. What started as a marginal
now to incorporate environmental, social, and movement is now becoming strategic corporate
political issues into core strategies than they practice. On the other hand, we see that
had done five years ago. The Global Compact framework conditions are not necessarily
started with 38 companies in 13 countries. improving. We see that global warming is
Today it has 4,000 members in 120 countries. already becoming a reality, that old ideologies
[Background voice: The UN has put its own are coming back, and, on a daily basis, we are
reputation . . . ] reminded about corruption, human rights
However, the UN remains undaunted in its abuses, ecological destruction, often implicating
ambition to gather more companies under the business. [. . .]
Global Compact umbrella and to see them The first question is: Can we envision a day,
working together to tackle issues such as hopefully not in the too distant future, where
the majority of business acts responsibly and in

a sustainable manner? The second question I

would then explore is: What are the major
barriers that hold us back in moving there? And
thirdly: What does it take to get there? So let
me take these three questions one by one. On
the first question, can we envision a day where
the majority of businesses is truly acting
responsibly? I can say today to you with great
confidence, yes, absolutely. The simple reason
is that in an increasingly interdependent and
transparent world, long-term financial success
can only happen if it evolves together hand-in-
hand with environmental and social
responsibility and sound ethics. [. . .]
I can tell you also with some pride that this
movement is already a global movement. In '99,
less than 50 companies had the courage to take
a stand on universal principles. Today, there are
8,000 active corporate participants organized in
a hundred country networks from more than
140 countries. From China to Chile, from
Mexico to India, from Iceland to South Africa
the idea of corporate responsibility has taken
root and is growing in many languages, in many
contexts. [. . .]
PRONUNCIATION Linking with final consonants

Examples, Page 106
1. They sold items made in Africa thousands of
miles away.
2. They want to take control of production.
3. They grow some of the best coffee you can
drink.
Activity A., Page 107
1. an economist
2. growing coffee
3. special label
4. stuck in poverty
5. can’t cover costs
6. basic commodity
7. household expenditure
8. global expansion
9. climate change
10. environmental issues

Unit 5: Sociology books, so they’re always lying all over the place.
It drives my mom crazy when I’m at home.
The Q Classroom
Teacher: I bet.
Marcus: But I think it makes me feel at home,
Teacher: The Unit Question is: “How do you
having my books all around me.
make a space your own?” Think about your
room right now and your old room at home.
NOTE-TAKING SKILL
What have you done to personalize those
spaces? How about you, Yuna?
M: Today we are going to discuss personal
Yuna: Pictures! I have pictures of my friends
space, what it means, and how technology may
and family all over my room. I even have a big
be invading it.
collage of pictures of good times with my high
To begin, the study of the ways people behave
school friends. I like to have the faces of the
and interact within a personal space is called
people I love all around me.
proxemics. We look to Edward Hall, an
Teacher: I can certainly understand that. How
American anthropologist who studied
about you, Felix? How do you make a space
proxemics, for more information. According to
your own?
Hall, a comfortable personal space, or bubble, is
Felix: Sports are very important to me, so any
considered to be about 2.5 to 4 feet around us.
space of mine reflects that. Right now I have my
If someone enters that space, we may feel
tennis racket hanging on the wall over my bed
uncomfortable or even threatened. So, how
where it’s easy to reach; I also have a couple of
then does technology affect that space? Let’s
posters of athletes that I like. I have running
look at two examples of potential invaders.
shoes and a decent set of golf clubs. At home, I
First, let’s talk about RFID tags, you know, the
have a big collection of bats and balls and even
ones that are on almost everything you buy –
a table-tennis set.
from the clothes on your body to the food you
Teacher: I haven’t seen one of those for a
eat. These tags have information on the price
while! What about you, Sophy?
and the manufacturer of the items. You would
Sophy: I think that for me the important thing
not necessarily care about that, but someone
about making a space my own is having things
outside of your personal space who has an RFID
in it from home that I find comforting. For
reader can get information on your shopping
example, I have a wonderful soft quilt from my
habits.
grandmother and a jewelry box that my dad
Second, and maybe more realistically, are the
made for me. I have a teddy bear on my bed
GPS devices in our phones and cars. Parents
that I’ve had since I was little. I guess I would
should be happy that they can find out where
say that I make a space my own by keeping my
their young children are, but teenagers
old things there.
probably find this an invasion of their privacy. It
Teacher: What about you, Marcus? How do you
is a benefit when the police can track a
make a space your own?
potential criminal, but would you feel safe
Marcus: Hmm. I’m not much of a decorator. I
knowing a burglar could track your movements
guess mostly I make a space my own by having
and rob your home after seeing you were out of
a bunch of books there. I really like to read, and
town?
I never seem to have enough space for my

LISTENING 1 Environmental Psychology indicate that they are taking up the space in
Activity A., C., Pages 120, 121–122 front of them to prevent face-to-face invasion.
Professor: Welcome to Lesson 15, Module 1, of In addition, we mark our territory with our
Environmental Psychology. This week I’ll be belongings, for example, putting your jacket on
introducing you to the field of environmental the chair next to you, or putting your book on
psychology, which is an area that studies the the table in the space that you feel belongs to
interrelationship between human behavior and you. In fact, 83 percent of students sit in the
environments. Environment refers to the same seat all semester during a large lecture
natural environment such as parks, natural course. This is quite remarkable. There’s
resources, and outdoor settings and built nothing really about that seat specifically that
environments, or those structures and spaces makes it theirs, but we have this very territorial
which are constructed rather than those that behavior ingrained in us.
occur naturally. Today, we’ll be concentrating Equally important, we know that when males
on characteristics of behavior and our mark their territory, these markers are taken
connection to the space around us, focusing on very seriously. If you look at desks, office space,
gender, eye contact, and our need for privacy. and seating, you’ll find that you behave in a
We know that our need for space and our very different way depending on to whom the
reactions to perceived invasion of our space are office belongs. If you enter an office and you
different for men and women. Males often believe that a male is in that office, you will
object to face-to-face invasion. Sitting directly respect the desk and office space and seating
across from a male is often more offensive to arrangement. However, females’ offices tend to
them than sitting next to him. However, be invaded and manipulated; that is, people will
females often object to adjacent invasion. This move things on the desk, play with objects on
has to do with competition versus affiliation the desk, take up their office space, choose a
goals. Males are expected to compete and different seat, move the chairs, and so on. In
women to affiliate. short, the gender of the owner affects our
It’s not necessary to affiliate with someone reaction to his or her territory.
who is sitting across from you, but if someone Another study that shows this reaction to how
sits next to you, it’s often felt that you should seriously we respect people’s territories is
engage in some affiliative behavior, if you’re a called the jacket study. In this study,
female. If you’re a male, on the other hand, an researchers put a clearly feminine or clearly
adjacent invasion is not as important as a face- masculine jacket on a chair when no one else
to-face, or across from you, invasion. was around. They then measured who would sit
What we know is that, because these gender where and why. If it was a male jacket, people
differences exist, you can also look at where kept their distance; they sat several chairs
people put their belongings. away.
Belongings are often placed to avoid invasion. However, if it was a female jacket, people often
Females will often place their books or would move the jacket or turn it in to lost and
belongings to the side of them in a vacant seat found. They didn’t see it as a marker.
in order to force people to have to make We know that people engage in territorial
another kind of invasion. Males, on the other behavior, and males have larger territories than
hand, will often put things across from them to females. This begins when they are children. If

you ask young children, who perhaps have just There is also no reason to feel like you might be
received a bike and have begun to explore the invading someone else’s territory. However, in
neighborhood using the sidewalks, you will find Philadelphia, you can maintain a sense of
that the male children are often able to map privacy by not making eye contact with others.
out a much larger area of the place in which It’s even considered polite, and when people do
they play than females. Females typically draw make eye contact, it’s often thought to be
perhaps their block or the houses across the strange, weird, or cause for concern.
street, but not much beyond that, whereas Another form of visual intrusion is the ability to
males will often draw three or four blocks, see or be seen. This is usually seen as stressful.
sometimes even a six-block radius around their Restaurants or offices have been made to give a
own home. sense of privacy. However, even though they
You can also look at yourself in terms of add barriers or other clear panels, this does not
whether or not you are territorial. Often when decrease visual intrusion or give anyone a sense
you go to a restaurant and the server puts your of privacy. What we know about college
plate in front of you, you can’t help but touch it. students is that those who drop out are more
This is why they always warn you the plate is likely to be students who had to live in dorms
hot, because they know your instinct is to touch with roommates and use communal bathrooms
the plate. The next time you eat out, try very and showers. So, if you need an argument for
hard not to touch the plate. It’s very difficult to getting your own apartment, this could be it.
refrain from doing so, and now that I’ve made
you aware, maybe you’ll see just how territorial LISTENING SKILL Recognizing organizational
you really are. cues
Eye contact is also an indicator of how we feel Activity A., C., Page 126, 121
about personal space. One study of eye contact In addition, we mark our territory with our
was conducted in post offices in three belongings, for example, putting your jacket on
environments. Researchers looked in Parksford the chair next to you, or putting your book on
(a rural community), Bryn Mawr (a suburban the table in the space that you feel belongs to
town), and Philadelphia (a big city) and found you. In fact, 83 percent of students sit in the
that males and females within each community same seat all semester during a large lecture
typically engage in eye contact at the same course. This is quite remarkable. There’s
level. However, both genders were less likely to nothing really about that seat specifically that
make eye contact in the city, moderately likely makes it theirs, but we have this very territorial
to do so in Bryn Mawr, and most likely to do so behavior ingrained in us.
in Parksford. That is, in Parksford at the post Equally important, we know that when males
office, you’re expected to look at everyone, say mark their territory, these markers are taken
hello even. However, in Philadelphia, you very seriously. If you look at desks, office space,
should not make very much eye contact, and and seating, you’ll find that you behave in a
only about 10 percent of people did. This is a very different way depending on to whom the
way of maintaining space. In a rural area such as office belongs. If you enter an office and you
Parksford, you often feel that you have enough believe that a male is in that office, you will
space and you aren’t being threatened, so respect the desk and office space and seating
there’s no need to be territorial. arrangement. However, females’ offices tend to

be invaded and manipulated; that is, people will places like people’s personal spaces, their
move things on the desk, play with objects on offices or their living spaces.
the desk, take up their office space, choose a Conan: Mhm. And not just what they are, but
different seat, move the chairs, and so on. In the way they’re arranged. For example, if the
short, the gender of the owner affects our family pictures look out to the guest in the
reaction to his or her territory. office or, um, or inward to, uh, to the person
Activity B., Page 126 who occupies it.
1. Students who decorate their dorm rooms Gosling: Yeah. It’s really crucial to combine not
tend to be happier at school. More importantly only what they are, but how they’ve been
2. We found teenagers who put a lot of placed. Because how they’ve been placed gives
surprising information on the Internet. Actually us good information on the psychological
3. There’s a stereotype that men like to wash function that they serve. So if we have photos
their cars every weekend. In addition, of, say, our family and our beautiful spouse
4. What kind of car we buy might reveal only a facing us, that shows us, it’s for our own
part of our personality. That is, benefit. Um, it’s what you might call a social
5. So it is clear that gender plays a role in snack, something we can snack on to make
territorial behavior. Moving on, ourselves feel better over the day. If it’s turned
6. Eye contact, visual intrusion, and territorial the other way, then it’s more for the benefit of
behavior are all evidence of ways humans others, which doesn’t mean it’s disingenuous. It
interact with their surroundings. In conclusion, may not be trying to pull the wool over people’s
eyes, but it, uh, informs the function that the
LISTENING 2 What Your Stuff Says About You photo serves.
Activity A., C., Page 128, 129 Conan: Sam Gosling studies personality by
Neal Conan, Host: This is Talk of the Nation. I’m looking at stuff. Stuff in offices, bedrooms, cars,
Neal Conan in Washington. The framed items and bathrooms. What’s there and how it’s
on the wall of my office include my FCC third- arranged can provide clues about who we are
class radio telephone operator’s license from and what’s important to us. So we want you to
1973 and the New York Times crossword puzzle call or email us and describe the room or the
from the day my name was used as a clue. car you’re in right now. What’s on the wall or
There’s a baseball on my desk, not signed or the desk, the bumper stickers, your radio
anything, just a baseball. Some toys sit on top of presets. Our phone number is 800-989-8255.
the speaker: a beach chair with a life preserver, Email us, talk@npr.org. You can also join the
a double-decker London bus, and a corkboard conversation on our blog at
has family pictures, John F. Kennedy behind the npr.org/blogofthenation.
wheel of a PT-109, and a postcard of Giants Later on in the show, the romance and
Stadium in New Jersey. Sam Gosling, are those monotony involved in real archeology. But first,
few things enough to tell you anything about Sam Gosling. He’s an associate professor of
what kind of person I am? psychology at the University of Texas in Austin.
Sam Gosling: Yeah, they certainly could tell us a His new book is called Snoop: What Your Stuff
lot. There’s a lot of information, a lot of it not so Says About You, and he joins us today from the
obvious, but there’s a lot of information in studios of member station KUT in Austin.
Thanks very much for coming in.

Gosling: Pleasure. Conan: And so we size people up as soon as we

Conan: And your book is called Snoop, because see them, as soon as we shake their hand, for
that’s what you propose to teach us what to do. example.
Gosling: Yeah. Snooping around people’s, uh, Gosling: Yeah, as soon as we shake their hand.
places, and I should say that I construe, uh, And there’s a—you know, the handshaking has
“places” very broadly. Not only our, our physical been a part of etiquette books for years and
environments but our aural environments, too, years and years, but it was only recently that it
our virtual environments like our, our personal was really subjected to a really rigorous study.
home pages or our Facebook profile. So if And there was a study done by Bill Chaplin in
people, if people who want to call in want to 2000 which looked at exactly that. It looked at
talk more broadly about spaces, that would be what can you learn about someone from a
fun, too. handshake.
Conan: And of course, to figure out what Conan: And sometimes, it’s, it’s interesting, uh,
personality type—what stuff tells you about you can learn something about it but you can
you, you have to know what personality types also come to a conclusion that’s, easily wrong.
are to begin with. Introvert, extrovert, are two Gosling: Right. That’s the point, yes. For
that I guess everybody knows about. example, taking the example of handshaking, if
Gosling: That’s right. And there are a number of somebody, uh, grips your hand firmly and looks
ways of thinking about personality. And, uh, you you in the eye, uh, and smiles as they’re doing
can think about personality traits, which is what it, then we form an overall positive impression
most research has done on it, and within that of them. We, we form all kinds of positive
domain there’s, uh, the, uh, system known as things. Yet it turns out that the handshaking,
the “Big Five,” or the “five-factor framework,” uh, firmness is only a clue to some traits. So we
which talks about these different traits. As you are going beyond the evidence. And so, it’s
say, introversion–extroversion is the main one, really important to know which are valid clues
but there are other important ones, too. and which ones are misleading.
Conan: And how did you get interested in this? Conan: And in the clip of tape that we heard at
Are you a natural-born snoop? the beginning of the program and, uh,
Gosling: Well, I think we’re all natural-born throughout your book, you use the example of
snoops. And, I mean, some of us are more Agatha Christie’s great detective, Hercule
curious than others. But I think we all do Poirot.
because it’s crucial. If you think, who, who are Gosling: That’s right, because it’s really
the people who are—what is the element of the important—you know, if I had one wish, one
environment that’s most important to us in wish in the world, it would be that one clue told
terms of, of how well we get on in terms of you something about a person. If you had a
professional lives and personal lives? It’s other stuffed teddy on your bed, it meant something,
people. So I think we’re naturally attuned to you know. But the world is more complicated
picking up on whatever information is out than that. So unfortunately, it doesn’t work like
there, and there is a lot of information out that because there are many reasons why we
there in people’s spaces. So I think we all do it. might have, say, a stuffed animal on our bed or
something like that. And so really, you can’t use
a codebook approach where x means y. What

you have to do is you have to build up a picture because there are many reasons why we might
piece by piece, and sometimes you only have a have say a stuffed animal on our bed or
very little piece and you have to hold your view something like that. And so really you can’t use
very tentatively. But that will, that will guide a codebook approach where x means y. What
your search for more information. you have to do is you have to build up a picture
Conan: So that postcard of Giants Stadium, piece by piece and sometimes you only have a
well, it could tell you that I’m a Giants fan, very little piece and you have to hold your view
which is true, but it could also tell you I grew up very tentatively. But that will that will guide
in New Jersey. your search for more information.
Gosling: It could, or it could tell you—it might
have sentimental meaning. Who is it from? Is it Unit Assignment Consider the Ideas
from somebody important? And so in order to Page 139
resolve that, what we would do is we would Host: Our special guest today is Dr. Hill, a
look for other clues. So the baseball there psychologist. She’s going to help people resolve
would begin to help us resolve the meaning of conflicts that arise around issues of personal
the, of the, um, uh, the postcard itself. We space. First, she’ll be talking with Dan and
might also see, well, these other items, the Jason, two roommates from the University of
crossword puzzle, these other things which, Texas who share an on-campus apartment.
which might modify the meaning that, which Welcome, Dr. Hill, and welcome, Dan and Jason.
helps us resolve— OK, so maybe recognition is Dr. Hill: Thank you for having me.
important. We learn that you’re somewhat Dan: Yeah, thanks.
sentimental. And that helps us clarify the Jason: Hi. Thanks.
meaning of each clue. Dr. Hill: So, Dan and Jason, you two have been
friends a long time?
PRONUNCIATION: Thought Groups Dan: Yeah, we’ve been friends since middle
Examples, Page 136 school. Since we both got accepted at UT, we
The psychologist / said the lecturer / tries to decided to room together.
understand social behavior. Jason: That was our first mistake.
“The psychologist,” said the lecturer, “tries to Dr. Hill: That’s a pretty strong reaction. Why
understand social behavior.” don’t you tell us about the problem?
The psychologist said / the lecturer / tries to Jason: Well, even though we were friends, we’d
understand social behavior. never lived together, so I didn’t realize that Dan
The psychologist said, “The lecturer tries to would consider the whole apartment his
understand social behavior.” domain. I mean, I knew he was kind of an
Activity A., Page 136 extrovert, but I didn’t think he’d have people
Dr. Gosling: That’s right because it’s really over all the time.
important you know if I had one wish one wish There’s always somebody coming over to the
in the world it would be that one clue told you apartment. I don’t have time to study or, or just
something about a person. If you had a stuffed to think, you know?
teddy on your bed it meant something you Dr. Hill: So are you saying that if you had known
know. But the world is more complicated than that, you wouldn’t have roomed with him?
that. So unfortunately it doesn’t work like that Jason: Yeah, that sounds about right.

Dr. Hill: Dan, do you have anything to add?

Dan: Right, well, I didn’t come to college just to
study. I came to meet people. Sometimes I have
study groups over, and we just want to stay up
all night talking about the stuff we learn in class.
Jason: If you want Dr. Hill to help us resolve the
problem, maybe you should mention that while
you are “studying,” you’re also listening to the
radio and making a lot of noise.
Dan: OK, if you weren’t hiding in your room
studying all the time, you could come out and
join the conversation.
Dr. Hill: Yikes. OK. Well, obviously it’s a good
thing the two of you decided to seek help since
this kind of situation can not only cause living
problems but might also ruin your long
friendship if they are not solved. Now let’s turn
to the solutions. Have you thought about . . .

Unit 6: Marketing Thomas Edison saw the same world

everyone else did, but somehow they were
The Q Classroom
able to look at it in a new way; this helped
them get really creative ideas.
Teacher: We’re going to be talking about
Teacher: That’s true. It would be interesting
alternative thinking. The Unit Question is:
to talk to one of them about how they got
“Where do new ideas come from?” So think
their ideas, wouldn’t it?
about yourselves for a moment. If you’re
working on a problem, and you’re stuck,
how do you come up with a new idea? LISTENING 1 Alternative Ideas in Medicine
Marcus: For me the key is taking my mind Activity A., C., Page 146, 147
off the problem for a while. Let’s say I’m Narrator: Report 1: Doc-in-a-Box?
stuck for an idea on an essay or Reporter: In this country, when we get sick
something—that means I need to get out we usually get to see a doctor or a nurse.
and do something physical. I go out and But in most developing countries, there’s a
take a walk, and when I come back, I seem huge shortage of both. Pulitzer Prize–
to have a whole new set of ideas. winning science writer Laurie Garrett was
Teacher: What do you think, Yuna? Where thinking about this problem and flipping
do your new ideas come from? through an architectural magazine when
Yuna: I have the same experience as she came up with a novel idea.
Marcus. Taking a break is important. I also Laurie Garrett: There was a description of a
think it’s good to talk to people. place called “Container City” in London in
Felix: Yes, I second that. Sometimes when which shipping containers, painted in
two people who can’t solve a problem on primary colors, had been stacked in unusual
their own start talking, the answer just ways to create apartment buildings. And I, I
seems to come up between them. That has simply thought of it at that moment and a
happened to me many times. My friend little sort of “bingo” light bulb went off in
says something that gives me part of an my head. This might be the way to solve a
idea, and then my part of an idea gives him lot of our global health problems—by
even more of an idea, and so on. It’s really converting these abandoned shipping
great to talk to people when you need containers into frontline medical clinics.
ideas. Reporter: A so-called Doc-in-a-Box could be
Teacher: Sophy, how would you answer the transported to remote villages, far from
question? Where do new ideas come from? health-care centers.
Sophy: Sometimes people have new ideas Garrett: Instead of having to trek enormous
because they look at the problem in a distances spanning a day or two just in
completely different way. I guess that’s why travel to get to a health clinic, you would be
talking to friends and taking breaks helps able to squeeze this into your daily routine
you solve problems—because they cause to come in and be tested for a wide array of
you to look at them in new ways. But I think infectious diseases and have your kids
some people just have the ability to do that immunized as a matter of routine.
naturally. People like Albert Einstein and Reporter: Garrett says there are empty
shipping containers in almost every port in

the world; each one could be converted can be tricky to travel with them, especially
into a Doc-in-a-Box. on a plane. So when she left her home on
Garrett: Ministries of Health, or non- Long Island recently to come to North
governmental organizations, would be Carolina, she had several hundred
operating these networks of Doc-in-a- honeybees mailed to her here. They arrived
Boxes. And that they would have selected in little wooden boxes with perforated
paramedics from the very villages that they plastic tops, each about the size of a
serve. Uh, the most obvious reservoir is Snickers bar. Inside each box wiggled 40
midwives, who already, uh, operate as honeybees that amazingly didn’t try to get
paramedics all over the world. away when the box was opened. Keller is a
Reporter: The idea for the Doc-in-a-Box is beekeeper and an acupuncturist. She
still in its early stages. A prototype clinic combines her two trades.
was developed in Haiti earlier this year. Frederique Keller: You sting a person with a
While it cost about $5,000 to put together, live honeybee in specific places on the body
Garrett says that cost could be even less. where people have pain or discomfort.
Garrett: We see no reason why, if Hoban: Keller calls her practice
retrofitting is done on a mass scale and if apipuncture: acupuncture using bee stings
the retrofitting is done in a developing instead of needles. Apis is the Latin word
country port, such as in Durban, South for bee, so apitherapy becomes the word to
Africa, these containers couldn’t come in describe medical therapies using products
for well under $1,500 apiece—including the from the beehive.
delivery cost. Keller: Honey, pollen, propolis, royal jelly,
Reporter: Laurie Garrett, who now works beeswax, and bee venom, of course.
with the Council on Foreign Relations, Hoban: Keller was here for the annual
hopes governments and aid organizations meeting of the American Apitherapy Society
will take her idea and run with it. She in Durham a couple of weeks ago. She
believes the container clinics, ultimately, demonstrated bee venom therapy during a
could make portable medicine a reality for session for about a dozen people who
people in countries that need it most. practically buzzed with excitement as they
Narrator: Report 2: Bee Sting Therapy waited to get stung.
Host: Of the many alternative medical Keller: There you go. There’s a beautiful
therapies gaining popularity, one is getting sting there.
a lot of buzz. Some folks claim honeybees Hoban: Keller is also the vice president of
and all their products are useful for the AAS. The organization is dedicated to
everything from cancer prevention to pain research and application of bee-based
treatment. It’s an ancient alternative therapies for a variety of ailments, from
therapy that’s coming back into use. cancer to digestive problems to
Practitioners and enthusiasts for all things autoimmune diseases such as multiple
apiary met in the Triangle recently. Rose sclerosis. There isn’t a lot of research on
Hoban reports. some of these areas, and mainstream
Rose Hoban: Frederique Keller always doctors are reluctant to talk about
makes sure she’s got bees with her. But it apitherapy.

But Andrew Cokin is a pain management to come here. He’s a lawyer, a former state
doctor who practices outside of Los Angeles legislator, and a beekeeper. He says the
and frequently uses bee venom to treat state’s 10,000 beekeepers should embrace
pain. He says it works most of the time, apitherapy.
although he’s unsure of how it works. He Fountain Odom: We believe that there are
says there are several theories. tremendous opportunities for the
Andrew Cokin: One of the mechanisms is beekeepers of this state to develop some of
that bee venom causes the release of the ancient modalities for medical
cortisol, which is the body’s own natural treatment of pain and other uses. These are
anti-inflammatory, from the adrenal gland. some alternatives that are very, very
And that’s been shown in some animal inexpensive.
experiments but hasn’t really been verified Hoban: Odom started getting stung to treat
in humans yet. the arthritis he has in his foot and knee. He
Hoban: Cokin says another theory holds says it took his family and friends a little bit
that some compounds in bee venom might of time to get used to the idea.
affect how the body transmits pain signals Odom: They might look at you askance or
to the brain, but it’s hard to know for sure. say, “Uh, you know, you’re kind of flaky,
Cokin’s been trying for years to do formal aren’t you? I mean, why would you want to
research in the U.S., but recently had a be stung by a bee?”
study protocol denied by the FDA. Hoban: But now Odom’s a true believer. He
Researchers studying the use of bee venom says getting stung is the only thing that
are mostly in Asia and in some Eastern helps him with his pain. He’s also convinced
European countries where use of bee his wife, and that’s a big deal, since she’s
products has a strong tradition. the state secretary for Health and Human
Cokin: Bee venom has been used as a Services. Carmen Hooker Odom says she’s
treatment since the time of the Greeks and seen apitherapy work out well for her
for at least 2,000, 3,000 years in Chinese husband, but the state’s probably not going
medicine. to start reimbursing for apitherapy anytime
Hoban: Cokin says there’s lots of anecdotal soon.
evidence. Rose Hoban, North Carolina Public Radio,
Cokin: People find out about this by WUNC.
themselves. I’ve had patients in the last 20
years who told me that relatives of theirs, LISTENING SKILL Distinguishing between
older relatives working in the garden, had facts and opinions
accidently got stung on their hands by a Examples, Page 150
bee, and their arthritis got better. And so Narrator: Facts:
they would go out periodically and get Cokin: Bee venom has been used as a
stung by a bee to keep their arthritis under treatment since the time of the Greeks and
control. for at least 2,000, 3,000 years in Chinese
Hoban: One of the biggest boosters of medicine.
apitherapy in North Carolina is Fountain Narrator: Opinions:
Odom, who invited the Apitherapy Society

Odom: We believe that there are the same time. Thousands of people suffer
tremendous opportunities for the from tired legs, but now there is relief.
beekeepers of this state to develop some of Listen to what some of our satisfied
the ancient modalities for medical customers have to say.
treatment of pain and other uses. These are Customer 1: I’m a busy of mother of four,
some alternatives that are very, very and I’ve been using this product for two
inexpensive. years. I’ve tried vitamins and other
Activity A., Page 151 alternative therapies, but nothing worked—
1. I think using herbal remedies to treat until Go-Cream. It’s definitely the most
diseases is unreliable. effective product out there and a deal at
2. You can find many hypnotists advertising only $9.99 a jar.
online. Customer 2: I believe Go-Cream is for
3. The first Doc-in-a-Box was developed in people of all ages. My friends and I are
Haiti and cost $5,000. students, and we’re always on the go.
4. Even though the first container cost a lot, We’ve all tried Go-Cream and noticed a big
Garrett believes future costs could be less. difference in our energy. And it probably
5. The state’s 10,000 beekeepers should even helps make your skin smoother and
embrace apitherapy. healthier, too.
6. Cokin reports that bee venom works Speaker: Don’t get left behind. Order your
most of the time for his patients. Go-Cream today!
7. Apipuncture is based on acupuncture, a
traditional Chinese remedy. NOTE-TAKING SKILL Taking notes on
8. These alternative ideas are so process and development
inexpensive they probably don’t work. Activity A., B., Page 153
9. The best solutions are based on past As an opening story to inspire us as we
protocols. begin this Triple I conference, Intelligent
10. Anecdotal evidence is sometimes used Innovative Inventions for you newcomers,
in scientific research. let me tell you about the alternative
Activity B., Pages 151–152 thinking of a young man in Canada. Kyle
Speaker: Have you noticed that your legs McDonald had what most of us would agree
get tired in the middle of the day? Do you was a crazy idea of trading something small
wish you could keep going when your body for something big. In 2005, he was sitting in
wants you to sit down? Do you have trouble front of his computer when he remembered
keeping up with other people—or with life a childhood trading game based on exactly
in general? Our amazing product, Go- that idea. He looked around on his desk and
Cream, is the answer you’ve been looking decided to start with . . . a red paperclip.
for. It offers the absolute best solution for Today, he has a house. Did he have a
tired legs and low energy. After just one brilliant idea, a perfect method, or was he
application of this energizing leg cream, you just lucky?
should be convinced. Made from the oils of First, McDonald posted a picture of his red
the Brazil nut and sand from the beaches of paperclip in an online classified ad. In it he
Hawaii, Go-Cream soothes and energizes at wrote: I'm going to make a continuous

chain of 'up trades' until I get a house. Or an were trying to get their kids to bike to
Island. Or a house on an island." Two days school. The kids weren’t wild about the
later, two women offered to exchange a idea, and so their parents created punch
pen for the paperclip. For a few months, he cards, like the kind you get at a coffee shop
traded up to items like a doorknob and a or sub place. And when the cards were all
camping stove. Eventually, he got a glass punched, meaning the kids had biked
snow globe from a famous rock star. What consistently, there was a reward. Well, the
happened to the snow globe? After a while, frequent biker, or “Freiker” concept, caught
a movie director who wanted the snow on. Tim Carlin is one of the two dads who
globe so badly traded McDonald a part in started this. He’s now Freiker’s executive
his movie for it. How did he finally end up director. And he told me how this grew
with the house? Did it happen in just a few from a handful of kids at Crestview
weeks? No, getting from a paperclip to a Elementary School in Boulder into an
house took over a year of what some call international program.
‘hard work.’ A small town in Canada ended Tim Carlin: The way it got started was, he
up trading McDonald for the right to cast and I were doing punch cards for our kids.
the movie role he had gotten for the snow And then, we saw some other kids who
globe and gave him a house in exchange. In were riding, and we told them “oh, well we
the future, that town is planning on building could do a punch card for you.” And then
a huge paperclip and hopes it will attract some other kids started riding, and then we
tourists. had punch cards for them. And pretty soon
A year before, McDonald had been a low- we had 25, 30 kids every morning arriving at
paid salesman. A few years later, he was the bike racks taking part in this totally
writing a book about his experience. Was impromptu punch card system.
his big idea trading for a paperclip or using Warner: And what did punched cards get
the Internet to connect to people and get you? What was the reward?
free publicity? We are still using his story to Carlin: OK, we had a variety of incentives,
remind us how far someone can get even sort of ranging from things as simple as a
with a small idea and no money. pencil to water bottles and to other trinkets
that he would bring to school in a, uh,
LISTENING 2 Boulder Bike-to-School duffel bag. And then the kids would have
Program Goes International the opportunity, ah, when they had ten
Activity A., C., Pages 154, 155 punches, to reach into that bag and grab
Ryan Warner: You’re tuned to Colorado whatever interested them.
Matters, from KCFR news. I’m Ryan Warner. Warner: Excitement of a grab bag!
These days, kids are far more likely to get to Carlin: Exactly.
school in their parents’ car than by biking or Warner: And, and um, the program has
walking. Well, a program in Boulder is gotten more sophisticated, suffice it to say.
designed to change that, and it’s catching Carlin: Yes. As we moved past 25, 30 kids, it
on in schools across the country and in became really complicated—
Canada. But it didn’t start out with that Warner: Yeah.
lofty goal. No, it started when two parents

Carlin: —to keep track of punching cards, pretty, pretty substantial commitment on
and who had a punch card. And of course, the kids’ part and a pretty outrageous
we’re talking about young kids, so they incentive.
have a, had a tendency to lose their punch Warner: So at Crestview, where this
cards. So, we wrapped up that school year, program began, how many kids participate,
that was the spring of 2004, ah, with a you know, on a regular basis?
punch card system, and for the fall of 2005 Carlin: Yeah, we’re seeing, um, roughly
we came out with a bar code system. And, about 100 to 120 kids participating every
so what we did is we bar-coded every kid’s day in the program. And that’s out of a
bike. And when the kids rode, ah, the bikes community of about 250 kids who could get
would be parked at the bike rack, and one themselves to school every day. So that’s
of, ah, us would walk through all the bikes pretty neat; about half the kids at the
and scan them and then upload that data to school who can are getting themselves to
the Internet. school every day.
Warner: Now, Tim, that’s a leap. I mean, Warner: And, uh, Freiker has grown well
that’s a technological advancement, suffice beyond Crestview.
it to say. Carlin: That’s right. Ah, we’ve grown into
Carlin: OK, so, me and the other guy are quite a few states now. We have, ah, units
both from the high-tech industry. installed at McFarland, Wisconsin;
Warner: OK. Platteville, Wisconsin; Eugene, Oregon; Los
Carlin: And so it sort of came natural to us Altos, California. And a couple systems
to think of a technology solution. actually up in Canada now, which we’re
Warner: So, as the technology got more very excited about. And I might also add
sophisticated, did the rewards? that we also include walkers now, um, as
Carlin: Ah, the rewards did get more part of the program since then, since the
sophisticated. So, once we felt that we had original days.
a really good day-to-day tracking system, Warner: That is, a way of getting to school
we, um, well, Rob, the guy who, ah, really that uses your own energy.
started the program, decided that, um, Carlin: Yeah, we call it—
“Why don’t we shoot for the moon and Warner: Is that, is that the idea?
offer a crazy incentive?” And, ah, his crazy Carlin: Yeah, the buzzword is “active
incentive was an iPod. And so the deal was transportation.”
if you rode over 90 percent of the days to Warner: OK.
school, you could win an iPod. Carlin: And the idea is that it’s an inclusive
Warner: And, so it wasn’t just one iPod— term that includes skateboarding, um,
Carlin: Oh, no— bikes, walking, anything a kid uses to propel
Warner: Anyone who did this— themselves to school on their own power.
Carlin: Exactly. Warner: You’re listening to Colorado
Warner: OK. Matters. I’m Ryan Warner and Tim Carlin is
Carlin: Yeah, and so, ah, you know, that was our guest. He’s executive director of
upwards of um, ah, 30 kids a year riding Freiker. It’s a frequent biker program. Born
over 160 days a year to school. So it was in Boulder and spreading not only across

the country, but beyond, beyond the have been out there doing punch cards or
borders. Ah, I imagine you’ll have to change scanning bikes, that person can be inside
the name if you keep encouraging walking helping kids learn how to read, or focusing
and, and— their, uh, efforts on some other activity.
Carlin: That’s right, so we’re in the process Warner: So who’s paying for this? I mean is
of, uh, coming up with a new name because it, is it the school, or, you know, how does it
obviously, uh, we’ve grown beyond our work?
original, uh, beginning name. Carlin: Well, there are, there are a variety of
Warner: I gather that there has to be some ways that this program’s being funded. Um,
infrastructure in place at a school to make again, there’s a federal program called Safe
this possible. Routes to School. Local communities can,
Carlin: Yeah. As I described earlier, we um, submit grant requests to get a Freiker
started out with punch cards; then we went system as part of safe routes to school. But
to bar codes. We now have a very high-tech in some places a local bike store has funded
solution. Um, a device that is out in the, um, it. In Los Altos, California, they have a
bike rack area, um, that we call the community group called Green Town Los
“freikometer.” Altos. And Freiker is one of the four
Warner: OK. programs that that community group is
Carlin: And this is a solar-powered, focusing on. And so they’re using their
Internet-enabled RFID reader. And RFID fund-raising dollars to buy more systems
stands for radio frequency ID. And, um, and implement it at all the elementary and
they’re very common these days in middle schools in town.
products you buy at stores like Walmart. Warner: Well, Tim, thank you so much for
They’re actually embedded in the product; sharing this story with us.
CDs have ’em, books have ’em. Basically Carlin: Oh, you’re welcome. Thank you for
everything you buy, ah, not only has a bar having me.
code on the back, but also has an RFID, ah, Warner: Tim Carlin is executive director of
chip in it, which identifies the product, ah, Boulder-based Freiker, or Frequent Biker
through radio instead of through optical Program.
scanning.
Warner: And, and what that means is that Vocabulary Skill Idioms and informal
the kid really doesn’t have to do much but expressions
park his or her bike. Activity B., Pages 160–161
Carlin: That’s exactly right. So, using the bar 1. Rose Hoban: But now Odom’s a true
code system, we had to have a volunteer believer. He says getting stung is the only
there every day of the week, scanning each thing that helps him with his pain. He’s also
individual bike. Now the kid simply rides by convinced his wife, and that’s a big deal,
the freikometer, and it automatically since she’s the state secretary for Health
records and uploads their data. That and Human Services.
relieves the program from having to have a 2. Rose Hoban: Keller was here for the
volunteer out there every day. And now annual meeting of the American Apitherapy
that same parent volunteer who would

Society in Durham a couple of weeks ago. We wouldn’t have been happy with that
She demonstrated bee venom therapy answer.
during a session for about a dozen people Activity A., Page 164
who practically buzzed with excitement as 1. He couldn’t have known who she was.
they waited to get stung. 2. You should have tried to call me!
3. Fountain Odom: They might look at you 3. The program would have been a success.
askance or say, “Uh, you know, you’re kind 4. My boss wouldn’t have supported such
of flaky, aren’t you? I mean, why would you an innovative idea.
want to be stung by a bee?” 5. The medical clinic shouldn’t have closed.
4. Laurie Garrett: There was a description 6. You shouldn’t have given up on that
of a place called “Container City” in London problem so soon.
in which shipping containers, painted in 7. I still think he could have tried to work
primary colors, had been stacked in unusual with me.
ways to create apartment buildings. And I, I 8. Even a grant wouldn’t have made any
simply thought of it at that moment and a difference.
little sort of “bingo” light bulb went off in Activity B., Page 164
my head. 1. A: Did you read about that woman who
5. Narrator: Laurie Garrett, who now works tried bee sting therapy? That’s crazy! I
with the Council on Foreign Relations, wouldn’t have done something like that.
hopes governments and aid organizations Would you?
will take her idea and run with it. She B: Well, I’m not sure. I would have
believes the container clinics, ultimately, researched it first, of course. I wouldn’t
could make portable medicine a reality for have dismissed it without finding out about
people in countries that need it most. it, though.
6. Tim Carlin: So, once we felt that we had a A: I wonder if it helped her at all. Perhaps
really good day-to-day tracking system, we, she should have gone to a conventional
um, well Rob, the guy who, ah, really doctor.
started the program, decided that, um B: But the article said that her arthritis was
“Why don’t we shoot for the moon and completely cured. Maybe you should have
offer a crazy incentive?” And, ah, his crazy finished reading it.
incentive was an iPod. 2. A: I went to an amazing conference on
alternative medicine yesterday. You should
PRONUNCIATION Conditional modals: have been there. You would have loved it.
affirmative and negative B: I know, but I had a big test to study for. If
Examples, Page 164 I hadn’t studied, I wouldn’t have passed.
I could have told her. What did I miss?
I couldn’t have told her. A: Well, the best part was this guy who
You should have come on Sunday. talked about using shark fin extract to help
You shouldn’t have come on Sunday. boost your immune system. I wouldn’t have
We would have been happy with that imagined that was possible. But he
answer. convinced me and even gave out some free
samples.

B: Really? Maybe if I had been there, I could designed by a bunch of engineering

have tried one of those shark fin samples. I students at the MIT Media Lab. Whenever
think I’m getting a cold. you take your credit card out of your wallet,
the microchip alarm inside turns on and
Unit Assignment Consider the Ideas goes like this. And hey, that buzzing sound
Activity A., Page 166 won’t stop ‘til you put it back! It’s the
Speaker: Ladies and gentlemen, a group of ultimate in credit card safety and protection
talented young engineers at the MIT Media against identity theft. Go online and order
Lab have designed an innovative product, yours now.
the latest advance in personal security: the
Vibrating Wallet. We all know that credit
card loss, which can often lead to identity
theft, is on the rise. Statistics reveal that 10
percent of credit card users have left their
cards behind in a store or dropped them
while traveling, at least once. The Vibrating
Wallet integrates the vibration of a cell
phone with a standard wallet. The signal is
activated whenever a credit card leaves the
wallet and is only deactivated upon
replacement. The reminder signal is
transmitted until a credit card is replaced in
the holder. We believe this product is light-
years ahead of other personal security
devices that are currently on the market,
and we believe it will quickly catch on. We
need some help financing this product in
order to get it off the ground, and we urge
you to consider investing in the future of
personal security.
Speaker: OK, guys, here’s the deal. We’ve
all had the experience of losing a credit
card. You know, we’re getting ready to pay,
and we grab our wallet, and then—uh-oh,
we find out the card’s gone! You freak out,
right? OK, so maybe it like turns up later at
some store, or on the floor of your car, or
whatever. Or maybe it doesn’t. Maybe
someone’s already out buying stuff with it,
charging it up. Now we’re talking major
panic mode, right? So check this out. The
Vibrating Wallet. It’s an awesome product,

Unit 7: Cultural Studies They probably have neighbors they like and a
shopping market they like and a home they’re
The Q Classroom
comfortable in. What someone on the outside
might see as a good opportunity might not
Teacher: Class, the Unit Question is, “How do
really be a good deal for them.
people react to change?” What about you,
Teacher: Well put, Felix!
Felix? How do you react to change?
Felix: Badly. [laughs] I’m kidding. But it does
LISTENING 1 The Reindeer People
take me a while to adjust when I move or go to
a new school or get a new job. I like the feeling
Narrator: We were all once nomads; but in the
when I know where everything is and when I
central Asian nation of Mongolia, many of the
know the people around me, so I’m happiest
people still are. Herders are constantly on the
when I get settled into a place. I tend to be kind
move, finding fresh grasses for their animals.
of uncomfortable at first after a big change.
Mongolia’s geography, a boundless wilderness
Marcus: Not me. To me, change is exciting. I
with soil that can’t sustain agriculture, forces
love it when I’m starting something new and
people to embrace the nomadic life. Sanjeem is
have new people to meet and new places to
a nomadic reindeer herder. He and his people
explore. I kind of get bored if everything stays
are caught between two worlds. Theirs, and one
the same.
in which Mongolia’s urban elite calls on nomads
Teacher: What about people in general? How
to settle.
do most people react to change? Are they like
Sanjeem sits, mounted on one reindeer, and
Felix or like Marcus? What do you think, Sophy?
drives about 50 others with coats of white and
Sophy: My guess is that more people are like
mottled charcoal up a rock-strewn grassy slope.
Felix—they find it hard to change. And when
Sanjeem (via interpreter): Our ancestors have
they get older, it gets even more difficult. My
herded reindeer here in mountains of Mongolia
parents wouldn’t want to move even if they had
for generations. We keep our animals here, and
a good opportunity in a different area. They’re
we actually follow our reindeer where they
too comfortable where they are.
want to go because the environment and the
Teacher: What do you think, Yuna? How do
climate are perfectly suited to our reindeer.
people react to change?
This is the basis of our culture.
Yuna: I agree with Sophy. I think most people
Narrator: Sanjeem’s an elder within a group of
don’t like change. At my job, they put in a new
207 people, 44 families. Every few weeks he
computer program. It was really good, but a lot
moves camp in the Taiga, a vast expanse of
of people hated it for a long time because it was
mountains, forest, and ice straddling Mongolia’s
different.
border with Siberia. Today, though, Sanjeem is
Felix: Well, I can accept change perfectly well if
worried. When Mongolia’s communist
it’s for a good reason. I don’t think I would be
government was toppled by a democratic
like Yuna’s co-workers, complaining about
revolution in the 1990s, his state salary was
something good just because it’s new.
withdrawn.
However, I do think change for its own sake can
Sanjeem (via interpreter): Under communism,
be overrated these days. Look at Sophy’s
there was a policy of taking care of everyone.
parents—why should they ever want to move?
There was less poverty there. Personally, I

prefer democracy, but we are a young by jeep then eight hours by horse—from the
democracy, and some of us are not managing to capital to visit Sanjeem and his herd. She’s here
make a living. on vacation, working with two American NGOs.
Narrator: Herders and their families are trying Biologist Morgan Kay of Colorado heads the
to cope. With the end of state subsidies, free NGO Itgel, the Mongolian word for hope.
veterinary care ended. A reindeer is milked on a Morgan Kay: Modernity has many faces, and if
flat patch of frozen ground beside a teepee. we learn nothing from encountering these
Reindeer milk, cheese, and yogurt are staples of people, at least let us remember that the way
the Taiga diet. we choose to live in the West is only one way,
Smoke from a wood stove escapes through the and it’s still possible for people even in the
open top of the tent. The sweet aroma of twenty-first century to be living a subsistence,
juniper incense fuses with the smell of musky balanced lifestyle that leaves them at the mercy
canvas. Yudoon, a wind-burnt reindeer herder of natural forces that we’ve become totally
in his mid-30s, watches the fire. He and his wife, separate from.
Uyumbottom, have a decision to make. Narrator: Herder Sanjeem still has hope.
Yudoon (via interpreter): Honestly, I’m not sure Sanjeem (via interpreter): As long as we can
our reindeer and our reindeer culture will continue earning our living by ways of reindeer,
continue to exist. I really don’t know what will our culture will survive. Myself and other elders
happen to us. The number of families trying to always tell the young people how to herd the
leave the taiga is increasing, while the size of reindeer properly. That is the obligation the
our reindeer herd is decreasing, due to disease older generation must fulfill to the younger
and attacks by wolves. So I’m not sure we can generation.
expand our herd to the point it would support Narrator: Herders know they’re at a critical
the families. moment. They can settle. But Sanjeem says that
Narrator: But Yudoon’s wife, Uyumbottom, isn’t would be the end of who they are as a people,
willing to give up. She’s just returned from the and that’s a thought he can’t even
capital, Ulaanbaatar. She went to parliament contemplate.
and met government bureaucrats. She pleaded
for financial and veterinary support. The LISTENING SKILL Recognizing attitudes
economic advisor to Mongolia’s president did Examples, Page 180
not have encouraging words. Uyumbottom 1. Sadness or regret
received nothing of substance. Only a pledge The future of the reindeer herders sounds
that the government will hold a seminar on pretty uncertain.
herders’ issues at some time in the future. Still, 2. Excitement or interest
she called the trip a success. The female nomads have a lot to say about this
Uyumbottom (via interpreter): We were at issue.
least listened to. We were able to speak for 3. Disbelief or surprise
ourselves in our own voice. I’m encouraged by The number of reindeer is decreasing?
this. 4. Disagreement or denial
Narrator: There are Mongolians working to help Personally, I think the herders are going to
the herders. Marnagansarma is a government survive.
veterinarian who’s made the trek—three days Activity A., Page 181

1. He’s not going to lose his job if he doesn’t cell phone numbers. Welcome to the world of
agree to move. the high-tech nomad. Writer Joel Garreau
2. My routine is the same every day: get up, go investigated this unique breed of traveler for
to work, come home, go to bed. The Washington Post, and he sat down with us
3. They don’t have time to adjust to the new recently to tell us what he learned.
situation. Joel Garreau: Well, you know, I thought I
4. She really thinks she can just move to a new traveled a lot, but then I discovered that there
city and find a job in one day. were some people who were traveling way, way
5. Those who can’t cope with the lack of past anything that I had ever dreamed possible.
permanence are just not cut out for the life of a They basically didn’t have homes anymore. The
nomad. road was their home.
6. We’re moving today. Maxa: Tell me, what are the characteristics of a
7. You’re moving today? high-tech nomad? Do they generally have one
8. My brother and I are traveling to Mongolia kind of occupation? Are they generally men or
this summer, and we’re going to stay with some women?
nomads. Garreau: I was surprised at how many women I
Activity B., Page 181 found. I thought it would have been an awful lot
1. Morgan Kay: At least let us remember that of cranky males. The breakthrough is that these
the way we choose to live in the West is only nomads are not marginal by any means.
one way, and it’s still possible for people even They’re making 6- and 7- and 8- and 9-digit
in the 21st century to be living a subsistence, incomes. These are people who have to be
balanced lifestyle that leaves them at the mercy completely wired to the global economy all the
of natural forces that we’ve become totally time. They’re like nomads of 10,000 years ago
separate from. in that they’re kind of browsing the savannahs
2. Garreau: Well, you know, I thought I traveled of the Fortune 500.
a lot, but then I discovered that there were Maxa: And they do what for a living?
some people who were traveling way, way past Garreau: These guys have jobs that we don’t
anything that I had ever dreamed possible. They really have names for yet. There’s, uh, one guy
basically didn’t have homes anymore. who’s kind of a one-man multimedia mini-
conglomerate with a social conscience. He has
LISTENING 2 High-Tech Nomads one place in Barcelona and another in Boston.
Activity A., B., Page 183 Um, there are some of these guys who do have
Rudy Maxa: Like that intrepid group of apartments in five or six different places, but
American tourists, most of us choose to travel when you talk to them, you realize that they’re
because we want to. We’ve come a long way basically cargo dumps with a view.
from times when we had to wander through Maxa: What other high-tech, besides the
different lands without homes living as nomads. obvious laptop and your PalmPilot, are there
Or have we? Even today when we can easily any other high-tech devices these folks carry?
interact with someone by picking up a phone or Garreau: Well, it’s only been in the last ten
logging onto a computer, some people still years that we’ve had enough wired technology
make their living constantly traveling from place to make this barely possible. It just drives them
to place. Their only addresses exist as email or nuts how many cell phones they have to carry.

And of course, this is their lifeline. They’re got a wife and an 18-month-old son, and that
always looking for somebody to talk to in a 18-month-old has got elite frequent flyer status.
different time zone. [laughter] Maxa: Which means he’s flown over 25–50,000
Maxa: How do these high-tech nomads miles—
accomplish the mundane things of life like Garreau: Just all the time.
laundry and picking up mail, and where do they Maxa: —in a year.
keep all the stuff I can’t even find a place in my Garreau: He’s got apartments in St. Louis,
apartment to keep? You know, receipts and Houston, San Diego, San Francisco, New York,
family photos and tax returns. Where do they and Washington, and he moves his entire
keep all this stuff? entourage: his family, his in-laws—[laughter]
Garreau: Oh, it’s a huge problem. I mean, like, Maxa: What is the payoff? Is there a thrill? Is it
what do you do with your shirts, you know, if being a world citizen?
you’re never in a place for two nights? How do Garreau: Well, the thrill is really the idea of
you get your laundry done? One guy I talked to feeling completely plugged in. These guys tend
says that he has his shirts Federal-Expressed to to have very short attention spans on average.
his next location. Where do you get your, your And their payoff is that it’s the idea of never
Visa bill? Well it turns out that these guys have being bored. One of the great ironies of this
all of their affairs mailed to their lawyer or to lifestyle is that, you know, you ask yourself, well
their accountant or something. But still, you if these guys are so plugged in, and they can
need some kind of rootedness even if it’s inside communicate from anywhere, why bother
yourself. Esther Dyson, for example, who’s an travel at all?
investor and a kind of a technology pundit, has Maxa: Exactly. Why do you even move?
a ritual every morning. No matter how crazy the Garreau: And the great irony is that the reason
day is, she swims with her eyes closed for an they are nomads is for face-to-face contact.
hour, no matter what city she’s in, because that They feel that there’s something that we get as
is her time for herself and that’s how she stays a result of being face-to-face that is absolutely
connected to her own brain. un-reproducible no matter how evolved the
Maxa: Most people need some sense of technology is ever going to be. And that’s why
stability and connection and a sense of routine. they’re nomads.
What is it about the psyche of a high-tech Maxa: Joel, thank you so much for joining.
nomad that seems to allow him or her to put Garreau: It’s fun, Rudy.
that in abeyance?
Garreau: That’s where I part company with PRONUNCIATION Consonant variations
these guys. I mean, I do need a base and some Examples, Page 192
roots, and they don’t have that, and I was poor
wondering just how crazy that makes you. appeal
Maxa: Give me an example of a specific high- tech
tech nomad and what his or her life might be return
like in an average week or so. cope
Garreau: Well, for example, there’s this one account
venture capitalist named Jim Woodhill, and he’s
leader

matter Activity C., Page 194

subsidy Welcome to the world of the high-tech nomad.
Writer Joel Garreau investigated this unique
question breed of traveler for The Washington Post, and
nature he sat down with us recently to tell us what he
situate learned.
gradual
SPEAKING SKILL Paraphrasing
Activity A., Page 193 Examples, Page 194
1. Garreau: One of the great ironies of this
open – opinion lifestyle is that, you know, you ask yourself, well
atom – atomic if these guys are so plugged in, and they can
intern – turn communicate from anywhere, why bother
2. travel at all?
master – matter Maxa: Exactly. Why do you even move?
lender – leader Original sentence: Discovering the nomads was
invitation – invited a surprising experience for us.
3. Paraphrase: The reporter said that finding the
grader – gradual nomads was an astonishing experience.
native – natural Paraphrase: The discovery of the nomadic
captive – capture group surprised them.
Paraphrase: The discovery of the nomads was
Activity B., Page 193 not expected.
1. aspirated
cope expand payoff policy
2. aspirated
connection crazy accomplish cycle
3. aspirated
routine elite attention tourist
4. flap
critical material ability letter
5. flap
media pleaded nomadic advisor
6. palatalized
century future fifty culture
7. palatalized
gradual reindeer schedule individual

Unit 8: Environmental Studies Yuna: It sounds good to say, “Use solar energy,”
but I think we still need fossil fuels. The whole
The Q Classroom
world is set up for them.
Teacher: Well, we have lots of different
Teacher: Today we’re going to discuss the Unit
opinions! We’ll see if any of you change your
Question, “Where should the world’s energy
minds as we go through the unit.
come from?” Maybe we should look at the
different kinds of energy one by one. Sophy,
NOTE-TAKING SKILL Organizing notes to
what do you think about solar energy?
prepare for a debate
Sophy: I think they should use as much of it as
possible, and that the more it is used, the
Jack Chen: Although I agree with Emily that we
cheaper it will be. Of course, in some places it
need to reduce our consumption of fossil fuels,
may not be practical because the sun doesn’t
many scientists disagree that nuclear energy is
shine enough. But not only will it get cheaper if
the answer. Emily, you mentioned that nuclear
we use it more, but the technology for storing
energy is cleaner. That’s true if we’re only
the energy will improve. I think it has to be
talking about the consumption of energy, but
combined with other forms of energy, though.
we have to look at how the energy is produced
Teacher: How about nuclear energy? What are
and how waste is dealt with. To quote Dr. Arjun
the advantages of nuclear energy?
Makhijani, president of the Institute for Energy
Marcus: The good thing about nuclear energy is
and Environmental Research and author of
that you can make it anywhere—you don’t
Carbon-Free and Nuclear-Free, “I don’t see how
need any special resources like oil or lots of
you can call nuclear power the safest of energy
sunshine. You can make a lot of energy with
sources when there are so many risks.” Data
one nuclear power plant. And it doesn’t emit
shows that the typical nuclear power plant
greenhouse gases.
could produce 20 metric tons per year of used
Felix: Of course, there’s the huge problem of
nuclear fuel, which is highly reactive. And as we
nuclear waste.
saw with, uh, Chernobyl, in 1986, nuclear
Marcus: That’s true; they haven’t solved that
accidents can happen.
yet. So, as Sophy said about solar energy, it
Activity C., Page 204
needs to be combined with other kinds of
Regan: You raise an important point, but many
energy.
scientists disagree with the notion that nuclear
Teacher: Felix, it sounds like you don’t approve
energy is somehow dangerous or that it
of nuclear energy. Where do you think the
produces carbon emissions. In a podcast debate
world’s energy should come from?
I listened to, Dr. Patrick Moore, chair of the
Felix: First of all, I think we should use less of it.
Canadian firm Green Spirit Strategies, disagreed
We need to drive more efficient cars and run
with Dr. Makhijani. He pointed out that the fact
more efficient factories so we don’t need to use
of the matter is that not one single person in
so much energy. And then we should use a lot
North America has been injured at a nuclear
of renewable energy sources like solar and wind
power plant or died because of a radiation-
power.
related accident. My research confirmed that
Teacher: Yuna, what do you think?
this is a very well-regulated industry. Right now,
nuclear power plants supply 70 percent of the

emission-free electricity in the United States. It Smith: Possibly, possibly.

has a proven safety record. Shukman: How conflicted do you feel
personally as someone who says they are really
LISTENING 1 Energy: What’s the Least Worst interested in tackling climate change, but as the
Option? man who not only doesn't allow wind turbines
Activity A., C., Page 206, 207 in the park, but also stops many others around
David Shukman: Protests about power. How we the edge of the park.
get it, where it comes from. Why is everyone so Smith: Climate change is happening, we think. It
angry about energy? I’ve come to Yorkshire, a certainly seems like it is. Scientists tell us it is
land where the rocks hold rich seams of coal and we’re seeing some signs of how that’s
and where the winds race over the hills offering changing the park, but it is a slow and gradual
a very different sort of power. process.
No single kind of energy can answer all of our Shukman: It doesn't merit in your view
needs. We have a mix and the question is how plastering this place in wind turbines.
that should change. The challenge with energy Smith: We would say it doesn't merit plastering
is that each type of it has pros and cons. this place in wind turbines right now.
Burning coal gives us 40% of our electricity, it is Shukman: Even though were both a bit chilly
cheap and also very polluting. Burning gas gives because there is a very stiff cold breeze coming
us 30%. It’s much cleaner but we either import off the hills, Isn’t there?
the stuff or frack it out of the ground here in Smith: If you were a wind farm developer, you
Britain. Nuclear offers a nice, steady 20%, but it would think this is a cracking place to put
is expensive. Which leaves renewables like something potentially.
wind, it’s intermittent, there’s no pollution but Shukman: So if not wind turbines then what
who would actually want one of these right on about something more traditional? The stuff
their doorstep? that fueled the industrial revolution. Coal lies in
So, those are the choices. What do we want? a great mountain down the road at Drax in
So how to decide what’s right? Gary Smith is South Yorkshire. This is Britain's largest power
the conservation director of the Yorkshire Dales station and because coal is polluting, it is
National Park. His top priority is climate change. another target for protest. Coal is a dirty word
So he likes wind power, but just doesn't want it for environmental campaigners. Phil Garner
here. So, why do you keep objecting to wind represents the British coal industry. It’s a great
farms? day for wind isn’t it?
Smith: Well, I think the answer to that question Garner: It is. Because there is a nice breeze, the
really is what we can see all around us here. turbines are spinning, mostly.
Shukman: You wouldn't like a lovely big 200- Shukman: Why do you think wind isn't the
turbine farm over here, but generating a lot of answer and that coal belching away behind us
power? is?
Smith: Yeah, I think as a society, you know, we Garner: Wind’s not the answer in itself. It's got
need energy. That's a given. a part to play, but it’s a minor contributor when
Shukman: But not here. But not right in this in comparison with a station like Drax. This wind
particular location. I think, uh . . . does that farm over its last 12 months generated less than
make you a NIMBY? 1% of what Drax is capable of doing.

Shukman: And you think that’s a reason for not Linus: Civil nuclear power is the bright new
only keeping our coal stations, but actually thing that was meant to generate all our
building more of them? energy. I think this was commissioned in 1956.
Garner: Building more super-efficient ones with Shukman: It’s freezing in here isn’t it?
the ability to reduce their carbon emissions in Linus: Absolutely, bone chillingly cold.
comparison with Drax, by having more efficient Shukman: And now were right on top of the
boilers and more efficient turbines, gives you reactor . . .
the opportunity then to retrofit carbon capture Linus: . . . or was a reactor.
storage later. Shukman: What was it exactly, that, is it what
Shukman: That's down the track. You accept flipped you into being a green, pro-nuclear
that coal right now is the most polluting form of convert? I mean, you’ve been talking about
energy, isn't it? how you have been reading into the science of
Garner: Yes. climate change, for example.
Shukman: And you can't argue with that? Linus: Because if you want to deal with climate
Garner: No. change and you want to keep global
Shukman: Do you also then accept that carbon temperatures from rising to catastrophic levels,
emissions do have a role in climate change or we have to generate very large amounts of
could do? zero-carbon power.
Garner: And I think the answer to that is I don't Shukman: What about wind? What about
know. I am not totally convinced. solar?
Shukman: You don't accept the science on that? Linus: Well, wind and solar are going to be a
Garner: I’m not sure that the science is entirely major part of the solution and I would like to
proven, but equally, I’m not sure that we can see them up-scaled by 10, 100, 1000 times but
afford to ignore it. even if you do that, if you take nuclear out of
Shukman: As it goes now, that power station is the mix, you can't run the world.
chucking out a lot of carbon dioxide. Shukman: Would you be happy to have a
Garner: It is chucking out a lot of carbon dioxide nuclear power station on your own doorstep?
at the moment but equally, it is also producing Because one of the key problems with energy at
a lot affordable electricity. the moment is that nobody seems to want any
Shukman: So, if we don't want coal because it is particular type right where they are living.
too polluting or wind because we think the Linus: No, the only acceptable form of energy
turbines are an eyesore, how about nuclear? To for people is magic! People are nimby,
explore the nuclear option, I've come to nimbyistic, if that’s a word, about everything
Hardwell in Oxfordshire, the birthplace of these days aren’t they. It could be high-speed
British nuclear power. This is the old reactor rail or wind turbines, people are against
hall. everything. If I had to have a power generating
Linus: It is amazing, isn't it? source near me, I would rather it was nuclear
Shukman: I am with Mark Linus, an rather than coal or gas, let’s put it that way.
environmentalist who now sees nuclear energy Shukman: This is one of the Government's great
as essential. hopes, home-grown gas, produced by fracturing
shale rock deep underground. But this has faced
objections too. I was in Downing Street as an

anti-fracking petition was delivered to the 3. Reporter: The tremendous amount of

Prime Minister. A dairy farmer Andrew garbage produced by restaurants in the San
Pemberton is worried that drilling could pollute Francisco Bay area has given rise to a research
the milk from his herd. Katherine Mcwertar led project at the University of California at Davis.
protest in Sussex. But, they don’t agree on the One of the professors there explains that gas
alternatives. production begins when the food leftovers are
Woman: We in Bolcom have said that we be we placed in a large tank. This chemical reaction in
would welcome wind turbines, you know. the lab’s tanks can result in enough electricity
Actually, I think they’re quite attractive. to power about 80 homes a day. Not only will
I have nothing against wind turbines. this project produce energy, but it will also help
Shukman: You would be happy with wind? decrease the amount of garbage in the city.
Woman: I am happy with wind. I am happy with
solar. I’m not a great fan of wind farms. I think LISTENING 2: Tapping the Energy of the Tides
... Activity A., C., Pages 210, 211–212
Shukman: What about a big nuclear power Speaker: Concerns over global warming have
station? scientists and engineers looking for cleaner
Man: No one wants nuclear, as such. alternative sources of energy. One of those
Shukman: How about a coal-fired power alternatives gaining momentum involves
station? One of those great monster ones like harnessing the energy of the ocean. Renewable
Drax. energy experts say in theory, energy from tides,
Man: No one wants anything as ugly as that. currents, and waves could double the
Shukman: Back in the Yorkshire Dales, it strikes hydropower output in the U.S., producing 20
me that we are going to need some very big percent of the nation’s electricity. But the
energy projects very soon and they’ve just got technology to capture this renewable energy is
to go somewhere. Whichever type of power in its infancy. NHPR’s Amy Quinton reports on
you choose, it is going to make someone angry. the effort in New Hampshire’s seacoast to tap
the power of the tides.
LISTENING SKILL Listening for cause and effect Jack Pare: Coming in, it hits this shore pretty
Activity B., Page 210 heavy; going out, it hits the Newington shore
1. Reporter: Ethanol is a fuel produced from pretty heavy. Uh, it is a dramatic roar. It really
corn. However, corn production requires a lot is.
of water and fertilizer. For this reason, scientists Amy Quinton: Jack Pare, a retired aerospace
and farmers are working to develop new crops systems engineer, points to the water under the
called “energy crops” that produce energy on a General Sullivan and Little Bay Bridge in Dover.
large scale with less impact on the He says the tides here in the Piscataqua River
environment. move quickly, almost nine feet per second at its
2. Reporter: Everyone is worried about the high maximum. [nature sounds, water] Pare says
price of gasoline, so a company in Japan has engineers know how to capture that free-
come up with the new idea of using water as flowing energy, and it would be a completely
fuel. If hydrogen can be separated from the renewable source of power for the state.
water, then a generator can use the hydrogen Pare: It’s just one of many things that you have
electrons to produce electric power. to do, uh, if you want to, quote, “save the

planet” or otherwise cut down our carbon York. But Jack Pare points out the turbine
emissions. There’s no single magic bullet; this is, technology that works well in New York’s East
if you will . . . there’s no rifle shot, it’s a shotgun River may not be appropriate for the
effect. So this is one pellet of that shotgun Piscataqua.
effect to be able to take the top off the global Pare: Uh, we have deep-water shipping, we
warming. have harbor seals, and we have stripers and we
Quinton: Some state representatives believe have lobsters, none of which are present on
it’s an idea worth pursuing. State legislators that other site. And so there’s a little bit more
passed a bill that establishes a commission to to be careful of.
study tidal power generation here under the Quinton: Two companies currently hold federal
bridge. Representative Tom Fargo of Dover, the preliminary permits to study the feasibility of
bill’s sponsor, says unlike wind power, the tidal power in the Piscataqua. Philippe Vauthier
benefit of tidal power is its reliability. is president of one of them, the Underwater
Tom Fargo: The tide will flow until the earth Electric Kite company, based in Annapolis,
rotates no more. It’s, it’s, it’s available; we Maryland. He says his turbine technology won’t
know when it’s coming; we know from, from turn fish into fillets.
day to day and even hour to hour how much Philippe Vauthier: And, uh, we put a screen in
energy you’re going to be able to get from it; front of the turbine to protect the fish to reach
it’s very predictable. that point. Absolutely no problem. Anything
Quinton: And water is more than 800 times bigger than three-quarters of an inch is safe; it
denser than air, making it much more powerful. will be deflected.
But almost all the various technologies used to Quinton: Vauthier says smaller fish would be
capture tidal power are expensive and able to glide through unharmed. He predicts his
experimental. Only one company so far is $2.4 million project could produce 40
producing it in the United States. A little-known megawatts, or enough to power about 36,000
startup called Verdant Power has six New Hampshire homes. The other company
underwater turbines, resembling windmills, in that holds a permit—New Hampshire Tidal
the East River in New York. So far, Verdant Energy Company, owned by Oceana Energy—is
Power founder Trey Taylor says the turbines predicting a much larger power output along
power the lights in a supermarket and a parking three stretches of the river. Charles Cooper is a
garage on Roosevelt Island. technical advisor for the project.
Trey Taylor: But also, uh, inside that garage Charles Cooper: I’d be surprised if it reached,
there are electric vehicles. There’s, there’s uh, more than 100 megawatts at the most, and
hybrid electric buses, but also there’s little that would be very optimistic. And that’s not
electric vehicles that go up and down Roosevelt trivial in the sense that it certainly can supply,
Island, something a little bit bigger than golf um, a number of end uses, but it’s not going to
carts, and those are all being plugged into our be the base load for the region.
tidal power, which I think is a pretty cool story Quinton: Cooper says Oceana’s prototype looks
in and of itself. like a large wheel about the size of a Ferris
Quinton: But Taylor has much bigger hopes. He wheel, with an open center that allows large
foresees a time when 300 of these underwater marine animals to swim through. But he adds
turbines will power about 8,000 homes in New their technology won’t work everywhere.

Cooper: This is not really deep water. We’re not If we WANT to prevent GLObal WARming, we
dealing with water over 100 feet deep in the have to CHANGE our conSUMPtion of FOssil
Piscataqua. So if Oceana’s technology turned FUELS.
out to work best in very large-sized units that Example 3
might be, oh, I don’t know, 60, 80 feet in The BIKE-to-WORK PROgram was deSIGNED to
diameter, they wouldn’t be appropriate for the help us SAVE Energy and SHOW that we can all
Piscataqua site. aFFECT the PACE of CLImate CHANGE.
Quinton: In that case, Oceana would likely use Activity A., Page 222
another company’s technology at its sites. Both 1. CARS CAUSE SMOG.
companies say there are a lot of challenges and The CARS in Los ANgeles cause SMOG.
unknowns surrounding tidal energy in the The OLD cars on the FREEways in Los ANgeles
Piscataqua. But the permits give them three cause TOO much SMOG.
years to study the sites. What they learn will 2. WE can TRY.
also help the state decide if tidal power is worth We can TRY to SOLVE it.
pursuing. We can TRY to SOLVE the PROblem.
For NHPR News, I’m Amy Quinton. We can TRY to SOLVE the ENergy problem with
TIdal POwer.
GRAMMAR Adverb clauses Activity B., Page 222
Activity A., Page 220 A: Did you see the energy debate on TV last
1. They applied for a research grant as they night?
wanted to study alternative energy. B: No, I should have watched it, but I had to
2. Since water moves through the turbine when study for a math test. Give me the highlights.
the tide is coming in, hydroelectric power is A: Well, it was the big oil companies versus the
created. environmentalists.
3. Although fuel from crops like corn can be B: Which side had the best arguments?
turned into biofuel, the crops take up a lot of A: Both sides presented good cases. The oil
land and use a lot of water. companies had more research, but the
4. While the wind can indeed create power, the environmentalists made more compelling
winds are too intermittent, and wind power will arguments. They convinced me that some of
not solve our problem. the oil companies’ efforts are really misguided
5. Due to the fact that gas is produced when and that our reliance on fossil fuels has to end.
garbage decays, garbage can in fact be B: Was it possible to tell who won the debate?
converted into energy. A: Not really. Because the issues are so
6. Many scientists support nuclear energy even controversial, I think it’s hard to come to any
though there are risks involved. real resolution. I recorded it, so I’m going to
watch it again.
PRONUNCIAITON Sentence rhythm B: There aren’t any easy answers; that’s for
Example 1 sure. Well, I’d like to watch that recording of
BUY GAS NOW. the debate with you. It sounds thought-
It’s too exPENsive to buy the GAS at this STAtion provoking.
toDAY. A: Sure. And I think it’ll be useful for our class
Example 2 discussion next week.

sources are safe and clean. However, many

SPEAKING SKILL Debating opinions would argue that we’re working at capacity in
Activity A., Page 223 terms of hydroelectric power. More
Moderator: Thank you. I’m sure we’ll get back importantly, according to Dr. David Scott, a
to some of those points later in the discussion. professor at the University of Victoria, quote,
So, on the other side, now, Jack Chen, would “We’ve gotta be very careful about what
you please present the case against nuclear renewables can provide.”
energy?
Chen: I’d be happy to. Although I agree with
Emily that we need to reduce our consumption
of fossil fuels, many scientists disagree that
nuclear energy is the answer. Emily, you
mentioned that nuclear energy is cleaner.
That’s true if we’re only talking about the
consumption of energy, but we have to look at
how the energy is produced and how waste is
dealt with.
Regan: You raise an important point, but many
scientists disagree with the notion that nuclear
energy is somehow dangerous. The fact of the
matter is that not one single person in North
America has been injured at a nuclear power
plant or died because of a radiation-related
accident. My research confirmed that this is a
very well-regulated industry. Right now, nuclear
power plants supply 70 percent of the emission-
free electricity in the United States. It has a
proven safety record.
Chen: While I also found that at the moment,
nuclear energy is providing more power than
other non-fossil fuel sources, most experts
argue that we need to develop our renewable
options, energy that can be replaced naturally.
Hydroelectric energy, or the energy provided by
moving water, provides 25 percent of non-fossil
fuel energy at the moment. Environmentalists
believe that we should also continue to invest in
wind and solar energy.
Moderator: Emily, what did you find out about
the benefits of these other sources?
Regan: I’d certainly agree, and scientists and
environmentalists confirm, that renewable

Q2e Listening & Speaking 1: Audio Script
UNIT 1
Unit 1, Business, The Q Classroom

Page 2
Teacher: Every unit in Q begins with a question. Your answer to the Unit Question when
you start the unit can be different from your answer at the end of the unit. The question for
Unit 1 is “How can you find a good job?” What are some ways people find jobs? Yuna?
Yuna: Internet, friends, family, help-wanted signs.
Teacher: That’s right. Which one is the best way to find a job, Marcus?
Marcus: Maybe friends. You can walk in to a business or apply online,
but they don’t know who you are. It’s harder to get hired.
Teacher: Do you agree, Sophy? Is it hard to get a job if you don’t know anyone at the
company?
Sophy: Sometimes. But it doesn’t have to be a friend. Someone you
know from school or a friend of a friend can help you find a good job. It’s important to tell
everyone that you’re looking for work.
Teacher: What do you think, Felix? How do you find a good job?
Felix: I think you can get a good job by working your way up.
You know, you start at a company in an entry-level position. After you show them how
good you are, you get a better-paying, more interesting job.
Unit 1, Note-taking Skill, Activity A

Page 5
F:For the study, researchers asked employers around the country to talk about how recent
university graduates did in their jobs. Many employers were unhappy that recent college
graduates were often late to work, did not follow company rules, and sometimes received
customer complaints.
The researchers said that universities should offer courses to train students to enter a full-
time job after graduation. In addition to studying about basic job responsibilities, such as
arriving on time, students need communication skills, knowledge of customer service, and
training on how to give presentations, the study said.
Unit 1, Listening 1, Activity A, B
Page 7
Ben: Hmm . . . interesting . . .

Saud: What are you doing, Ben?
Ben: Oh, hi, Saud. I’m looking at this company’s website. I want to work there this
summer.
Saud: Hmm. Braxton Books. That’s the big bookstore downtown, right?
Ben: Right. I’m reading all about the company. I want to see what kind of summer jobs
they have. . . . Hey, look at this. There’s a link on the website for jobs.
Saud: “Careers at Braxton Books.” Hmm. Click on it. Let’s see what it says.

Ben: OK.
Saud: Oh, look; click on this. It’s a Web video with information about jobs. Let’s watch it.
Speaker: Thank you for your interest in careers at Braxton Books. Our company began ten
years ago, and it is still growing. We opened our first store in Chicago in 1998. We had 25
employees then. Today we have over 200 stores and 6,000 employees around the world.
In 2009, we started our e-book business. It was a big success. We plan to continue growing
our online library. We hope you’ll join our team and share our success.
Speaker: Are you looking for an interesting job? Braxton Books has job openings for great
people. Right now we have positions for salespeople and Web designers. If you’d like to join
our team, please listen to the requirements for each job.
Speaker: Here are the requirements for salespeople: You need one to two years of
experience in sales. We also require some basic computer skills. Our stores are very busy,
so you must be organized. Finally, you must be friendly and enjoy working with people on
a team. Braxton Books needs Web designers for our e-book department. Here are the
requirements for the position. You must have at least five years of experience in Web
design and excellent computer skills with different computer systems. We prefer people
with a college degree in Web design. We are looking for organized people who have new
and interesting ideas.
Speaker: If you are interested in one of these jobs, please come to one of our stores and
complete an application, or print the application from our website and bring it with you to
one of our stores. If you meet our requirements, we will contact you for an interview.
Thank you again for your interest in working at Braxton Books.
Ben: Wow. It sounds like a great place to work.
Saud: It sure does! Well, what are you waiting for? Print the application!
Unit 1, Listening 1, Activity F

Page 8
Speaker: Here are the requirements for salespeople: You need one to two years of
so you must be organized. Finally, you must be friendly and enjoy working with people on
a team. Braxton Books needs Web designers for our e-book department. Here are the
Unit 1, Listening Skill, Example

Page 9
Ben: Hmm…interesting…
Saud: What are you doing, Ben?
Ben: Oh, hi, Saud. I’m looking at this company’s website. I want to work there this
summer.
Saud: Hmm. Braxton Books. That’s the big bookstore downtown, right?
Ben: Right. I’m reading all about the company. I want to see what kind of summer jobs
they have. . . . Hey, look at this. There’s a link on the website for jobs.
Saud: “Careers at Braxton Books.” Hmm. Click on it. Let’s see what it says.
Ben: OK.
Saud: Oh, look; click on this. It’s a Web video with information about jobs. Let’s watch it.
Unit 1, Listening Skill, Activity A, B

Page 9, 10
1. Speaker: Thank you for your interest in careers at Braxton Books. Our company began
ten years ago, and it is still growing. We opened our first store in Chicago in 1998. We had
25 employees then. Today we have over 200 stores and 6,000 employees around the world.
In 2009, we started our e-book business. It was a big success. We plan to continue growing
our online library. We hope you’ll join our team and share our success.
2. Speaker: Are you looking for an interesting job? Braxton Books has job openings for
great people. Right now we have positions for salespeople and Web designers. If you’d like
to join our team, please listen to the requirements for each job.
3. Speaker: Here are the requirements for salespeople: You need one to two years of
so you must be organized. Finally, you must be friendly and enjoy working with people on a
team. Braxton Books needs Web designers for our e-book department. Here are the
4. Speaker: If you are interested in one of these jobs, please come to one of our stores
and complete an application, or print the application from our website and bring it with
you to one of our stores. If you meet our requirements, we will contact you for an
interview. Thank you again for your interest in working at Braxton Books.
Unit 1, Listening 2, Activity A

Page 10
1. Mark: Hello. I’m Mark Williamson. I’m the manager of New World Design.
Tom: Hi, I’m Tom. It’s nice to meet you, Mr. Williamson.
Mark: Well, let’s get started. Please sit down, Tom. . . . OK. Can you tell me a little about
yourself?
Tom: Sure. I came to New York a few months ago from Chicago. I went to Chicago School
of Design.
Mark: Yes, I saw that on your résumé. Yes, here it is. You graduated last May. What did
you study there?
Tom: I’m sorry. I didn’t catch that. Could you say that again, please?
Mark: Sure. What was your major in college?
Tom: Well, I got my degree in design. I took a lot of computer classes, too. I wanted to use
my design and computer skills. That’s why I want a career in Web design.
Mark: I see. . . . And do you have any experience in advertising?
Tom: Do you mean work experience . . . in a company?

Mark: Yes. You need two years of experience for this job.
Tom: No, I’m sorry; I don’t. I worked at a convenience store in college, and when I was in
high school, I worked in a restaurant. . . .
Unit 1, Listening 2, Activity B
Page 11
2. Mark: Hi. You must be Mr. Lopez. I’m Mark Williamson.

George: Good afternoon, Mr. Williamson. It’s nice to meet you. Please call me George.
Mark: OK, George. Please have a seat. Let’s see . . . your résumé says you have some
experience in advertising. Tell me about that. Did you like it?
George: Oh, yes. It was a great experience. I worked in a small advertising company last
summer. I really enjoyed it. I was an assistant in the office. I didn’t do much Web design
work—only a little. But I learned a lot from my coworkers. I’m excited to learn more about
it.
Mark: OK. That’s excellent, George. Did you study design or computers in college?
George: No. My major was English. I didn’t have a lot of time for other classes.
Mark: All right. Can you tell me what makes you the right person for this job?
George: Do you mean my skills?
Mark: Yes, your skills and your personality?
George: Well, I’m organized and friendly, and I think I have a lot of new and different ideas.
I also enjoy working with others on team projects.
Mark: Uh-huh. Do you have any questions about our company or about the position?
George: Yes, I do have a few questions. I saw on your website that the company . . .
Unit 1, Listening 2, Activity C

Page 11
1. Mark: Hello. I’m Mark Williamson. I’m the manager of New World Design.
Tom: Hi, I’m Tom. It’s nice to meet you, Mr. Williamson.
yourself?
of Design.
Mark: Yes, I saw that on your résumé. Yes, here it is. You graduated last May. What did
you study there?

Tom: No, I’m sorry; I don’t. I worked at a convenience store in college, and when I was in
high school, I worked in a restaurant. . . .
2. Mark: Hi. You must be Mr. Lopez. I’m Mark Williamson.
George: Good afternoon, Mr. Williamson. It’s nice to meet you. Please call me George.
Mark: OK, George. Please have a seat. Let’s see . . . your résumé says you have some
experience in advertising. Tell me about that. Did you like it?
George: Oh, yes. It was a great experience. I worked in a small advertising company last
summer. I really enjoyed it. I was an assistant in the office. I didn’t do much Web design
work—only a little. But I learned a lot from my coworkers. I’m excited to learn more about
it.
Mark: OK. That’s excellent, George. Did you study design or computers in college?
George: No. My major was English. I didn’t have a lot of time for other classes.
Mark: All right. Can you tell me what makes you the right person for this job?
George: Do you mean my skills?
Mark: Yes, your skills and your personality?
George: Well, I’m organized and friendly, and I think I have a lot of new and different ideas.
I also enjoy working with others on team projects.
Mark: Uh-huh. Do you have any questions about our company or about the position?
George: Yes, I do have a few questions. I saw on your website that the company . . .
Unit 1, Pronunciation, Examples

Page 19
enjoy enjoyed
study studied
learn learned
laugh laughed
work worked
help helped
wash washed
graduate graduated
end ended
Unit 1, Pronunciation, Activity B
Page 19
Column 1, /t/ Column 2, /d/ Column 3, /əd/
liked changed completed

looked preferred needed
stopped required waited
walked studied wanted

Unit 1, Speaking Skill, Activity A

Page 20
yourself?
of Design.
Mark: Yes, I saw that on your résumé. Yes, here it is. You graduated last May. What did you
study there?
Unit 1, Speaking Skill, Activity B

Page 20
1.
Miteb: Hello?
Fahad: Hello, is this Miteb?
Miteb: Yes, it is.
Fahad: Oh, hi, Miteb. It’s Fahad from All-Tech Computers. Thank you for coming to the
interview this morning. I forgot to ask you about . . .
Miteb: Hello… ? I’m sorry. I didn’t catch that.
2.
Interviewer: Great. OK, thanks. And can you tell me a little about your experience in
Australia? I saw on your resume that . . .
Liam: I’m sorry. Could you say that again, please?
3.
Waleed: Hey, Jamal! How are you doing?
Jamal: Oh, hi, Waleed. I’m great! I just found out that . . .
Waleed: Sorry, Jamal. Could you repeat that?
4.
Andrew: What do you plan to do after you graduate, Seth?
Seth: Well, I had a meeting with the manager of New World Designs last week.
Andrew: A meeting? Do you mean an interview?

UNIT 2
Unit 2, Cultural Studies, The Q Classroom

Page 27
Teacher: Here we are at Unit 2. The Unit Question is “Why do

we study other cultures?” Marcus, why do you think we study other cultures?
Marcus: Well, people everywhere are so different. Different food, different customs,
different beliefs.
Teacher: Yes, that’s true. Yuna, do you like to study other cultures?
Yuna: Yes. It’s very interesting.
Teacher: So other cultures are definitely interesting, but that’s not the only reason we
study them. Why else do we study other cultures, Felix?
Felix: We can learn from other cultures. We learn new ways to
do things. And we also learn about new kinds of food. That’s very important!
Teacher: I agree with you there! We learn new ways to do things. What do you think,
Sophy? Why else do we study other cultures?
Sophy: Well, we don’t just learn about our differences. We also learn about what makes us
all the same. That helps us understand and accept
each other. This helps us live together peacefully.

Page 29
M: It takes time to feel comfortable in a new culture. In fact, some students say they
only begin to really relax at the end of their first year. Culture shock is normal and
very common. Almost all international students say they have some culture shock.
In this presentation, we will share some ideas to help you feel better if you
experience culture shock. First, try to learn about your host country’s history,
culture, and people. The third floor of the campus library has many books about
culture. Next, try to meet people who share your interests. The university has many
clubs, sports, and activities for students to join. These are a great way for you to
make new friends.
Page 31
Professor: Good afternoon, class. Our topic today is international

advertising—how companies sell products in different countries. I’ll talk about the
difficulties of advertising in different cultures.
These days, many companies are international. Most large companies sell their
products around the world, and many small companies sell their products on
websites. But companies can have problems when they advertise products in other
countries.

Sometimes the problem is a language mistake. A product name or an advertisement

can have a funny or strange meaning in another language. For example, a few years
ago, a large international computer company named its new product Vista. Later,
the company learned that the word “vista” means chicken in some eastern European
languages. The company didn’t change the name of its product.
But the example shows that it’s important to think about language in international
advertising.
Another problem is color. Colors have different meanings in different cultures. For
example, the color red means good luck in many countries, so it’s usually good to
use red in advertisements. The color blue usually has a positive meaning also. But
white means death in some parts of Asia, and black means death in North America.
As you can see, it’s important for companies to know the meaning of colors in the
country where they are selling their products.
International customs are another difficulty in advertising. As you
know, different cultures sometimes have very different ideas about
things. Companies should learn the customs of the countries where
they sell their products. Then they can avoid mistakes like this one
by an international telephone company. The company made a TV
advertisement for the Middle East. It showed a businessman talking
on the phone with his feet up on his desk. The problem was, in the
Middle East, it’s not polite to show the bottom of your shoes. The
company lost a lot of money and had to make a new advertisement.
Unit 2, Listening Skill, Activity A

Page 34
M: International companies should also learn about numbers in different

cultures. Some numbers can be good in one culture and bad in
another culture. In some languages in Asia, the number four sounds
like the word for “death,” so it’s not a good number for advertising.
For example, a sports company wanted to sell golf balls in Korea, but
the company made a mistake. It put four balls in each package, and
no one in Korea bought them.
Unit 2, Listening Skill, Activity B
Page 34
M: Companies often use famous people, like sports or TV stars, in their advertising.
Companies think this will give people a positive feeling about their products and
their company. Sometimes it does, but companies have to be careful about which
famous person they choose. A few years ago, an Italian carmaker used an American
star in one ad, but many people in one Asian country do not like the star. When the
ad appeared, some people there became angry and stopped buying the maker’s cars.

Unit 2, Listening 2, Activity A, C

Page 36
1. Joao from Brazil

Joao: When I came to the United States to study, a lot of things were different. The
language, my classes at the university . . . I knew about those cultural differences.
But one day, I went to the university bookstore to buy books for my history class.
There was another student standing in front of the shelf. I stood next to him and
started to look for my book. Then he looked very upset and said, “Excuse me!” and
moved away. I didn’t know what was wrong. I was confused. I learned later that you
shouldn’t stand very close to other people in the U.S. It’s rude to stand too close.
2. Tanya from Russia

Tanya: Last summer, my company sent me to work for two months at our head office in
Toronto. It was a great experience. My Canadian coworkers were really friendly, and
I learned a lot. There was one funny thing that happened. When it was time for me
to leave, my coworkers gave me some very nice gifts . . . and they gave me flowers—
six flowers. In Russia, it’s OK to give an odd number of flowers, for example, one,
three, five. . . . But you shouldn’t give two, four, or six flowers. We only do that when
a person dies. I wasn’t really offended. My coworkers didn’t know our custom, but
some other Russians may feel angry or upset at this.
3. Rick from the U.S.

Rick: My friend Hiro got married last summer in Japan, and he invited me to the wedding.
It was a great trip. I really enjoyed meeting Hiro’s family and the other guests at the
wedding. Many people gave me business cards. I was a little surprised. In the
U.S., we only use cards for business, so I didn’t bring mine. I just took the Japanese
people’s business cards and put them in my pocket. After the wedding, I learned that
it’s not polite to do that. You should always take the cards with two hands and read
them carefully. I only used one hand, and I didn’t read them at all!
Unit 2, Vocabulary Skill, Activity A, B

Page 40
1. Last summer, I stayed in Australia. It was my first time away from
home for such a long time. In the beginning, I felt really depressed. I didn’t know I
would miss my family so much.
2. The first few weeks were tough. I often felt lonely, and I wanted to go home.
3. But the family I lived with was great. They were very kind and considerate.
4. They taught me about Australian culture and customs. And they treated me like a
member of the family. That really helped me feel better.
5. After a few weeks, I didn’t miss home so much. I felt happy and optimistic again. In
fact, I didn’t want to come home at the end of the summer!

Unit 2, Grammar, Part 1, Activity A

Page 41
1. In India, you shouldn’t use your left hand to eat.

2. In Vietnam, you shouldn’t touch a person on the head.
3. In the U.S., you should look at people’s eyes when you speak to them.
4. In France, when you visit someone’s home, you should bring a gift.
5. In Saudi Arabia, you shouldn’t say no when someone offers you something to eat or
drink.
6. In Colombia, you should avoid giving marigolds—a yellow flower—as a gift.
Unit 2, Grammar, Part 2, Activity A

Page 42
1. There was another student standing in front of the shelf. I stood next to him and
started to look for my book. Then he looked very upset and said, “Excuse me!” and
moved away. I didn’t know what was wrong. I was confused. I learned later that you
shouldn’t stand very close to other people in the U.S. It’s rude to stand too close.
2. My coworkers gave me some very nice gifts… and they gave me flowers—six
flowers. In Russia, it’s OK to give an odd number of flowers, for example, one, three,
five. . . . But you shouldn’t give two, four, or six flowers. We only do that when a
person dies.
3. I was a little surprised. In the U.S., we only use cards for business, so I didn’t bring
mine. I just took the Japanese people’s business cards and put them in my pocket.
After the wedding, I learned that it’s not polite to do that. You should always take
the cards with two hands and read them carefully. I only used one hand, and I didn’t
read them at all!

Page 43
avoid cultural custom international problem
Unit 2, Pronunciation, Activity A
Page 44
1. avoid
2. bottom
3. considerate
4. offended
5. personality
6. positive
7. similar

8. telephone

UNIT 3
Unit 3, Sociology, The Q Classroom
Page 51
Teacher: The Unit 3 Question is “What is the best kind of vacation?”

What are some different kinds of vacations? Marcus?
Marcus: There are relaxing vacations, like going to the beach. There are tourism
vacations, where you see sights and go to museums. There are nature vacations,
where you go camping or fishing.
Teacher: Yuna, which do you think is the best kind of vacation?
Yuna: Relaxing. I like to go to the beach.
Teacher: What do you think, Sophy? What’s the best kind of vacation?
Sophy: For me, it’s a tourism vacation. I like to visit new cities, especially in other
countries, and learn about other cultures.
Teacher: How about you, Felix? What do you think is the best kind of vacation?
Felix: Hmm. I think the best kind of vacation is something unusual, like going to Africa or
seeing polar bears in the Arctic. I don’t want to relax on vacation. I want to see
something really different from what I see every day.
Unit 3, Note-taking Skill, Example

Page 53
F: Costa Rica located in Central America. It borders the countries of Nicaragua and
Panama, as well as the Pacific Ocean, and the Caribbean Sea.
From the sixteenth to the eighteenth centuries, Costa Rica was under Spanish rule. It
became an independent country on September twenty-first, 1821.
Today, because of its warm, sunny weather, relaxing beaches, and natural beauty,
Costa Rica is a very popular place for tourists. About 2 million people travel there
every year.

Page 53
F: But Costa Rica is not just a good place for a vacation. It’s also a great place to study
nature and learn about ways to protect the Earth’s environment. The land in Costa
Rica is different everywhere. There are mountains, the ocean, rainforest, and flat dry
areas. This means there are thousands of different types of animals and plants living
there. And the country has many laws that protect the land and environment and
the plants and animals that live there. In fact, nearly thirty percent of Costa Rica’s
land is protected by law. In 2009, a group of British environmental experts named
Costa Rica the “greenest” country in the world.


Page 55
Speaker 1: Every year, millions of people visit famous places around

the world. Tourism can be good. Tourists spend money. This helps local
businesses and makes jobs for local people. But tourists can also cause problems.
What are the effects of having tourists, and what are people doing to help?
Speaker 2: This is the Great Wall of China.

The Great Wall of China runs 8,852 kilometers across the north of China. Some parts
of the wall are over 2,000 years old. About 53,000 tourists visit this amazing site
every day. That’s about 10 million visitors a year. When tourists’ buses and cars
drive near the wall, it shakes the very old stones. Also, visitors usually walk on top
of the wall. Over many years, those millions of walking feet have begun to destroy
large parts of it. Many areas of the wall are now closed to visitors. Some people say
that if we aren’t careful, the future of this amazing place is in danger.
Speaker 1: Here we are at the Galapagos Islands off the coast of Ecuador.
The Galapagos Islands are in the Pacific Ocean near South America. The 19 main
islands are home to thousands of plants and animals. About 175,000 tourists visit
the islands every year. They come on planes or boats from many different places.
And these planes and boats sometimes carry insects that don’t belong in the
Galapagos Islands. This is dangerous for the local plants and animals. Now airlines
must spray visitors’ clothing and bags with a special liquid to kill any insects before
they get off the plane or boat.
Speaker 2: Next we visit Antarctica.

Most people don’t think of Antarctica as a good place for a relaxing vacation. But
some say it’s one of the most beautiful and interesting places on Earth. The first
group of tourists arrived there in 1956. There were only about 500 visitors a year
then. Today, there are close to 50,000. The growing tourist business is causing
pollution, changing the land, and causing problems for animals. For this reason,
tourists must follow special rules. For example, they cannot feed animals, move or
take any plants; and they must wash their boots before walking to a new area.
Unit 3, Listening Skill, Example 1
Page 57
fourteen [four-TEEN]
forty [FOR-ty]
fifteen [fif-TEEN]
fifty [FIF-ty]
sixteen [six-TEEN]
sixty [SIX-ty]
seventeen [seven-TEEN]
seventy [SEVEN-ty]
eighteen [eight-TEEN]
eighty [EIGHT-ty]
nineteen [nine-TEEN]
ninety [NINE-ty]

Page 57
four hundred fifty-three

three thousand two hundred twenty-seven
fifteen thousand six hundred nine
two hundred seventy-five thousand
eight million two hundred fifty thousand

Page 57
seventeen hundred
eighteen oh nine
nineteen eighty-nine
twenty eleven / two thousand eleven

Page 58
1. The Great Wall of China runs 8,852 kilometers across the north of
China. Some parts of the wall are over 2,000 years old. About 53,000
tourists visit this amazing site every day. That’s about 10 million
visitors a year.
2. The Galapagos Islands are in the Pacific Ocean near South
America. The 19 main islands are home to thousands of plants and
animals. About 175,000 tourists visit the islands every year.
3. Most people don’t think of Antarctica as a good place for a relaxing
vacation. But some say it’s one of the most beautiful and interesting
places on Earth. The first group of tourists arrived there in 1956.
There were only about 500 visitors a year then. Today, there are
close to 50,000.
Unit 3, Listening Skill, Activity C

Page 59
1. Mt. Everest is 8,850 meters high.

2. The Eiffel Tower in Paris was built in 1889.
3. Burj Khalifa, the tallest building in the world, is 828 meters tall.
4. The population of New York City is about 8,300,000.
5. There are 7,107 islands in the Philippines.

6. Angel Falls in Venezuela is the world’s tallest waterfall. It’s 979 meters tall.

Page 61
Lisa: Good evening. Thank you all for coming. I’m happy that you’re interested in our
travel tour for volunteers to Cusco, Peru. Traveling and working as a volunteer is a
wonderful experience, and I’m sure you’re going to enjoy it. OK. Let’s get started.
First, I’m going to give you some information about the trip.
Cusco is a pretty city with a population of about 350,000. It’s near the Andes
Mountains. It’s about three hours by train to Machu Picchu, the ancient Inca city.
Female student: Wow. Can we go there?
Lisa: Yes, at the end of the first week we are going to visit Machu Picchu. Our trip is four
weeks: from June 13th to July 5th. The first two weeks will prepare you for your
volunteer work. You’re going to study Spanish and learn about the culture of Peru.
Are there any questions about that?
Male Student: Yes, where are we going to stay?
Lisa: You’re all going to live with local families. We have wonderful host families. You’re
going to eat meals with them, speak Spanish with them, and help them around the
house—just like a member of the family.
Female student: What kind of volunteer work are we going to do?
Lisa: On this trip, we’re going to help repair a local school. This school is very old, and
many classrooms need repairs. We’re going to put in new windows, paint the
classrooms, and make it a better place for the children who study there.
Male Student: Can we meet the children?
Lisa: Yes, in fact, part of the volunteer work is teaching at the school. You’re going to work
with the teachers and help them with anything they need. You may teach English, or
lead sports or games.
Female student: That sounds great.
Lisa: Yes, most volunteers say this is the most enjoyable part of the trip. When they see
the children’s happy faces, they know the positive effects of their work.
Unit 3, Grammar, Activity B

Page 68
1. What are you going to do in China?
I’m going to do volunteer work in Shanghai.
2. Where are we going to stay?
You’re going to live with a local family.
3. Can we go to the National Museum today?
No, we’re going to go shopping.
4. How long is your trip?
We’re going to return on May 16th.
5. Is John going to take a vacation this year?
Yes, he’s going to go to Hawaii.

Page 69
1. We’re going to visit Italy next year.

We’re going to [gonna] visit Italy next year.
2. She isn’t going to come with us.
She isn’t going to [gonna] come with us.
3. I’m going to stay with a family in Madrid.
I’m going to [gonna] stay with a family in Madrid.
4. They aren’t going to join a tour.
They aren’t going to [gonna] join a tour.
Unit 3, Unit Assignment, Activity A, B

Page 71
Doug: Hello, everyone. I’m Doug, and this is Lisa. We’re going to tell
you about our tree-planting tour to Nepal. Let’s start with the tour
schedule. This is a 14-day tour. We’re going to leave on March 9th
and come back on March 22nd. Now let’s move on to lodging. In
Kathmandu, we’re going to stay in a nice Western-style hotel for a few
days. When we go on our hike, we’re going to camp in tents. OK. Now
Lisa is going to tell you about the activities we’re going to do.
Lisa: Thanks, Doug. We’re going to spend four days hiking and
camping in the Himalayas. We will learn about the plants and animals
in the mountains. On Day 9 of the tour, we are going to arrive at a
small village called Sirendanda. We’ll spend three days planting trees
there with the local people. Next, I’m going to talk about the food.
You’re going to try some local food. Meat dishes are popular, but if you
don’t eat meat, the rice curry with fresh vegetables is wonderful. Doug
is going to take over.
Doug: To wrap up, I’m going to tell you about the cost. The trip costs
$2,700. That price includes hotel and all meals. . . .

UNIT 4
Unit 4, Physiology, The Q Classroom

Page 74
Teacher: The Unit Question for Unit 4 is “Who makes you laugh?”
How about you, Yuna? Do like comedies on TV?
Yuna: Yes, I love them.
Teacher: Do you think American comedies or Korean comedies are
funnier?
Yuna: Korean.
Teacher: How about you, Marcus? Who makes you laugh?
Marcus: I don’t like TV comedies, but I love live comedians. I like to
listen to people tell jokes. Also, I’m very funny myself.
Teacher: [laughs] That’s true. You are pretty funny. Sophy, who makes
you laugh? Besides Marcus.
Sophy: I think my best friend makes me laugh. We understand each
other so well. Lots of times we laugh at things that no one else thinks
are funny.
Teacher: What do you think, Felix? Why are some things funny to
one person but not to another?
Felix: Well, you need to understand the joke. Some English-speaking
comedians aren’t funny to me. It’s like listening to Sophy’s jokes with
her friend—I don’t understand it, so I don’t laugh. But some comedy
is funny even when I don’t understand the language. You know, like
people falling down and throwing pies and silly things like that.
Unit 4, Listening 1, Activity A, B; Unit 4, Listening Skill, Activity A

Page 78, 79, 80
Host: Welcome. We have a special show for you today. We’re going
to talk about Charles Dickens—the man, his life, and what makes his
books so funny. The number is 877-555-1167. Call us and tell us why
you love Charles Dickens.
First, a bit of background about Charles Dickens. He is the author of
fifteen novels, including some of the most famous stories in history. He
is known for his sense of humor and the unusual and funny situations
and people in his books.
Dickens was born in Landsport, England on February 7th,
1812—exactly 200 years ago. In 1817, his family moved to Kent in the southeast,
where Dickens spent most of his younger years. Many of the people and places in his
books are similar to his memories from this time. As a young boy, he
enjoyed spending time outdoors, but his favorite hobby was reading.
Surprisingly, for such a talented writer, Dickens did not have much
formal schooling. At the age of 12, Dickens had to stop school
because of his father’s money problems. For a time, he had to work

at a shoe polish factory in London—a very difficult experience for a
boy. However, these challenges helped him become a great writer and
storyteller.
Dickens’s first professional writing job was writing for the London
Monthly Magazine. His first novel, Pickwick Papers, quickly became a
hit. Soon it seemed everyone in London was reading and talking about
Charles Dickens. He was a huge success.
In his other works, Dickens went on to create many interesting and
funny characters, with comical names, such as Ebenezer Scrooge,
Oliver Twist, Nicholas Nickleby, and Polly Toodle. Readers say Dickens
described each character so well, they feel as though they know them
personally.
Two hundred years later, Dickens is one of the most famous comic
writers of all time, and students in schools around the world still read
and study Dickens’s work.
So, Charles Dickens fans, what do you think makes his writing funny?
What’s your favorite book, or your favorite funny scene in a Dickens
book? Let’s go to the phones and find out! Hello, you’re on the air.
Caller 1: Hi, uh . . . This is Karen.
Host: Hi, Karen. Tell us why you enjoy reading Dickens.
Caller 1: Well, when I read his books, they just make me laugh.
The characters are so unusual. And the conversations between the
characters are often very funny.
Host: Yes, I agree. Thanks, Karen. Next caller, you’re on the air.
Caller 2: Oh, um, hello. My name is Ernesto.
Host: Hi, Ernesto. Why do you like Charles Dickens?
Caller 2: I like the way Dickens can make a sad situation seem funny.
Many of his characters have difficult lives, or they don’t have money or
food to eat. But somehow Dickens helps us see humor in the sad parts
of life.
Host: That’s great. Thank you for your call. All right. It looks like we
have time for one more caller. . . . Next caller, what do you think?
Page 81
Host: Unlike some authors who only have one or two hits, all of
Dickens’s 15 books became very famous. One of his most popular
works is David Copperfield. David Copperfield was Dickens’s eighth
novel, which he wrote in 1849. In the book, the main character, David,
tells the story of his own life. Like Dickens, David has a difficult life
when he is young. His parents die when he is a boy, and he must go to
work in a factory. Many parts of the story are sad. But as always, the
way Dickens describes his characters makes readers laugh. In the end,

David becomes a successful writer, and lives a happy life. Late in his
career, Dickens said that David Copperfield was his favorite of all of
the characters in his books.

Page 84
Professor: OK, class. Let me introduce today’s guest speaker,

psychology professor Doctor Brian Long. Doctor Long will talk about
how we use humor to communicate. Thanks for coming, Doctor
Long.
Doctor Long: Thank you for inviting me.
Professor: Doctor, first let me ask, How important is a sense of
humor?
Doctor Long: Well, Professor, these days, it’s very important. A
sense of humor shows we are happy and confident. It also helps us feel
relaxed. And humor is one way we communicate with other people.
Professor: Yes, that’s true.
Doctor Long: Of course, we don’t all have the same sense of humor.
Each one of us has our own humor style.
Professor: Humor style?
Doctor Long: Yes, there are four main humor styles. The first one isn’t
very nice. It’s “put-down humor.” This is when we make fun of another
person; for example, when we laugh at someone for doing or saying
the wrong thing.
Professor: You’re right. That isn’t very nice. Put-down humor can
make people feel bad, and can hurt their feelings.
Doctor Long: Right. Especially if they don’t understand that you’re
joking. If put-down humor is your humor style, you probably don’t
have many friends. It’s a good thing there are other humor styles—like
“bonding humor,” for example.
Professor: Bonding humor?
Doctor Long: Yes. The word bond means “bring together.” So, this
style of humor brings people together. If this is you, you are not afraid
to be in front of an audience. You like to tell jokes, and make other
people relax.
Professor: That sounds like some of the students in this class.
Doctor Long: Then there’s what I call “hate-me humor.”
Professor: “Hate-me?” Do they want people to dislike them?
Doctor Long: No, not really. People with this style of humor make
themselves the joke. They make fun of themselves, for example, of the
way they look. Or they do silly things so others will make fun of them.
Professor: Interesting. Yes, I think I know some people with that
humor style.
Doctor Long: Finally, there’s the “laughing-at-life” humor style. These

people can find humor in everything—even the sad or difficult parts

of life. They don’t worry about small things. If something bad happens,
they just laugh. It makes life easier.
Professor: That sounds good. I’m going to try to be more of a
laughing-at-life person. Thank you, Doctor Long. I never knew there
were so many different kinds of humor.
Doctor Long: [laughs] Can you imagine if we didn’t have humor at
all? Life would be very boring.
Professor: It sure would.
Unit 4, Grammar, Activity A

Page 89
1. A man and a woman go to a restaurant for lunch. The woman

orders a bowl of soup. A few minutes later, the waiter brings the soup
to the table. The man says, “Excuse me. Your finger’s in my wife’s
soup.” The waiter replies, “Oh, that’s OK. It isn’t too hot.”
2. A man’s at the doctor’s office. The doctor asks him, “What’s
the trouble?” The man answers, “I hurt everywhere. It hurts when
I touch my head. It hurts when I touch my leg, and it hurts when
I touch my arm.” The doctor thinks for a moment. Then he says, “I
know what’s wrong. Your finger is broken!”
3. A man stops his car at a traffic light. A policeman stops next
to him and sees a penguin in the car. The policeman tells the man,
“You can’t drive with a penguin in your car. Take that penguin
to the zoo.” The man says, “Yes, sir. I will.” The next day, the
policeman sees the man’s car again. The penguin is still in the car.
The policeman asks, “Why do you have that penguin? I told you to
take it to the zoo!” The man looks at the policeman and says, “I did
that yesterday, and we had a great time! Today we’re going to the
park!”

Page 91
say says
tell tells
give gives
answer answers
laugh laughs
look looks
stop stops
eat eats
change changes
miss misses

wash washes
watch watches
Unit 4, Speaking Skill, Example

Page 93
Speaker:… The man touches the rabbit, and the rabbit bites him.
“Ouch!” he says. “You said your rabbit doesn’t bite!” The shopkeeper
replies, “That isn’t my rabbit!”

Page 93
Man: A man’s at the doctor’s office. The doctor asks him, “What’s the
trouble?” The man answers, “I hurt everywhere. It hurts when I touch
my head. It hurts when I touch my leg, and it hurts when I touch my
arm.” The doctor thinks for a moment. Then he says, “I know what’s
wrong. Your finger is broken!”
Unit 4, Unit Assignment, Activity B, C

Page 95
Comedian :A tourist visits Sydney, Australia. He wants to

go to the beach. But he doesn’t know how to get there. He sees a
policeman. He waves to the policeman and says, “Excuse me! Can you
help me?” The policeman comes over and says, “Yes, sir. How can I
help you?” The tourist says, “Can you tell me the fastest way to get to
the beach?” The policeman asks, “Are you walking or driving?” The
tourist answers, “Driving.” The policeman answers, “Well, that’s the fastest way.”

UNIT 5
Unit 5, Psychology, The Q Classroom

Page 99
Teacher: Unit 5’s Question is, “Why do we enjoy sports?” Do you play
a lot of sports, Felix?
Felix: Yes, I do.
Teacher: Which sports?
Felix: Mostly soccer.
Teacher: What do you enjoy about soccer?
Felix: It’s good to play on a team. It’s a lot of fun.
Teacher: How about you, Yuna? Are sports important to you?
Yuna: Oh, yes. I play a lot of sports, especially volleyball and
basketball. It helps me relax at the end of the day, and then I think I
study better.
Teacher: So sports can change our moods, can’t they? Why are sports
important to you, Felix?
Felix: Well, for me, sports are part of our family life. I play tennis with
my brothers. We play together a lot.
Teacher: What do you think, Marcus? Do you enjoy sports?
Marcus: Yes, very much. I play soccer, too, and I can express myself
when I play. There are things you can do in soccer that you can’t
describe. You just have to experience them.

Page 101
F: We hear a lot about how good exercise is for us. Of course, it’s true, and it’s
especially important for us to continue exercising even in our older years. There are
so many ways exercise can help older people live better and longer lives. First of all,
it helps their bodies stay healthy. Older people who exercise get sick less and have
fewer physical pains. They also get injured less. And secondly, exercise increases the
body’s strength and balance. This helps keep older people’s muscles strong, so they
can continue to do the things they need to do in daily life. It also helps older people
avoid accidents, such as falling down.

Page 101
F: A third reason exercise is helpful for older people is that it is good for the mind.
Regular physical activity makes older people feel happy and enjoy life more. Studies
show that it improves mood, and many older people say that exercise keeps their
minds feeling clear and sharp. Another way that exercise is good for older people is

that it helps them have a social life. They can get outdoors, spend time with friends,
and even make new friends. Joining a walking group and playing golf are especially
good activities for older people, and joining an exercise class for older people at a
gym is also a great idea!

Page 103
Professor: All right. Let’s get started. For today’s class, I’ve invited a
special guest speaker. This is Dr. Tom Wilkins from the Sports Science
Center. Dr. Wilkins led a study on the benefits of doing sports. He’s
going to tell us about that today. Please welcome him.
Dr. Wilkins: Good morning. Thank you. First, let’s think about how
sports are important in our lives. Sports have been an important part
of human life for a very long time. We know that people were playing
and watching sports 4,000 years ago in Egypt and Greece. And many
sports that are still played today began thousands of years ago in
China.
So, why do humans enjoy sports so much? What are the benefits?
The first important benefit of doing sports is that it helps us stay
healthy. It’s important for us to be active. When we play sports,
especially when we do a lot of running, our heart goes faster and
moves blood to the different parts of our bodies. Our muscles work
hard and become stronger. All of this helps us feel better and live
longer.
Another way that doing sports is helpful is that it can improve our
learning. Exercising and moving our bodies “wakes up” our brain, so
it is active and ready to learn. We can concentrate and learn better.
For example, my study showed that children who do some kind of
sports usually do better in school.
One more important thing that sports do is bring people together.
Playing a sport is a great way to make friends. Being part of a team
and working together are important skills for life, for example, at
school or at work. In addition, watching sports can be good for us.
Many people enjoy watching their favorite team play a soccer or
baseball game on TV, or even going to see a live game. Watching sports
is fun and relaxing, so it helps lower stress. Finally, when people have
a favorite sports team, they feel like they are part of a group—almost
like a family. It’s a good feeling. . . . So, doing—and watching—sports
have benefits for all of us. . . .

Page 105
1. The first important benefit of doing sports is that it helps us stay

healthy. It’s important for us to be active.
2. One more important thing that sports do is bring people together.

Playing a sport is a great way to make friends.
3. In addition, watching sports can be good for us, too. Many people
enjoy watching their favorite team play a soccer or baseball game
on TV, or even going to see a live game.
4. Finally, when people have a favorite sports team, they feel like they
are part of a group—almost like a family. It’s a good feeling.

Page 107, 108
Marco: This year, I joined the soccer team at my high school. Being
on a team is so much fun. The other players are great. I’ve made a lot of
new friends already. We’re like a big family. I’m not a very good player
yet, but I’m getting better. I like to watch the older players because I
can learn from them. They help me a lot. Our coach, Mr. Wells, teaches
us a lot of new skills. We practice every day after school for two hours.
Improving my skills makes me feel good about myself.
Eric: In Canada, where I’m from, ice hockey is the most popular
sport. Some of the world’s best hockey players came from Canada, like
Wayne Gretzky and Gordie Howe. That makes me feel proud of my
country. I like hockey because it’s a fast, exciting game. I love seeing
the players fly down the ice. Everyone in my family likes the Jets. That’s
the hockey team from my hometown. When they play, my brother, my
father, and I enjoy watching the games on TV. Hockey is special to me
because it brings my family together and makes us closer.
Takumi: These days, baseball and soccer are the most popular sports
in Japan, but we have many traditional sports, too. For example, judo
and karate are famous sports that came from Japan. Learning these
sports takes a long time, and players practice many hours and work
very hard. They must learn how to fight and protect themselves from
danger. These kinds of sports improve health and help players learn to
concentrate and be patient. I’m proud of these traditional sports. They
are an important part of Japan’s history and culture.
Alex: I can’t imagine my life without sports. Staying healthy is
important to me. I don’t play on any sports teams. I prefer exercising
by myself. I do some kind of exercise every day. Sometimes I go
swimming or running, but I enjoy cycling the most. When I go out for
a ride on my bike, I usually take quiet roads without any cars. When
I’m all alone, and it’s quiet except for the sound of the wind, I can
escape from the rest of the world. Riding my bike gives me a way to
forget about my problems.


Page 112
1. This year, I joined the soccer team at my high school. Being on a

team is so much fun. The other players are great. I’ve made a lot of
new friends already.
2. Our coach, Mr. Wells, teaches us a lot of new skills. We practice
every day after school for two hours. Improving my skills makes
me feel good about myself.
3. I like hockey because it’s a fast, exciting game. I love seeing the
players fly down the ice. Everyone in my family likes the Jets. That’s
the hockey team from my hometown. When they play, my brother,
my father, and I enjoy watching the games on TV.
4. These days, baseball and soccer are the most popular sports in
Japan, but we have many traditional sports, too. For example, judo
and karate are famous sports that came from Japan. Learning these
sports takes a long time, and players practice many hours and work
very hard.
5. I can’t imagine my life without sports. Staying healthy is important
to me. I don’t play on any sports teams. I prefer exercising by
myself. I do some kind of exercise every day. Sometimes I go
swimming or running, but I enjoy cycling the most.
Unit 5, Pronunciation, Example 1

Page 114
M: Do you exercise every day?

Do you and your family watch a lot of sports on TV?
Are you going to the soccer game this weekend?

Page 114
F: When did you start playing baseball?

Who is your favorite basketball team?
How often do you go to a live sports game?

Page 114
Which do you like better, soccer or baseball?

Do you usually exercise alone or with friends?
Do you prefer playing sports or watching sports?


Page 115
1. Are you better at playing tennis or baseball?

2. Who is your favorite athlete?
3. What is an example of a traditional sport from your country?
4. Is your favorite athlete from your country or another country?
5. Do you exercise outside, or do you go to the gym?
6. Do you enjoy watching sports on TV?
7. What kind of sports do you like better, winter sports or summer sports?
Unit 5, Unit Assignment, Consider the Ideas

Page 116
Steve: Hey, Abdullah.

Abdullah: Hi, Steve! How’s it going?
Steve: Great. Thanks again for letting me interview you for my
Exercise Science class.
Abdullah: No problem. That class sounds really interesting.
Steve: Yeah, it is. We have to interview students about their sports
preferences, so I’m just going to ask you a few questions about that.
Abdullah: OK.
Steve: OK, first, what kinds of sports do you like to do?
Abdullah: Well, I like a lot of different kinds of sports, but my favorite
is volleyball.
Steve: Hmm. Why do you like volleyball?
Abdullah: Well, I started playing in junior high school, and I worked
very hard. I guess I’m a pretty good player now, and I feel good when I
can help my team win.
Steve: Is volleyball a popular sport in Qatar?
Abdullah: Yes, it is. I think soccer is the most popular. But did you
know that volleyball is the second most popular sport in the world?
Steve: Wow! Really. That’s interesting. I don’t think many people know
that. So, who are your favorite volleyball players?
Abdullah: Well, I think there are some very good players in Qatar. My
favorite player. . . . Let’s see. Saeed Salem. In my opinion, the best player
of all time is Karch Kiraly from the U.S.. He won three gold medals at
the Olympics.
Steve: OK. Great. Well, I think those are all of my questions for now.
Thanks for your help.
Abdullah: You’re welcome!

UNIT 6
Unit 6, Philosophy, The Q Classroom
Page 120
Teacher: Today’s Unit Question is “When is honesty important?”

What do you think, Yuna? Is honesty important at school?
Yuna: Yes.
Teacher: How about at work?
Yuna: At work, yes.
Teacher: What about with your friends?
Yuna: Yes, very important.
Teacher: Honesty is important in all of those situations. Is honesty
important all the time?
Felix: No, not always. It’s important to be honest at school and work.
But you don’t want to be honest when it hurts someone—like telling
your coworker her dress is ugly.
Teacher: Yes, that’s a little too honest. What do you think, Sophy?
When is honesty important?
Sophy: I think honesty is important when dishonesty will have a bad
result. For example, you can lie at work, and it can hurt the company.
Or you can cheat at school and get in trouble.
Teacher: Good point. What about you, Marcus? When is honesty
important?
Marcus: I agree with Sophy. And I also think that it’s important to be
honest with your friends. It’s important for friends to trust each other.

Page 123
M: Did you know that the résumé is one of the most common ways that people are
dishonest? A recent study by a business management organization showed that 53
percent of résumés include false information. Examples of dishonesty on résumés
include changing dates to make past employment longer and using false graduation
dates in order to appear younger.
Page 124
M: The study also includes information about university students’ dishonesty on

résumés. Forty-six percent of recent graduates say their résumé includes at least
some false information. For example, students may list skills or job experience they do
not have, such as knowledge of computer software programs or other technology. Or
they may give themselves higher grades or list awards or honors that they did not
receive. As a result of all this dishonesty, the study showed that 40 percent of

company managers say they now spend more time checking the facts on résumés.

Page 125, 126
Anchorwoman: What are young people learning in school these
days? Not as much as they should, some experts say. Why? . . . Too
many of them cheat. A recent survey in the U.S. found that about
75 percent of high school students cheat in school. They share test
answers, look at classmates’ test papers, and send text messages with
answers during a test. And according to the survey, more than half of
students also copy reports from the Internet. Our reporter, John Chi,
talked to students and teachers about the problem of cheating at one
school. Here’s his report.
Reporter: Hi. I’m here at Oak Grove High School to talk to some
of the teachers about the problem of cheating. Wendy Smith teaches
history here. Wendy, what’s going on? Are students just dishonest these
days?
Wendy Smith: Well, John, I think it’s all the new technology students
have now. You know, they all have cell phones now, and they use the
Internet for everything. . . . Last year, about a quarter of my students
turned in final reports that they copied from the Internet. Then this
year, some of my students used cell phones to send text messages with
test answers. I’d like to prevent students from using the Internet or
sending text messages, but I think it’s impossible.
Reporter: Hmm. I see. So, what did you do about it?
Wendy Smith: Well, I didn’t want to believe it at first. I thought my
students were truthful. All of the students received a zero for their
work. . . . Don’t they know they are only hurting themselves by cheating?
Reporter: Thanks, Ms. Smith. We also have science teacher Don
Quinn here with us. Mr. Quinn, do you feel the same way?
Don Quinn: Well, actually, I’m happy my students can use the
Internet for research. It’s really helpful and easy to use . . . but I guess
it can create problems sometimes. Students shouldn’t copy reports
from websites. If they do that, they miss a chance to learn something
interesting. I don’t worry too much about cheating, though. I think my
students are honest. They know that cheating is wrong, and they know
I don’t allow it.
Reporter: So, what can schools do about cheating? Can they stop it?
Don Quinn: Hmm. I’m not sure. I read an article about what schools
in other countries are doing. The article said that in one African
country, the government canceled about 25 percent of test scores after
students cheated on tests. The article also said that some universities
in China stop wireless phone messages, so students can’t send text
messages at school. And a university in Europe did a survey on
cheating. According to the survey, a third of students answered that

they cheated. So the university put cameras in all of its classrooms. I

don’t think we need to do anything like that at our school. It’s a waste
of time and money.
Reporter: Ms. Smith, do you agree with Mr. Quinn?
Wendy Smith: Actually, I think cameras in classrooms are a good
idea. We need to do something here, Don. Students need to learn that
school isn’t just about grades. They need to study and work hard. If
they cheat, they’re the ones who are going to suffer.
Reporter: Well, thank you both very much. Join us next week for our
program when we’ll hear from some students about why they cheat,
and whether they think cheating is wrong. You may be surprised by
their answers!

Page 128
1. Wendy Smith: Well, John, I think it’s all the new technology
students have now. You know, they all have cell phones now, and
they use the Internet for everything. . . . Last year, about a quarter
of my students turned in final reports that they copied from the
Internet. Then this year, some of my students used cell phones to
send text messages with test answers. I’d like to prevent students
from using the Internet or sending text messages, but I think it’s
impossible.
2. Reporter: Hmm. I see. So, what did you do about it?
Wendy Smith: Well, I didn’t want to believe it at first. I thought
my students were truthful. All of the students received a zero for
their work. . . . Don’t they know they are only hurting themselves by
cheating?
3. Don Quinn: Well, actually, I’m happy my students can use the
Internet for research. It’s really helpful and easy to use . . . but I
guess it can create problems sometimes. Students shouldn’t copy
reports from websites. If they do that, they miss a chance to learn
something interesting. I don’t worry too much about cheating,
though. I think my students are honest. They know that cheating is
wrong, and they know I don’t allow it.
4. Don Quinn: The article also said that some universities in China
stop wireless phone messages, so students can’t send text messages
at school. And a university in Europe did a survey on cheating.
According to the survey, a third of students answered that they
cheated. So the university put cameras in all of its classrooms. I
don’t think we need to do anything like that at our school. It’s a
waste of time and money.
5. Reporter: Ms. Smith, do you agree with Mr. Quinn?
Wendy Smith: Actually, I think cameras in classrooms are a good
idea. We need to do something here, Don. Students need to learn
that school isn’t just about grades.
Unit 6, Listening 2, Activity A, E

Page 130, 131
1. Daniela: Hi, André. What are you working on?

André: Oh, hi, Daniela. I’m just finishing my report for our
culture class.
Daniela: Finishing?! That was fast. I still have a lot of writing to do.
André: Well, I’m writing about English education in different
countries. I found a great website with some articles about that
topic, and I just used a little bit from each article for my paper.
Daniela: You mean . . . you copied your report directly from
the Web?
André: No . . . I mean . . . not really. I didn’t copy a whole article or
anything. I just took small sections from several articles I found
online and put them together. That’s OK, isn’t it?
Daniela: Hmm. Well, it’s called plagiarism—
André: Plagiar what?
Daniela: Plagiarism—copying another person’s writing and saying
it’s your own. You can get in a lot of trouble if you get caught! You might want to
just start over. . . . It can also be illegal!
2. Stephen: Well, I think my résumé is almost finished. I just need

to add a few more things here under Experience . . . you know . . . to
help me get the job at Braxton Books.
Chantal: Great. Can I see what you have so far?
Stephen: Sure. Here you go. Tell me what you think.
Chantal: Uh . . . Stephen. I think there’s a mistake here. It says you
were a manager at Horizon Restaurant, but you weren’t a manager.
You were a server, weren’t you?
Stephen: Well, yes, I was a server, but I had a lot of responsibility.
So I was kind of like a manager. It’s not really a lie. Besides, this job
at Braxton Books is for a manager. I’ll never get the job if I don’t
have any experience as a manager.
Unit 6, Vocabulary Skill, Activity A
Page 133
1. A recent survey in the U.S. found that about 75 percent of high

school students cheat in school. They share test answers, look at
classmates’ test papers, and send text messages with answers during
a test. And according to the survey, more than half of students also
copy reports from the Internet.
2. Last year, about a quarter of my students turned in final reports
that they copied from the Internet.
3. I read an article about what schools in other countries are doing. The
article said that in one African country, the government canceled
about 25 percent of test scores after students cheated on tests.
4. And a university in Europe did a survey on cheating. According to
the survey, a third of students answered that they cheated. So the
university put cameras in all of its classrooms.

Page 136
because of
quiz answers
false information
a third of
not acceptable
have a lot of

Page 137
1. I think a lot of people lie about their age.

2. Is it OK to keep money that you find in the street?
3. About a quarter of the students in the class cheated on the test.
4. Do you think it’s OK to call in sick to work if you’re not sick?
5. In our English class, it’s not OK to use an article from the Internet
without giving credit.

Page 138
1. More than half of people take paper or pens from their company to
use at home.
2. Over ten percent of people sometimes change the price tag to a
lower price for something they want to buy.
3. About 20% of people give false information on a résumé.
4. About 60% of people call in sick to work when they aren’t sick.
5. Three quarters of people sometimes lie to friends or family to avoid
hurting their feelings.


Page 139
Nasir: First, I asked students how important honesty is, and 62

percent answered very important. The survey showed that 36 percent
think it’s a little important, and two percent of students think that
honesty is not important. I was surprised about those results. I thought
almost everyone thinks honesty is very important.
According to my survey, only about 25 percent of students are honest
all the time. So that means that 75 percent—three quarters—of
students are dishonest sometimes.
I also asked students how wrong they think some actions are. For
example, I asked about not returning a library book, and ten percent
answered “not wrong.” Sixty-one percent said it was a little wrong, and
29 percent said it was very wrong.
The survey also found that 97 percent of students think hitting a car in
a parking lot and not telling the owner is very wrong.
I also asked about cheating on a test. Nine percent answered “not
wrong,” but 66 percent—that’s two thirds of students—think cheating
on a test is very wrong, and 25 percent think it’s a little wrong.
The survey showed that out of all the people . . .

UNIT 7
Unit 7, Behavioral Science, The Q Classroom
Page 142
Teacher: The Unit Question for Unit 7 is “Is it ever too late to
change?” Yuna, think about you and your parents. Is it easier for you
to change or for your parents to change?
Yuna: Me. My parents don’t like change.
Teacher: Do you think that’s true? Do older people have a harder time
with change?
Sophy: I think so. When you’re young, everything is new and
exciting. There are a lot of new and different things to try. When you’re
older, you like things to be the same. It’s easier.
Teacher: So is it ever too late to change? Marcus?
Marcus: I don’t think so. I think it depends on the person. Some
people just like change. They like new experiences. I want to have
lots of new experiences my whole life. I think it makes life more
interesting.
Teacher: What do you think, Felix? When Marcus is older, will he
discover that it’s too late to change?
Felix: No, I agree with Marcus. I think change is harder for older
people, but it’s still possible. A few years ago, my parents moved to a
new country. They got new jobs and learned a new language. That was
a big change. But they have a positive attitude about change.

Page 147
Professor: OK, everyone. Let’s talk about last night’s reading

assignment. For homework, you read the list of English proverbs
about change. What did you think about the proverbs, Andrew?
Andrew I thought they were interesting, especially “Never say never.” That’s one we say
very often in the U.S. It means we should always be open to change, even in the
future when we are older. When we get older, it’s more difficult to change. Older
people don’t want to change their thinking or their lifestyle. They like things to stay
the same.
Professor: Hmm. That’s interesting. . . . Yes, Franco, what do you think?
Franco: I don’t know about that. I think older people can change.
Everyone can change. It’s important to be flexible at any age. I like the
proverb that says, “It’s never too late to change.” I think that’s a good
attitude. The world is always changing. People need to change, too. In
Brazil, we say, “One who does not look ahead, remains behind.” This
means it’s important to accept new ideas. You should always be ready

to change.
Professor: And what do you think, Juan Carlos?
Juan Carlos: I totally agree. In Spain, we say, “A wise man changes his mind, but a fool
never will.” This means that a person who cannot change his or her way of thinking
is a fool. But if you can change your mind and be flexible, it makes you a wise
person.
Professor: Katrina?
Katrina: Hmm. I’m not sure I agree. Change isn’t always good. In
Germany, we say, “To change and to improve are two different things.”
We should be careful when we change things. First, we should be sure
the change will make things better.
Franco: That’s true. The important thing is that we can change—I mean
improve—if we want to. I like the proverb “Life is what you make it.” I
think a lot of people are afraid to make changes. For example, last year,
I was afraid to come to the U.S. to study. I never spent time in another
country before, so it was a really big change for me. I thought it was
easier to just stay in Brazil. But I knew I would miss a good opportunity.
So, I just did it. I’m really happy I decided to come.
Andréa: Yes. It was difficult for me too at first. It was hard to be far
away from my family. But I know I have to try new things if I want to
change for the better.
Ali: Yes, you’re right. Coming here from Morocco to study was a big
change for me, too. But it was a good change. If we want to improve
ourselves and our lives, we can’t be afraid to take the first step.
Katrina: Yeah—It’s great. We came to a new country and a new
school, we made new friends, and we made a lot of progress with our
English. . . . That’s definitely a change for the better! [Laughter from
others] [fade out]

Page 149
1. Andrew: When we get older, it’s more difficult to

change. Older people don’t want to change their thinking or their
lifestyle. They like things to stay the same.
Franco: I don’t know about that. I think older people can change.
Everyone can change. It’s important to be flexible at any age.
2. Franco: In Brazil, we say, “One who does not look ahead, remains
behind.” This means it’s important to accept new ideas. You should
always be ready to change.
Professor: And what do you think, Juan Carlos?
Juan Carlos: I totally agree. In Spain, we say, “A wise man changes
his mind, but a fool never will.”

3. Juan Carlos: This means that a person who cannot change his or her way of
thinking is a fool. But if you can change your mind and be flexible, it makes you a
wise person.
Professor: Katrina?
Katrina: Hmm. I’m not sure I agree. Change isn’t always good.
4. Katrina: We should be careful when we change things. First, we
should be sure the change will make things better.
Franco: That’s true. The important thing is that we can change—
I mean improve—if we want to.

Page 152
Host: Welcome to our program today. We all have things we’d like
to change about ourselves and our lives. Perhaps we want to be better
students, exercise more, or start a new career. But how do we make
these changes? And why are some habits so difficult to change?
Professional life coach Diana Carroll is here with us today. And she’ll
take your phone calls and answer your questions later in the show. But
first, let’s meet her. . . . Good afternoon, Diana.
Diana: Hi. Thank you for having me on your show.
Host: Diana, you’re a “life coach.” What does that mean?
Diana: Well, Ted, a life coach is someone who helps people make
changes to improve their lives. Many people want to change their lives,
but they aren’t sure how to get started. Or maybe they are able to make
a change, but they can’t stick to it. They go back to their old habits
after a short time. I give advice to people who want to make changes
in their lives.
Host: I see. And what kinds of changes do you help your people with?
Diana: I help people with all kinds of changes—big and small. Some
people want to make really big changes in their lives, for example, to
find a new job or career, or to move to a new city. Others want to break
bad habits such as overeating or watching too much TV.
And other people want to change their attitudes about life in general-- for example,
they want to become more friendly or flexible.
Host: All right. Well, let’s take our first caller now. Caller? Are you there?
Caller: Yes, uh . . . hi, Diana.
Diana: Hello, there. What’s your question?
Caller: Well, I really want to change my lifestyle. My job is really busy.
I work too much, and I don’t have much time to eat well or exercise. I’d
like to be healthier. What do you recommend?
Diana: Good question. A lot of people want to be healthier. . . . Here’s
my advice: The first step is to set small goals for yourself. Many people
try to make too many big changes quickly. If you set small goals, you
have a better chance of success. Let’s start with exercise. Do you have

any free time in your day when you could get a little exercise?
Caller: Hmm. Well, I do have a little time during my lunch break.
Diana: Great. How about taking a short walk two or three days a week?
Caller: Yeah. . . . I think I could do that.
Diana: You see? That’s a small goal that you can do. OK, my next
piece of advice is to write down your goal.
Caller: Write down my goal?
Diana: Yes. Studies show that people who write down their goals
achieve them more often. Be sure to put the piece of paper with your
goal someplace where you’ll see it often—on the refrigerator, or on the
wall above your desk. This will remind you of your goal every time
you see it.
Caller: OK. I’m writing it right now! . . . Exercise . . . walk . . . three days
a week . . . there.
Diana: It really works. OK, are you ready for the next step?
Caller: Yes!
Diana: You need to share your goal with someone—for example, a coworker
or a friend . . . someone who can help you achieve your goal.
Caller: You mean, I should tell someone about it?
Diana: Yes. That’s right. That person can encourage you and help you
stick to your plan.
Caller: OK. I’ll do it.
Diana: All right. The next thing I tell people is to set a date to
complete the goal.
Write the date when you plan to achieve your goal. Be prepared to
change your goals, or to give yourself more time.
Caller: Uh-huh . . . set a date to complete goal.
Diana: Yes. Then you need to check your progress every week. So, for
example, at the end of every week, you can write down how much you
exercised that week. Keep it in a notebook.
Caller: OK. I can do that.
Diana: And here’s the final bit of advice: when you reach your goal, be
sure to celebrate your success. Buy yourself a gift. . . . Go out to dinner
at your favorite restaurant. . . . Remember that it’s hard work to make
a change. As I tell people, don’t be afraid to make changes. Change
isn’t always easy. You may not succeed the first time, but you can do
anything if you’re willing to keep trying.
Caller: Thank you so much. You really helped me today. I’m definitely
going to follow your advice.
Host: Yes. Well, thanks for calling in. Let’s take one more call now . . .

Page 155
1. Some people want to make really big changes in their lives, for

example, to find a new job or career, or to move to a new city.

Others want to break bad habits, such as overeating or watching
too much TV. And other people want to change their attitudes about life in general—
for example, they want to become more friendly or flexible.
2. You need to share your goal with someone—for example, a coworker
or a friend . . . someone who can help you achieve your goal.
3. I give advice to people who want to make changes in their lives.
4. In Spain, we say, “A wise man changes his mind, but a fool never will.”
5. Many people want to change their lives, but they aren’t sure how to
get started. Or maybe they are able to make a change, but they can’t
stick to it.
6. And we made a lot of progress with our English. . . . That’s definitely
a change for the better!
7. Thank you so much. You really helped me today. I’m definitely
going to follow your advice.
8. The first step is to set small goals for yourself. Many people try to
make too many big changes quickly.

Page 159
1. Life is what you make of it.

2. Be the change you want to see in the world.
3. It’s never too late to change.
4. To change and to improve are two different things.
Unit 7, Pronunciation, Activity A, B

Page 159
1. To learn is to change.
2. A change is as good as a rest.
3. Change your thoughts, and you change your world.
4. To improve is to change; to be perfect is to change often.
5. You change your life by changing your heart.
Page 160
F: I read a book called The Art of Change by Archer Parks. It’s a really useful book that
helps people feel more confident about changing their lives for the better – like
changing a bad habit or something. The book has three sections and each section has
several chapters about different topics.
The first section is called “Before the Change,” and it’s about how to prepare to make a
change. For example, the first chapter is called “Making a Choice” and it’s about how
to decide what habit to change. The author says that people often try to change too
many things at once, so he says you should choose just one habit.
Chapter 2 in this section is called “The Tools of Change.” This chapter gives ideas for
things that can help you be successful with the change. For example, Parks says that
asking a friend or a family member to encourage you is helpful. He also suggests
getting a notebook or journal to write down your progress or your feelings about the
change.

Page 161
F: The second section of the book is called “Making the Change.” It gives
ideas for how to make the change easier. For example, in Chapter 1, which
is called “Making Goals,” Parks talks about the importance of writing down
your goals and all of the reasons why the change will be good for you and
your life. One idea he gives is to make a poster of your goals and put it up
where you can see and read it every day. Chapter 2 is called “The Road to
Success.” It gives ideas for how to handle challenges when you are making
a change. For example, he reminds us that it is normal to make mistakes
and it’s OK to go back to our old habits. He says, “Don’t think of it as a
failure. Just keep moving toward your goal.”

Page 162
James: I’m going to explain how to break the habit of watching too
much TV. First, you need to make a TV schedule. For one week, write
down, every day, all the times you watch TV. Be sure to write down the
time you start and the time you stop. Does that make sense?
Group of students: Yeah/Uh-huh/Yes
James: Then you need to set a goal for watching less. Try to watch TV
only half the time you usually do. For example, if you usually watch ten
hours a week, set a goal of watching five hours a week. OK? Next,
make a list of other activities you like to do in your free time, besides
watching TV. Be sure to choose things you enjoy. For example, reading,
jogging, or spending time with friends. Are there any questions?
Student 1: Yes, um. How many activities should I write?
James: Oh, I think three or four is enough. Then after you make
your list, look at your TV schedule. Choose one or two hours when
you usually watch TV, and write down one of the activities on your
list instead. For the first week, just do one other activity instead of
watching TV. Be careful not to start too fast. Is that clear?
Group of students: Yeah/Uh-huh/Yes
James: Every week, add one more activity into your schedule, and you’ll
see that you’re not watching TV so much, and you are doing many other
things that you enjoy. . . . Finally, celebrate when you achieve your goal—
go out to dinner—you worked hard! Good job!


UNIT 8
Page 167
Teacher: The Unit Question for Unit 8 is “When is it good to be

afraid?” So, when are you afraid? Yuna?
Yuna: I’m afraid of spiders, and I’m afraid on airplanes.
Teacher: Are those good fears?
Yuna: No.
Teacher: Why not? Marcus, do you think it’s good for Yuna to be
afraid of spiders and airplanes?
Marcus: Well, um, spiders and airplanes aren’t usually dangerous. Most
spiders don’t hurt people, and most airplanes don’t crash. Those fears
can make you unhappy for no reason.
Teacher: Good point. Is it ever good to be afraid? Felix?
Felix: Well, it’s good to be afraid of things that can actually hurt you—
like dangerous sports, for example. It can make you more careful.
Teacher: What do you think, Sophy? When is it good to be afraid?
Sophy: I agree with Felix. It’s good to be afraid of things that can hurt
you. Our fear keeps us safe. But sometimes we’re afraid even when we
aren’t really in danger. Like Yuna knows that most spiders can’t hurt
her. But some can, and that’s why she is afraid of them.

Page 172, 173
Presenter: Welcome, ladies and gentlemen. Thank you for coming

today. The title of my presentation is “The Science of Fear.” First, I’m
going to discuss some of the different types of fear. Then I’ll talk about
the physical effects of fear—that is, what happens in our bodies when
we feel fear. And finally, I’ll go over the purposes of fear—why we feel
fear and what it does for us.
All right. Let’s first start with the question, what is fear? Fear is an
emotion, like happiness, sadness, or love. We, humans, feel fear when
we believe that we are in some kind of danger. The situations that
make us feel fear may be different depending on the person. For
example, one person may be afraid of flying in an airplane, and so feels
fear when he or she travels. However, another person may have no fear
at all of flying. Different people are afraid of different things.
There are also several different types of fear. For example, anxiety—
or worry—is a common type of fear. This is when we feel fear about
something that may happen in the future. The most common anxieties
are about money, work, and personal relationships. Panic is another type
of fear. Panic is a sudden, strong feeling of fear. When we panic, the fear

takes over our body and mind, and we can’t think clearly. Another kind
of fear is a phobia. A phobia is a very strong fear of a particular person,
place, or thing. For example, people may have a phobia of animals, such
as snakes or spiders, or they may be afraid of a situation, such as being in
a high place or being closed in a small space. Some people can get
over their phobias with the help of a doctor.
One thing that’s important to remember, though, is that fear isn’t
always a bad feeling . . . some people actually enjoy feeling fear, like
people who enjoy horror movies. They feel excited by fear, and it
gives them a kind of energy.
OK. Does that make sense? Can I move on to the effects of fear?
Audience: Yes/Uh-huh/Yeah
Presenter: All right. You probably know what you feel like when you feel afraid. But
what’s really going on inside your body? When you first feel fear, your
brain quickly makes chemicals that cause different physical reactions.
First, your body gets warmer, and you begin to sweat. Soon after that,
you may be able to hear your heart beating in your ears, and you may
even feel it in your chest. This is because your heart beats much faster
than usual. Your body becomes strong and tight all over. You may even
be able to do amazing things. For example, you may suddenly see, smell,
or hear very well, or you may have the strength to lift something very,
very heavy. There are many stories of people who lifted cars or other
heavy objects to save a person who was underneath them.
Audience: Wow! Hmm. Interesting.
Presenter: Now, let’s discuss the purpose of fear. Why do we feel fear, and what
does it do for us? We know that we usually feel fear when there is
some kind of danger. When our bodies react to fear, we suddenly have
energy and strength to fight—or, if we choose, to run away from the
danger. So, we can say that the basic purpose of fear is to protect us
from danger.
OK. Is that clear? Are there any questions?
Audience member: Yes. I have a question. . . .

Page 175
Excerpt 1
Presenter: All right. Let’s first start with the question, what is fear? Fear is an
emotion, like happiness, sadness, or love. We, humans, feel fear when
we believe that we are in some kind of danger. The situations that
make us feel fear may be different depending on the person. For
example, one person may be afraid of flying in an airplane, and so feels
fear when he or she travels. However, another person may have no fear
at all of flying. Different people are afraid of different things.

Excerpt 2
Presenter: The most common anxieties are about money, work, and personal
relationships. Panic is another type of fear. Panic is a sudden, strong feeling of fear.
When we panic, the fear takes over our body and mind, and we can’t think clearly.
Another kind of fear is a phobia. A phobia is a very strong fear of a particular
person, place, or thing. For example, people may have a phobia of animals, such
as snakes or spiders, or they may be afraid of a situation, such as being in
a high place or being closed in a small space. Sometimes people can get
over their phobias with the help of a doctor.
Excerpt 3
Presenter: When you first feel fear, your brain quickly makes chemicals that cause
different physical reactions. First, your body gets warmer, and you begin to sweat.
Soon after that, you may be able to hear your heart beating in your ears, and you
may even feel it in your chest. This is because your heart beats much faster
than usual. Your body becomes strong and tight all over. You may even
be able to do amazing things. For example, you may suddenly see, smell,
or hear very well, or you may have the strength to lift something very,
very heavy.
Excerpt 4
Presenter: OK. Is that clear? Are there any questions?
Audience member: Yes. I have a question. You talked about horror movies. What are
some other examples of things people do because they want to feel fear?
Presenter: Well, let’s see. . . . Another common example is going on fast
rides and roller coasters at theme parks. Many people love the feeling
of moving very, very fast. It’s scary, but it’s also exciting and fun. Some
people may drive very fast cars or motorcycles. There are also many
sports that people actually enjoy because they are scary or dangerous—
some examples of those are adventure sports such as skydiving and
bungee jumping. Those are just a few examples. Does that answer your
question?
Audience member: Yes, thank you.

Page 177
Receptionist: Marcie Davis—the doctor is ready to see you now.
Marcie: Oh. OK. Thank you.
Doctor: Hi, Marcie. Come on in. You can have a seat right here.
Marcie: Thank you, Doctor Travis.
Doctor: OK, let’s see. This is your first visit . . . so . . . today, I’d like to
hear about what’s bothering you, and we can begin to talk about ways
to help you get over your phobia.
Marcie: OK. That sounds good.
Doctor: So. . . . Can you describe the problem and tell me when it first
started . . . ? Go ahead. I’m all ears.
Marcie: All right. Um . . . let’s see. Well, the problem is that I’m
terrified of high places. It started when I was about 12 years old. I had
this dream—a nightmare, actually. In the nightmare, I was on top of
a tall building looking down over the city. There was no way down. I
started to panic . . . I started falling so fast . . . I felt so terrified. When I
woke up, I was sweating and shaking like a leaf. I still have that same
nightmare . . . often. Sometimes I can’t sleep at night.
Doctor: Uh-huh. I see. And, can you tell me about some of the
situations that make you feel afraid?
Marcie: Well, I can’t stand being up above the ground—even just a
little bit. I can’t do the things normal people do. I can’t go hiking; I
can’t go inside tall buildings.
Doctor: Hmm. It sounds like this phobia—this strong fear of high
places—has a very negative effect on your life.
Marcie: You can say that again. It really makes my life difficult. There
are so many things I want to do, but I just can’t. . . . Last week a group
of my friends went rock climbing. Of course they invited me, just to
be nice, but they knew I wouldn’t go. And a few months ago, I found
a great job online. It was the ideal job for me. But the company was
all the way on the other side of town. If I got the job, I’d have to drive
across the Springfield Bridge every day! I can’t cross a big bridge like
that! So, I guess I’ll just keep the job I have—even though my boss
drives me crazy.
Doctor: Marcie, I can understand your feeling upset over this. This
is a very common phobia, and people do get over it. It will take some
time, but I think slowly you can learn to live a normal life.
Marcie: Really? Oh, I hope so. What do I need to do?
Doctor: Well, to get over a phobia, you have to stop avoiding the
things that scare you. In your situation, you need to begin to see
and visit high places. I’ll help you with this. . . . We’ll start slowly. For
example, we’ll begin by looking at some photos of high places. You
may have a hard time looking at the photos at first, but you will get
used to it before you know it. Then when you’re ready, we’ll begin with
some real experiences. We’ll go upstairs to the second floor, and we’ll
just look out the window. . . . Then we’ll . . .
Page 182
you are [linking /w/ sound]

who is [linking /w/ sound]
go up [linking /w/ sound]


Page 182
I am [linking /y/ sound]

she is [linking /y/ sound]
we aren’t [linking /y/ sound]

Page 183
1. Are you afraid of bats? [linking /w/ sound]

2. Why are you scared of snakes? [linking /y/ sound]
3. Julio is afraid of high places. [linking /w/ sound]
4. She always screams when she hears thunder. [linking /y/ sound]
5. Do you know anyone here? [linking /w/ sound]
6. He is making me nervous. [linking /y/ sound]
7. I don’t see anyone I know here. [linking /y/ sound]
8. I know three other people who have a phobia of closed spaces. [linking /y/ sound]

Page 185
A: Last summer, after I graduated from college, I took a camping trip

to the Green Mountains. I went with two of my best friends, Julian
and Jake. We wanted to make sure we were not close to other hikers,
so we hiked really far into the trees. It was so beautiful out there in the
woods. Anyway, one night, we were sleeping, and we heard something
outside our tent.
B: What was it?
A: It was a huge black bear!
B: No way! What did you do?
A: Well, I’m terrified of bears, so I panicked. . . . I was shaking like a
leaf! My friends Julian and Jake knew I was scared, but they stayed
calm. They tried to use their cell phones to call the emergency number,
but their cell phones didn’t work.
B: So, what happened?
A: Well, luckily, Jake had a radio. He turned the radio on and put the
volume really high. The loud noise scared the bear away.

UNIT 1
Unit 1, Architecture, The Q Classroom
Page 3
Teacher: Today we begin with Unit One. Every unit in Q starts with a question. As we go
through the unit, we will discuss this question. Our answers can change as we
talk about the topic. The Unit One question is, “What are current trends in
architecture?” What do "modern" buildings look like?
Sophy: Well, there are more and more skyscrapers, you know, extremely tall buildings.
Architects like glass, steel, and lots of straight lines. It never changes. It’s boring!
Teacher: What about you, Marcus? What are you seeing? Do you agree with Sophy?
Marcus: Yes and no. Cities do have a lot of skyscrapers, but there are a lot of really
interesting new buildings, too. For example, architects are trying to be more
conscious of the environment and build "green" buildings.
Teacher: Really? How so?
Marcus: Well, new buildings use energy from the sun, and they're putting gardens on top
of the buildings—that kind of thing.
Teacher: What about you, Felix? What do you think?
Felix: I don’t know. I don’t pay much attention to architecture. I’ve never really noticed.
Teacher: What about your city, Yuna? What are current trends in architecture there?
Yuna: It’s interesting. I come from a small city, and people there are trying to keep
things small. They don't allow tall buildings, and new buildings are using
traditional styles and materials.
Unit 1, Note-taking Skill, Activity B

Page 5
College Professor:
Landscape architects
The areas around a building are just as important as the building itself. Landscape
architects design outdoor spaces such as public parks, private gardens, and the green
areas around large buildings. This is a good career if you like working outdoors and
have a good knowledge of plants. People are thinking more now about the
environment and the importance of green space. For this reason, this career offers
many new opportunities.
Urban planners
Architects focus their efforts on individual buildings. Urban planners plan entire cities
or neighborhoods. They need to think about the best locations for office buildings,
stores, factories, and homes. They consider the needs of the people who live in the
city, as well as the "look" of buildings and neighborhoods.

Interior designers
It is important for buildings to be attractive on the outside, but they also have to be
attractive, safe, and functional on the inside. This is the job of interior designers. They
make plans for using the space inside the building. One new trend in architecture is to
have buildings where people can live, work, and even shop or eat at restaurants all in
the same building. The interior designer's job is to make this possible.
Unit 1, Listening 1, Activity A, B, D

Page 7
Vicky: Hi, Julia. What are you doing? Do you have a minute? Can I ask you a question?
Julia: Hmm, right now I’m working on my article about the president’s speech. But I can
take a break. What’s up?
Vicky: I just got back from a meeting of the city council. The architect Oscar Valerian
presented his plans for the new city library. I have to write a story about it for
tomorrow’s paper. I don’t know what to say. I mean, it looked ridiculous!
Julia: What do you mean, “ridiculous”?
Vicky: I mean that the design was too strange. It was this big round, uh, ball. It’s round and
has these little windows. It looks like something from a science fiction movie.
Julia: Wow! You’re joking.
Vicky: Oh, no, I’m not. At first, I thought it was a joke, but it wasn’t. There were about 20
people there, the mayor, members of the city council, and people who are giving
money for the new library. But, no one laughed. They just sat there and looked at the
plans. I don’t understand it.
Julia: Well, that’s part of what architecture is. It’s about following trends—you know,
keeping up with the latest styles. People are afraid. If they say that they think the
plans for the library are ridiculous, then other people are going to think they aren’t
"into" the latest trends.
Vicky: But what are people thinking? Do they really want to see a big round ball in the
middle of the city? And even more important, it isn't a good design for a library. We
need a bigger building with lots of room for books and computers, not a space-age
ball.
Julia: Yeah, but this architect is sort of a celebrity, you know. A lot of people admire his
work. So the people in our town want to be able to say, "The great architect Oscar
Valerian built our library!"
Vicky: Maybe so, but I still think people should be more critical of the design. After all, they
have to use this building as a library for many years. That's why this design is really
important.
Julia: Well, you can write an article and criticize the design, but that can also cause
problems.
Vicky: Like what?
Julia: Well, for one thing, you're going to make a lot of people unhappy. The city is putting
a lot of money into this project. They don't want to change plans now or possibly
make Valerian angry. That would be very expensive.
Vicky: But, I’m a journalist. I need to give my honest opinion of the plans for the library
even if it’s risky.
Julia: Oh! Here’s an idea. Write about what you didn’t like and give some ideas to improve
the design. That way the article won’t be too critical or too risky!
Vicky: Good idea! Now I just have to find some good suggestions to improve it!

Page 9, 10
College Professor: It's not only the buildings that are changing in the 21st century with
new design ideas; it is also the furniture that goes in the buildings. These are some
of the most notable trends in furniture design for this century. First, like buildings,
furniture is also going “green.” For example, because of concerns about
deforestation, furniture makers are using more recycled materials.
Then, as with new buildings, technology is having a big impact on furniture design.
Furniture pieces now make room for all kinds of modern gadgets. Desks have USB
ports so you can charge your cell phone or your laptop. Entertainment centers have
space for big TVs and all the other stuff that many people use these days.
Finally, some people still prefer traditional or older styles. Vintage furniture is
becoming more popular. People feel a certain nostalgia for the things they
remember seeing in their grandparents' homes. So, for example, they design a
kitchen that is modern, but has the look of the 1950s.
In short, the trends in building designs are echoed in the trends in furniture
designs.

Page 11, 12
Professor: Good morning! This is Architecture 101, and today we’re talking about trends
in modern architecture. Of course, we all know about the trend toward building
taller and taller buildings and all that. But who can tell me about other more
interesting trends?
Max: Well, there's a trend toward something called sustainable architecture.
Professor: And what does that mean?
Max: It's about the relationship between architecture and the environment. For one
thing, it means that architects use materials in a way that doesn't harm the
environment. For example, they reuse building materials like wood or stone from
old buildings. "Sustainable" also refers to the kinds of energy the building uses.
Many buildings now use solar power for their electricity, heating, and air
conditioning. There's no limit to the amount of energy we can get from the sun.
This isn't true of energy we get from oil or gas, for example.
Professor: Excellent! However, you have to think about the economics of sustainable
architecture. If these buildings are too expensive, people won't want to build that
way. So, are there any economic benefits to sustainable architecture?

Rafi: Oh, yes. For example, using solar energy is economical. Solar systems are
expensive, but in the end you save money because you don't have to pay high
electric bills.
Professor: Hmm. But what do these sustainable buildings look like? After all, architects
want to build beautiful and interesting buildings not just eco-friendly ones. Can
buildings be beautiful, economical, and sustainable? The combination of those
three qualities is a lot to ask for!
Kim: Yes, I think they can. This whole movement is giving architects new opportunities
to be creative. As just one example, in Milan, Italy, they're building something
called the "Bosco Verticale" or "Vertical Forest." There are two tall apartment
buildings and each apartment has a large outdoor balcony. They're planting trees
on all of the balconies. You should see the pictures. The buildings look like a tall
forest. The trees help clean the air inside the building and keep it cool.
Jen: Wow! I like that. It reminds me of something I read about—Green Roofs. These
are roofs that are covered with plants—a garden on top of the building. They help
keep the building cool in summer and warm in winter, and they're beautiful.
Kim: I think it’s really important for buildings to be attractive, interesting, and—uh—
different, so they give people something to think and talk about.
Professor: OK, so putting all this together, we can say that sustainable architecture is
about the relationship between architecture and the environment. In the future,
we need to think about the materials we use to build new houses and buildings.
We also need to think about how we are providing the energy for the buildings
and the effect this is having on our planet. We’ll look at this in more detail
tomorrow. Tonight I want you all to read chapters three and four of . . .
Unit 1, Grammar, Activity B

Page 17
1. Norman: Hey, Jack, what are you doing?

Jack: I’m reading the chapters for Professor Martin’s business class.
2. Norman: Yeah, I have to do that, too. He gives a lot of homework.
It seems like I’m constantly reading stuff for that class.
Jack: I know what you mean.
3. Jack: Architects aren’t designing very interesting or original houses
these days.
Norman: I agree. What happened to creativity and fun?
4. Jack: Hey, what are you doing?
Norman: I’m looking at bikes. I want to buy a new one. Do you
like this one?
5. Jack: So, what’s Jim doing these days?
Norman: He’s working for an architecture company on State
Street.
6. Jack: Wow! That’s great!
Norman: Well, you know Jim. He likes a challenge. He’s constantly
looking for new things to do.


Page 17
Wow! That dress is fantastic! I love it.

Page 17
Oh! I didn’t know you were coming.

Oh! I failed my driving test again.
Oh! Someone parked their car right behind us. Now we can’t get out.

Page 17
1. Speaker 1: Well, I think this is the right answer. (confident)

Speaker 2: Well, I think this is the right answer. (uncertain)
2. Speaker 1: Yeah, and after we finish this project, we’re going to do
another one. (excited)
Speaker 2: Yeah, and after we finish this project, we’re going to do
another one. (frustrated)
3. Speaker 1: Yeah, I lost my presentation. (amused)
Speaker 2: Yeah, I lost my presentation. (disappointed)
4. Speaker 1: Oh! Mr. Lombardi is going to be in Tokyo next week.
(happy)
Speaker 2: Oh! Mr. Lombardi is going to be in Tokyo next week.
(disappointed)

Page 20
City Council Speaker: Good afternoon, everyone. I want to welcome you here today. I
am happy to announce that yesterday the city council approved the plans for a new
office building in our town. The city council supports this building because it gives
the city a lot of necessary office space for new businesses. This is a good thing for
the city's economy, as it creates new jobs. However, we know that some critics are
expressing concerns about the size and design of the building. They're asking, "Is
this building right for this community?" We are here today to explain our ideas for
the new building and to answer your questions. Yes, sir, what is your question?

UNIT 2
Page 25
Teacher: Today we’ll discuss the Unit 2 question: How can colors be useful? Let’s think
about the question and clothing for a minute. Sophy, how can colors be useful in
clothing?
Sophy: You can use colors for symbolic reasons. Like in some countries brides wear white
dresses. Or like the school colors we wear on our sweatshirts.
Teacher: That’s true. How else can we use color? Yuna, I see that you have different-
colored notebooks. How are you using color?
Yuna: To organize. Different colors for different subjects.
Teacher: So we can use colors for symbolic reasons, and we can use colors to organize.
How else can colors be useful? Felix?
Felix: Colors can affect people’s moods. For example, hospitals are painted colors that
help patients relax. And a restaurant can use colors to make people feel
comfortable, so they’ll want to stay and eat.
Teacher: What do you think, Marcus? How else can colors be useful?
Marcus: You can use color to attract attention. You know, like big red letters on a sign, or
something noticeable like black on yellow.

Page 27
Professor: As with leaves, every part of the tree has an important use. The roots take
water out of the soil and carry it up into the tree. The trunk is the main support of
the tree. It is covered in bark. The bark protects the tree from insects and helps keep
the tree from drying out or losing water. If you take the bark off a tree, it will die.
Branches grow out from the trunk and form the crown of the tree. The leaves in the
crown take energy from the sun and make food for the tree. Trees grow and get
taller and wider every year. When you cut down a tree you can see the rings in the
wood inside the trunk. Each ring represents one year of growth for the tree. You can
count the rings to find out the age of the tree.
Unit 2, Listening 1, Activity B, C, D
Page 29, 30
Speaker: The colors of nature. Aren’t they wonderful? Birds, flowers, insects—so many
different colors. And it’s not only that they’re beautiful. Colors in nature have many
different uses. Many animals use color to help them survive. Today we’re going to
look at two ways that animals do this.
The first way animals use color is to protect them from danger. Color helps animals
hide from predators. Scientists refer to this as camouflage. For instance, look at this

first photo. What do you see? Some green leaves, right? But wait! One of those leaves
is actually an insect. There’s a false-leaf katydid sitting on a leaf. Look carefully and
you can see its legs and its head. Its wings look just like leaves. Katydids are
common insects all over the world. Here’s a little extra information about katydids.
They got their English name—“katydid”—from the sound they make. People
thought it sounded like the two words “Katy” (a girl’s name) and “did.” Listen. It
sounds like they’re saying “katydidkatydidkatydid.” You know, I wonder who Katy is
and what she did!
Anyway, back to colors. Now look at the next photo of a cryptic frog. Can you find
the frog? Look closely and you can see it on the left. It is sitting on the leaf. It takes
its colors from the brown leaves and rocks on the forest floor. This is another
example of camouflage. It’s almost impossible to see this little guy unless he moves.
Even then it looks like the wind is blowing a brown leaf across the forest floor.
A second use for color is to give a warning. This is the opposite of camouflage.
These animals want you to see them. Their bright colors say, “Watch out! I’m
dangerous. If you touch me, I’ll hurt you.” Many predators also know from
experience that a bright color means danger. Let me give you an example. This is a
photo of a blue poison dart frog. These frogs live in the rain forests of Suriname in
South America. Their skin contains a very strong poison. The poison in just one frog
is enough to kill ten men. Its bright blue color says to predators, “If you eat me, you
will die.” Believe me, if I see one of these in the forest, I will give it plenty of space!
Now on next week’s show, we’re going to meet a very unusual bird called the
bowerbird. This little bird loves the color blue. Tune in next week to find out what
he does with it.

Page 32
1. Katydids are hard to see because of their green color.

2. Predators can’t see the katydids, so the katydids stay safe.
3. It’s hard to see the cryptic frog because it uses camouflage.
4. The cryptic frog is the same color as the leaves, so you can’t see it very well.
5. The blue poison dart frog is bright blue so you can see it easily.
6. Dart frogs are dangerous because their skins contain a strong poison.

Page 32
Speaker: Hello again, nature lovers! Today we’re going to talk about the Australian
bowerbird—a very unusual bird! Male bowerbirds build something called a bower.
As you can see in the picture, a bower looks almost like a little house.

Now here’s the part that is so surprising. The male bird builds the bower, and then
he decorates the area around it. He gets flowers, little stones, pieces of glass or
plastic, and many other little things and puts them around the bower. He is trying to
make the bower look nice.
One kind of bowerbird, called the satin bowerbird, loves the color blue. You can see
in this picture how this satin bowerbird decorated his bower with a lot of blue
things. This bird doesn’t like red. If you put something red in his bower, he takes it
away. Bowerbirds often steal things for their bowers from other birds or even from
people.
The bower is not a nest. This means that it is not the place where the female bird
lays her eggs. The female bowerbird builds a nest in a tree where predators can’t
find it easily.

Page 34
Part 1
Moderator: Today we’re doing a panel presentation on the uses of color in architecture.
First, panel members are going to speak about the work of different architects and
how they use color in their work. Our first speaker is Michio Osawa, and he’s going
to talk about the work of the Japanese architect Kengo Kuma.
Michio Osawa: When Kuma first started working as an architect, he thought that
concrete was the only building material. At that time, he worked mostly in Tokyo.
His buildings were the usual gray of a lot of urban architecture today.
Now, he often works in the country. He wants his buildings to blend in with the
environment, not stand out. He prefers natural materials, for example, wood,
bamboo, earth, and even paper. The colors of these materials match the colors of
the surroundings. You can see this in this photo of Kuma’s Great Bamboo Wall
House near Beijing in China. The colors of the house are brown, green, and gray.
With these colors, the house looks like it is part of the mountain. Kuma advises
architects to go to the site of the building when they are making the plans. For him,
it’s all about fitting the building into the place.
Page 32
Part 2
Moderator: Now, Olga Perez is going to tell us about the work of the Austrian architect
Friedensreich Hundertwasser.
Olga Perez: Thanks. Well, Kuma and Hundertwasser are very different. Kuma’s buildings
blend in with what’s around them, but Hundertwasser’s stand out—they almost
shout, “Look at me!” His buildings are full of bright colors. But Hundertwasser also
believed that architecture should relate to nature. He said, “Everything under the
sky belongs to nature.” Hundertwasser used natural shapes in his buildings. In fact,
he used very few straight lines. He said, “There are no straight lines in nature.” For
example, look at the picture of Hundertwasserhaus in Vienna, Austria. You can see
the many bright colors. Notice also that lines are not straight. The building also has
grass and trees growing on the roof. For Hundertwasser, the usual city apartment
buildings, all made with straight lines and all the same color, looked like prisons. He
described the people who lived in the buildings as “gray people”—all the same
boring color. Hundertwasser believed that everyone who lived in a building should
be able to say, “I live here, and I am different from everyone else.”
Moderator: Can you give us an example?
Olga P.: Of course. Here’s an example. He thought that each person should be able to reach
out a window and paint their part of the wall a different color. Now that’s a pretty
unusual idea!
Moderator: Very interesting, Olga. Now let’s hear from . . .
Unit 2, Listening 2, Activity C, D

Page 34, 35
Part 1
Moderator: Today we’re doing a panel presentation on the uses of color in architecture.
First, panel members are going to speak about the work of different architects and
how they use color in their work. Our first speaker is Michio Osawa, and he’s going
to talk about the work of the Japanese architect Kengo Kuma.
Michio Osawa: When Kuma first started working as an architect, he thought that
concrete was the only building material. At that time, he worked mostly in Tokyo.
His buildings were the usual gray of a lot of urban architecture today.
Now he often works in the country. He wants his buildings to blend in with the
environment, not stand out. He prefers natural materials, for example, wood,
bamboo, earth, and even paper. The colors of these materials match the colors of the
surroundings. You can see this in this photo of Kuma’s Great Bamboo Wall House
near Beijing in China. The colors of the house are brown, green, and gray. With these
colors, the house looks like it is part of the mountain. Kuma advises architects to go
to the site of the building when they are making the plans. For him, it’s all about
fitting the building into the place.
Part 2
Moderator: Now Olga Perez is going to tell us about the work of the Austrian architect
Friedensreich Hundertwasser.
Olga Perez: Thanks. Well, Kuma and Hundertwasser are very different. Kuma’s
buildings blend in with what’s around them, but Hundertwasser’s stand out—they
almost shout, “Look at me!” His buildings are full of bright colors. But
Hundertwasser also believed that architecture should relate to nature. He said,
“Everything under the sky belongs to nature.” Hundertwasser used natural shapes
in his buildings. In fact, he used very few straight lines. He said, “There are no
straight lines in nature.” For example, look at the picture of Hundertwasserhaus in
Vienna, Austria. You can see the many bright colors. Notice also that lines are not
straight. The building also has grass and trees growing on the roof. For
Hundertwasser, the usual city apartment buildings, all made with straight lines and
all the same color, looked like prisons. He described the people who lived in the
buildings as “gray people”—all the same boring color. Hundertwasser believed that
everyone who lived in a building should be able to say, “I live here, and I am
different from everyone else.”
Moderator: Can you give us an example?
out a window and paint their part of the wall a different color. Now that’s a pretty
unusual idea!
Moderator: Very interesting, Olga. Now let’s hear from . . .

Page 40
animal
poison
survive
predator
forest
hungry
money

Page 40
1. camouflage
2. famous
3. nature
4. around
5. advise
6. believe
7. ordinary
8. recent
Page 40
1. camouflage
2. famous
3. nature
4. around
5. advise
6. believe
7. ordinary
8. recent
Unit 2, Pronunciation, Activity C

Page 40
1. contain concrete
2. mention apartment
3. answer another
4. program protection
5. material many

Page 41
1. Speaker: Color helps animals hide from predators. Scientists refer to this as camouflage.
For instance, look at this first photo. What do you see? Some green leaves, right? But
wait! One of those leaves is actually an insect.
2. Speaker: A second use for color is to give a warning. This is the opposite of camouflage.
These animals want you to see them. Their bright colors say, “Watch out! I’m
dangerous. If you touch me, I’ll hurt you.” Many predators also know from
experience that a bright color means danger. Let me give you an example. This is a
photo of a blue poison dart frog.
3. Olga P .: Hundertwasser used natural shapes in his buildings. In fact, he used very few
straight lines. He said, “There are no straight lines in nature.” For example, look at
the picture of Hundertwasserhaus in Vienna, Austria. You can see the many bright
colors. Notice also that lines are not straight.
4. Moderator: Can you give us an example?
out a window and paint their part of the wall a different color.

UNIT 3
Page 47
Teacher: The Unit 3 question is: “Why are good manners important?” So let’s talk about
that. First of all, do you agree? Are good manners important? Yuna?
Yuna: Yes, they are.
Teacher: Why?
Yuna: They make people feel good.
Teacher: OK. Anything to add to that? Marcus? Why are good manners important?
Marcus: We show respect with good manners. You can offend people when you don’t use
good manners.
Teacher: What do you think, Felix? Why are good manners important?
Felix: I agree with Yuna and Marcus. When you go to dinner at someone’s house, you
compliment the food, maybe you bring some chocolates. They feel good, you feel
good. Good manners make everyone happy.
Teacher: Anything to add, Sophy, about why good manners are important?
Sophy: Good manners unite people. Maybe we don’t like the same things or have the same
interests, but good manners help us get along anyway.
Unit 3, Listening skill, Activity E, Part 1

Page 51
Scott Webber: Good evening everyone. I’m Scott Webber, your host on Book Talk. Tonight,
Lynn Hancock is here with us. Lynn is a journalist and regularly writes book reviews
for the Sunday Nation. So, Lynn, tell us what book you have for us today.
Lynn Hancock: Thanks, Scott. I have a little book here called The Civility Solution:
What to Do When People are Rude. It’s by P. M. Forni, a professor of Italian
literature at Johns Hopkins University. Professor Forni believes that there is an
increase in rudeness in our society today.
Scott: Does he really think that people are ruder now than in the past?

Page 51
Lynn: Yes, he does. And he thinks that this is a serious problem. It's not just that people
don't obey the rules of etiquette. Rudeness and bad manners actually hurt us. For
one thing, they cause stress, which is bad for our health. And in the worst cases,
rudeness can even result in violence.
Scott: Violence?
Lynn: Yes. What we call road rage is just one example. Drivers get very angry and scream
at each other. Sometimes, they even get into fights. This is becoming more common.
Scott: So what does Professor Forni think we should do about it?

Lynn: Well, that’s where the “civility solution” comes in. When someone is rude to us, it’s
natural, or normal, to be rude to them. You’re rude to me, so I’m rude to you. It’s a
circle of rudeness. But, when we’re polite to someone who is rude, it breaks the
circle. In other words, you’re rude to me, but I’m polite to you. If people can learn to
do this, our society will be better.
Scott: Hmm. It sounds very nice, but it isn’t easy. How can I be polite if someone’s rude to
me?

Page 51
Lynn: Forni admits that it isn’t easy, but he has some ideas about how to do it. Here's an
example of something that happened to me last week. I accidentally bumped into a
man on a crowded bus. The man yelled at me, “Look where you’re going!” So I
decided to try the civility solution. I calmly and politely said, “I'm sorry, sir, but the
bus is crowded. You don’t need to yell.” At first the man looked surprised, but then
he said, "Sorry! I guess I'm just tired today!"
Scott: So, in other words, you can tell people that you don’t like their behavior and be
polite at the same time.
Lynn: Exactly. That’s the idea. And sometimes—not always, of course, but sometimes—
when you’re polite, the other person becomes more polite as well and uses common
courtesy. Also you feel better. You’re not getting angry and stressed about the
situation.
Scott: Hmm, I guess I can try it the next time someone is rude to me. Hey, maybe we should
practice. Say something rude to me and let me try. . .

Page 51, 52
Scott Webber: Good evening, everyone. I’m Scott Webber, your host on Book Talk.
Tonight, Lynn Hancock is here with us. Lynn is a journalist and regularly writes
book reviews for the Sunday Nation. So, Lynn, tell us what book you have for us
today.
Lynn Hancock: Thanks, Scott. I have a little book here called The Civility Solution:
What to Do When People Are Rude. It’s by P. M. Forni, a professor of Italian literature
at Johns Hopkins University. Professor Forni believes that there is an increase in
rudeness in our society today.
Scott: Does he really think that people are ruder now than in the past?
Lynn: Yes, he does. And he thinks that this is a serious problem. It's not just that people
don't obey the rules of etiquette. Rudeness and bad manners actually hurt us. For
one thing, they cause stress, which is bad for our health. And in the worst cases,
rudeness can even result in violence.
Scott: Violence?
Lynn: Yes. What we call road rage is just one example. Drivers get very angry and scream
at each other. Sometimes, they even get into fights. This is becoming more common.
Scott: So what does Professor Forni think we should do about it?
Scott: Hmm. It sounds very nice, but it isn’t easy. How can I be polite if someone’s rude to
me?
Lynn: Forni admits that it isn’t easy, but he has some ideas about how to do it. Here's an
example of something that happened to me last week. I accidentally bumped into a
man on a crowded bus. The man yelled at me, “Look where you’re going!” So I
decided to try the civility solution. I calmly and politely said, “I'm sorry, sir, but the
bus is crowded. You don’t need to yell.” At first the man looked surprised, but then
he said, "Sorry! I guess I'm just tired today!"
Scott: So, in other words, you can tell people that you don’t like their behavior and be
polite at the same time.
Lynn: Exactly. That’s the idea. And sometimes—not always, of course, but sometimes—
when you’re polite, the other person becomes more polite as well and uses common
courtesy. Also you feel better. You’re not getting angry and stressed about the
situation.
Scott: Hmm, I guess I can try it the next time someone is rude to me. Hey, maybe we should
practice. Say something rude to me and let me try. . .
Unit 3, Listening 1, Activity E

Page 53

Page 54
Professor: We often hear that people today are not as polite as they were in the past.
But it is also true that ideas about polite behavior change over time. Things that we
think are rude today were considered polite in the past. Some of these things will
surprise or even shock you. First, we'll look at table manners from Roman times to
the present. Is it really bad manners to eat with your fingers? Second, we will
examine people's behavior at public events such as concerts. Today talking during a
concert is definitely a "no-no." But in 1840, people criticized one pianist because he
played so loudly that it was difficult for the ladies to talk!


Page 56
Kate Collins: And finally tonight we have this report from Larry Stark. We frequently
hear that children don’t have good manners. In today’s society, parents are too busy
to teach their children manners. For example, families don’t sit down at the table to
eat together. As a result, children don’t learn good table manners. Also, children
don’t know how to behave politely around adults—when, for example, they should
use titles like Mr., Mrs., or Ms. So, here's Larry. He'll first tell us what schools are
doing about this and what the results are. Then he'll answer the important question:
How do teachers and parents feel about it?

Page 56
Larry Stark: Thanks, Katie. Schools are giving their students classes in etiquette and polite
behavior. But, the teachers aren’t teaching these classes. In one school, the principal
asked a company called Polite Children to teach the classes. Marjorie Lucas is the
owner of the company. Polite Children offers courses in manners to the schools. This
is how Ms. Lucas explains it.
Marjorie Lucas: Teachers spend a lot of valuable class time dealing with bad behavior.
A lot of this is just bad manners. We teach manners for many different situations.
Children learn both table manners and classroom manners. They also learn how to
relate to adults. In the end, manners are all about having respect for others. That’s
why it’s important to use words like please, thank you, and excuse me. That’s why
kids in the classroom should raise their hands and not shout out answers. When
children learn to be courteous in these small ways, they learn to respect other
people.
Larry S.: We asked Tom Saunders, a school principal, about the effect of these classes at his
school.
Tom Saunders: You know, Larry, they’re having a good influence on our students. After we
started the classes, students’ grades went up by 10 to 13 percent in one year.
Teachers say that students are more attentive in the classroom. This saves a lot of
time—time teachers can spend teaching instead of correcting bad behavior. There’s
less violence in the school, too. For example, we have fewer fights in the hallways.
This improves the quality of the school.
Larry S.: Parents also like the etiquette classes. Here’s Jenny Miranda, whose son Marcos is
in the third grade.
Jenny Miranda: Marcos came home and said he wanted to “practice being polite.” I was
amazed. Now we’re practicing things like calling adults Mr., Mrs., or Ms. and saying
please and thank you. These little things make a big difference.
Kate C.: Thanks for that report, Larry. That’s all for tonight, so I will now politely wish all of
you a very good evening.

Unit 3, Listening 2, Activity D

Page 57
Kate Collins: And finally tonight we have this report from Larry Stark. We frequently
hear that children don’t have good manners. In today’s society, parents are too busy
to teach their children manners. For example, families don’t sit down at the table to
eat together. As a result, children don’t learn good table manners. Also, children
don’t know how to behave politely around adults—when, for example, they should
use titles like Mr., Mrs., or Ms. So, here's Larry. He'll first tell us what schools are
doing about this and what the results are. Then he'll answer the important question:
How do teachers and parents feel about it?
Larry Stark: Thanks, Katie. Schools are giving their students classes in etiquette and polite
behavior. But, the teachers aren’t teaching these classes. In one school, the principal
asked a company called Polite Children to teach the classes. Marjorie Lucas is the
owner of the company. Polite Children offers courses in manners to the schools. This
is how Ms. Lucas explains it.
Marjorie Lucas: Teachers spend a lot of valuable class time dealing with bad behavior.
A lot of this is just bad manners. We teach manners for many different situations.
Children learn both table manners and classroom manners. They also learn how to
relate to adults. In the end, manners are all about having respect for others. That’s
why it’s important to use words like please, thank you, and excuse me. That’s why
kids in the classroom should raise their hands and not shout out answers. When
children learn to be courteous in these small ways, they learn to respect other
people.
Larry S.: We asked Tom Saunders, a school principal, about the effect of these classes at his
school.
Tom Saunders: You know, Larry, they’re having a good influence on our students. After we
started the classes, students’ grades went up by 10 to 13 percent in one year.
Teachers say that students are more attentive in the classroom. This saves a lot of
time—time teachers can spend teaching instead of correcting bad behavior. There’s
less violence in the school, too. For example, we have fewer fights in the hallways.
This improves the quality of the school.
Larry S.: Parents also like the etiquette classes. Here’s Jenny Miranda, whose son Marcos is
in the third grade.
Jenny Miranda: Marcos came home and said he wanted to “practice being polite.” I was
amazed. Now we’re practicing things like calling adults Mr., Mrs., or Ms. and saying
please and thank you. These little things make a big difference.
Kate C.: Thanks for that report, Larry. That’s all for tonight, so I will now politely wish all of
you a very good evening.

Page 57
1. Teachers spend a lot of valuable class time dealing with bad behavior.

2. When children learn to be courteous in these small ways, they learn to respect other
people.
3. After we started the classes, students' grades went up by 10 to 13 percent in one year.
4. Teachers say that students are more attentive in the classroom.

Page 62
It’s easy to learn to play chess.

The man was mad at the other drivers around him.

Page 62
1. The students admitted they made a mistake.

2. Parents are too busy to teach their children manners.
3. The book talks about different ways to deal with problems.
4. Bad manners are a problem in our office.
5. I was amazed by my visit to the Great Wall.
6. Is it possible for them to deal with the problem today?

Page 62
The Etiquette of Hats.

Speaker: There are a lot of rules about hats in etiquette books. Long ago, men and women
always wore hats outdoors. It was bad manners to go out without a hat. Men took off
their hats indoors. It was a sign of respect for a man to take off his hat. These rules
started to change in the 1960s. John F. Kennedy was the first U.S. president to
appear in public without a hat.

UNIT 4
Unit 4, Game Studies, The Q Classroom
Page 68
Teacher: Today we’ll discuss the Unit 4 question, “How can games compare to real life?”
Marcus, you like soccer. How does soccer compare to real life?
Marcus: Well, it’s hard. You have to try hard to be successful. I think that’s like real life.
Teacher: Good point. What else, Felix? How can games compare to real life?
Felix: Sports like soccer are similar to real life because you have to work with a team. You
need to share responsibility and work together to win. We need to do that in real
life, too.
Teacher: Games usually have a winner and loser. Do you think that’s like real life? Yuna?
Yuna: Yes. But you don’t win every game.
Teacher: That’s true. No one wins all of the time. So, you have to try hard, you have to work
with others, you can’t win all of the time—any other ways that games are like real
life? Sophy?
Sophy: Yes. In games you have to follow the rules. That’s true in life, too. There are always
rules you need to learn and follow to be successful.

Page 71
Professor: The board game Monopoly is the third most popular game in the world. It’s a
game about buying and selling property. As a player, you move around the board and
buy pieces of land. Then you build houses and hotels. Every time another player lands
on your property, they have to pay you "rent." And, of course, when you land on
someone else's property, you have to pay them. The goal of the game is to win the
most money. When players lose all their money, they are bankrupt and have to leave
the game. The last player in the game is the winner.
The game of Monopoly that we know today was created by a man named Charles
Darrow. In 1933, Darrow made 5,000 copies of his game and sold them in a store in
Philadelphia. However, the original idea for Monopoly came from an earlier game
called Landlord. Landlord was invented in 1903 by an actress named Lizzie Magie.
Landlord is very similar to Monopoly. The Landlord board looks like a Monopoly
board, and players also buy and sell property. But there are some interesting
differences in the rules. In Landlord, players can choose to pay part of the rent into a
"Public Treasury." When there is enough money in the Public Treasury, all of the
players in the game get a share of the money. Lizzie Magie thought that a society
where a few people are very rich and many others are very poor was not fair. She
wanted the game to show how that happens and how to fix it.

Monopoly and Landlord are just games, but in some ways they tell us things about our
societies and real life. Today Monopoly is played in 111 different countries by people
speaking 43 different languages.

Page 73, 74
Alex: Good evening, ladies and gentlemen. Thanks for inviting me to this meeting of the
game club tonight. My name is Alex Vargas, and I'm a game developer. I write word
games and other kinds of puzzles for newspapers. And, yes, I do have a fun job! I’m
going to introduce you to a new kind of word game that I’m working on. But first, we’re
going to talk about the history of a classic word game, the crossword puzzle. You know,
it's that grid with little black and white squares and a list of clues. The object is to solve
the puzzle by finding the answers to the clues and writing them in the blank white
squares.
The modern crossword puzzle was probably based on an ancient Roman game of word
squares. These were squares with words reading down and across. In 1890, an Italian
named Giuseppe Airoldi published a small crossword puzzle. It was a word square with
just eight words—four across and four down—and clues to help the solver.
However, the crossword, as we know it today, was invented by a New York journalist
named Arthur Wynne. Wynne was from England but lived in the United States from the
age of 19. In 1913, he published a puzzle that he called a "word-cross" in the newspaper
New York World. This original crossword was in the shape of a diamond with no black
squares. Wynne later created a version with black squares and changed the shape to a
square.
Wynne's crossword was an instant success. In fact, crossword puzzles became so

popular that the New York Public Library got worried. More people were using the
library’s dictionaries and encyclopedias for crossword puzzles than for research! The
crossword puzzle is probably still the most popular word game in the world. There are
even crossword puzzles in Chinese.
In recent years, people are beginning to realize that crossword puzzles are more than
just fun and games. There are many benefits to doing crosswords. Some medical experts
believe that doing crosswords helps keep our brains more active and therefore
healthier. Doing a crossword forces you to use your brain to remember facts about
people and events. You often "remember" things you didn't know you knew! You also
learn a lot of new things as you do research to find the answers to puzzle clues.
Now, about my game . . . I’m developing a new word game. To be honest, I think
crosswords are a little old-fashioned. I wanted to update the crossword puzzle and
make it more social. You can play this game with a group or even play it online. Its name
is Cross Purposes. I have some sample copies with me tonight. Now the rules for the
game are . . .

Page 76
Speaker: Games also help us learn real life skills. The game SCRABBLE™ is great for
learning new words. The game has an interesting history. Alfred Mosher Butts first
developed the game in 1938. He called it “Criss-Crosswords.” However, Butts’s
original game was not popular. Then, in 1948, Butts and a partner, James Brunot,
improved the game and started a SCRABBLE™ factory. In the 1950s, the president of
Macy’s, the famous New York department store, discovered the game, and it became
very popular. Between 1952 and 2000, world sales of SCRABBLE™ games reached
more than 100 million games. In the U.S. today, one out of every four families has a
SCRABBLE™ game in their house.
The first World SCRABBLE™ Championship was in 1991. Every two years, there is
another competition. It takes place in different cities around the world, from
Washington, D.C. to London to Mumbai, India, and others. A player named Michael
Cresta has the record for the highest number of points for a single player in one
game. He scored 830 points in one game in 2006.
Unit 4, Listening 2, Activity A, B,

Page 78, 79
Faisal: Hi, Waleed, what are you doing?

Waleed: I’m doing my assignment for my Business 103 class.
Faisal: You are not! You’re playing a computer game.
Waleed: No, really, this is my assignment. It’s called the Lemonade Game.
Faisal: You’re kidding. What a silly idea!
Waleed: It’s not a silly idea at all! Look. Here’s how it works. As a player, you imagine that
you are going to start a lemonade stand to make some money. You have $20 to start
your business. This first screen gives you a list of the supplies you need to buy:
paper cups, lemons, sugar, and ice. At the bottom of the screen, it tells you what the
weather’s like for the day. That helps you estimate how much you should buy. This
is especially important for the ice and lemons. Any ice you don’t use in one day will
melt. If you buy too many lemons on a hot day, they can go bad.
Faisal: Right. I suppose there will be more demand for lemonade on a hot, sunny day and
less demand on a cool, cloudy day. Can I try it?
Waleed: Sure, go ahead. Here’s the screen for supplies. Just click how much you want of
each thing.
Faisal: OK, I ordered my supplies. What’s next?
Waleed: Next, you click OK and go to the next screen. Decide on the price for each cup of
lemonade. After that, you need to figure out how many lemons and how much sugar
to use in each pitcher of lemonade. People prefer lemonade with more lemons and
sugar. But, that also makes it more expensive. Try using five lemons and four cups of
sugar in each pitcher.
Faisal: OK. And I think 25 cents for each cup is a good price.
Waleed: No, don’t charge 25 cents. I think that’s too expensive. Try charging 20 cents.
Faisal: Well, if you say so. Oh, look, people are buying the lemonade. They’re saying,
“Mmmm.” I guess they like it. Uh oh, now the sign says, “Sold out.” Looks like I didn’t
make enough.
Waleed: Yeah, too bad. Now watch the screen. The program calculates how much you sold
and your profit or loss for the day. Oh, no! You started with $20, but now you only
have $18.46. You lost $1.54. Sorry! Maybe 25 cents was a better price!
Faisal: Yeah, I told you so! But anyway, this is just a simple game. How can you learn about
business from this? A real business is much more difficult.
Waleed: Well, the game is simple, but the decisions are the same as the ones you make in a
real business. How much will it cost to make a product? How much should you sell it
for? What do people want in the product—and so on.
Faisal: True, but I still think a game is way too much fun for a homework assignment. After
all, this is a university business class, not kindergarten!
Waleed: But business is fun! Besides, it’s better to practice with a computer lemonade
stand than to lose real money on a real business!

Page 84
lemonade
remember
imagination
activity
simplicity
difficulty
honesty

Page 84
3-syllable words:
introduce
expensive
estimate
4-syllable words:
original
competition
kindergarten
5- and 6-syllable words:

university
originality
creativity


Page 85
1. honesty
2. popularity
3. creativity
4. environment
5. reality
6. developer
7. calculate
8. history

Page 85
Mi-rae: Is this your first time bowling? Don’t worry. I can tell you how the game
works.
Liana: OK. What do we do?
Mi-rae: Do you see those white things? They're called pins. The object of the game is
to knock them down with a ball. You roll the ball down the lane to hit them.
Liana: That sounds easy. What do I do first?
Mi-rae: First, choose a ball. Pick one that isn’t too heavy for you.
Liana: OK. I think I’m going to use this ball. I really like the color. What do I do next?
Mi-rae: Next, you hold the ball with your fingers in the holes. After that, you stand in
front of the lane. Do you understand so far?
Liana: Yes. I get it so far. Then what do I do? Do I roll it with both hands?
Mi-rae: No, the idea is to roll it with one hand. Finally, try to roll it down the middle
of the lane.
Liana: OK . . . Wow! I knocked down all the pins!
Mi-rae: Great! That’s called a strike. You’re going to be good at bowling!

UNIT 5
Page 91
Teacher: The Unit 5 question is “What does it mean to be part of a family?” What do you
think, Yuna? What does it mean to you?
Yuna: I always have my family. I can rely on them.
Teacher: OK, good. What else? How about you, Marcus? What does it mean to be part of a
family?
Marcus: What Yuna said—I can rely on them, but also they always can rely on me. My
family always has to come first.
Teacher: Do you agree with that, Sophy? Your family has to come first?
Sophy: Yes, I think that’s true. Maybe I want to go out with my friends or something, but if
my family needs me, then they can count on me. Sometimes it’s difficult, but being
part of a family means you’re not alone.
Teacher: What do you think, Felix? What does it mean to be part of a family?
Felix: I agree with what everyone says, but for some people their friends are their family.
Sometimes you don’t have a good relationship with your parents and siblings.
Instead, you create good relationships with other people. I don’t think your family
has to be the people you’re related to.

Page 93
Good evening. It's good to be here with you tonight. As some of you may know, I am
now making a trip around the world studying different kinds of families. I've visited
countries in Africa, Asia, and the Americas, and I even went to Australia. Everywhere
I go, I ask the same questions. How are families here different from families in other
places? Why are they different? Then there is another even more important
question: How are families the same? Or, in other words, what do families all around
the world have in common?

Page 95
Part 1
Interviewer: Today we're going to talk to sociologist Margaret Brown about how families
influence us. To do this, Ms. Brown will look at two situations that might help
us understand this better. First, she will describe the experience of a man
who was adopted as a child. What were his experiences? How was he
different from his adoptive family?
Ms. Brown: Those are good questions. Here’s a case that might give us some ideas. It
comes from a book called Strangers in the Nest by David B. Cohen. Cohen

writes about a man who was adopted as a baby. I don’t know his name, but I
call him Frank. Frank lived with his adoptive parents, brothers, and sisters
for years and shared their experiences. But he said that he always felt that he
was different—that in some ways, he didn’t “fit in.” Why? Well, for one thing,
he didn’t look like the other people in the family. He also liked to do different
things. For example, he liked to fix electronic things. His adoptive parents,
brothers, and sisters did not have any interest in electronics.
Interviewer: I know what you mean. I have several friends who were adopted, and some
of them feel the same way. But you know others don’t feel that way at all.
Ms. Brown: Yes, of course, each person is different. Anyway, in this case, Frank eventually
met his biological family. He discovered that he had two brothers, and they
were interested in electronics as well. Meeting his biological family helped
him understand himself better. He no longer felt so different from everyone
around him.

Page 95
Part 2
Interviewer: Hmm. That’s fascinating. Now, I know that Cohen also describes a case in
which twins are separated at birth. They grow up in different families, and
they don’t know that they have a twin. What happens to them? Are they
similar or are they different when they grow up? And finally the big
questions: Are we born to act in certain ways? And how much do our families
influence us?
Ms. Brown: OK. Let's take the questions about the twins first. Cohen discusses one of the
most famous cases in his book. It involves two men, Jim Springer and Jim
Lewis. They were twins, but they were adopted into different families at the
age of one month. Neither man knew he had a twin. The twins met for the
first time when they were 39.
Interviewer: I’m sure they were shocked to learn they had a twin. What did they learn
about each other?
Ms. Brown: Well, they were very similar—both in the physical appearance that they
inherited from their biological parents and their personalities. For example,
they both liked math and making things out of wood. But there were even
more amazing coincidences in their lives. They both married women named
Betty. They both had pets named Toy. The list of small coincidences like
these goes on and on.
Interviewer: That is amazing. I can understand that they looked alike and had similar
personalities. But their wives and their pets had the same names! How can
you explain that?
Ms. Brown: Well, we can’t really. Maybe that was just a coincidence. Stories like these are
interesting, but one story or even ten stories isn’t enough for good scientific
evidence. However, in my view, these stories show that we are born with a

tendency to have a certain personality. But in the end, our personalities

probably come from a combination of biology and family influence.

Page 95
around him.
questions: Are we born to act in certain ways? And how much do our
families influence us?
about each other?
you explain that?
Unit 5, Listening 1, Activity D; Listening Skill, Activity A

Page 95, 98
around him.
questions: Are we born to act in certain ways? And how much do our
families influence us?
about each other?
you explain that?

Page 98
Host: Good afternoon everyone, and welcome to today’s edition of Afternoon Chat. Today
we’re discussing the question, “Do you think your friends are part of your family?”
And now, to our first caller. We have Hal on the line. So, Hal, what do you think? Do
you think your friends are part of your family?
Hal: Well, you know what they say, “You can choose your friends, but you can’t choose
your family.” I mean, I have some very good friends, and I feel closer to them than I
do to my brothers and sisters. I don’t know why, but there are things I don’t say to
my family that I tell my friends. Maybe it’s because my friends are less critical. Your
family is more likely to tell you that you’re doing or saying the wrong thing.
Host: Thanks for that opinion. And now to our next caller, Marielena. What do you think?
Are your friends part of your family?
Marielena: Well, I agree that close friends are wonderful, but still, it’s not really the same
thing as being part of a family. It’s like the old saying “Blood is thicker than water.”
Family members are responsible for each other in a way that friends aren’t. Maybe
that’s why families are more critical. If you get into trouble, they almost have to help
you out. In other words, your problems are their problems. That’s not as true with
friends. For me, friends and family are different, even though I love both.
Host: Interesting thoughts, Marielena.

Page 101
Speaker: At one time or another, everyone asks the questions, “Who am I? What makes me,
well . . . me?” As some say, we search for our identity. Part of our identity, of
course, comes from our family—our present-day family and from our ancestors—
our grandparents, great grandparents, great-great grandparents, and so on. From
these people we inherited our hair, skin, and eye color, our height, and even our
personalities.
However, some people have little information about their ancestors. For example,
the ancestors of most African Americans came to America as slaves. There are very
few written records of their family history, especially before they came to America.
For this reason, historian Henry Louis Gates recently used DNA to study the family
history of several famous African Americans. Participants in the study wanted to
know what part of Africa their families came from. Who were their African
ancestors?
Putting it as simply as possible, a DNA study of family history works like this. There
is now a large database of DNA samples from people all over the world. When a
person gives a DNA sample, it is possible they will find a match in the database.
Scientists will find another person (or people) with the same “markers” in their
DNA. This means they share a common ancestor. They are, therefore, part of the
same family. DNA makes it possible to study hundreds or maybe even thousands of
years of a family’s history.
The results of Gates’s study of African Americans were surprising. For one thing,
everyone in the study discovered that they had some white ancestors as well as
African ancestors. For example, Gates found that he was actually 50 percent white.
In fact, some of his ancestors were from Ireland.
Some participants were a little uncomfortable with this mix of black and white. They
always thought of themselves as “black.” They asked, “Will this change my identity?
Will others see me differently?” Others, like writer Chris Rock, welcomed the
information. He felt it helped him get a more complete picture of himself. Another
person in Gates’s study, author Bliss Broyard, had a different experience. Everyone
in her family looked “white.” But, her father actually had African-American
ancestors. He told her this just before he died. Her DNA showed that she is almost
18 percent black. However, she says, “Being black is not a result of DNA tests. It’s
experiences and the way that you’ve lived. I feel that I’m sort of a cousin to
blackness. I haven’t earned the right to call myself ‘black’.”
Gates’s study showed that identity is not just a simple matter of DNA. DNA plays a
part in it, but our life experiences are also important. As one person said, “We are all
a mix of input from different people at different times. Each of our stories is the
human story.”

Page 102
Some people have little information about their ancestors. For example, the
ancestors of most African Americans came to America as slaves. There are very few
written records of their family history, especially before they came to America. For
this reason, historian Henry Louis Gates recently used DNA to study the family
history of several famous African Americans. Participants in the study wanted to
know what part of Africa their families came from. Who were their African
ancestors?

Page 107
Are we just born that way or is it the influence of our families?

Is the man in the picture your brother or your cousin?
Does your twin brother like the same food as you or different food?
Are you more similar to your mother or your father?

Page 107
1. Do you look more like your mother or your father?

2. Which do you think is more important: your DNA or your life experience?
3. Was the meeting a coincidence, or did they plan it?
4. Do you spend more time with your friends or your family?

Page 108
1. I think that adopted children should think carefully before they look for their biological
families. Those people may not want to connect with them.
2. Last year I was in the hospital. No one in my family came to see me, but my friends did.
That’s why I feel that friends are more important than family.
3. In my view, it’s more important to understand who I am now. I don’t care about
ancestors who lived hundreds of years ago.
4. For me, the Henry Louis Gates study was fascinating. I want to have a DNA analysis and
learn more about my ancestors.
5. These days people think too much about being black or white, or Asian or whatever. As I
see it, we’re all the same. We’re all human, aren’t we?

UNIT 6
Unit 6, Business, The Q Classroom
Page 113
Teacher: The Unit 6 question is “Why do things yourself?” So let’s get some examples first.
What are some things people do by themselves instead of paying other people to
do them? Yes, Sophy?
Sophy: Repairing things around the house.
Teacher: Great idea! How about you, Felix?
Felix: Car washing. Gardening.
Teacher: OK, good. Yes, Marcus?
Marcus: Making things, like clothes or furniture.
Teacher: Those are good examples. So what do you think, Yuna? Why do people fix things
themselves?
Yuna: Well, it's usually because they want to save money. It costs a lot to hire a repair
person.
Marcus: Yeah, but you have to know what you're doing! If you don't, you can make it
worse, and then it will cost more.
Teacher: That's true, Marcus. I remember the time my husband . . . . Well, that's a long
story. What else? Sophy? Why do things yourself?
Sophy: For some people, it's a hobby. For example, I love gardening. I enjoy growing
vegetables, and my family loves eating our own fresh food all summer.
Teacher: What do you think, Felix? Why do things yourself?
Felix: It's very satisfying. My dad likes to make furniture in his free time. He can look at
something and say, "I made that."

Page 115
Reporter: The year was 1976, and two young men were working in a garage. Their
names were Steve Jobs and Steve Wozniak. The garage was at Jobs's parents' home.
They were busy inventing one of the first personal computers for home use. They
introduced their computer to the world in 1977, and they called it Apple II.
The rest, as they say, is history. Apple Computer went on to become one of the most
successful companies in the world. Steve Wozniak left the company in 1987. Steve
Jobs continued to lead the company as it produced things like the well-known
iPhone and iPad. Sadly, Jobs died in 2011.


Page 117
Part 1
Speaker: In the past, people fixed many of the machines they owned. They repaired
televisions, radios, or even their cars. This saved money, of course, but it was more
than that. For example, fathers and sons often worked in the garage on the family
car. When doing this, skills, “how-to” knowledge, and a love of fixing things passed
from parent to child.
In recent decades, this changed. Many everyday objects are now too complicated
for most owners to repair. Cars have complicated computer systems. TVs do not
have simple parts the owner can replace. With many objects, it is more expensive to
repair an old one than to buy a new one.

Page 118
Part 2
Saul Griffith, an inventor, thinks this is a problem. Saul Griffith prepared for his career
as an inventor at the Massachusetts Institute of Technology in Cambridge,
Massachusetts. Children are losing what Griffith calls a “culture of innovation and
repair.” For Griffith, this means having a feeling of creativity and a “can do” attitude.
Griffith invented an inexpensive system for making eyeglasses and a giant, 3,000-
square-foot kite that can produce electricity. He says that do-it-yourself brings people
closer to the objects they own. They “get involved emotionally” with the things
around them.
Griffith and some colleagues created Howtoons to pass this idea on to today’s kids.
Howtoons is a cartoon series that helps kids learn to think like inventors. Kids can find
Howtoons online or buy the cartoons in book form. With the help of Howtoons, kids use
soda bottles to create rockets or to make “waterscopes” for looking at objects
underwater. They can learn to make their own pens, paper, and ink and to create many
other interesting things.
Howtoons makes science and invention fun. Griffith often travels to science fairs and
museums to present Howtoons to kids. He likes working with kids. He says, “Get them
then, and you get them for life.” For most adults, he feels it is probably too late.
Unit 6, Listening 1, Activity D

Page 118
Speaker: In the past, people fixed many of the machines they owned. They repaired

televisions, radios, or even their cars. This saved money, of course, but it was more
than that. For example, fathers and sons often worked in the garage on the family
car. When doing this, skills, “how-to” knowledge, and a love of fixing things passed
from parent to child.
In recent decades, this changed. Many everyday objects are now too complicated
for most owners to repair. Cars have complicated computer systems. TVs do not
have simple parts the owner can replace. With many objects, it is more expensive to
repair an old one than to buy a new one.
Saul Griffith, an inventor, thinks this is a problem. Saul Griffith prepared for his
career as an inventor at the Massachusetts Institute of Technology in Cambridge,
Massachusetts. Children are losing what Griffith calls a “culture of innovation and
repair.” For Griffith, this means having a feeling of creativity and a “can do” attitude.
Griffith invented an inexpensive system for making eyeglasses and a giant, 3,000-
square-foot kite that can produce electricity. He says that do-it-yourself brings
people closer to the objects they own. They “get involved emotionally” with the
things around them.
Griffith and some colleagues created Howtoons to pass this idea on to today’s kids.
Howtoons is a cartoon series that helps kids learn to think like inventors. Kids can
find Howtoons online or buy the cartoons in book form. With the help of Howtoons,
kids use soda bottles to create rockets or to make “waterscopes” for looking at
objects underwater. They can learn to make their own pens, paper, and ink and to
create many other interesting things.
Howtoons makes science and invention fun. Griffith often travels to science fairs and
museums to present Howtoons to kids. He likes working with kids. He says, “Get
them then, and you get them for life.” For most adults, he feels it is probably too late.

Page 120
1. Griffith invented an inexpensive system for making eyeglasses and a giant, 3,000-
square-foot kite that can produce electricity. He says that do-it-yourself brings people
closer to the objects they own. They “get involved emotionally” with the things around
them.
2. Griffith and some colleagues created Howtoons to pass this idea on to today’s kids.
Howtoons is a cartoon series that helps kids learn to think like inventors. Kids can find
Howtoons online or buy the cartoons in book form.
3. With the help of Howtoons, kids use soda bottles to create rockets or to make
“waterscopes” for looking at objects underwater. They can learn to make their own
pens, paper, and ink and to create many other interesting things.

Page 120
Speaker: Here’s the latest, greatest thing in do-it-yourself ideas for kids. It’s a computer
program called Scratch. Scratch contains simple programming tools designed for
kids from age 8 to 16, although many adults enjoy using it as well. With Scratch,
users can create things like greeting cards, games, and animated cartoons. They can
even add sound to their creations.
Scratch is based on a system of blocks. On screen, the blocks look a lot like building
blocks. There are blocks for sound, animation, and several other features. To create
an animation in Scratch, you arrange blocks one on top of the other. When you’re
finished, you click a green flag and the program then performs all of the steps in
order.
You can create a simple animation in Scratch in only a few minutes. Objects in
Scratch are called “sprites.” You start by selecting a sprite, for example a cat, and
then you choose a motion block to make the sprite move. Add a “start” block and in
less than a minute your sprite is moving. You can create several sprites at the same
time and they can interact with each other.
One of the advantages of Scratch is that it’s easy to create simple things like greeting
cards, but it can also be used for complicated projects, such as long stories. Scratch
provides students with a good introduction to the basics of computer programming.
In fact, some colleges are using Scratch in beginning computer science classes.
Teachers say that it also improves students’ math and reading skills.

Page 123
Host: Today we're talking with small-business advisor Harry Watkins about some of
the latest business trends. You all know about DIY, or do-it-yourself, where
people make and repair things themselves. Well, now people are talking about
"sell-it-yourself." You know, Harry, in the past, when people made things, they
had to look for other people to sell them or market them. Nowadays all that is
changing.
Harry: That's absolutely true. People today are more self-sufficient when it comes to
starting a new business. One person can make a new product and sell it to
consumers, with little help from other people.
Host: Can you give us an example?
Harry: Of course. One great example is what we call the "indie" or independent craft
movement. Artists and craftspeople still sell their works at fairs and in stores,
but now they are selling them online as well.
Host: Can you explain how this works? It seems to me that most people don't have the
skills they need to create their own websites and sell things online.
Harry: That's not really what I meant. You don't have to have your own website. You
can sell through other sites that do the work for you. Here's just one example.
There's a website called Etsy.com. By joining Etsy.com, people can sell their
items online, everything from jewelry to furniture to paintings.
Host: Doesn't it cost a lot?
Harry: Not when you compare it with other methods. Etsy charges a small fee for each
sale, and the seller is responsible for mailing the item to the buyer. Still, sellers
usually keep more of their profits this way. More than 185,000 craftspeople from
all over the world sell their products on Etsy to more than a million customers.
And, Etsy isn't the only site. There are other similar sites.
Host: Hmm. Now that I think of it, this is happening in other areas as well, for example,
in book publishing. Now almost anyone can publish a book online.
Harry: Right! Online publishing is a good example of being self-sufficient in a new
business. On some websites you can publish your book for free.
Host: For free? But how does the website make money?
Harry: Let me explain. The website takes the money from the sales and then gives a
percentage of it to the author.
Host: OK. So, suppose I want to publish a book online. How do I do it?
Harry: Well, it is a big DIY project. First you have to edit the book very carefully. Then
you have to design a cover for it and write a blurb about it.
Host: Excuse me. A blurb? What's that?
Harry: It's a short paragraph or two that describes the book. It has to make people want
to buy it. Oh, and I almost forgot, both craftspeople and writers have to decide on
a price for their product.
Host: Don't people have to promote their books? You know, put ads in magazines or
on television. That can be expensive.
Harry: That's another part of the DIY process, but it's not that hard. First, people see the
book on the website. That's a kind of free advertising. That's why it's important
to have good covers and blurbs. Then people use social media to tell everyone
they know about the book. Also when people read the book, they write reviews
to say if they liked it or not. If the book gets good reviews, more people will want
to read it, and so on. A friend of mine published a cookbook online.
Host: A cookbook?
Harry: That's right, a cookbook with foods that are healthy and also delicious. The book
is doing very well. He's even getting invitations from TV programs to come and
cook some of his foods on their shows.
Page 127
1. These skills, “how-to” knowledge, and a love of fixing things passed from parent to child.
Knowledge
2. Saul Griffith is an inventor with a degree from the Massachusetts Institute of Technology.
Technology
3. Howtoons is a cartoon series that helps kids learn to think like inventors. Series
4. At an online site called Etsy.com, people can sell their handmade items online,
everything from jewelry to woodworking. Jewelry
5. I know an author who writes modern versions of folk tales. Folk

6. With Scratch, it’s easy to create greeting cards with animated cartoons. Animated

Page 130
Many authors sell their work online.

His car had a flat tire.
He’s flying a big black kite.
I’m reading an online newspaper.

Page 130
1. Their business advisor recommended that they raise their prices.

2. The business became more successful after they started the website.
3. I think customers prefer to shop in real stores most of the time.
4. I don’t think companies are going to stop publishing paper books soon.
5. There are several great crafts stores on Main Street.
6. He hopes to sell lots of books online.

UNIT 7
Unit 7, Environmental Studies, The Q Classroom
Page 136
Teacher: Today we’re going to talk about the Unit 7 question: “What happens to our
trash?” So, what do you think, Yuna? What happens to our trash?
Yuna: It goes to the dump. Or we recycle it.
Teacher: How much do you think gets recycled? Felix?
Felix: I think that depends on where you live. Some places collect recycling for you, but in
other places you have to take it somewhere. In some places, people care about
where they put their trash. In other places, people throw it on the street.
Teacher: What happens to trash you throw into the street?
Sophy: Oh, that’s very bad. Some of it gets into storm drains and goes into the ocean.
Marcus: That’s true. A lot of trash ends up in the ocean. The water gets very polluted.
Teacher: What about the trash that goes to the dump? What happens to it?
Felix: A lot of it just stays there. Some things like plastic never break down. Those things
will be there for hundreds of years.
Teacher: What else happens to our trash? Sophy?
Sophy: Sometimes it gets burned. That pollutes the air.
Unit 7, Listening 1, Activity B, C

Page 140, 141
Ari: Don’t throw that soda can in there.

Jon: Why not, Ari?
Ari: It goes in the recycling bin.
Jon: Oops. Sorry, I forgot.
Ari: I’ll tell “Sustainable Dave” about you.
Jon: Uh, Sustainable Dave? Who’s he?
Ari: I read about him online. He’s this guy who’s saving all of his trash for a year as an
experiment. He wants to find out how much trash he’s really producing. He’s saving
everything, bottles, newspaper, plastic bags, banana peels, used tea bags, everything.
The only exceptions are meat and milk products.
Jon: But for a year? No way! What’s he doing with it all?
Ari: He’s putting it down in the basement under his house.
Jon: In his basement! It must be a real mess down there.
Ari: Not really. Look, here’s the website. You can see from these pictures that it’s pretty
well organized. Also, Dave says that the whole project is making him use less and
less all the time. He even does things like bring his own cup and spoon with him
when he goes out to buy a cup of coffee. That way he doesn’t use paper cups and
plastic spoons.
Jon: OK, I can see the idea about the plastic and the glass and so on—but food! How can
you keep food waste in your basement? That’s dangerous for your health. It can
cause all kinds of problems! Yuck!

Ari: That’s the most interesting thing. He has something called an earthworm composter
or worm farm. He puts all his paper and food waste in it, and the worms eat it. This
process produces something called compost. He uses it in his garden. I mean, he
thinks of everything.
Jon: But doesn’t it smell terrible?
Ari: Well, I never actually saw one, but he says it doesn’t smell as long as he doesn’t put
any meat or milk products in it.
Jon: Hmm. I think he’s taking this whole thing a little too far, but anyway, what will he do
with all this stuff when the year ends?
Ari: First, he’ll weigh it all and calculate how much there is of each type of trash. He’ll
write a report about how much he really threw away in one year for the website.
When that’s done, he’ll take most of it to the recycling center. The rest? I don’t know.
I guess he’ll take it to the local landfill, or maybe he’ll sell it online.
Jon: Yeah, right!
Unit 7, Listening Skill, Activity A, Part 1

Page 143
Ari: Don’t throw that soda can in there.

Jon: Why not, Ari?
Ari: It goes in the recycling bin.
Jon: Oops. Sorry! I forgot.
Ari: I’ll tell “Sustainable Dave” about you.
Jon: Uh, Sustainable Dave? Who’s he?

Page 143
Jon: OK, I can see the idea about the plastic and the glass and so on—but food! How can
you keep food waste in your basement? That’s dangerous for your health. It can
cause all kinds of problems! Yuck!
Ari: That’s the most interesting thing. He has something called an earthworm composter
or worm farm. He puts all his paper and food waste in it, and the worms eat it. This
process produces something called compost. He uses it in his garden. I mean, he
thinks of everything.
Jon: But doesn’t it smell terrible?


Page 143
Jon: Hmm. I think he’s taking this whole thing a little too far, but anyway, what will he do
with all this stuff when the year ends?
Ari: First, he’ll weigh it all and calculate how much there is of each type of trash. He’ll
write a report about how much he really threw away in one year for the website.
When that’s done, he’ll take most of it to the recycling center. The rest? I don’t know.
I guess he’ll take it to the local landfill, or maybe he’ll sell it online.
Jon: Yeah, right!

Page 144
David: Hey, Joe, look at this! I can’t believe it!

Joe: What is it, David?
David: It’s a bill for $100 from my apartment building. It says I threw a big bag of old
magazines and empty bottles into the trash, and not into the recycling bin.
Joe: Well, did you?
David: Uh, yeah, I did, but so what? They can’t charge me for that.
Joe: Oh, yes, they can. Recycling is a law here. The building had to pay a fine to the city
because of you. They probably saw your name and address on the magazines. So
they knew you did it, and they’re charging you.
David: I still don’t think it’s fair. Who cares about recycling, anyway?
Joe: Sorry, David, but I have to disagree with you on this. I think recycling is important.
Unit 7, Note-taking Skill, Activity B, C

Page 145
Professor: As you read in your assignment last night, Robin Nagle is an anthropologist
who works for the New York City Department of Sanitation. She's the author of the
book Picking Up: On the Streets and Behind the Trucks with the Sanitation Workers of
New York City. Nagle's interest in garbage began with some simple questions. She
asked, "Who cleans up after us? What is it like to be a sanitation worker?" To answer
the questions, Nagle started to ride with the workers in the trucks. But that was not
enough for her. To learn more, she actually got a job as a sanitation worker. She
drove the trucks and picked up the trash bags. She learned that most people don't
appreciate the work that sanitation workers do. Also they don't respect the
workers. They think, "You collect garbage, so you must be garbage!"—a really
ridiculous idea.
According to the Bureau of Labor statistics, the job of sanitation workers is one of
the ten most dangerous occupations—more dangerous than being a police officer.
One of the biggest hazards is traffic. Workers are in streets all day, and they are

sometimes hit by cars. Garbage sometimes contains poisonous chemicals and other
dangerous materials.
Nagle wants everyone to realize that garbage pickup is one of the basic
requirements to make survival in the city possible. Instead of looking down on
sanitation workers, we should thank them for the work they do. So the questions we
will discuss today are: How can cities make this job safer and . . .
Unit 7, Listening 2, Activity B, D

Page 147
Speaker: Where is the world’s biggest collection of garbage? In the United States? In
China? No. It’s in the middle of the Pacific Ocean.
In the Pacific Ocean, there’s an area called the Northern Pacific Gyre. Here ocean
currents come together and move in a large circle. In this circular movement, the
currents collect garbage—lots and lots of garbage. People call it the Great Pacific
Garbage Patch. And, 90 percent of this garbage is plastic.
Where did all this garbage come from? Did boats come and throw it here on
purpose? No. Eighty percent of it comes from land. Garbage floats down rivers and
streams and into the ocean. It comes from every country whose shoreline touches
the Pacific. Plastic bags are carried out to sea with the wind. Then the ocean
currents carry all of this garbage to the great garbage patch. Actually, there are two
patches, an eastern patch and a western patch.
A sailor named Charles Moore discovered the patches in 1997, when sailing near
Hawaii. He suddenly found himself traveling day after day through waters filled
with garbage, most of it plastic. At that time, he calculated that there were more
than three million tons of plastic floating in the water. At one point he found the
patch was 100 feet deep. In 2005, Moore estimated the size of the two patches
together as 10 million square miles, an area the size of Africa.
All of this garbage is hurting the environment. Plastics attract poisons like DDT and
PCBs that are already in the water. This is a serious danger to all kinds of marine
life. Fish and seabirds often think little pieces of plastic are a kind of food and they
eat it. Scientists now often find plastic in the stomachs of dead fish and birds. Plastic
kills more than one million seabirds every year.
Most plastic is not biodegradable. That means it does not go away. Almost all the
plastic produced in the world in the last 60 years is still in the environment.
Scientists say that cleaning up the garbage patches is impossible. The only thing that
will help the situation at all is better control of waste on land. We need to reduce
the amount of plastic we produce and use. We must control the amount of
wastewater that goes into the ocean. We also have to keep beaches, in fact the whole
shoreline, clean.

Page 152
wastewater
tea bag
seafood
fish tank
bedroom
living room

Page 153
1. seabird
2. website
3. coffee cup
4. shoreline
5. landfill
6. newspaper
Unit 7, Speaking Skill, Activity B, Part 1

Page 154
1. Tom: I just heard about something called “Zero Waste.” It’s a new idea for dealing with
all the garbage in the world.
Mike: “Zero Waste”? Do you mean that there is no garbage at all?
Tom: Yeah, it sounds a little crazy, but that’s the goal. In other words, we recycle
everything, and nothing goes to places like landfills. Some cities like San Francisco
already recycle 68 percent of their trash. Buenos Aires in Argentina is also trying it.
Mike: Yeah, you know, I read about a company that’s recycling food waste. They put it all
together and turn it into compost. Then they sell the compost to farmers. So in the
end, they make money. I guess Zero Waste is possible. We just have to try.
Unit 7, Speaking Skill, Activity B, Part 2
Page 154
2. Speaker: Well, Chris Jeavans from the UK did something about it. She and her husband
tried to live for one month without plastic. Before they started, Chris and her
husband counted all the plastic items they used in a month. The total was 603. So for
one month, they tried to live without plastic. Here are just a few examples of what
they did. They bought milk in glass bottles. They didn’t buy food or any other
product in plastic wrapping. They used cloth diapers for their baby. Did they
succeed in not using any plastic? Not entirely, but they did bring the number of
items down to 106. That’s about 80 percent less than the month before. Chris says

the project changed the way she thinks about using plastic and throwing things
away. She’ll never go back to her old habits.
Unit 7, Unit Assignment, Consider the Ideas, Activity A

Page 155
Speaker: Your last caller said that recycling was the solution to our garbage problems.
Well, I think that recycling is a great thing, but it’s not really the answer to our
problems. The problem is that we produce too much garbage in the first place.
Here’s my solution. I think the city should charge customers by the weight of their
garbage. What I mean is if I have 40 pounds of garbage in one week, maybe the city
charges me $15. If my neighbor has only 10 pounds of garbage in the same week, the
city charges him $3.75 for his garbage. In other words, produce less garbage—pay
less money! Some people will say that this is unfair because large families will pay
more than people living alone. Sure, that’s true, but it’s also true of other things like
water and electricity. Your bills are based on the amount you use. No one complains
about that. We can all do so much more to reduce waste. It just takes a little time,
thought, and planning. What do you think?

UNIT 8
Unit 8, Public Health, The Q Classroom
Page 158
Teacher: Today we’re going to talk about the Unit 8 question, which is “How important is
cleanliness?” What do you think, Yuna?
Yuna: Very important!
Teacher: Why?
Yuna: It’s healthy to be clean. It protects you from germs.
Teacher: Certainly. Felix, what do you think? How important is it to be clean?
Felix: I guess that depends. I think it’s possible to be too clean. Some germs are good
germs. They actually help you stay healthy. But if you’re too clean, you kill the good
germs and the bad ones. Of course it’s unhealthy to be really dirty.
Teacher: Marcus, what do you have to say? How important is it to be clean?
Marcus: It’s very important for the people around you! If you’re not clean, you don’t smell
good. You can make a very bad impression.
Teacher: Sophy? How important is it to be clean?
Sophy: It’s important, but I agree with Felix. Different people have different ideas of clean.
My mother doesn’t think the house is clean unless we vacuum every day. I think
once or twice a week is enough.
Unit 8, Listening 1, Activity A, B, C, D

Page 162, 163, 164
Emma: So, the class is preparing a report on sanitation as a global problem. Our group is
supposed to focus on the topic of clean water, why it’s important, what the problems
are, and so on. I think everyone read at least one article about this, right? Jing, where
do you think we should start?
Jing: Well, Emma, why don’t we start by describing conditions in different parts of the
world? I found some statistics on that. Worldwide about 2 million children under
the age of five die every year because of water-related illnesses. That’s 5,000
children a day. Marie, didn’t you find some information about that?
Marie: Yes, cholera is a disease caused by unclean drinking water. It kills thousands of
people every year. This is very sad because we can prevent it.
Toby: That’s scary. I read a report by the United Nations. It said this problem is more
serious now because there are more people living in cities. In 1950, 29.8 percent of
the world’s population lived in cities. In 2010, that number was more than 50
percent. People are crowded together in neighborhoods with no way to get clean
water. In these conditions, diseases will spread very quickly.
Jing: Toby, you’re raising another important question—the water supply. It’s not just that
the water is polluted. In many places there isn’t enough water. The lack of water for
things like bathing, washing clothes, and toilets makes the problem more serious.
Emma: Yeah, and with the climate changing, there’s less rain. In Africa, many lakes and
rivers are drying up.

Toby: Well, in my view, people in North America and Europe use too much water. That’s
the problem. I mean the average American uses more than 150 gallons a day.
Jing: Well, that might be true, but that isn’t the reason that there’s too little water in
Africa. Anyway, I think we’re getting a little off the topic here. Let’s get back to
Africa.
Marie: I found some information about . . .
Jing: Did you know that Lake Chad in North Africa provides water for 38 million people?
But the lake is getting smaller because of the lack of rain and because they use a lot
of water for agriculture.
Marie: Yes, and I—
Jing: —And you know, I think . . .
Emma: —Excuse me, guys, but I think Marie is trying to say something.
Marie: Thank you, Emma! And I read that at the same time that the water supply from Lake
Chad is decreasing, the population around the lake is increasing.
Jing: Sorry, Marie. I interrupted you. That’s a good point.
Marie: That’s OK, Jing. Thanks. I also think we should include some solutions, for example,
using underground water. I read a great article about the country of Namibia in
Africa. Some scientists recently discovered a huge underground "lake" there. It's 300
meters under the ground and covers an area of 23 miles by 45 miles. The scientists
say it can supply water for drinking and agriculture for 400 years. We can research
other solutions as well, like toilets that don’t use water and other ways to save
water.
Emma: Great. I think we have our main ideas. Now, let’s think about how to organize and
present it all.

Page 165
Paul: It seems to me that the idea of using underground water is the best solution for
Africa's water problems.
Sara: Yes, just imagine. I read that the underground lake in Namibia is huge! It's 45 miles
long and 23 miles wide. Scientists say the water will last 400 years. And that's just
one example.
Liza: Hmm. I'm not so sure. You know how people are. I feel they'll probably use the
water too quickly and then what will happen?
Jamal: Well, there is a similar situation in the Midwest of the United States, which is a very
dry area. In 1911, people started using water from an underground lake called
Ogallala for agriculture. But they used too much, and now they don't have enough
water.
Walaa: Yes, and did you know that when we use underground water, the ground above it
starts to go down, or sink. For example, Mexico City gets its water from an
underground lake and the land in parts of the city is sinking. In places, it is down by
8.5 meters. This is causing a lot of damage to the old buildings in the center of the
city.
Daniel: Well, I don't know. I think that the best thing is to use underground water to help
people now and keep looking for better solutions.

Page 168, 169
Speaker: “You have to eat a lot of dirt before you die.” That’s one of my grandmother’s
old sayings. She used to say that to my mother when, as a small child, I picked up a
cookie from the floor and ate it. Or in the words of another old saying, “A little dirt
never hurt anybody.” These sound like very old-fashioned words these days.
People now worry a lot about personal cleanliness and dirt and germs. They use
special soaps that kill germs and carry hand sanitizers in their pockets. Public
bathrooms have electric towel machines and doors that open automatically so you
don’t have to touch anything. Some of these “clean ideas” are sensible, but research
shows that we may be taking this too far. Perhaps our grandmothers were right. We
shouldn’t worry so much about a little dirt. It’s not only that a little dirt doesn’t hurt
us. It might even be good for us. No one is saying that we should stop bathing or
cleaning our houses, but research shows that a little contact with dirt, germs, and
bacteria helps children develop their immune systems—our bodies’ natural
defense against disease.
Studies in Germany in the 1980s compared two groups of children. One group lived
on farms, had pets, and was around a lot of other children. The second group lived in
the city, had no pets, and spent little time with other kids. The children in the second
group were also cleaner. They washed their hands many times each day and often
took more than one bath a day. Researchers found that children in the first group
were healthier and had fewer allergies than the children in the second group. It
seems that this natural contact with the “world around them” was in fact good for
children in the first group.
Asthma is a serious disease that often affects children and adults. The disease makes
it difficult for a person to breathe. There are many possible causes for asthma.
However, researchers believe that one cause might be the lack of contact with
normal bacteria as a child. In Australia, some children with asthma are actually
taking “dirt pills” with some bacteria they “missed” as babies.
We need to realize also that not all bacteria cause disease. Some bacteria are good
for us. For example, they help us digest our food. Bacteria help gardeners make
compost to improve their gardens. Without bacteria, there can be no life on the
planet. One researcher put it like this. “I’m not saying we should be more dirty. I’m
saying we should be less clean.”

Page 169
1. No one is saying that we should stop bathing or cleaning our houses, but research
shows that a little contact with dirt, germs, and bacteria helps children develop their
immune systems.
2. In Australia, some children with asthma are actually taking "dirt pills" with some
bacteria they missed as babies.
3. One researcher put it like this. "I'm not saying we should be more dirty. I'm saying
we should be less clean.”

Page 174
1. If they test the water from the river, they’ll find out that it’s polluted.
2. You might get sick if you drink water from the river.
3. Many people think they won’t get sick if they use hand sanitizer.
4. If it doesn’t rain soon, the lake might dry up completely.
5. If more people have clean water, fewer children will die from water-related diseases.

Page 175
articles: the, a, an
pronouns: he, she, it
prepositions: in, on, at, for
forms of the verbs be, do, or have
conjunctions: and, but, or
modals such as can or will
People use special soaps that kill germs, and they carry hand sanitizers
in their pockets.

Page 175
Speaker: There is no new water on Earth. All of the water on Earth—the rivers, lakes,
oceans, ice at the North and South Poles, clouds, and rain—is about one billion years
old. The water moves around the planet. It can change to ice, to rain, or to fog, but
it’s always the same water. Think about it. The population of the world is growing,
but the supply of water is always the same.
Page 176
Professor: “Water, water, everywhere, nor any drop to drink.” Those are the words of
the famous English poet, Samuel Coleridge. He was writing about a man alone in a
boat on the ocean. The words might also describe the condition of the people on our
planet. Earth has about 1.4 billion cubic kilometers of water. The problem is that
97.5 percent of that water is salt water in the oceans and the seas. Only 2.5 percent
is fresh water. Most of that fresh water is in the ice at the North and South Poles or
underground. Only 0.3 percent of the fresh water is in lakes and rivers where people
can easily find and use it.
Unit 8, Speaking Skill, Activity A, Part 1

Page 177
Jing: Well, Emma, why don’t we start by describing conditions in different parts of the
world? I found some statistics on that. Worldwide about 2 million children under
the age of 5 die every year because of water-related illnesses. That’s 5,000 children
a day. Marie, didn’t you find some information about that?
Marie: Yes, cholera is a disease caused by unclean drinking water. It kills thousands
of people every year. This is very sad because we can prevent it.

Page 177
Emma: Yeah, and with the climate changing, there’s less rain. In Africa, many lakes and
rivers are drying up.
Toby: Well, in my view, people in North America and Europe use too much water. That’s
the problem. I mean the average American uses more than 150 gallons a day.
Jing: Well, that might be true, but that isn’t the reason that there’s too little water in Africa.
Anyway, I think we’re getting a little off the topic here. Let’s get back to Africa.

Page 177
Marie: I found some information about . . .

Jing: Did you know that Lake Chad in North Africa provides water for 38 million people?
But the lake is getting smaller because of the lack of rain and because they use a lot
of water for agriculture.
Marie: Yes, and I—
Jing: —And you know, I think—
Emma: Excuse me, guys, but I think Marie is trying to say something.
Marie: Thank you, Emma! And I read that at the same time that the water supply from Lake
Chad is decreasing, the population around the lake is increasing.
Jing: Sorry, Marie. I interrupted you. That’s a good point.

UNIT 1
Page 2
Teacher: OK everyone, let’s start. Every Unit in Q begins with

a question. As we go through the Unit, we will continue to
discuss this question. Our answers may change as we explore
the topic, or they may stay the same. The Unit Question for
Unit 1 is “Are first impressions accurate?” So let’s think about
our first impressions of people in this class. Look around the
room at your classmates. Who made a good first impression on
you? Yuna?
Yuna: Sophy.
Teacher: Why did she make a good first impression on you?
Yuna: Well, she’s always smiling. She looks friendly.
Teacher: And is she friendly?
Yuna: Yes, she is!
Teacher: So that’s an accurate first impression. Do you think
first impressions are always that accurate? Marcus, what do
you think?
Marcus: No, I don’t think so. Sometimes you might think
someone is unfriendly, but they’re just in a bad mood that day.
Teacher: Good point. Maybe someone can give you the wrong
impression because they are having a bad day. What else might
cause the wrong first impression? Sophy?
Sophy: Mmm. A person might be dressed differently than
they usually dress. If someone met me on the way home from
the gym, they wouldn’t know that I’m usually very formal.
Teacher: OK, so your mood and the way you are dressed can
lead to wrong first impressions. What do you think about this,
Felix? Are first impressions usually accurate?
Felix: I think most of the time they are right in some way.
I can usually tell right away if someone is friendly or quiet or
if they’re smart or funny. But I can’t tell other things about
a person, like if they’re honest or what kinds of things they
believe in.
Teacher: Interesting.
Unit 1, Listening 1, Activity A , D

Page 7, 8
Speaker: First impressions don’t tell the whole story.

Good morning. Thank you so much for inviting me here
today. As promised, I’m going to talk about how we form first

impressions and how they work.

We all form impressions of other people every day. So picture
this: you’re waiting in line at your favorite coffee shop. The
line is long, but it’s moving quickly. The person in front of you
in line is complaining about the wait. He’s loud and rude. He
makes comments about the service and the employees. When
he finally gets to the counter, he yells at the person who takes
his order. You assume “This is not a nice person,” and you hope
you never meet him again.
From this short encounter, you have formed an impression of
this person. You were with him only briefly, but you may think
you know a lot about him. One mistake people often make
in forming first impressions is to think that a small example
of someone’s behavior can give us a complete picture of the
person. If you see a friendly, smiling young woman taking
your order at the coffee shop, you may think she is friendly and
smiling all of the time.
In addition to thinking she is always friendly, you may also
think she has other positive traits. This is the second error
people often make. Because she is friendly, you assume that she
is also intelligent, happy, and good to her parents. Of course,
the opposite is also true. The rude customer in front of you in
the coffee line did not make a good impression on you. You
saw an example of his poor behavior, his rudeness, and you
assumed he had other negative traits. You thought “This is not
a nice person.”
OK, so if our first impression of someone is positive, we think
the person is always that way and we think that all of her traits
are positive. We think that small sample of behavior shows us
her true personality. But we don’t think that way about our own
behavior. Let me explain what I mean. When we see someone
else acting in a negative way, we think it is because he is a
negative person. But when we act in a negative way, we say it is
because of the situation.
Let’s go back to the coffee shop again. If I am rude to the
person taking my coffee order, I will find reasons for my bad
behavior—the service is too slow, my mother is very sick, or
my boss just yelled at me. In other words, when I act badly,
I think it’s because of the situation, not because I am a bad
person. But if another customer is rude, I don’t look for
reasons—I think it is his personality. In other words, he acted
badly because he is not a nice person.
First impressions can tell us a lot. They help us make sense of
new information, and form relationships with new people. But,
as you can see, we can make errors, so sometimes we need to
take a second look.
Unit 1, Listening Skill, Example

Page 11
When I first met my professor, he shook my hand firmly and

then asked me questions about myself. He was very polite. He
also was relaxed and seemed interested in what I was saying.

Page 11
I remember the first time I met Lee. It was the first day of
classes my freshman year. I was on my way to my history class
and had no idea where I was going. He smiled and asked me
if I needed help. I must have looked really lost! Anyway, he
gave me directions to the building where my history class
was, which I don’t think I would have found on my own. After
he gave me directions he introduced himself and gave me a
firm handshake. He wished me luck with my classes and then
headed off across campus. So, he was probably late for his own
class. My first couple of weeks of college were pretty difficult
and lonely. I remember hoping I would see Lee again on my
way to classes. About a month or so later, I did. I was eating
lunch in the cafeteria. I waved to him and asked him to sit at
my table with me and a couple of my new friends.
Unit 1, Listening Skill, Activity C

Page 11
When I first met Lee, I knew instantly he was the type of

person I could be friends with. He was so friendly. I mean,
I couldn’t believe he made himself late for class to help me,
a freshman he didn’t even know. The fact that he helped me
and made me feel welcome made a really great first impression
on me. We’ve been good friends ever since.
Unit 1, Listening 2, Activity A, D
Page 12, 13
Host: There is a saying: “Don’t judge a book by its cover.”

This tells us that first impressions may be wrong. Writer
Malcolm Gladwell has a different idea. In Blink: The Power of
Thinking Without Thinking, Malcolm Gladwell argues that first
impressions are usually reliable. This is Wednesday Book Talk.
Here’s critic, Hannah Smith.
Hannah Smith: An expert in a museum takes one look at a
very old artifact. He is suspicious. The museum has just paid
millions for this artifact. The first word that he thinks of is

“fresh.” According to Blink, a new book by Malcolm Gladwell,
whenever this expert takes a look at something new, he writes
down the first word he thinks of.
This habit of writing down first impressions supports the
argument of Malcolm Gladwell’s book. We often know more
than we think we know. And we know it faster than we can
explain. That artifact, for example, turned out to be about 2,000
years “fresher,” or newer, than the museum thought. It wasn’t
really an old artifact at all. It was a fake.
Gladwell says we have two ways we make decisions. First,
we can make decisions slowly and carefully with our
conscious minds. Or, we can make decisions very quickly and
unconsciously, or without even thinking. Our unconscious
minds are using information we already know to make
judgments within a second or two.
Gladwell’s book looks at examples of when our first
impressions turn out to be very accurate, as well as when they
do not. For example, students in college classrooms have very
accurate first impressions of instructors. In one study, students
were shown only several seconds of a videotape of a teacher in
the classroom. Then they predicted how effective the teacher
would be. After only that quick first impression, they judged
the teacher’s effectiveness very accurately. They did as well as
other students did after an entire term. In another study, people
could tell a lot about a student’s character just by looking at his
or her bedroom for a few minutes.
Gladwell also looks at marriages, wars, marketing, and police
actions. Sometimes, our first impression, our ability to make
snap judgments, is very accurate. Sometimes it is very wrong.
So when should we trust our instincts? In a section added to
the new edition, Gladwell writes about some recent research.
This research suggests conscious, careful decision-making
works best for easy choices like buying a pot for the kitchen.
However, our first impressions are best in difficult situations
when we are handling many pieces of information. An example
is when a coach is selecting a player for a soccer team. If you
want a book that gets you thinking about how we think,
read Blink.
Host: Thank you, Hannah. Now stay with us, we’ll be back
after the break with news of two more titles that have just
reached the stores.


Page 21
A: She’s eating now.

B: They’re watching TV.
A: Lisa’s already left.
B: We’ve finished our work.
A: What’s it cost?
B: Where’d you go?
A: Why’d he arrive so late?

Page 21
1. Who’s your favorite author?

2. Where’d you go on your last vacation?
3. Mary’s going to the store.
4. Jack’s gone already.
5. We’ve usually eaten by 6:00.
6. What’d you do after class yesterday?
7. The girls’ve been here before.
Unit 1, Speaking Skill, Examples

Page 22
A: What do you think?

B: Do you agree?
A: Right?
B: How about you?
A: You know?
B: Okay?

UNIT 2
Unit 2, Nutritional Science, The Q Classroom
Page 27
Teacher: The question forUnit 2 is “What’s more important:

taste or nutrition?” So how did you choose your breakfast this
morning? Did you eat something you really like or something
that’s good for you? Sophy?
Sophy: I ate fruit for breakfast. It’s good for me and I like it!
Teacher: Would you eat something for breakfast that tasted
good, but wasn’t nutritious?
Sophy: No, I wouldn’t. Eating healthy food is important to me.
Teacher: How about you, Marcus? What’s more important to
you, taste or nutrition?
Marcus: Um, I’m not sure. Food that tastes good makes me
happy. Happiness is important for good health!
Teacher: Good point! Yuna, what do you think? Marcus
says food that tastes good makes people happy, so is taste or
nutrition more important?
Yuna: Nutrition is more important. You need good nutrition
to be healthy.
Teacher: OK, we need good nutrition, but good taste can
make us happy, which is also important. What do you think,
Felix? Taste or nutrition?
Felix: Well, nutrition is important, but I would say that for
most of us, taste is important, too. If something doesn’t taste
good, most people won’t eat it no matter how nutritious it
is. So really we need food like Sophy’s fruit—delicious and
nutritious.
Teacher: Yes. Unfortunately, a lot of food isn’t that perfect!

Page 30
Andy Patterson: Greetings, and welcome to today’s edition
of “Your World” with me, Andy Patterson. And with me in the
studio I have nutrition expert Dr. Maureen O’Ryan. Welcome,
Doctor.
Maureen O’Ryan: Thanks, Andy. It’s great to be here.
AP: So, it’s time to listen up, people, for some top health tips.
Remember, you may like the taste, but did you ever wonder
about the effect on your body of what you eat and drink?…
Doctor?
MO’R: Well, let me start by saying this isn’t a lecture on

healthy eating. We all know that we should drink lots of water,

and eat plenty of fruits and vegetables, and so on, but in the
real world, most of us prefer soft drinks to water, and we all eat
food we know is bad for us. My point is, it’s OK—
AP: What! It’s OK? Great! I’ll have a double cheeseburger!
MO’R: It’s OK to eat any food you want as long as your diet is
balanced. And what I want to say today is that we can all enjoy
good health, but we have to know the effects that the food and
drink we consume have on our bodies.
AP: That makes sense. So, let’s look at some of the things we
enjoy most…Now, I love a spicy beef burger or a juicy steak.
Of course, I know red meat’s supposed to be bad…
MO’R: Well, that’s exactly my point. Red meat isn’t bad for
you, unless you eat too much. It actually gives us healthy
bones and skin. But obviously you shouldn’t eat a huge steak
every night!
AP: White meat is healthier, though, right?
MO’R: Yes, white meat, such as chicken or turkey, is definitely
good for you. In fact, because it contains a natural substance
which makes us feel calm, eating turkey can actually change
your mood. Have a turkey sandwich for lunch, and you’ll feel
more relaxed.
AP: OK, but what about a cheese sandwich? I love cheese, but
people say it’s bad for you.
MO’R: Well, cheese has calcium, so it’s good for your teeth,
but since it’s high in fat and salt you shouldn’t eat it every day.
We need salt to survive, but too much salt can cause high
blood pressure.
AP: OK, but I’m a coffee man, too, and I know that’s bad
for you.
MO’R: Well, coffee gives you energy due to the caffeine, and
that’s all right. But if you drink too much coffee it can make
you feel stressed and give you problems sleeping. Coffee before
lunch is OK, but I suggest drinking tea in the afternoon.
AP: Ah, but tea has caffeine, too, Doc. I read about it.
MO’R: Yes, but only a small amount, and green tea, for
example, also helps fight cancer and improves your ability to
concentrate. Tea is fine, and lots of green tea is even better!
AP: Hmm. But when I’m tired I usually rely on a soda.
MO’R: Well, a soda might give you energy for a short period,
but one can contain up to 15 teaspoons of sugar! All of that
sugar has a big effect on your body, Andy! And the calories
in soda are what we call “empty” calories, since they have no
nutrition at all. As a result, a couple of hours after you consume
the soda, you’ll probably feel more tired, and depressed as well.
AP: Hmm…and what about chocolate lovers? Bad again,
right?
MO’R: Well, a little chocolate from time to time isn’t so bad,
but not milk chocolate—that’s bad—it has to be dark chocolate.
Dark chocolate can lower your blood pressure and is good for
your heart…I guess all I’m really saying is that by making wise
food choices, you can basically eat what you like…you just
need to mix the good and the bad. What’s so hard about that?
AP: Sounds great! Now, let me ask you one more thing…
Unit 2, Listening Skill, Examples

Page 33
I rarely cook because I am tired when I get home.

We usually eat at home since it’s so expensive to eat out
these days.
I never buy fish as I don’t know how to cook it.
The pasta tasted terrible, so we didn’t eat it.
Due to her healthy diet, Keiko lived to be 110 years old.
Because of the high calories, I never eat chocolate.

Page 34
1. Since Dr. O’Ryan is a nutrition expert, Andy interviewed

her on his radio show.
2. Eating a lot of cheese isn’t good because of the large amount
of salt.
3. Because Andy stopped drinking soda, he feels much
healthier now.
4. Andy also wants to lose weight, so he’s following
Dr. O’Ryan’s suggestions.

Page 34
1. Because it contains a natural substance which makes us feel
calm, eating turkey can actually change your mood.
2. Cheese has calcium, so it’s good for your teeth.
3. Coffee gives you energy due to the caffeine.
4. The calories in soda are what we call “empty” calories since
they have no nutrition at all.


Page 37
Stuart: Hi, my name’s Stuart Andrews, and I’m a chocolate

taster. I’ve always loved chocolate, so this is the dream job for
me. I work for a big department store. We develop our own
chocolate. I also train staff, um, visit chocolate factories, and
deal with suppliers. I organize volunteer “tasting sessions.”
Of course, since everyone loves chocolate, there’s never a
problem getting volunteers! It’s not a job you can just walk into,
though—I studied for a degree in nutrition and then worked
for an ice cream manufacturer for a few years first. I started
here six years ago, and I still love every day. The best thing is
that when I go to work, my desk is covered in chocolate! The
worst is probably keeping an eye on my weight because of all
the calories. You know, it’s easy to put on weight, so I try to
eat healthily whenever I’m not working. I go to the gym, and
I make sure I see my dentist every six months! I live and work
in London, but I travel a lot because you have to keep up with
the latest trends, you know—Belgium, France, Switzerland. I
was in New York last week to see what’s selling there. It’s not
just the taste that makes people buy one bar of chocolate rather
than another, but the appearance and the advertising, too.
Marie: Hello, this is Marie Lavoisier. Tasting cheese, for me,

uh, it’s not a job at all, really. I’m a cheese buyer for a large
supermarket. On what I call a “taste day” I taste maybe ten to
twelve different cheeses. Because they all taste different you
can’t taste everything at once—you need to take your time. I
check for flavor, texture, and especially the smell of the cheese,
since smell is the most important. Some people think strong smelling
cheeses are disgusting, and occasionally they are,
but in general they’re my favorite! We keep cheeses for many
months, some for over a year, and so I also need to check
the cheese we have, and decide when each cheese is ready,
you know, to go out on sale. I live just outside Paris, which is
convenient because I need to meet farmers regularly, mainly
to help them develop new products, since people always like to
try new flavors. To get this job, I studied for a degree in food
science and then waited for the chance to be a cheese taster. As
soon as I saw the job, I was there! You have to love cheese, of
course, because it’s “cheese, cheese, cheese” all day, every day.
Some people get tired of it from time to time, but I never do!

Enrique: Hi there, my name’s Enrique Martinez. I started

work as a manager in a coffee shop and gradually I began to,
you know, uh, enjoy the taste. There are degrees you can get,
and courses you can take, but I worked my way up through
experience and now I’m the head coffee taster for a large
importing company. I only taste in the mornings because
that’s when my sense of taste is at its best. I check the quality.
Um, people can pay a lot for coffee, so they want to enjoy it. I
check the smell, the taste. You know, is it sweet or bitter? Some
taste of chocolate, others are spicy. Some are very complex.
I make it, taste it, but I don’t swallow it. I estimate I taste up
to 100 coffees, so I don’t actually drink them because of all
the caffeine, right! In the afternoons I email suppliers or do
paperwork. Um, I live here in downtown Los Angeles, so I walk
to work, which is great. Yeah, I love this job. It can be hard
work, trying to distinguish between so many different coffees,
but I wouldn’t want to do anything else!

Page 38
Stuart: Hi, my name’s Stuart Andrews, and I’m a chocolate

taster. I’ve always loved chocolate, so this is the dream job for
me. I work for a big department store. We develop our own
chocolate. I also train staff, um, visit chocolate factories, and
deal with suppliers. I organize volunteer “tasting sessions.”
Of course, since everyone loves chocolate, there’s never a
problem getting volunteers! It’s not a job you can just walk into,
though—I studied for a degree in nutrition and then worked
for an ice cream manufacturer for a few years first. I started
here six years ago, and I still love every day. The best thing is
that when I go to work, my desk is covered in chocolate! The
worst is probably keeping an eye on my weight because of all
the calories. You know, it’s easy to put on weight, so I try to
eat healthily whenever I’m not working. I go to the gym, and
I make sure I see my dentist every six months! I live and work
in London, but I travel a lot because you have to keep up with
the latest trends, you know—Belgium, France, Switzerland. I
was in New York last week to see what’s selling there. It’s not
just the taste that makes people buy one bar of chocolate rather
than another, but the appearance and the advertising, too.
Marie: Hello, this is Marie Lavoisier. Tasting cheese, for me,

uh, it’s not a job at all, really. I’m a cheese buyer for a large
supermarket. On what I call a “taste day” I taste maybe ten to
twelve different cheeses. Because they all taste different you
can’t taste everything at once—you need to take your time. I

check for flavor, texture, and especially the smell of the cheese,
since smell is the most important. Some people think strong smelling
cheeses are disgusting, and occasionally they are,
but in general they’re my favorite! We keep cheeses for many
months, some for over a year, and so I also need to check
the cheese we have, and decide when each cheese is ready,
you know, to go out on sale. I live just outside Paris, which is
convenient because I need to meet farmers regularly, mainly
to help them develop new products, since people always like to
try new flavors. To get this job, I studied for a degree in food
science and then waited for the chance to be a cheese taster. As
soon as I saw the job, I was there! You have to love cheese, of
course, because it’s “cheese, cheese, cheese” all day, every day.
Some people get tired of it from time to time, but I never do!

Page 38
Enrique: Hi there, my name’s Enrique Martinez. I started

work as a manager in a coffee shop and gradually I began to,
you know, uh, enjoy the taste. There are degrees you can get,
and courses you can take, but I worked my way up through
experience and now I’m the head coffee taster for a large
importing company. I only taste in the mornings because
that’s when my sense of taste is at its best. I check the quality.
Um, people can pay a lot for coffee, so they want to enjoy it. I
check the smell, the taste. You know, is it sweet or bitter? Some
taste of chocolate, others are spicy. Some are very complex.
I make it, taste it, but I don’t swallow it. I estimate I taste up
to 100 coffees, so I don’t actually drink them because of all
the caffeine, right! In the afternoons I email suppliers or do
paperwork. Um, I live here in downtown Los Angeles, so I walk
to work, which is great. Yeah, I love this job. It can be hard
work, trying to distinguish between so many different coffees,
but I wouldn’t want to do anything else!

Page 45
I think Marco must be Italian.

I can’t see you tonight, but Tuesday is fine.
I ate salmon for dinner last night.
Do you eat a balanced diet?
Do you want to go out for lunch?
How is your steak?

Page 45
1. We all eat things we know we shouldn’t.

2. “Empty” calories have no nutritional value at all.
3. I can’t drink coffee, but tea is fine.
4. Cheese has calcium, so it’s good for your teeth.
5. Sometimes in the evening I’m too tired to cook.
6. Marie makes sure the cheese is ready to go out on sale.
7. Stuart thinks the appearance of chocolate can be as
important as the taste.
8. Enrique thinks people pay a lot for coffee, so they want to
enjoy it.

Page 46
According to Dr. O’Ryan, Andy should drink less coffee.

He shouldn’t drink a lot of soda.
He ought to eat more fish.
Perhaps you should eat more fruit and vegetables.
You really ought to eat more fruit and vegetables.

UNIT 3
Page 52
Teacher: The Unit 3 question is “Is change good or bad?”

So what are some of the big changes you’ve made in your life
recently? Marcus?
Marcus: Uh, I moved here and started college.
Teacher: Has that been a good change or a bad change for
you?
Marcus: A good change. I’m more independent now.
Teacher: What about change in general? Have the changes in
your life been good for you or bad for you? Yuna?
Yuna: Good. I lost my job and was very sad. But now I am
here, going to school full time, and happy.
Teacher: So sometimes a change that seems bad at first turns
out to be a good thing. Do you agree, Sophy? Is change usually
a good thing?
Sophy: Well, changes in my life have usually been good, like
moving or starting a new school, but sometimes changes in
society aren’t good, like when the crime rate goes up or the
environment becomes polluted.
Teacher: OK, let’s talk about changes in society. The world
has changed a lot since your parents were your age. Have most
of those changes been good or bad? What does that say about
change in general? Felix?
Felix: I think most changes have a good side and a bad side.
My mom would say that people today spend too much time
sitting at the computer and not enough time talking face-to face
or getting out. But it’s also true that I can stay in touch
with my friends all over the world in a way she never could. So
there are really two ways to look at most changes.
Page 57
Gary McBride: Hello everyone. My name’s Gary McBride,

and I’m here to talk to you today about the benefits of
downshifting. By “downshifting” I mean getting out of the
rat race and living a simpler life, one with less power and
responsibility—and, of course, less money—but with more free
time and opportunity to enjoy life. It’s something we probably
all think about from time to time, but I’ve actually done it…so
thank you for giving me this opportunity to tell you about my

experience.
A few years ago I worked on Wall Street for a big bank. I was a
typical city trader, buying and selling stocks day after day…and
it was very well-paid. I mean, I earned hundreds of thousands
of dollars. I wore designer clothes, drove a luxury sports car,
lived in a huge apartment downtown. I felt like I was king of
the world. But there was a price to pay. I couldn’t really handle
all the stress. I had headaches and stomach problems the whole
time. My personal life also suffered, as I was never home to
build a steady relationship…and then the financial crisis came
along. You remember that, right? Like many others, I lost
my job. But instead of looking for work in other companies,
retraining, or starting my own business, I felt I needed to do
something different. I was curious about the world out there
and I needed to justify my place in it. I needed a change.

Page 57
Gary McBride: So…for six months, I traveled around Mexico, then South
America, and over to Europe. It gave me the time and space
I needed to think about what I wanted to do…and when I
got back…I decided to leave Wall Street. I sold my car, and
my apartment, and went to live in a small town in Iowa, to be
near my parents. After a couple of months, I started looking
for work. I earned a lot as a city trader, but I also spent a lot…
so I didn’t have any savings. I wanted to try something new,
something different. The first position I was offered was a
home-care assistant in the local hospital. It seemed a friendly
place, so I took it!
These days I’m still a home-care assistant. I go to the homes of
sick or elderly people who need help, and I help them wash,
I do their housekeeping, prepare their meals. I talk to them.
Being a home-care assistant is a very different job from what
I was doing before. Of course, the salary is considerably lower,
so I don’t eat out often, I can’t buy a new car, and I certainly
can’t afford an overseas vacation anymore…but you know
what? I’ve adapted, and now I’m very fulfilled. Living life at
a slower speed means I have time to make friends…real
friends! I have a better relationship with my family, and I feel
healthier too!
As a city trader, I was always busy. I only thought about myself.
But now, my job is to care for other people, and helping other
people has helped me to be a better person. I’ve achieved the

goal I set for myself when I came back from traveling—I finally
know what it is to be happy…Now, are there any questions?
Unit 3, Listening 1, Activity C; Unit 3, Listening Skill, Activity A

Page 57, 60
Gary McBride: Hello everyone. My name’s Gary McBride,

and I’m here to talk to you today about the benefits of
downshifting. By “downshifting” I mean getting out of the
rat race and living a simpler life, one with less power and
responsibility—and, of course, less money—but with more free
time and opportunity to enjoy life. It’s something we probably
all think about from time to time, but I’ve actually done it…so
thank you for giving me this opportunity to tell you about my
experience.
A few years ago I worked on Wall Street for a big bank. I was a
typical city trader, buying and selling stocks day after day…and
it was very well-paid. I mean, I earned hundreds of thousands
of dollars. I wore designer clothes, drove a luxury sports car,
lived in a huge apartment downtown. I felt like I was king of
the world. But there was a price to pay. I couldn’t really handle
all the stress. I had headaches and stomach problems the whole
time. My personal life also suffered, as I was never home to
build a steady relationship…and then the financial crisis came
along. You remember that, right? Like many others, I lost
my job. But instead of looking for work in other companies,
retraining, or starting my own business, I felt I needed to do
something different. I was curious about the world out there
and I needed to justify my place in it. I needed a change.
So…for six months, I traveled around Mexico, then South
America, and over to Europe. It gave me the time and space
I needed to think about what I wanted to do…and when I
got back…I decided to leave Wall Street. I sold my car, and
my apartment, and went to live in a small town in Iowa, to be
near my parents. After a couple of months, I started looking
for work. I earned a lot as a city trader, but I also spent a lot…
so I didn’t have any savings. I wanted to try something new,
something different. The first position I was offered was a
home-care assistant in the local hospital. It seemed a friendly
place, so I took it!
These days I’m still a home-care assistant. I go to the homes of
sick or elderly people who need help, and I help them wash,
I do their housekeeping, prepare their meals. I talk to them.
Being a home-care assistant is a very different job from what
I was doing before. Of course, the salary is considerably lower,
so I don’t eat out often, I can’t buy a new car, and I certainly
can’t afford an overseas vacation anymore…but you know

what? I’ve adapted, and now I’m very fulfilled. Living life at
a slower speed means I have time to make friends…real
friends! I have a better relationship with my family, and I feel
healthier too!
As a city trader, I was always busy. I only thought about myself.
But now, my job is to care for other people, and helping other
people has helped me to be a better person. I’ve achieved the
goal I set for myself when I came back from traveling—I finally
know what it is to be happy…Now, are there any questions?

Page 61
Interviewer: So, Barbara. Welcome to Life and Times. It’s great

to have you here.
Barbara Ehrenreich: Great to be here, Jack. Thanks for
inviting me.
Interviewer: Now, you’re famous as a journalist, and of
course, you’ve written several books based on your research.
We’ll get to those in a minute, but could you start by telling our
listeners some of the reasons why you go “undercover” for your
research?
BE: Sure. Well, interviews are fine, but sometimes you need
to experience something firsthand to understand it. So I guess
what I’m saying is that being an undercover reporter is a good
way to find out what’s really going on. By putting yourself in
the situation you’re investigating…you can then write about
your experience from a more informed point of view.

Page 61
Interviewer: I see. So, for Nickel and Dimed, where did you go
undercover?
BE: Well, the aim was to see if I could support myself in
low-paid jobs, so I worked as a waitress, a hotel housekeeper,
a maid, a nursing home assistant, and a supermarket clerk.
I spent a month in each job, working in Florida, Maine, and
Minnesota.
Interviewer: Wow. That’s a lot of different jobs, and places! I
guess your life changed completely during that period, right?
BE: It sure did…and boy, I learned a lot! It was amazing.
Interviewer: Really? What exactly did you find out?
BE: Well, first, that it was very difficult indeed to cope, you
know, financially, on such low wages. The rents were very
high and the wages were so low. You know, these people really
struggle. Also, you have to be a hard worker! I mean, some
of the jobs I was doing left me feeling physically exhausted—
especially when I had to work two jobs in a day. Interviewing
people is one thing, but actually doing the job day to day shows
you exactly how hard these people’s lives are.
Interviewer: Hmm. And of course, Nickel and Dimed went on
to be a very popular book. It was a New York Times best seller.
BE: Yes. I was really surprised at all the interest. I think it
really opened people’s eyes, a firsthand account like that. You
know, people in low-paid jobs like those aren’t lazy. They work
long, hard hours, just to survive.
Interviewer: Did you change your name when you went
undercover?
BE: For Nickel and Dimed I didn’t change my name, but I
did for my next project, Bait and Switch. I wanted to see how
easy it was for people with pretty good jobs—who became
unemployed—to find another job at the same level. So, I
went undercover as a white-collar public relations executive
looking for work. I tried really hard, with a great resume that
told everyone that I had lots of experience and all that, but I
couldn’t find any work.
It really highlighted to me how hard life can be for people at
all levels…from unskilled manual workers to white-collar
management.
Interviewer: Hmm. So, I guess in both cases, for Nickel and
Dimed and Bait and Switch, you were pleased that the changes
you made weren’t permanent? I mean, you didn’t ever want to
carry on in one of those jobs.
BE: No way. I just got a brief look at people’s lives there, and by
the time I finished, I realized how lucky I was. I was so relieved
not to be in that kind of situation long term.
Interviewer: Hmm. Well, listeners, we’re going to take a short
break, but if you have a question for Barbara, now’s the time, so
get on the phone and call…
Page 62
Interviewer: So, Barbara. Welcome to Life and Times. It’s great

to have you here.
Barbara Ehrenreich: Great to be here, Jack. Thanks for
inviting me.
Interviewer: Now, you’re famous as a journalist, and of
course, you’ve written several books based on your research.
We’ll get to those in a minute, but could you start by telling our
listeners some of the reasons why you go “undercover” for your

research?
BE: Sure. Well, interviews are fine, but sometimes you need
to experience something firsthand to understand it. So I guess
what I’m saying is that being an undercover reporter is a good
way to find out what’s really going on. By putting yourself in
the situation you’re investigating…you can then write about
your experience from a more informed point of view.
Interviewer: I see. So, for Nickel and Dimed, where did you go
undercover?
BE: Well, the aim was to see if I could support myself in
low-paid jobs, so I worked as a waitress, a hotel housekeeper,
a maid, a nursing home assistant, and a supermarket clerk.
I spent a month in each job, working in Florida, Maine, and
Minnesota.
Interviewer: Wow. That’s a lot of different jobs, and places! I
guess your life changed completely during that period, right?
BE: It sure did…and boy, I learned a lot! It was amazing.
Interviewer: Really? What exactly did you find out?
BE: Well, first, that it was very difficult indeed to cope, you
know, financially, on such low wages. The rents were very
high and the wages were so low. You know, these people really
struggle. Also, you have to be a hard worker! I mean, some
of the jobs I was doing left me feeling physically exhausted—
especially when I had to work two jobs in a day. Interviewing
people is one thing, but actually doing the job day to day shows
you exactly how hard these people’s lives are.
Interviewer: Hmm. And of course, Nickel and Dimed went on
to be a very popular book. It was a New York Times best seller.
BE: Yes. I was really surprised at all the interest. I think it
really opened people’s eyes, a firsthand account like that. You
know, people in low-paid jobs like those aren’t lazy. They work
long, hard hours, just to survive.
Interviewer: Did you change your name when you went
undercover?
BE: For Nickel and Dimed I didn’t change my name, but I
did for my next project, Bait and Switch. I wanted to see how
easy it was for people with pretty good jobs—who became
unemployed—to find another job at the same level. So, I
went undercover as a white-collar public relations executive
looking for work. I tried really hard, with a great resume that
told everyone that I had lots of experience and all that, but I
couldn’t find any work.
It really highlighted to me how hard life can be for people at
all levels…from unskilled manual workers to white-collar
management.
Interviewer: Hmm. So, I guess in both cases, for Nickel and

Dimed and Bait and Switch, you were pleased that the changes
you made weren’t permanent? I mean, you didn’t ever want to
carry on in one of those jobs.
BE: No way. I just got a brief look at people’s lives there, and by
the time I finished, I realized how lucky I was. I was so relieved
not to be in that kind of situation long term.
Interviewer: Hmm. Well, listeners, we’re going to take a short
break, but if you have a question for Barbara, now’s the time, so
get on the phone and call…

Page 70
A: Carol’s never worked abroad, has she? {falling on tag]

B: You can scuba dive, can’t you? {falling on tag}
A: Carol’s never worked abroad, has she? {rising on tag}
B: You can scuba dive, can’t you? {rising on tag}

Page 70
1. You’ve never been to Europe, have you? {rising on tag}
2. Julie and Frank just had a baby, didn’t they? {falling on tag}
3. You’re not looking for a new job, are you? {rising on tag}
4. James is retiring next year, isn’t he? {falling on tag}
5. Kieron moved to New York last year, didn’t he? {rising on tag}
6. The new housing project was approved, wasn’t it? {falling on tag}
Page 70
1. You’ve tried horseback riding, haven’t you? {rising on tag}
2. Adapting to a new job can be hard, can’t it? {rising on tag}
3. You wouldn’t like to live in New York, would you? {falling on tag}
4. You’re not afraid of change, are you? {rising on tag}
5. Travel is exciting, isn’t it? {falling on tag}

6. You don’t want to work for yourself, do you? {falling on tag}

Page 70
1. You’ve never been to Europe, have you? {rising on tag}

2. Julie and Frank just had a baby, didn’t they? {falling on tag}
3. You’re not looking for a new job, are you? {rising on tag}
4. James is retiring next year, isn’t he? {falling on tag}
5. Kieron moved to New York last year, didn’t he? {rising on tag}
6. The new housing project was approved, wasn’t it? {falling on tag}
7. You’ve tried horseback riding, haven’t you? {rising on tag}
8. Adapting to a new job can be hard, can’t it? {rising on tag}
9. You wouldn’t like to live in New York, would you? {falling on tag}
10.You’re not afraid of change, are you? {rising on tag}
11. Travel is exciting, isn’t it? {falling on tag}
12. You don’t want to work for yourself, do you? {falling on tag}

Page 71
Man: You know, I really don’t think fishing is for me.

Woman: Oh yeah? Why do you say that?
Man: Well, first of all, it’s boring! Also, it’s expensive to buy all
the equipment, and another thing I hate, is the smell of fish!

Page 71
Jez: I haven’t seen you for ages. How was your vacation in
Spain?
Tom: It was great! I tried lots of new things—horseback
riding, scuba diving…I even went to a bullfight in Madrid.
Jez: What? You went to a bullfight? I’m surprised.
Tom: Really? Why do you say that?
Jez: Because it’s cruel, isn’t it? Why would you want to
watch that?
Tom: Well, first of all, it’s an important part of the culture…
you know? Another reason is it’s really popular. Lots of tourists
were there. It’s also good to experience something different for
a change…I think.

UNIT 4
Unit 4, Marketing, The Q Classroom
Page 77
Teacher: The Unit Question for Unit 4 is “How can advertisers

change our behavior?” So let’s talk about how advertisers have
changed our behavior. Yuna, have you ever bought something
because you saw an ad for it?
Yuna: I don’t think so. I don’t pay attention to ads.
Teacher: Sophy, how about you?
Sophy: Well, maybe if I’ve seen ads for it and friends have
liked it. I don’t think I’ve bought anything just because of
the ad.
Teacher: If we don’t always buy things because of ads, why
do advertisers make them? Can advertisers really change our
behavior?
Marcus: You may not buy the product when you see the ad,
but maybe it stays in your mind and one day you see it in the
store and you buy it because it seems familiar.
Teacher: Do you agree with that, Felix? Can advertising
change your behavior without you noticing it?
Felix: Sure. You hear the name of a company over and over,
and you start to feel that that name is famous and trustworthy.
For example, maybe I’m looking for an insurance company,
and I’m nervous about choosing some place I’ve never heard
of. But if I’ve heard the name a lot, I think, “This is a well known
company. I can trust them.” And ads can also make you
want things you never wanted before. Maybe your old phone
works fine, but then you see an ad for a fancy new one that can
do different things, and you think, “Oh, I need that!”

Page 79, 80
Professor: OK, everyone. So, this week we’re looking at ways
advertisers try to persuade us to buy products. I gave each
group some techniques to research. Are you ready to begin
your presentations? OK, so Leon, your group first, please.
Leon: Hello, everyone. Um, we had five techniques to

research. I looked into ways advertisers try to reach us through
our feelings. You know, like ads with babies and children.
They’re popular because we relate to them emotionally. This
technique is called “emotional appeal.” But I also found that

many emotional appeal ads depend on negative emotions, like

fear. For example, no-smoking ads warn of the terrible things
smoking does to your body. I found this example, too:
Man: Is your home safe when you go out at night? Who’s watching
your house when you’re not there? You work hard for the
things you have. Don’t let someone just take them! At Seattle
Security, our locks are the best in the business. We will come to
your home and give a free…yes, free…security check. We can
fit locks on all your windows and doors. Keep safe. Keep your
family safe. Call us at 1-888-555-8880. Don’t delay.
Leon: Scary, right? Anyway, that’s emotional appeal.

Maria-Luz, you’re next.
Maria-Luz: OK. Well, I looked into something called

“association of ideas.” That’s when advertisers encourage us to
make a link between a particular product and certain ideas.
Wearing a certain type of running shoes will mean we win
every race! That kind of thing. Here’s an example I found:
Man: The wonderful aroma. The superb taste. Nothing can

compare with the memorable experience of a bar of Robertson’s
Black. Made from the finest Swiss-style dark chocolate right here
in California. Impress your friends any time of year with this
delicious chocolate. Robertson’s Black—When only the best is
good enough.
Maria-Luz: So, in this campaign, advertisers are telling

us that eating this brand of chocolate will make us appear
cultured, and impress our friends. Over to you, Miguel.
Miguel: Thank you, Maria-Luz. I investigated something
called the “bandwagon” technique. That’s when advertisers
claim that everyone is buying a product, so we should too.
We’re told that a product is the world’s number one choice, or
80% of people use it. They want us to buy it so we don’t feel,
you know, left out. Here’s an example.
Woman: Say, where is everybody? Why, they’ve all gone to

Arizona Market, of course! The biggest event of the year is
at Arizona Market. Next Saturday, come and join the fun.
Thousands of people will be there. Watch the baseball match,
enjoy the fantastic barbecue, and try the state’s top-quality
dishes. Action starts at 11a.m. Fun for the whole family.
Everybody will be there. Don’t miss it! Buy your tickets now.
Don’t be the only person left behind.
Miguel: Joanna, it’s your turn.
Joanna: Oh, my technique is really easy. It’s repetition. That’s

when you see a company logo everywhere, or hear the name
of a product all the time. Advertisers hope that by repeating
key information it will be planted in our heads, so when we go
to buy something we recognize it and choose it. This is why
some ads also feature catchy, memorable names. They’re really
annoying because they stick in our heads.
Woman: This weekend only, at Dan’s Diner, enjoy a fantastic

family evening for only $10 per person. That’s right. All you
can eat for just $10 at Dan’s Diner. Try our famous Dan’s Diner
homemade pizza, or a big, juicy steak and fries. And there’s
more…Kids under five eat free! Dan’s Diner. 225 Mills Drive,
Chicago. Bring the family. Bring your friends. Dan’s Diner—
The best value in town!
Joanna: Really annoying, right? Anyway, Brian, you’re last.
Brian: Mine was a bit more fun. I looked at ads involving

humor. Making people laugh is a great way to grab attention,
and advertisers know that. They also know that a funny ad is
more memorable. I found loads, and some are funnier than
others, but here’s one example:
Ben: Hi Mark. Did you get everything on the shopping list I

gave you?
Mark: Sure. The writing was so smudged I could hardly read
it, but I got it all. Here’s the toffee—
Ben: Toffee? I wrote coffee! Oh well. Is the cake in that box?
Mark: Cake? Um, I thought it said—
Ben: Oh no!
Announcer: Oops. Don’t let annoying ink smudges affect your
writing. Buy Perfect Pens today. Makes your handwriting clear
so you get it right every time. Oh, and did I mention you can
choose from three great colors?
Professor: OK, that was great. Now, next group…

Page 82
1. Kids under five eat free!

2. Dan’s Diner—the best value in town!
3. At Seattle Security our locks are the best in the business.

Page 83
1. We have the best range of personal computers in the state.

2. The MX5 is the latest personal computer from XP Systems.
3. It has a 380 Gigabyte memory.
4. It is very easy to use.
5. This is the most important purchase you will make all year.
6. This offer is available for this week only.

Page 84, 85
Interviewer: Mary Engle, can I start by asking a simple question? What exactly does the
FTC do?
Mary: Well, we basically keep an eye on the world of advertising, and make sure
that advertisers keep to the ‘truth-in-advertising’ laws. That is, that their
adverts have to be truthful, first of all, and that they shouldn’t mislead
anyone.
Interviewer: Hmm. I see.
Mary: So of course any claims have to be based on evidence. In the early days of
advertising, companies could say what they wanted! I mean, ads for weight
loss products, for example, were making claims that simply weren’t true.
Things are different now, though. These days advertisers have to be very
careful when giving facts and statistics.
Interviewer: So, what areas do you focus on in particular?
Mary: Health… claims that are hard to prove such as the benefits of health products.
And safety, of course. If a product says it’s safe then it has to be safe! Also
things like beauty products and environmental claims. Oh, and any ads
aimed at children, especially now that healthy eating is such a big issue. We
just want to make sure that advertisers act in a responsible way, in these
areas especially.
Interviewer: OK. But there’s no national code, is there?
Mary: No, there isn’t. The regulations are not different for TV, radio, and so on.
Basically, they are all aimed at the same thing: ads can’t be deceptive or
unfair. That means they shouldn’t cause physical injury to the consumer, or
financial injury, you know, where consumers lose money.
Interviewer: OK, and how do you find ads that break the rules?
Mary: Well, mostly people tell us! You know, members of the public, competitors…
They contact us about adverts they think are misleading. And we monitor
ads ourselves, of course: TV, radio, magazines, newspapers, posters, leaflets,
and so on. We don’t see ads before they come out, though. We can only act
afterward. And we just deal with national advertising, so any local matters
we refer to the state.
Interviewer: Right. Are there any famous cases where advertisers broke the rules?
Mary: Plenty! A few years ago a fast food chain actually claimed its food was a
healthy choice! This clearly wasn’t true, so we took action.
Interviewer: And what happens to advertisers who break the rules?
Mary: Sometimes we ask them to withdraw the ad, as we did with the fast food
chain. If they continue false advertising in violation of an FTC order, we can
give fines up to $16,000 a day. Sometimes more. There was a company selling
weight loss vitamins a few years ago – they continued to make false claims
after we ordered them not to, so in the end they paid $2.6 million in fines.
Other times advertisers may have to give customers a refund, or put another
ad out to correct anything misleading. We call that “corrective advertising.”
Interviewer: Hmm. And how have new forms of advertising affected your work?
Mary: Oh! It’s a lot tougher these days. That’s really challenging. It’s so cheap and
easy to advertise on the net or through social media. We find a lot of
companies that don’t know the rules about advertising. We’re also getting ads
in video games now, although that’s mainly product placement rather than
advertisers making claims.
Interviewer: What’s product placement?
Mary: That’s when a product appears in a game or a TV program. You know…a
billboard in the background or where the star wears a watch or drives a car
and it’s deliberately very visible. It’s very common here in the States.
Interviewer: I’ve also heard of something called sub-viral marketing that’s becoming very
popular.
Mary: Oh, that’s where a company will put a funny video or something on the
Internet, which features their product, and they hope people will send it to
their friends. More and more big companies are doing that, but they need to
make it clear that it’s an ad, or they’re misleading people.
Interviewer: That’s interesting. Well, thanks very much, Mary, for telling us about
standards in advertising. It’s been great.
Mary: You’re welcome.

Page 90
Yvonne: Oh, look at that ad. Those poor animals! How can
they show them suffering like that? I think it’s terrible!
Maureen: Really? I think it’s quite effective. They’re trying to
get your attention, you know.
Yvonne: Well, they don’t have to do it that way! It’s not
necessary, and it’s upsetting.
Maureen: You don’t have to look at it if you don’t want to.
Yvonne: That’s not the point. That kind of advertising makes
me really angry. I’m sure there’s a law that says they can’t use
animals like that.
Maureen: Maybe you should complain, then.
Yvonne: Yes, I think I will. They shouldn’t be allowed to
do that!
Unit 4, Pronunciation Part 1, Examples

Page 91
Is there an advertising standards code?

Are the rules the same in other countries?
How do you find ads that break the rules?
What areas do you focus on in particular?
Unit 4, Pronunciation Part 1, Activity A, B

Page 92
1. Do you spend a lot of money on advertising?

2. What do you think of that ad?
3. Is that ad misleading?
4. Does it have a special offer?
5. Why is there so much hype these days?
Unit 4, Pronunciation Part 2, Examples

Page 92
There are no federal regulations.

There are no federal regulations?
They’re going to withdraw the product.

They’re going to withdraw the product?
Unit 4, Pronunciation Part 2, Activity C, D

Page 92, 93
1. There are no federal regulations?

2. The company is giving a refund to all its customers.
3. You’re going to withdraw the product?
4. That ad is really annoying.
5. There used to be no controls?
6. The rules aren’t the same in other countries?
7. Viral marketing is becoming more popular.

Page 94
Hugo: Hey. Look at this ad. It’s got six famous people in it!
Peter: So what? If you ask me, they should spend less on these
expensive ads, and lower the price of their clothes.
Hugo: Hmm. But I like seeing famous people in ads because it
makes it kind of cool.

Peter: As far as I’m concerned, there are better ways to
advertise things. For instance, they could have some facts and
statistics or something. You know, some information…
Hugo: But it’s an ad, right? In my opinion, an ad should get
people’s attention, and using famous people does that.
Peter: Well, I guess it’s eye-catching, but I’m not sure how
effective it is.

UNIT 5

Page 100
Teacher: Here we are at Unit 5. “What risks are good to take?”

is our question. So what are some risks that people take that
can be good? Felix?
Felix: Well, there are social risks—for example, introducing
yourself to new people.
Teacher: Definitely risky! Is it good to take social risks?
Marcus, what do you think?
Marcus: Yes, it’s good. You need to take those risks to meet
new people. If you don’t, you might not make any new friends.
It might take a few tries, but that’s OK. You can learn from your
mistakes.
Teacher: What other kinds of risks are there? What kinds of
risks do people take with their jobs? Yuna?
Yuna: Um, getting a new job?
Teacher: Sure. Changing jobs or careers can be a big risk. Is it
a good risk to take? Sophy?
Sophy: Maybe. You might lose money or cause problems for
your family. But if the new job or career makes you happy
in the long run, it could be a good risk to take. You need to
think carefully before you take that kind of risk, though. You
shouldn’t just jump into it.
Teacher: OK, so you believe in being careful about taking
risks. I can understand that.

Page 105, 107
Host: Writers have always had a hard time getting published.

There have always been a few writers who have published their
own books, including T.S. Eliot and the children’s book author
Beatrix Potter. The publishing industry is changing quickly,
and self-publishing may be more popular than ever. Michael
Andrews talks about the risks some writers have begun to take
to make a dream come true.
Michael Andrews: Just 20 or 30 years ago, a writer basically
had one way to get his or her book out there — through a
traditional publishing house. Yes, you could publish your own
book through a vanity press, but it was embarrassing to admit
you had stooped so low. In the typical success story, an agent
sold the book to the publisher, and the writer received a huge,

or at least modest, advance, followed by royalties year after

year. The publisher would provide publicity and the funds for
the author to travel around the country promoting the book.
Of course, not everyone gets published by a big house. In 1989,
John Grisham’s first novel A Time to Kill, was published by
a very small publishing company, which only printed 5,000
copies of the book. They didn’t provide any financial backing
for publicity. Grisham bought 1,000 copies himself, then spent
three months traveling around the state with the books in the
trunk of his car. He visited more than 30 libraries before he
finally sold all his copies. After that first book, he was picked
up by a bigger publisher, and is now a best-selling author.
In 2002, 15-year-old Christopher Paolini wrote an adventure
novel. For the next couple of years, he revised it. At that time,
his parents’ income came from a small publishing company
they ran. They liked his novel and decided to publish it
themselves. Paolini made more than 70 visits to bookstores
and schools around the country. He was never home for
more than 3 days in a row. Christopher and his parents were
exhausted by the demands of printing the book, managing the
website and traveling. Christopher’s busy schedule threatened
the completion of his second book. Fortunately, the publisher
Knopf approached them and bought the rights to the first book
and two more for five hundred thousand dollars.
Brunonia Barry has also followed a non-traditional path to
publishing success. When she finished her novel The Lace
Reader, she wanted to find an audience for the book, but she
didn’t want to spend years trying to get a publisher. She and
her husband owned a small software company. They decided to
print the book themselves. They risked their savings, spending
fifty thousand dollars on the publication and publicity. Barry
approached book clubs in her hometown and asked if they
would be willing to read the book. Readers began to learn
about the book from other readers. It started to sell and
attracted a big publisher. She sold the rights for two million.
She said that had she known the difficulty and expense of self-publishing,
they might not have done it.
Once upon a time, writers took a big risk when they self-published.
A real publisher wouldn’t consider publishing a
book of a writer who had self-published. And it was difficult to
get bookstores to stock the book or reviewers to review it. But
the publishing industry is changing. A newer publishing model
is the e-book. With a much lower cost, writers can produce an
electronic copy of their books and sell it for as little as 99 cents.
The e-book can expose their work to a much larger audience,
or it can disappear. One writer, Amanda Hocking, couldn’t get
an agent or publisher, so she started to publish her young adult

novels as e-books. But not all of her readers have access to
e-books, so she wants to publish them as print books.
Unit 5, Listening Skill, Part 1, Example 1

Page 109
five hundred dollars

one thousand pounds
ten thousand euros
two hundred thousand dollars
five million pounds
twelve billion euros

Page 109
They risked their savings, spending fifty thousand dollars on

the publication and publicity.
She sold the rights for two million.

Page 109
It was a fifty-dollar shirt.

The three-hundred-pound football player needed a larger
uniform.
The four-hundred-seat stadium was too small for the crowd.
It’s a fifteen-minute bus ride to my office.
Unit 5, Listening Skill, Part 1, Activity A

Page 110
1. Christopher Paolini sold the rights to his novels for five

hundred thousand dollars.
2. The cheapest tickets are ten dollars.
3. The five-pound bag of sugar is three dollars.
4. The four-hundred-seat stadium was too small for the crowd.
5. That store sells five-hundred-dollar shoes.
6. We took a ten-question survey online.
7. My suitcase weighs over sixty pounds.
8. Maria found a fifty-dollar bill on the sidewalk

Unit 5, Listening Skill, Part 2, Examples

Page 110
one; first
two; second
three; third
five; fifth
seven; seventh
twenty; twentieth
thirty-four; thirty-fourth
forty-six; forty-sixth
Unit 5, Listening Skill, Part 2, Activity C, D

Page 111
1. The seventh test can be taken this week.

2. The nine students left an hour ago.
3. I ate the fifteen cookies.
4. Did you receive the sixth email I sent you?
5. Push the fourth button.

Page 111
Reporter: Scientists often have a reputation for being intelligent, but not necessarily
brave. You may picture them in white coats in a lab somewhere, looking through
microscopes or doing experiments with beakers and tubes. But science, by its very
nature, is about taking risks. Scientists solve problems, explore mysteries, and
investigate the world around us. While this sometimes takes them into a
laboratory, it often takes them out into the world, to the very edge of what is known.
As a result, they often put themselves at risk.
Think about the dangers the natural world poses – terrible storms like hurricanes
and tornadoes, extreme climate and terrain found in deserts or at the Arctic Circle,
the shifting of the earth itself causing earthquakes and erupting volcanoes. The
more scientists can learn about these phenomena, the better they can make
predictions and protect us.
Paul Flaherty is a flight meteorologist with the National Oceanic and Atmospheric
Administration’s Aircraft Operations Center at MacDill Air Force Base in Tampa,
Florida. He often flies aircrafts through a hurricane’s center, or eyewall. According
to Flaherty, everyone on his crew understands the risks that come with this job, but
they know the information they are able to collect and get to forecasters,
researchers, and the public far outweighs the risks. As a meteorologist, he’s
fascinated with all types of weather, but fascination alone isn’t enough to allow you
to keep taking risks. On a previous trip in 2005, he and his crew tracked Hurricane
Katrina for 5 nights before she made landfall. After seeing the damage Katrina
caused firsthand, and after knowing his crew’s efforts played a big role in getting
over 1 million people out of harm’s way, he never again questioned why he takes
these risks. Every time he flies, the data collected helps researchers better
understand these storms. He says if he and his crew didn’t accept any risks in the
air, the public would have more risks on the ground. One way hurricane hunters
lower their level of risk is by identifying risks, and rating them according to how
serious they are and how likely they are to happen. If a mission is too risky, they find
another way to get the information. One new invention that may help is the drone.
A drone is a plane that flies itself. It can fly longer than planes with crews and this
can help in studying storms.
Another scientist used to taking risks is Tina Neal, a volcanologist with the U.S.
Geological Survey who is based in Alaska. Most people assume that the greatest risk
to volcanologists is in working around active volcanoes. Neal says that while that is
dangerous at times, she has always erred on the side of caution. They spend a lot of
time thinking about their safety working around an active volcano, even making
maps that locate areas where they can go and where they can land the helicopter.
She thinks the greater risks have to do with the environment and their mode of
transportation. Especially in Alaska, they face difficult and dangerous weather and
bears, and they use helicopters, small airplanes, and sometimes boats to get to the
volcanoes. On a trip-by-trip basis, these are greater risks.
According to Neal, volcanology, especially the field part of the science, has more
risks than other types of science that are done in office or most lab settings. Taking
risks is essential at times to getting the job done. Her career in volcanology has been
very rewarding. She thinks any job that allows her to discover, travel, and help
make the world a safer place is worth doing.
So science and risk taking often go hand in hand. Many scientists continue to do
research even after they retire, often taking on new challenges. So even as they get
older, scientists prove they can still take risks.

Page 119
1. I’d already finished the test when the teacher collected our
papers.
He’d eaten at that restaurant before.
We’d often talked about getting married.
You’d left when we got there.
She’d written her email before she received mine.
2. Had you heard from him by the time you left?
Had everyone finished the test by two o’clock?
3. I hadn’t finished my phone call by the time the train arrived.
They hadn’t gone to the mall before they ate dinner.

Page 119, 120
1. He’d worked at a bookstore.

2. We left when it started raining.
3. They answered the questions.
4. I’d eaten my lunch.
5. You’d already taken the test.
6. She hadn’t worked there.
7. It hasn’t started to rain.
8. Had he found it?
9. Have you called Alex?

Page 121
Man: I’m going to talk about a time I took a risk and it turned
out well. I’d always wanted to learn to speak Japanese. When
I was in high school, I started to take classes in Japanese. By
the time I graduated from college, I had studied the language
for eight years, but I still couldn’t speak it very well, so I
decided to go to Japan to study. I didn’t know anyone there.
My grandmother had given me money the year before, so I
used that for the trip. Before I left, I’d done some research on
language schools. I stayed in Japan for three months and met
some great people there. My Japanese improved a lot. By the
time I finally returned to my country, I had become fluent.
Unit 5,Unit Assignment, Consider the Ideas

Page 122
Man: Some risks are worth taking. I took one huge one, but it
turned out to be the best thing I think I’ve ever done in my life.
I lived in Reading in England and after several failed attempts
at backpacking through Europe (Amsterdam, Paris...) I was
starting to give in. I took a 9 ‘til 6 office job in an accounts
department, spent most of my money on shopping and going
out, and basically led a “normal” life.
Something was missing, though, and I couldn’t work out what.
I had a nice house, a good job, a good social life with lots of
friends. I decided that to work out what was missing I needed
to leave what I had. I chose to leave it to destiny and got out a
world map. I closed my eyes and moved my hand over the map,
put my finger down, and opened my eyes. It had landed on

Italy. I decided that if I was going to go to Italy, the best place to
start was the capital. Two weeks later, I was on a plane to Rome.
I couldn’t make up my mind whether I was brave or stupid...or
maybe both.

UNIT 6
Unit 6, Philosophy, The Q Classroom
Page 127
Teacher: TheUnit Question forUnit 6 is, “Are we responsible

for the world we live in?” So let’s talk about what that means.
First, how can people be responsible in their communities?
Marcus: They can recycle.
Sophy: They can volunteer in their neighborhood. They can
vote.
Teacher: Good examples. Let’s take recycling. Do you recycle,
Yuna?
Yuna: Yes, I do.
Teacher: Why?
Yuna: Um, it’s important for the environment.
Teacher: How about you, Marcus?
Marcus: I recycle when it’s convenient—like in the cafeteria
where there are separate bins for glass and cans. But otherwise
I don’t have time for separating paper and plastic and taking it
somewhere for recycling.
Teacher: OK, but should we be responsible for the world we
live in? Is it important to make time for things like recycling
and volunteering in the community and learning about the
issues so you can vote?
Felix: It’s important, but it’s not realistic to expect everyone to
do those things. People have to work and study. Lots of people
don’t have time to do other things. I think the government
needs to take over some of the responsibility for people—like
making recycling easy and setting up volunteer programs so it’s
easy to participate.
Teacher: Do you agree with that, Sophy? Should we be
responsible as individuals or should we have the government
take over some responsibility?
Sophy: Well, I think we all need to be responsible. But we can
make it easier if we work together.

Page 130, 131
Professor: This morning I’d like to talk to you about CSR,

or corporate social responsibility. That is, the belief that
companies need to be responsible for the economic, social, and
environmental impact of their actions. Of course companies
want to make money. There’s nothing wrong with that.

However, increasingly people are asking, at what cost? What

is the cost to us, the planet, and the society we live in? It is
this balance between profit and social responsibility in the
corporate world that I want to look at today.
Believe it or not, this issue affects everyone—including you—
directly. We are all happy to buy our clothes more cheaply, but
do we stop to think where they were made, and who made
them? Do you know who made your jeans, your shirt, or your
running shoes? There are over 150 million children around
the world in employment today. They are working often in
dangerous and difficult conditions. Some of these children
might have produced the clothes you are wearing right now.
How does that make you feel? Worried?
Well, you should be concerned, because the fact is, there
are companies that show little or no interest in social
responsibility. They employ children because they learn quickly
and they’re cheap. They don’t care about their safety. They don’t
provide health care. They save money by polluting our rivers
and oceans. Yes, these companies may make their products
in countries in the developing world. But they are owned and
managed by companies in theUnited States, Europe, and
elsewhere—countries that claim to have higher standards of
social and environmental care. What’s more, people living
in developed countries seem quite happy to ignore these
standards when they want to buy products cheaply.
But things are changing. Corporate social responsibility is
becoming a big issue these days. Consumers are starting to
take a greater interest in the companies they buy products
from. More and more consumers are demanding that
companies pay their workers a fair wage. As for workers,
they also expect companies to protect their safety, and
perhaps provide health care and other benefits. In addition,
governments are starting to demand that companies reduce
the pollution they cause. They are beginning to stop companies
behaving in a way that harms the health of local residents
and the environment. Thanks to pressure from all of these
sources—consumers, workers, and governments—things are
changing for the better.
This brings us to an important part of responsibility: the
question of who is responsible. Imagine a company is
polluting the environment. Who is responsible? Is it the
company itself, or the individual manager that is to blame for
allowing the pollution? It’s not an easy question to answer.
Take another example. A big brand-name clothes company
uses a local manufacturer in a developing country to produce
their running shoes. The local company employs children
in terrible conditions. They work for less than a dollar a day,

up to sixteen hours a day, in dirty and dangerous conditions.
Who is responsible this time? Is it the local manufacturer, or
the big brand-name company that buys from them? Or are we
responsible, as consumers who are happy to buy the running
shoes at a cheap price? And exactly how can you force any
company to be responsible? Huge fines will help, and the
negative effect on public opinion of media reports…but it’s
not easy.
Nevertheless, some companies are socially responsible in
the way they run their business. We shouldn’t forget that. As
consumers demand higher standards, more companies are
trying to improve the lives of their workers and the society
they live in. These companies show that profit and social
responsibility can go together. I’d like to consider a few
important case studies now, beginning with the example of
the cooperative movement that goes back to 19th-century
Britain…

Page 133
1. We are all happy to buy our clothes more cheaply, but do we

stop to think where they were made, and who made them?
2. It’s the neighbor again. What does he want this
time?
Excuse me. Would you mind turning down the
TV, please?
Yeah, sure.

Page 133
1. Did you know that this is a nonsmoking area?

2. I don’t know why Simon’s always late for work.
3. Yeah. That garbage has been there for a week.

Page 133
1. Man: Guess what. I have to work overtime, all next week.

Woman: No! You mean you won’t be home for dinner?
Man: I won’t be home until nine.
Woman: That’s crazy. They can’t force you to work
overtime, can they?

2. Man: It says here that the chemical company polluted the

river again last week.
Woman: Right. That’s the third time this year, isn’t it?
Man: Hmm. I think so.
3. Man: City Hall. How may I direct your call?

Woman: Uh…I’d like to speak to Environmental Services,
please.
Man: And the reason for your call?
Woman: Uh, well…The park in our neighborhood is
terrible. I mean, there’s litter everywhere and nobody has
picked it up.
Man: I see. One moment please…

Page 134
Professor: So, you’re all ready to discuss this week’s

assignment, I hope…“Individual responsibility.” I’d like to start
with our personal experiences, and focus on home life. Naomi,
would you like to begin?
Naomi: Sure. Well, speaking for myself, I live with my parents
and so I think it’s important to help out as much as possible.
For example, I’m in charge of taking out the garbage, and
sorting all the bottles, papers, and plastic things for recycling.
Professor: Hmmm. How important do you think that
obligation is?
Naomi: Recycling? It’s really important. I mean, my mom and
dad don’t really care, so that’s why I do it all.
Professor: And Michael, how about you?
Michael: Oh, I help out around the house. I do the dishes after
meals, and wash the car every weekend, on Saturday mornings.
Those are my main responsibilities.
Professor: And you, Nina?
Nina: Oh, um, I have to look after my little sister when my
parents are busy. She’s seven, so when I get back home, I usually
make her dinner and help her with her homework, that kind of
thing.
Professor: Mark? What are you responsible for at home?
Mark: I take care of our pets. We have two rabbits and a cat,
and they are quite a lot of work.

Page 135
Professor: So it seems as if you all feel responsible for helping

out at home in some way…OK, let’s widen this out a little

now, and think a little more about parents and children. How
many of you have parents who always want to know where you
are? …I see. Quite a few! How do you feel about that…Mark?
Mark: Well, I know they worry about me when I go out. I
guess that means they feel responsible for me, but I wish they
would, you know, like, relax. They should just trust me to be
sensible. They don’t need to check up on me, where I go, or the
friends I have, but they do. They call me all the time when I’m
out. It makes me really angry sometimes.
Professor: It’s not always easy for parents, is it? Do any of you
sometimes lie to your parents? Maybe tell your parents you’re
going to one place when in fact you go somewhere else? Neil?
Neil: Uh, once, yeah.
Professor: Can you tell us about it?
Neil: Well, I mean, they don’t like me playing computer games
at home so I said I was going to the park, when I really went
to Jason’s house and played games. I felt really guilty, so I told
them and promised never to do it again.
Professor: Why do you think your parents don’t like you
playing computer games, Neil?
Neil: They say they’re too violent, you know. And they think
there’s too much bad language. All that.
Professor: Are they right?
Neil: Yeah, I guess so. But playing those games doesn’t mean I
become violent and use bad language all the time! I want them
to trust me more. Trust me to be responsible. I’m old enough to
make my own decisions.
Professor: How do the rest of you feel about that? So you
want your parents to trust you to be responsible. Does age have
something to do with it? The amount of responsibility your
parents think is appropriate might depend on how old you are.
Yes, Naomi?
Naomi: Yes, I think that’s right. But by the age of sixteen,
you’re old enough to know the difference between right
and wrong.
Professor: Neil? Do you agree with that?
Neil: Yes, I’d say around fifteen, sixteen. You should be
responsible for what you do by then.
Mark: I don’t agree at all.
Professor: Really, Mark. Why not?
Mark: You’re still too young at sixteen. People can influence
you in the wrong way. I know people who changed a lot in high
school, in a bad way, because they met the wrong people, had
the wrong friends. I think you have to be twenty before you’re
really responsible.
Professor: Michael?
Michael: I think you can be responsible from a much younger
age. I mean, from the age of five or six your parents can teach
you what is right and wrong, how to behave, how to respect
other people and…

Page 141
F: We are all happy to buy our clothes more cheaply, but do we stop to think where
they were made, and who made them? Do you know who made your jeans, your
shirt, or your running shoes?

Page 141
1. Corporate social responsibility is becoming a big issue these days.
2. Of course, companies want to make money. There's nothing wrong with that.
3. What is the cost to us, the planet, and the society we live in?
4. Imagine a company is polluting the environment. Who is responsible?
5. More and more consumers are demanding that companies pay their workers a fair
wage.
Unit 6, Pronunciation, Activity C, D

Page 141
As consumers demand higher standards, more companies are trying to improve

the lives of their workers and the society they live in. These companies show that
profit, and social responsibility, can go together.
Page 143
Leader: OK, so today we’re going to look at recycling, and

exactly who should be responsible. Brad, what’s your opinion?
Brad: Well, I think that basically as individuals we can’t
change much. It’s the government that has to take action.
Leader: I see. What do you think, Seline?
Seline: I don’t agree. We all need to do what we can. I mean,
just one person can’t do much…but everyone in the world
acting together can change a lot! It’s the same with raising
money for charity. When everyone gives a little money, you can
raise millions!
Brad: Yes. My brother ran a marathon for charity last
year and…
Leader: Sorry, but can we keep to the topic? Susan, do you
have anything to add?
Susan: Well, I probably agree with Brad. Recycling is such
a big problem—you need the government to act, really.
Leader: OK, so to sum up then, Susan and Brad feel the
government should take responsibility, while Seline thinks
individuals should lead the way.
Unit 6, Note-taking Skill, Activity C

Page 145
Professor: So, you’re all ready to discuss this week’s

assignment, I hope…“Individual responsibility.” I’d like to start
with our personal experiences, and focus on home life. Naomi,
would you like to begin?
Naomi: Sure. Well, speaking for myself, I live with my parents
and so I think it’s important to help out as much as possible.
For example, I’m in charge of taking out the garbage, and
sorting all the bottles, papers, and plastic things for recycling.
Professor: Hmmm. How important do you think that
obligation is?
Naomi: Recycling? It’s really important. I mean, my mom and
dad don’t really care, so that’s why I do it all.
Professor: And Michael, how about you?
Michael: Oh, I help out around the house. I do the dishes after
meals, and wash the car every weekend, on Saturday mornings.
Those are my main responsibilities.
Professor: And you, Nina?
Nina: Oh, um, I have to look after my little sister when my
parents are busy. She’s seven, so when I get back home, I usually
make her dinner and help her with her homework, that kind of
thing.
Professor: Mark? What are you responsible for at home?
Mark: I take care of our pets. We have two rabbits and a cat,
and they are quite a lot of work.
Professor: So it seems as if you all feel responsible for helping
out at home in some way…OK, let’s widen this out a little
now, and think a little more about parents and children. How
many of you have parents who always want to know where you
are? …I see. Quite a few! How do you feel about that…Mark?
Mark: Well, I know they worry about me when I go out. I
guess that means they feel responsible for me, but I wish they
would, you know, like, relax. They should just trust me to be
sensible. They don’t need to check up on me, where I go, or the

friends I have, but they do. They call me all the time when I’m
out. It makes me really angry sometimes.
Professor: It’s not always easy for parents, is it? Do any of you
sometimes lie to your parents? Maybe tell your parents you’re
going to one place when in fact you go somewhere else? Neil?
Neil: Uh, once, yeah.
Professor: Can you tell us about it?
Neil: Well, I mean, they don’t like me playing computer games
at home so I said I was going to the park, when I really went
to Jason’s house and played games. I felt really guilty, so I told
them and promised never to do it again.
Professor: Why do you think your parents don’t like you
playing computer games, Neil?
Neil: They say they’re too violent, you know. And they think
there’s too much bad language. All that.
Professor: Are they right?
Neil: Yeah, I guess so. But playing those games doesn’t mean I
become violent and use bad language all the time! I want them
to trust me more. Trust me to be responsible. I’m old enough to
make my own decisions.
Professor: How do the rest of you feel about that? So you
want your parents to trust you to be responsible. Does age have
something to do with it? The amount of responsibility your
parents think is appropriate might depend on how old you are.
Yes, Naomi?
Naomi: Yes, I think that’s right. But by the age of sixteen,
you’re old enough to know the difference between right
and wrong.
Professor: Neil? Do you agree with that?
Neil: Yes, I’d say around fifteen, sixteen. You should be
responsible for what you do by then.
Mark: I don’t agree at all.
Professor: Really, Mark. Why not?
Mark: You’re still too young at sixteen. People can influence
you in the wrong way. I know people who changed a lot in high
school, in a bad way, because they met the wrong people, had
the wrong friends. I think you have to be twenty before you’re
really responsible.
Professor: Michael?
Michael: I think you can be responsible from a much younger
age. I mean, from the age of five or six your parents can teach
you what is right and wrong, how to behave, how to respect
other people and…

Unit 7, Economics, The Q Classroom

Page 150
Teacher: Unit 7’s question is, “Can money buy happiness?” What do you think, Marcus?
Would you be happier with more money?
Marcus: Yes. If I had lots of money, I wouldn’t have to worry
about getting a job. I could just do the things I like to do all
day, so of course I would be happy.
Teacher: What about you, Yuna? Would you be happy with
more money?
Yuna: Yes, I would.
Teacher: Why?
Yuna: I could help my family.
Teacher: So Yuna and Marcus want more money. Does this
mean money can buy happiness?
Felix: No, it doesn’t. Money can’t buy health. And being
healthy is the first step to being happy. No matter how rich you
are, you won’t be happy if you’re sick. And money can’t buy
friends and family, either, and you can’t be happy without good
relationships in your life.
Teacher: What do you think, Sophy?
Sophy: Well, I couldn’t be happy with no money, but being
rich doesn’t mean you will be happy. There are lots of rich
people who are unhappy. I think some people are just unhappy
no matter what they have, and some people are just happy.

Page 153, 154
Speaker: Have you ever dreamed of earning a large amount of

money, or being given millions? Me, I don’t really care where
the money comes from, as long as it comes, because the money
will solve all my problems, right? The reality is that people who
acquire a sudden fortune, whether they earn it or are given it,
experience a lot of stress. I know. It doesn’t make sense. Who
would believe that an enormous amount of cash would be hard
to handle? But sudden money is not always a good thing. It’s
easy to forget that a large quantity of money can have several
destructive effects on our lives. First, it affects how our brains
work, at least for a while. Sure, if you give someone money,
there will be an immediate effect on his brain, similar to the
way his brain would respond to food or medication. But that
pleasure goes away quickly. Similarly, people think they will
enjoy something they buy much longer than they actually do.
The problem is that our brains get used to positive experiences.

In the beginning, when we get the money, our brain identifies

it as pleasure. Then that feeling wears off. The same thing
happens when we spend the money on something we think we
really want. And to get the same amount of pleasure the next
time, we need to buy something even bigger and better. It’s not
a surprise that many people who acquire a lot of money they
didn’t expect, lose it all within a few years. Second, sudden
wealth can also affect our social relationships. Interestingly,
sudden wealth and the sudden loss of money can have quite
similar effects. It’s the dramatic change in circumstances that
causes the problems. In the case of sudden wealth, too many
other people want something from their newly rich friend
or relative. And they may not understand the stress the rich
person is experiencing, thinking, “Oh, too bad. I wish I had
your problems.” Most people get a lot of pleasure from being
with other people, but a sudden change in your financial
picture can make you feel alone. If you move because of
changing circumstances, you won’t have your usual sources of
support. That expensive house on a private island somewhere
may not be quite as wonderful as it sounds if no one is with
you. A third effect of sudden wealth is emotional. People who
acquire huge amounts of cash very quickly can experience
many negative emotions, such as fear, shame, guilt, and anxiety.
These feelings can lead to making bad decisions. How you get
the money can also contribute to negative feelings. If someone
dies and leaves you a fortune, the relationship you had with
that person can make things more complicated. If you loved
him, you may feel sadness. If you never visited her, you may
feel guilt. If you didn’t get along, you may feel uncomfortable.
And none of these feelings will make you happy. So if sudden
wealth buys just as much stress as it does happiness, what good
is it? Probably not much, unless you are very sick and it buys
you needed health care. Or you are very poor and it provides
you with food and shelter. For most of the rest of us, people
who are getting along okay without it, sudden wealth is often
more trouble than it’s worth.

Page 157
First, it affects how our brains work, at least for a while.

In the beginning, when we get the money, our brain identifies
it as pleasure. Then that feeling wears off.


Page 158
Reporter: You are one of many people in this town who

suddenly acquired a lot of wealth when your company was
purchased by a large software company. How has that affected
your life?
Laura Green: Well, in the beginning, it was pretty incredible.
It took a while for me to believe it. But then I began to realize
what it could actually do to my life. Things have changed
dramatically.
Reporter: In what way?
LG: I paid off all of my credit card debt. And sent my son to
college. Receiving this money was just fantastic! Before that, I
was worried all the time.
Reporter: So your financial circumstances have improved.
What else has changed?
LG: You know, I was a secretary at that company for 20 years.
I had gotten used to just working to pay the bills. I always
wished I could do more with my life. Finally, I can do that.
Reporter: And what do you want to do?
LG: First, I’m going to go to Paris. I’ve always dreamed of
going there. Next, I’m thinking of going back to school. I’d like
to study gardening. I love flowers. After that, maybe I will open
my own business.
Reporter: We hear stories in the news all the time about
people who get a lot of money suddenly and have many
problems. How do you think those problems can be avoided?
LG: It’s about staying true to your values and remembering
what’s really important in life. You don’t need to let money
complicate things.

Page 160, 161
Host: …Welcome back, you’re listening to Pause for Thought
with Brian Thompson. Today’s subject is money, money,
money, and in this next part of the show I’m going to be talking
to Sonja Lyubomirsky, an experimental social psychologist who
has been studying the causes of happiness for almost 20 years.
It’s wonderful to have you in the studio, Sonja.
Sonja Lyubomirsky: Thanks, Brian, it’s a pleasure to be here.
Host: Now, Sonja, let me ask you the obvious question first:
what have you discovered in all those years of research? What
is it that makes people happy…could it be money?
SL: Well, Brian, not money exactly, but I’ll get to that in
a minute. Until a few years ago, if you had asked me what

makes people happy, my answer would have been, “It’s
relationships, stupid.” That is, I always responded that our
personal relationships—the strength of our friendships, family,
and other close connections—have the greatest influence on
happiness.
So, I was very surprised when two other researchers and
I conducted an analysis of 225 studies of happiness.
I wholly expected to discover that social relationships, more
than anything else, would be both causes and consequences
of being happy. However, what I found was something rather
different. There is something much more important than
relationships—work.
Host: Work makes us happy? That is surprising. How?
SL: The evidence, for example, demonstrates that people who
have jobs with independence and some variety—and who
show creativity and productivity—are significantly happier
than those who don’t. And, of course, the income that a job
provides is also associated with happiness. However, we all
know that money has more of an impact when we don’t have
very much.
Host: Okay, so work—at least some kinds of work—can make
us happy. Why?
SL: Because work provides us a sense of identity, structure
to our days, and important goals in life. Perhaps even more
importantly, it provides us with close colleagues, friends, and
even marriage partners.
But that’s not all. Studies reveal that the relationship between
happiness and work goes both ways. Not only do creativity and
productivity at work make people happy, but happier people are
better workers. And they are less likely to take sick days, to quit,
or to burn out.
The most persuasive data regarding the effects of happiness
on positive work outcomes come from scientific studies that
follow the same people over a long period of time. These
studies are great. For example, people who report that they are
happy at age 18 have better jobs by age 26. And the happier a
person is, the more likely she will get a job offer, keep her
job, and get a new job if she ever loses it. The same people who
are happy at age 18 have more financial independence later in
life also.
Host: Could you tell us more about the financial side of
happiness?
SL: Well, not only does greater wealth make people somewhat
happy, but happy people appear more likely to acquire greater
wealth in life. For example, research has demonstrated that the
happier a person is at one point in his life, the higher income

he will earn at a later point. In one of my favorite studies,
researchers showed that those who were happy at age 21 had
higher incomes 16 years later, when they were about 37!
But before we find yet another reason to wish we were very
happy, consider what the research on happiness and work
suggests. The more successful we are at our jobs, the higher
income we make, and the better work environment we have,
the happier we will be. This increased happiness will contribute
to greater success, more money, and an improved work
environment, which will lead to greater happiness, and so on,
and so on.
Host: So what you’re saying, Sonja, is that if we are happy, we
are more likely to get a job we like, and if we have a job we like,
we are likely to make more money. I wonder if our listeners
find that to be true in their own lives. Let’s go to our first caller
this evening, and find out: Joanna in Chicago. Joanna, welcome
to Pause for Thought…

Page 167, 168
1a. Is this your new coat?

1b. This is your new coat.
2a. Tell me what you want to buy.
2b. What do you want to buy?
3a. Saving money can actually be fun.
3b. Saving money can actually be fun!

Page 168
1. Ellie: What are you going to do with the money your

grandfather gave you?
Sam: I’m not sure. I think I’m going to take an expensive
vacation.
Ellie: Really? Don’t you have a lot of school loans to pay?
Sam: That’s a good point. Maybe the vacation’s not such a
good idea.
Ellie: You can say that again! Vacations are fun, but it’s
much more important to pay off your debt.
2. Monica: I think raising the average income in countries

around the world is the best way to increase the level of
happiness.
Patricia: I don’t feel the same way. More money might
make the very poor happier, but not everyone.

Monica: I disagree. I think everyone except perhaps the
very wealthy will benefit from a higher income.
Patricia: Well, I can see we’ll just have to agree to disagree.

UNIT 8
Page 175
Teacher: Unit 8’s question is “What can we learn from success

and failure?” Let’s start by talking about ways that people can
be successful. Sophy, what are some types of success?
Sophy: People can be financially successful, or successful in
school, or they can have a good family life.
Teacher: OK, let’s take success in school. Yuna, what can we
learn from success in school?
Yuna: We learn which habits are important. We study hard
and pass the test. This teaches us to keep studying. If we don’t
study and we fail, we learn the same thing.
Teacher: True! Success and failure can teach the same kinds
of lessons. How about success or failure in our personal lives?
What can we learn from that? Felix?
Felix: Well, you can learn from your relationships with people.
If I have a good friendship with someone, it teaches me about
what I value in a friendship, like honesty. If I lose a friend
because I lied to him, it teaches me not to lie to my friends in
the future.
Teacher: What do you think we can learn from success and
failure, Marcus?
Marcus: I think we learn more from failure. When I fail at
something, I know I need to learn a lesson, so I really pay
attention. If I’m successful, I might not think about why I am
successful.
Teacher: Good point.
Unit 8, Listening 1, Activity A, C; Unit 8, Listening Skill, Activity A

Page 178, 181
Professor: OK. So, last week we looked at various definitions
of success, and common ways people measure success—
through status, fame, money, possessions, and so on. Now
this week I want to expand on this and ask you to question
the importance of success, and what it really means to be
successful.
We learn from an early age that success is good…something
we should try to achieve through a combination of hard work
and determination. You all know the expression “If at first
you don’t succeed, try, try again.” Well, some research suggests
that trying really hard to achieve something might actually be

the wrong thing to do. It all depends on whether your goal is

achievable. To give you an example, imagine a short, thirty year-
old man who smokes forty cigarettes a day. Should he
give up his job to take up basketball in the hope of becoming
a major basketball star? I don’t think so! So, the first point I’d
like to make is that you need to be realistic about what it is
you want to achieve. Chasing an impossible dream, one that
you can never reach, is a frustrating waste of time and energy.
Make sure the success you’re aiming for is achievable. If it
isn’t, then readjust your goals to something more reasonable,
something that you can achieve.
The second point I want to make is that of course success is
good, but trying to become successful shouldn’t take over
your life. You shouldn’t become so determined to succeed at
something that it causes you stress or anxiety. People who put
too much importance on succeeding at something, and then
fail, can have serious psychological problems.
This brings me to another point, which may shock you.
Success isn’t always a good thing. Success in one area can bring
problems in others—for instance, a successful career might
result in the end of a marriage. Good relationships take time
and effort, and if someone is working hard at developing their
career all the time, then their family life and relationships can
suffer as a result. Take for example, all the famous people we
hear about getting divorced in the media. These TV presenters,
sports stars, and so on are at the top of their profession, but
they pay a price with their personal lives. A close friend of
mine from my high school days is a successful businessman,
but he got divorced last year. He says his career ruined his
marriage. So, be careful what you wish for, and make sure you
know the downside, as well as the up.
The final point I want to make in this introduction is that we
need to remember that our definition of success changes with
age. What people want to achieve in high school is different
from what they want to achieve when they are 20, or 40, or
even 70. So, for example, success for my grandfather is getting
out of bed in the morning! Be aware that our goals change
over time. You may want a sports car now, but when you have
three children maybe you’ll want a big family car instead!
It’s important to recognize that our goals can change, as our
lives change.


Page 181
Paul: After I graduated from college, the only thing I wanted

was to make money. I was money hungry. For example, I only
chose jobs that paid well! I guess that’s kind of natural, to want
to earn lots of money. But I was also really concerned about
my status at work. I mean, I felt the best way to measure my
success—apart from my salary—was by my job title. So, to
give you an example, I left one company to work for another
because the job title sounded better! Amazing now that I think
about it, but true! … Well, then, about a year ago, I found out
I had cancer. I spent six months in and out of the hospital.
I’m better now, but being successful these days, for me, is not
about being a multimillionaire—it’s about being healthy. For
instance, jogging in the park is a success, to me. I love it, and it
doesn’t cost anything! I also value my friendships more. I got
back in touch with my old college classmates, and we get along
really well…So for me, for example, I see reconnecting with my
old college friends as a great success. It’s really made me a lot
happier.

Page 183, 184
Carl Simmons: Hello everyone, my name is Carl Simmons,

and I would like to talk to you about the other side of success…
failure. Just as success is something we all want, failure is
something that we all fear. Yet failure is an important stage
on the road to success, and I’d like to illustrate this with some
examples. You’ve all heard of Stephen King…well, perhaps you
also know that 30 publishers turned down his first book, which
led him to throw it in the trash. Michael Jordan—the basketball
superstar—was cut from his high school basketball team
because he “lacked skill.” John Grisham, the top novelist who’s
now a multimillionaire, was turned down by sixteen agents and
publishers before he had his first book published. All these are
examples of people who experienced failure but then went on to
succeed. I think there are two points I’d like to emphasize here.
The first is that we shouldn’t be afraid of failure, because we
can learn from it. Being successful is great, but it doesn’t always
teach you a lot. You can learn a lot more from your failures
than you can from your successes. Take Michael Jordan, for
example. He learned from his mistakes. He worked out what he
was doing wrong, changed his game, and improved to become
the best basketball player in the world! The same goes for Akio
Morita, the founder of Sony Corporation. The first product

he made was a rice cooker that didn’t work; it burned the rice,
rather than cooking it! He sold fewer than one hundred of them
and lost a lot of money. But he learned from the experience, and
of course today everyone knows the name Sony!
The second point I want to make about failure is that you
must not permit failure to defeat you. Failure is something
to be encouraged by. Don’t give up too easily! Remember
John Grisham…his first book, A Time to Kill, wasn’t a success
when it was published. Only 5,000 copies were printed, and
he ended up buying a lot of them and selling them himself!
But he didn’t give up. He continued to develop his writing,
and his next novel, The Firm, was a great success. So, what I’m
saying is believe in yourself and never give up. Did you know
that Thomas Edison tried more than 9,000 times before he
managed to make the first light bulb work? He learned from
his mistakes, and so must we all.
I’d like to suggest that it is because of their failures that these
people became such great successes. You need to experience
failure and learn from it, in order to really succeed. Failing is a
good preparation for life. It makes you stronger and more able
to overcome life’s problems. Don’t be scared of failure! It might
sound strange, but letting go of your fear of failure may help
you to succeed.

Page 189
Just as success is something we all want, failure is something that we all fear.
Just as success is something we all want, failure is something that we all fear.

Page 189
You can learn more from your failures than you can from your successes.
Success for my grandfather is getting out of bed in the morning!
Failing is a good preparation for life.


Page 189
1. Failure is an important stage on the road to success.

Failure is an important stage on the road to success.
2. We shouldn’t be afraid of failure, because we can learn from it.

We shouldn’t be afraid of failure, because we can learn from it.
3. Failure is something to be encouraged by.

Failure is something to be encouraged by.
4. Don’t give up too easily.

Don’t give up too easily.

Page 189
1. Failure is an important stage on the road to success.

2. We shouldn’t be afraid of failure, because we can learn from it.
3. Failure is something to be encouraged by.
4. Don’t give up too easily.
Unit 8, Pronunciation, Activity D

Page 190
You need to experience failure and learn from it, in order to really succeed. Failing
is a good preparation for life. It makes you stronger and more able to overcome
life’s problems. Don’t be scared of failure! It might sound strange, but letting go of
your fear of failure might help you to succeed.

Page 190
1. Professor: So you need to make sure the success you’re
aiming for is achievable.
Student 1: Sorry, I don’t get what you mean.
Professor: What I’m trying to say is be realistic with the
goals you set for yourself.
2. Professor: Success in one area can bring problems in
others.
Student 2: What do you mean exactly?
Professor: Well, to give you an example, someone can be at
the top of her career, but her family life might be in crisis as
a result.

3. Professor: Keep your desire for success in proportion.

Student 3: Do you think you could say a bit more about
that?
Professor: Yes. I mean don’t let your desire for success
become greater than other important areas in your life.
4. Professor: Our definition of success alters with age.
Student 1: Can you give an example, please?
Professor: Sure. Someone of twenty might view success
as being rich, but at fifty that same person might think of
success as a happy family life.

Unit 1: Business Felix: Well, sometimes leaders are kind of

isolated because everyone is looking to them to
The Q Classroom
make the decisions, but at the same time
Activity B., Page 3
everyone wants the decisions to go their own
Teacher: Today we are beginning Unit One.
way. That’s a difficult position to be in. I would
Every unit in Q starts with a question. As we go
say that being a leader is very difficult in some
through the unit, we will continue to discuss
ways, so you have to have a strong character.
this question. Our answers may change as we
explore the topic. The question for Unit 1 is:
LISTENING 1: Best of Both Worlds?
“What makes a good leader?” Think about
Activity A., Activity D., Page 7, 8
some people in leadership positions, like
Speaker: When Ginny Pitcher needed to hire a
executives of large corporations, or captains of
director of business development at her
sports teams. What kinds of positive or negative
Westborough, Massachusetts marketing firm,
qualities do they have? What do you think,
she turned to her closest friend, Kate Massey.
Marcus?
Massey and Pitcher had talked money before,
Marcus: I think when some people are bad
during the years they were roommates. Still,
leaders, they feel that they are better than
this is business. It brought up issues like
others, or that they don’t have to follow the
negotiating salary and professional success,
rules the way other people do.
things most people want to keep separate from
Teacher: What do you think, Yuna? What do
their friendships. Not to mention that Pitcher
you think is a good quality for a leader to have?
would be Massey’s boss. “I didn’t jump on it
Yuna: I think people should be more
immediately,” says Massey. “I thought about it
responsible when they become leaders.
for a while.”
Teacher: You mean responsible for other
It’s been a year, and both women say their
people?
friendship is as strong as ever. Even better,
Yuna: Yes, they have to understand that their
they’re both making money and succeeding
decisions affect a lot of people.
professionally. That’s likely because they
Teacher: How about you, Sophy? What do you
handled it like experts from the beginning. They
think makes a good leader?
acknowledged there would be a change in their
Sophy: Well, I agree with Yuna that a good
friendship and discussed potential challenges.
leader understands the effects of their decisions
Anything personal stays outside the office.
on everyone, but it isn’t easy to make everyone
Massey doesn’t take criticism personally.
happy. Bad leaders think that they should be
Pitcher treats Massey no differently than she
making all of the decisions, or they don’t really
does her other employees. Pitcher and Massey
need to consider how other people think or
exemplify the best aspects of working with
feel.
friends.
Teacher: Felix? What’s your opinion? We’ve
“One of the tricky things when you interview
heard that good leaders should have a strong
someone is figuring out if their personality will
sense of responsibility, but that reaching the
fit with the culture of the office,” says Pitcher, a
best decision for everyone isn’t easy. What do
co-founder of Kel & Partners. “When you know
you think?
someone like I know Kate, you know the answer
already.”

Knowing someone will fit in doesn’t alleviate Gena Cox, who runs the leadership coaching
other problems. Carly Drum had hired four firm Human Capital Resource Center, suggests
trusted friends to work at her family’s executive saying something like this: “I still want us to be
search firm in Manhattan, Drum Associates. friends. Can you support me and know that
One of them had great potential but was what happens at work doesn’t have anything to
bringing her personal problems to the office. It do with you or our relationship?” As for the
was affecting her work. “I knew going in that subordinate, he or she needs to understand
addressing it was going to be one of the more that the boss can’t show any favoritism.
challenging things in my career,” says Drum, the That’s precisely what Tory Delany had to deal
firm’s managing director. “She expected me to with as she rose up the ranks at a restaurant
be sensitive to her personal issues because company in Manhattan. She started as a coat
we’re friends. While I am, there has to be a line checker at Maggie’s Place in midtown and, after
drawn when you’re running a business. Even as a series of promotions, eventually became
soft as I tried to put it, her initial reaction was general manager. “The staff becomes close-knit
she was offended.” Two days later the because it’s a small restaurant. Most of our
employee came in and apologized to Drum. family is very far away,” says Delany. “The
They openly discussed the matter and owners have five places, so we all always knew
developed a plan of action so she could there was a chance for promotion for everyone
separate work from business. While it was from within.”
tough, that challenge was a good managerial She says the key to successfully managing
experience for Drum. She learned that before friends is developing rules and boundaries and
hiring a friend you must outline for him or her enforcing them. For example, an employee who
exactly what an average day will be like. Part of came in late was spoken to. If the employee
that discussion should include the type of was late again, he or she got a warning. The
interaction you will have with each other and third time resulted in suspension. Delany
the fact that in a workplace it’s all business. attributes her success to that uniformity.
“Stuff that you do outside of the office together “If there’s no structure, your whole team falls
cannot be brought into the office,” says Drum. apart,” she says.
Managing friends isn’t always a choice. She must be doing something right. She’s a co-
Employees who get promoted may find owner of a restaurant with the owners of
themselves suddenly in charge of friends. The Maggie’s Place.
same rules for success apply. First, the new
manager should be the one to tell the staff LISTENING SKILL: Listening for main ideas
about the change, particularly if he or she will Activity B. Page 12
be in charge of friends. Speaker: What do you need to start a new
From there, it’s important to acknowledge that business and make it succeed? Many people
things will change. Explain that it’s not because would answer that what you need is a great
the relationship isn’t important or because you idea. Others would say money. Of course,
want to end your personal relationship. Rather, money and ideas are important. Unfortunately,
you now have a hand in the professional lives of when people think about starting a new
a group of people. business, they often ignore the single most
important factor in the success of any company:

people. Only people can make those great ideas exclusively to leadership development and
happen. So, in order to start a successful research worldwide. Information available at
business, you need to start with the right www.ccl.org. Today’s topic: myths of effective
people. But how do you identify the right leadership.
people? That seems like a difficult question to There’s a difference between leadership and
answer because every business is different. power. Successful executives know that
Nevertheless, if you want to build a good team, difference and lead their teams more effectively
there are some characteristics of the right because of it. Unfortunately, many executives
people, no matter the business. We’re going to on the rise in an organization forget the
focus on some of those characteristics and how leadership skills and contacts that put their
to identify people who have what it takes to careers on track in the first place.
help make a new business a success. A study by the Center for Creative Leadership
First of all, your new business will need people shows that as executives advance in a company,
who understand your vision and share your they begin to blur the lines between leadership,
commitment to it. In other words, you need to power, and influence. They see themselves as
build a team that truly understands what your more intelligent and capable than those around
goals for the business are. them in the organization. They see people
Your new business will also need people who who agree with them as more capable,
are creative, independent thinkers. You can’t intelligent, and ethical than those who might
build a successful business based on your ideas disagree.
alone. You want your business to be a place The result? Executives get affirmation from a
where people learn from each other and inspire small, expected group, which inflates their idea
each other to do their best work. of how powerful and influential they are
Lastly, your new business will need people who among the people who work with them. Their
are willing to work hard. You need to find influence becomes constricted, and their
people who are ready to put in the long hours leadership erodes. Some people overtly use
and all the hard work it takes to build a power to accomplish their goals, says CCL’s Pete
successful business. Hammett, who is also the author of
No, starting a new business is not easy. Perhaps “Unbalanced Influence.” He says others
you’ve got a good business idea. Perhaps you become used to having tools of power, such as
have the money you need. But that’s not the ability to dictate and set agendas.
enough to guarantee success. It’s the people Over time, that access to power distorts an
you hire that matter most. Remember that if executive’s influence in the organization. They
you’re going to find success, you need people may have the title and power, but their
who are creative, hardworking, and committed disenfranchised team members won’t see them
to seeing your dream become reality. as an effective leader.
Those with different opinions choose to remain
LISTENING 2: Myths of Effective Leadership silent. Or they leave. With them, they take away
Activity A., C., Page 13, 14 a whole range of ideas.
Speaker: Podcasts from the Leading Effectively CCL and Hammett recommend that executives
series are provided by the Center for Creative calibrate their spheres of influence and see
Leadership, an educational institution dedicated whether their team members perceive them as

leaders or merely as suits with powerful titles. 4. James has great aptitude, but he needs more
Here are three ways to proceed: training. In a year or so, he’ll probably be our
Number 1: Find and listen to other voices. A best programmer.
leader should keep in touch with new ideas and 5. The members of Emily’s group are
fresh perspectives. If all you’re hearing is experienced and talented. Besides, they exhibit
one voice, then invite others to the great teamwork.
conversation. And let them know
you really want to hear them. VOCABULARY SKILL: Understanding meaning
Number 2: Find a sparring partner. Find from context
someone who’s comfortable and capable of Activity B., Page 18
taking an opposing point of view. That doesn’t 1. Managing friends isn’t always a choice.
mean you should seek out every malcontent in Employees who get promoted may find
an operation. It means you should find themselves suddenly in charge of friends.
someone who is intelligent, thoughtful, and 2. Part of that discussion should include the
open to tackling a discussion from an opposing type of interaction you will have with each
view. Don’t be seen as a leader who refuses to other and the fact that in a workplace it’s all
listen to different ideas. Or, worse, one who business. “Stuff that you do outside of the
penalizes people for suggesting them. office together cannot be brought into the
Number 3: Leadership can be cultivated, but office,” says Drum.
only in a self-aware person. Sign up for a 3. She says the key to successfully managing
leadership program. Get some feedback that friends is developing rules and boundaries and
assesses your leadership style. Make a point to enforcing them. For example, an employee who
hold a mirror up to your conversations and came in late was spoken to. If the employee
interactions within your organization. Only was late again, he or she got a warning.
by seeing yourself through others’ eyes can you 4. Find someone who’s comfortable and
go from someone who holds power to someone capable of taking an opposing point of view.
who leads. Don’t be seen as a leader who refuses to listen
to different ideas.
VOCABULARY SKILL: Understanding meaning 5. They may have the title and power, but their
from context team members won’t see them as an effective
Activity A., Page 18 leader. CCL and Hammett recommend that
1. The job didn’t pay very well, but I loved the executives see whether their team members
office and my coworkers. perceive them as leaders or merely as suits with
It was a great environment to work in. powerful titles.
2. It’s impossible to function well when you
don’t get along with your co-workers. I can’t PRONUNCIATION: Syllable Stress
work in a situation like that. Example 1, 2, Page 21
3. I’m sure you can resolve the conflict with neGOtiate
your co-worker if you listen to each other’s Activity A., B., Page 22
opinions. 1. excerpt
2. aspect
3. enforce

4. effective
5. leadership
6. acknowledge
7. perspective
8. opposing
9. promotion
10. interaction
SPEAKING SKILL: Checking for understanding

Activity A., B., Page 22
Manager: OK guys, this project is huge, and it’s
going to be challenging. Here’s what I need all
of you to do. First of all, we all have to put in
extra hours. That means long days for the next
few weeks.
It also means that we need to pull together and
work extra hard as a team. That means all of us.
Do you know what I mean?
Staff: Yeah / Sure / Yes.
Manager: OK. It also means that you need to
drop all your other projects for now. Please
focus on this project. It is our top priority.
Does everyone understand?
Staff member: You mean stop working on every
other project?
Manager: That’s right. This account demands all
our attention right now. Richard, please call the
office in Tokyo, and let them know that we
need all the information they have on this
client. And we need the information by Friday
at the latest. Are you following me?
Richard: Yep. Call Tokyo, get information on the
client, tell them we need it by Friday.
Manager: Friday at the latest. Great! As for the
rest of us, we’ll be meeting again today at 3:00.
Before that, read over the project description. If
you have any questions, please bring them to
the meeting. Got it? OK, let’s get to work!

Unit 2: Behavioral Science LISTENING 1: A Perfect Mess

Activity A., D., Page 29, 30
The Q Classroom
Announcer: A Perfect Mess is a new book that
explores the benefits of being messy. Our
Teacher: In Unit 2, we’re going to talk about
reviewer, Henry Rubins, finds reasons in the
appearances. The Unit Question is “How does
book to embrace his own habits of chaos.
appearance affect our success?” Sophy, what
Henry Rubins: Finally, in A Perfect Mess by Eric
do you think?
Abramson and David Freedman, I read the
Sophy: Oh, in lots of ways. Our appearance
words I’ve been waiting for all my life:
influences what people think of us.
Neatness is not a virtue. It’s OK to be a little
Teacher: Can you give me an example?
disorganized. As someone who is frequently
Sophy: Sure. The way you dress, for example. If
criticized for being messy, I now know I’m not
you dress well, people will think you’re more
such a bad person after all.
successful or more competent. They’ll treat you
I’ve been messy since I was old enough to dress
more respectfully and that will help you
myself. As a child, I had the usual arguments
succeed.
with my mother about cleaning my room,
Teacher: Yuna, do you agree? Does dressing
putting my clothes and books away, and making
well help you be successful?
my bed.
Yuna: Yes, I agree. If you’re careful about your
At college I was even worse. Books, papers, and
appearance, people think you care about
dirty dishes were everywhere. Oh, part of it was
yourself.
because I was lazy, but I also felt so stifled in a
Teacher: OK, what else? Marcus, how about the
neat, too-tidy room. I couldn’t even think. I
appearance of other things, for example, your
mean, I need a certain amount of chaos to feel
desk or your bedroom? Does that affect your
comfortable.
success?
But it wasn’t until I got my first job that I found
Marcus: Well, it could. How people look at you
out how deep the world’s bias toward neatness
is important. If they look at you and think
and order is. I mean, I didn’t know I would be
you’re disorganized or not in control of your
expected to have a neat desk in order to do my
life, they’ll be less interested in working with
job. But after reading A Perfect Mess, I see I
you. That could affect your success.
have had it easy at work compared to other
Teacher: Anything else? Any other ways that
people.
appearance affects our success? Felix?
The book mentions a woman who worked at a
Felix: I agree with everyone else that
post office in Australia. She was fined more
appearances affect how other people react to
than two thousand dollars at work. Why?
you, but not everyone needs to be neat and
Because she had four personal items on her
well dressed and good-looking to be successful.
desk. The post office only allowed her to have
Your appearance also involves your style, and
you can use that to help you fit into the group three. Maybe it was an extra photo of her kids—
you want to be in. For instance, if I want to be a and for that she had to pay two thousand
successful businessman, I would have a dollars? The police chief in a Pennsylvania town
completely different kind of look than if I want had it even worse. He was actually fired from
to be a successful sports star. his job because of a messy desk. At least I’ve
never lost a job!

A Perfect Mess might help people like them, Next the book looks at our messy homes. The
and me. The book begins with a description of authors say a messy home isn’t so bad either. A
the National Association of Professional very neat home can be impersonal and cold, but
Organizers, or NAPO, conference. NAPO is a a home full of photos, personal items, and
professional organization I could never join. pieces of clothing strewn about shows others
Anyway, NAPO has thousands of members. who we truly are.
Thousands. These are people who have gone to Many people believe that an untidy house sets
graduate school in business, or education, or a bad example for children. Abramson and
even law, and now devote their lives to helping Freedman reassure us it’s not true. In fact,
the rest of us get organized. children may learn better in a messy space. The
The authors, Eric Abramson and David book gets support from research suggesting
Freedman, interview dozens of members of that a stimulating environment full of clutter,
NAPO. And they point out that not once in any movement, and noise may actually help
of the interviews does anyone answer the big children remember information. And it turns
question: What’s wrong with being messy? out that keeping your house too clean can
In fact, throughout the rest of the book, the actually be bad for children’s health. Dirt and
authors show us that being moderately messy germs help children build up protection against
can actually be good for us. A Perfect Mess diseases.
takes the reader on a tour of the various messy And the authors offered more evidence in favor
parts of our lives, starting with those messy of mess. It seems not only are messy people
desks. The book argues that a messy desk can often more successful than neat people, they
actually help you find things more easily tend to be more creative and open-minded.
because they’re right out in the open. Take, for example, the mystery writer, Agatha
And it can help people make connections Christie. The authors describe her disorganized
between ideas in new ways. approach to writing her 60-plus novels.
Here’s a great example. Leon Heppel was a Apparently, many times when she began
researcher at the National Institutes of Health writing a mystery, she had no idea how the
in Bethesda, Maryland, in the 1950s. One day, mystery would be solved. She wrote down her
he was working at his desk. He stumbled upon ideas in notebooks, but they were completely
letters written by two different scientists. The disorganized. To make matters worse, Christie
letters were in the piles of paper on his messy often lost her notebooks in the mess of her
desk. If the two letters had been neatly put work space and worked from several notebooks
away he would never have looked at them side at one time. One notebook contained ideas for
by side. But he did, and he suddenly recognized 17 novels!
an important connection between the two In spite of this mess, Christie’s books were, and
scientists’ research. This connection eventually still are, wildly popular and have sold more than
led to a winning discovery and a Nobel Prize. 2 billion copies in 45 languages. Clearly, an
The book mentions he wasn’t the only scientist inflexible approach to organizing her stories
like this. Albert Einstein was another great didn’t work well for the creative genius Agatha
scientist who was known for having a very Christie. As the authors Eric Abramson and
messy office. David Freedman look into our messy lives, they
show us how a little chaos can be good for us.

They tell us that mess may help us relax, be remember: now, later, or never. This filing
more creative, learn better, or even make an system requires immediate action, though. This
important scientific discovery. A Perfect Mess is is the key point; do something immediately with
a fascinating look at the unexpected benefits of all papers and documents. OK? How would you
mess. I’d recommend it to anyone—except feel if you never had to sift through piles of
possibly my kids. papers again?
Ella Oskey: Great! Now, on to the third
LISTENING SKILL: Identifying details strategy: Do a little at a time. Instead of trying
Activity A., Page 34 to change your whole life in one afternoon,
Ella Oskey: If you are one of the millions of work on it step by step. One day, organize a
people who just can’t stay on top of your mess, drawer. The next day, organize something else.
don’t worry, there is hope for you! Hi, and If you try to do too much at once, you might
welcome to this workshop, Getting it Together. feel frustrated. Making this change little by little
I’m Ella Oskey. I assume that you have come will not only ensure that you get organized, but
today because you feel like your life is too will also help you stay organized.
disorganized. If this is true, I have some
suggestions that will help you organize yourself, NOTE-TAKING SKILL
both at home and in the workplace. OK, let’s Activity A., Page 35
get started. How many of you have spent hours F: Sure, we all look better when we smile, but
searching for an important document or paper? can our facial expressions really cause us to
How long did you look for your car keys before succeed or fail? Many scientists believe that
leaving the house to come here today? smiling can lead to more success in life, while
Ella Oskey: The first strategy I suggest is simple: frowning can lead to more problems. Some
put everything in its place. In other words, put researchers discovered that people who smiled
everything into the room or space it belongs in in school pictures were more likely to have
after you use it. If it doesn’t have a place, make longer, happier marriages in the future than
one. This is not a radical idea, folks! If you those who did not. In contrast, people who
always put your keys in the same box next to didn’t smile in their class photos tended to get
the door every night, they will always be there divorced more often. Also, people who smiled
in the morning. How many of you think you can in job interviews were more likely to get the
do that? jobs than candidates who didn't smile. Smiling
Ella Oskey: Great! Now, strategy number two is also reduces stress, some scientists say. In fact,
just as simple: follow a filing and organization in one study, smiling while doing a stressful job
system. Every time you find a piece of paper, helped workers' brains and bodies recover from
decide which of these three groups it belongs the stress more quickly afterward. On the other
in: now, later, or never. hand, people who didn’t smile had faster
If it is a “now” item, like a bill that needs to be heartbeats long after they finished the stressful
paid today, deal with it immediately. If it is a job. Maybe this is why smiling can even cause
“later” item, like a magazine you still want to people to live longer. One research study
read, put it in its place, like I talked about in discovered that if baseball players were smiling
suggestion one. If it’s a “never” item, throw it on their cards, they lived almost seven years
away in the garbage immediately. So

longer than players who weren’t smiling. So, their employees at the end of a long work
remember to smile! week; dressing down on Friday would provide a
bridge between the high-pressure work week
LISTENING 2: The Changing Business Dress Code and the weekend. They thought that if
Activity A., C., D., Page 36, 37 employees felt comfortable on Friday, it would
Radio talk show host: My guests today are increase productivity. But they found that this
Andrew Park, from OPK Marketing, and Hana wasn’t true. In fact, the opposite was true.
Nasser of Best Foot Forward Consulting. Thank Making employees more comfortable actually
you for being with us today. caused productivity to fall.
Andrew Park: Glad to be here. Hana Nasser: That’s right. In fact, some
Hana Nasser: Thank you. supervisors noticed that on those casual
Radio talk show host: We’re going to talk about Fridays, employees seemed to work less and
the changing business dress code. Andrew, let relax a lot more.
me start with you. For the last ten or twenty Radio talk show host: Hmm. So, Hana, do you
years here in the United States, we’ve had a think casual Friday was a bad idea?
more relaxed attitude toward the clothing we Hana Nasser: Well, of course, it varies from one
wear at work, with some people even working workplace to the next. Certainly, some
in jeans. But is this relaxed attitude a thing of employees really enjoy a more casual dress
the past? code.
Andrew Park: Well, it’s not over but I think it’s One survey we conducted showed workers like
fair to say it’s on the way out and that more casual Friday because they save money on
formal dress is definitely on the way in. clothes, and they like not having to worry about
Back in the 1990s, we really saw the trend of what to wear. But in some companies, casual
business casual catch on. Employees were dress has had a negative effect. Maybe not so
allowed to ditch their suits and ties and formal much on the work the employees do, but on
skirts and blouses, and wear more comfortable the way customers and clients see them. Let’s
clothes in the office. For guys it might be an face it—clients don’t always feel that casual
open-necked shirt and cotton slacks. Women clothes are appropriate in a business setting.
might wear a sweater with a long skirt. And They’re looking for a sign that people are
even businesses that didn’t go all the way to professional, like they know what they’re doing.
business casual started allowing employees to And investors might be more cautious around
dress informally at least one day a week. Casual casually dressed professionals. I recently heard
Fridays became the norm. an anecdote about a CEO who had a meeting
I remember everyone looking forward to with a possible investor. The CEO turned up in a
getting to wear what they wanted to on Fridays. T-shirt and jeans. The investor had been very
Most workers thought it was great, and for a interested in the company’s products—really
while morale improved in many places. You cool video games—but decided against putting
know how it is with anything new. In the up any money. Who wants to give their money
beginning there’s a lot of enthusiasm for an to someone who looks like they could be
idea. hanging out at the mall?
Even employers liked the change. They thought
of casual Fridays as a kind of reward to give

Radio talk show host: OK, so business casual is and formal skirts. They want a clean,
on the way out because it’s led to a fall in professional look. The trend is toward a more
productivity and a lack of confidence from grown-up form of dress.
clients and investors. Andrew Park: You’re so right. In many places,
Andrew Park: Yeah, that’s a part of it. Some casual Fridays are starting to fade and there’s a
companies clearly saw they needed a more move towards “dress-up” or “formal” Thursdays
formal look to keep investors and customers or Mondays. Formal as in employees showing
happy. up in tuxedos, dress slacks, fancy dresses, even
But fashion trends always go in cycles. In the wedding gowns! And this move is not coming
‘50s and early ‘60s, the business uniform for just from the CEOs. It’s coming from employees
men in the United States was a suit and tie. as well. Sometimes, looking good really is
Working women wore a suit, or a dress and feeling good.
jacket. The look was professional. Then in the Radio talk show host: OK. That’s all the time we
‘60s and ‘70s, young people gave up that look. have, so we’ll leave it there. I’d like to thank my
They connected the suit and tie with older guests, who always look professional no matter
people and older ways of thinking. They wanted what day of the week it is. Thanks for listening.
a more natural, back-to-basics kind of lifestyle.
The children who grew up during the ‘60s and PRONUNCIATION: Unstressed Syllables
‘70s became managers in the ‘80s and ‘90s. Example, Page 44
They were the ones who accepted casual dress appearances
in the workplace. When one generation dresses Activity A., B., Page 44
formally, the next wants to be casual, and so 1. pleasure
on. That’s the way fashion works. 2. forgotten
Radio talk show host: So are you saying that 3. successful
this is all just part of regular fashion cycles? 4. habit
That what we wear at work doesn’t really 5. business
matter that much? 6. allow
Andrew Park: Yes and no. Yes, there will always 7. cautious
be cycles. And no, I think what we wear does 8. professional
matter. Because what we wear is not only
about looks, it says something about who you SPEAKING SKILL: Confirming understanding
are. For some people, a casual look is Activity A., Page 45
associated with a certain careless approach to 1. A: Did you hear that starting next month,
other things. there won’t be a “casual Friday” anymore?
Hana Nasser: I agree. To many people, a sloppy B: What? So you mean that they are getting rid
look indicates careless work, not just a style of of casual Friday completely?
dress. It’s a matter of attitude. As Andrew said, A: Yes, the email said no more casual Fridays.
the way we dress tells people who we are. B: Oh.
What we’re noticing is that nowadays many 2. A: More and more customers are looking for
young professionals in their 20s or a sign of professionalism.
30s want to look good and be taken seriously. B: Are you saying they prefer less casual dress?
They’re the ones going back to suits and ties A: Yeah, that’s right.

B: Got it.
3. A: If my desk is too organized, I can’t be
creative.
B: If I understand you, you need to be messy to
work well?
A: Yeah, I need a little mess.
B: OK.
4. A: Most people can’t get organized all at
once.
B: Does that mean it’s better to work on it step
by step?
A: Yes, it does.
B: I see.

Unit 3: Developmental Psychology NOTE-TAKING SKILL

The Q Classroom
M: In some cultures, many around the world
actually, the question about when a child
Teacher: The Unit 3 question is: “When does a
becomes an adult is easily answered because
child become an adult?” What do you think,
there is a special ceremony to celebrate it. It’s
Felix? How would you answer this question?
very interesting, really. For example, in Japan
Felix: I don’t think we become adults at an
there is a special national holiday every second
exact age, but I think you start becoming an
Monday in January called Seijin no Hi. In English,
adult when you have to take care of yourself—
this translates into the Coming of Age Day. On
pay your own rent, make your own meals, take
this day, many young men and women who
yourself to the doctor when you’re sick. Those
turned twenty years old that year dress in
are the things that make you grow up.
traditional clothes, participate in a ceremony at
Teacher: It sounds like you associate adulthood
a government office, and then attend parties
with economic independence.
with their friends. Unfortunately, fewer and
Felix: Yeah, I guess I do.
fewer young people are participating in this
Teacher: What about you, Sophy? When do you
holiday these days. One tradition that is still
think a child becomes an adult?
popular, however, is the Quinceañera. In
Sophy: I agree with Felix about it not being a
Mexico, girls have a Quinceañera to celebrate
specific age, but I think a lot of people don’t
their fifteenth birthday. They wear long, formal
really feel like adults until they get married and
dresses, attend church, and then celebrate with
have children of their own. That’s when you
a party where they dance with their fathers. So,
start to understand what life was like for your
as you can see, different cultures mark growing
parents, and the kinds of responsibilities they
up in very different ways.
had. That’s when you’re really an adult.
Teacher: What do you think, Yuna? Do you
LISTENING 1: Making the Right Decision
agree with Felix or Sophy?
Activity A., C., Page 54, 55
Yuna: No, not really. I think of myself as an
Grandmother: Hello?
adult even though my parents help me
Neils: Hi! Grandma?
financially and I’m not married. I manage my
Grandmother: Neils! How nice to hear from
own life. I make decisions.
you! It’s been so long since we’ve talked!
Teacher: Well, we have three completely
Neils: I know. I’m sorry I haven’t called lately.
different definitions! Where do you stand on
I’ve just been so busy.
this, Marcus? When does a child become an
Grandmother: Oh, well, I assumed you’d
adult?
forgotten your dear grandmother. So anyway,
Marcus: I think I’m with Yuna. When you’re in
what’s new? How’s school?
your early twenties, you’re an adult, even if you
Neils: Oh, where to start? Let’s see…well, you
still feel like a kid inside sometimes. Your body
know this is my last year of high school…and I
is done growing, your mind is developed, and
have some big exams coming up.
your life is your responsibility, whether you’re
Grandmother: Yes, it’s that time of year, isn’t
supporting a family or whether your family is
it? These exams are really important for your
supporting you.

future, aren’t they? You must be feeling a lot of that was like a marker of our place compared
stress. with the other students in the school.
Neils: Yeah. Well, you know I’ve never been a Grandmother: So, what did you do?
very good student. Neils: It made me really sad, but I decided I had
Grandmother: Well, I know you’ve had a hard to quit the team. I just figured it wouldn’t be
time in some of your classes. morally right for me to lead the other players as
Neils: That’s an understatement! Anyway, you an example, but fail my exams and destroy my
also know that for the past year and a half, I future.
was spending a lot of time managing the Grandmother: That was a very mature decision,
football team at my school. Neils. I’m so proud of you! That you came to
Grandmother: Yes, of course! I know how much this understanding on your own, without your
you enjoy helping the coach and running the parents pushing you, is a milestone in your
team. Your father told me that the other development! It shows just how grown-up
players on the team really respect you, and that you’ve become.
you helped them transition into one of the Neils: It just seems that being an adult is a real
most successful teams in the district. contradiction. I’ve started to see that you have
Neils: Yeah, I really loved working with the all this freedom to make your own decisions
younger boys and helping them develop their when you are grown, but your freedom is
skills. I loved the fun initiation at the start of limited by having to be responsible and do the
the year, when we pushed the new members of right thing.
the team to run as far and fast as they could. Grandmother: Yes. It’s not always easy, but you
Even though we wanted to win our games, I did the right thing! So, now, how’s your
also really loved the carefree feeling of the studying going now that you have more time to
team. We all liked football and just wanted to spend on it?
play. Neils: Well…
Grandmother: Yes, I can see that you had a lot
of fun, but it took up a lot of your time, too. LISTENING SKILL: Making predictions
Neils: You got it! It took my attention away Activity B. Page 59
from my studies. In fact, I realized that being 1. Lecturer: Today’s topic is “Proper Behavior in
the leader of the football team really the Workplace.”
contributed to my poor grades in school. We’ll be discussing several issues, including how
Grandmother: Yes, I worried about that. How to deal with a workplace disagreement, why it’s
did you figure that out? important to be punctual, and how to dress
Neils: Hmm. It’s hard to pinpoint the exact appropriately in any work environment.
moment. I guess it was probably a few weeks 2. Rudolph: Adam, I can’t keep up with the
ago. I came home from practice and it was homework. I am just too tired after a long day
already late. I had a lot of studying to do for a at work.
test the next day. I tried to focus, but I was too Adam: I know what you mean. I took an online
tired and I kept falling asleep at my desk. business class last semester. It was tough
The next morning, I took the test and I knew I getting all the work done at night. I had to come
hadn’t done very well. I was really disappointed up with a plan.
in myself because it was an important test, one Rudolph: How did you do it?

3. Yukio: I’m excited about going to study in parentification, we’re saying that the child is
London for a year, but I’m going to miss you a taking on some of the duties and
lot, Tara. responsibilities of a parent. A ten-year-old
Tara: I know. I’ll miss you, too. But… who’s making dinner every night, a 12-year-old
4. Maria: Oh, thanks for stopping by. I’m trying who’s in charge of getting her siblings ready for
to get all the employees together for a meeting. school every morning, a 16-year-old who picks
It’s been very slow lately and morale is pretty the younger kids up from school, or who goes
low, but I want to share some important news to the parent-teacher meetings for a sibling, all
with them. I just heard that our company won of these kids are parentified in a way.
the Williams contract! That means we have a lot However, some kids don’t just act as parents to
more business coming to us. their younger brothers or sisters. Some take
care of their mothers or fathers. They reverse
LISTENING 2: Growing Up Quickly roles with their own parents. When you have
Activity A., C., Page 61, 62 this role reversal, the parents are so sick that
Lecturer: Good morning. Today we’re going to they can no longer act in their parental role.
talk about the issues faced by children who The children cook for them, shop for groceries,
have to take on adult responsibilities before even dress their parents, bathe them, and put
they are 18. them to bed. The children make the important
First, let me tell you a story of a kid in this decisions. The needs of the parents become
situation. Let’s call him Bill. Bill’s father died more important than the needs of the child.
before he was born, and for a few years his In less extreme cases, kids have to take care of
mother was a single parent. Then his mom their parents or another family member, but
remarried and had another child. the parents are still in charge. So, for example,
Bill worked hard in school, but he struggled to if a mother has a major illness and is too weak
help his mother take care of his younger to get out of bed, the child may cook dinner or
brother. This is a common situation for children go to the grocery store, but the mother is still
like Bill. They are forced to act like adults for a the parent in the relationship. She is the one
wide variety of reasons. In Bill’s case, a young who makes decisions as a parent does.
sibling gave him adult responsibilities. In other Okay, so kids are forced to grow up quickly for a
situations, a parent is sick, so the child has to variety of reasons. Is this a good thing or a bad
take care of the sick parent. Sometimes, when thing? Well, it depends on the situation and on
parents divorce or one dies, a child takes on the child. As you might guess, the ones who
responsibilities such as cooking and cleaning. suffer the most are the kids who reverse roles
Or, in some immigrant families, a child may be with a parent. Because role reversal happens in
the only family member who speaks the new cases where the parents have the most
language, so he or she has to translate for the problems and are the least capable, their
parents at school or at the doctor’s office. children often feel more isolation. They may be
Although kids often want to help their families, embarrassed by the situation at home. They
too much responsibility can be a burden for may feel confusion about how regular kids or
them. They may feel they are giving up their teens are supposed to act. But many kids with
childhoods. An important term regarding these adult responsibilities, not just those where the
children is parentification. When we talk about roles are reversed, resent their responsibilities,

and see their duties at home as barriers to a 2. I think it’s how much you can provide for
happy social life. They can’t go out and have yourself.
fun. They feel a lot of frustration, and they have 3. I think it’s when you get married.
a lot of stress. 4. I think you become an adult at 16.
So which kids do the best? Probably the young 5. The day that I’m an adult is the day that I can
care givers who take on responsibilities only for do whatever I want to do.
a short period of time and at an older age. 6. The age at which you become an adult varies.
Also, kids who feel supported by their families
or who get support from school or other adults SPEAKING SKILL: Giving a Presentation
usually do much better. And there can be Activity A. Page 71
positive effects for children with some adult Speaker: Uh, hi. Um, today my presentation is
responsibilities. These kids often care more about an important turning point in my life. Um,
about others. They get satisfaction from OK. So, a few years ago, I got my first job. I was
helping people. Many of these kids grow up to really, really excited because I was making my
become teachers, counselors, and health own money. I felt completely grown up.
professionals. In fact, remember that kid Bill I Uh, on the way home from work, I used to stop
told you about earlier? That was Bill Clinton, at stores and buy things I liked just because I
who later became president of the United could. Uh, I bought clothes and a new watch
States. and books. I really felt like an adult when I paid
with my own money.
GRAMMAR: Phrasal Verbs But this bad habit caught up to me. One day, in
Activity A., Page 68 the middle of the month, I realized that I had
1. I can always count on my brother to help me spent all my money already and I, uh, wouldn’t
with the chores. get paid again for another two weeks. I didn’t
2. I try to show up on time for school every day. even have enough money to buy myself lunch.
3. Once I tried to run away from home when I Uh, where was I? Oh yeah, uh, so I didn’t have
was a child. enough money. I had to ask my parents to give
4. Fortunately, I talked my son into cleaning the me some. They were happy to help, of course,
garage this weekend. but, umm, I sure didn’t feel very grown-up
5. I didn’t know what that word meant, so I had having to ask them. Since then, I have learned
to look it up. to budget my money better so my paycheck
6. I decided to drop in on my father to see how lasts all month. Umm, that’s it.
he was doing.
UNIT ASSIGNMENT: Consider the Ideas

PRONUNCIATION: Sentence Stress Activity A. Page 97
Example, Page 69 Speaker: Hello. I’m Tony, and today I’d like to
I became an adult when I got married and tell you about an important turning point in my
started a family. life. When I was 18 years old, I went to Europe
Activity A., Page 69 for a long vacation. I had a lot of interesting
1. When you become employed, you can call adventures, and I grew up a lot on that trip.
yourself an adult. However, one event sticks out in my mind as a

moment in my life when I really left childhood

and entered adulthood. I was traveling in Russia
at the time. My father’s voice sounded so far
away on the phone when he called. I couldn’t
believe his news: my mother had a problem
with her brain, and the doctors didn’t know if
she was going to live.
I got on a plane the next day and hurried across
the planet hoping that my mom would still be
alive when I got back home. When I walked into
her hospital room, she recognized me, but
couldn’t talk. She got better, bit by bit, and, one
day, I was allowed to take her outside in the
hospital garden. As I pushed her wheelchair, I
realized that my mom would need me for a
while. I understood that even though traveling
was my dream, it was more important to stay
home and take care of my mom. I guess that I
learned that being an adult means putting other
people’s needs first. I think I grew up a little
more as my mom and I enjoyed the walks in the
hospital garden.

Unit 4: Fine Arts Teacher: What’s your opinion, Felix? Why do

people do things by hand?
The Q Classroom
Felix: Well, a good reason to do stuff by hand is
because it becomes a hobby. And having
Teacher: The unit question is: “Why do people
something relaxing and fun to do in your free
do things by hand?” What do you think,
time is important. I would like to be able to
Marcus?
make something beautiful and useful. I’d rather
Marcus: People do things by hand because it’s
create something nice than sit around watching
cheaper. If you have to pay someone to do
TV in my free time.
everything for you, it’s not very economical. If
Sophy: That’s right. And if you have a nice
you know how to paint a wall or fix your roof,
hobby like crafts, you meet other people who
it’s much cheaper than hiring someone to do it
like the same thing. You make friends that way.
for you. That’s why people do those things.
My sister is part of a knitting group and she
Teacher: That’s true for do-it-yourself projects
really likes knitting, but she likes having a
like repairing your home. But sometimes it costs
reason to get together with her friends even
more money to knit a sweater than to buy one
more. She said she’d teach me to knit, too, and I
in a department store. Why would people
think I’d like to learn.
prefer to do crafts in that case?
Sophy: Because it’s fun! I like to wear clothes
LISTENING 1: Quilting’s New Popularity
that are unique. If you buy a sweater in a
Activity A., C., Page 80
department store, you know that thousands of
Reporter: It’s possible that you’ve heard of
people have that same sweater. If you buy the
quilting. Quilting is a craft in which pieces of
yarn and knit your own sweater, you have a
fabric are sewn together in patterns—by hand
unique product.
or by machine—and then made into an item
Teacher: What do you think, Yuna? Why do
such as a blanket to keep you warm in winter.
people do things by hand?
There are usually two or more layers to a quilt
Yuna: Because the industrial process pollutes
and that makes it different from a regular
the environment. It’s greener and more
blanket.
environmental to do things at home.
For many years, people stopped quilting when it
Teacher: Hmm. Are you sure about that? Does
became possible to buy quilts and blankets to
making things by hand always pollute less?
cover their beds. These store-bought quilts
Yuna: I don’t know if it always pollutes less. But
were often less expensive, and, of course, you
many things that industries use chemicals for
could have one immediately without waiting
can be done naturally. For example, my aunt
the weeks or months it takes to produce a quilt.
buys plain white fabric for her projects and then
But, in the 1980s, quilting made a comeback,
uses natural things to dye the fabric. Like, to
and now you can find quilting materials, classes,
make fabric green, she uses plants from her
books, and magazines—even TV shows—
garden. And to make something brown or
everywhere. What’s the big deal about quilting?
orange, she uses onion skins. It’s totally natural
We visited a popular convention and asked
and much better than the industrial things
around.
some companies use.
Stacy Riley is a designer for a fabric company.
Riley says all the major fabric companies have

taken note of the rise in quilting’s popularity. minutes of free time I get every day. Being the
Ms. Riley, the quilts I recall from my childhood mother of little children is a full-time job. But
featured fairly traditional quilting designs. They knowing that when my little guys are taking a
were always square or rectangular and made nap I have a quilt to work on, I have the energy
for beds, and generally had simple patterns and to keep going. It makes me so happy to have
quiet colors. You say that today’s quilting isn’t something nice to put on the family’s beds,
like the quilting of old, or even the quilting of something I made.
thirty years ago? The fabrics are more At this convention last year, I saw Margaret
interesting, as are the designs, techniques, and Wilson. I couldn’t believe it! She has won so
colors? many awards and made so many quilts that I
Stacy Riley: That’s right. Our generation grew love. These conventions are really cool because
up with an entirely different kind of quilts. Our sometimes you get to meet famous quilters.
grandmothers, in the 1930s and ‘40s, sewed Reporter: Quilting’s comeback in recent years
their own clothes. It was cheaper. They saved means a great hobby for people like Tina, but it
up the scraps from the clothes they made to can also mean big money. After our encounter
make quilts. And these quilts were often with Tina, we spoke to Anna Roberts, a UCLA
beautiful, but more often they were functional. student who’s studying business. She explained
Their purpose was to keep you warm at night. her plans for the future.
Nowadays, it’s cheaper to buy a bed covering in Anna Roberts: Crafts are growing fast. People
a store. So people make quilts these days are learning that there are lots of things they
because it’s a fantastic hobby. can create for their homes without the help of
Reporter: But they still use scraps of fabric from outsiders. They’re learning to make furniture,
sewing clothes? sew quilts, and knit their own sweaters. So what
Stacy Riley: Nowadays, it’s usually cheaper to I want to do when I graduate is open a topnotch
buy clothes than to make them. And that craft store. Quilting alone is a multi-million
created a shift for those of us who work in the dollar industry.
fabric industry. When we design new fabrics, Reporter: Neil Brown is the owner of a quilting
we think much less about what will look good in store in Topeka, Kansas, and he has a different
a person’s clothing and much more about how take on quilting’s popularity. He’s part of a
quilters will like it. Will it look fun, interesting, panel that will talk later today about quilting
and exciting in a quilt? And we don’t design one and its new role in schools. I asked him if his
fabric at a time. We design a whole series of quilt store had classes for children.
fabrics in certain colors because quilters often Neil Brown: Oh, yes, definitely. We’ve got after-
use these fabrics together. school classes for children in elementary school
Reporter: Today’s quilting, unlike quilting in the and Saturday classes for teenagers. Quilting has
past, appeals to a different breed of crafters, become wildly popular among children. I’ve set
people who quilt for fun and not out of up a small library of books on quilting, and
necessity. Tina Martin is the parent of three those books are in constant circulation. We
active children, but she finds time to attend have a waiting list and I’m thinking we’ll need to
conventions and invest in her hobby. expand the classroom section of my store to
Tina Martin: Quilting is really great. I enjoy make room for more classes.
having a hobby that I can do in the few spare

Reporter: So, there’s a connection between Reporter: Ms. Riley, the quilts I recall from my
quilting and lots of other areas in the school childhood featured fairly traditional quilting
curriculum? designs. They were always square or
Neil Brown: That’s true. In quilting, lots of rectangular and made for beds, and they
subject areas are involved: math, design, generally had simple patterns and quiet colors.
history, reading, even science sometimes. I’ve You say that today’s quilting isn’t like the
seen it happen a lot. Children develop an quilting of old, or even the quilting of thirty
interest in quilting and suddenly teachers see years ago?
development in the classroom.
You know, most kids don’t do crafts at home. Activity B., Page 84
Their parents are so busy and no one has time Excerpt 1:
to teach kids some of the basic things they need Neil Brown: Oh, yes, definitely. We’ve got after-
to know in life, like baking a cake, sewing school classes for children in elementary school
buttons on clothes, making a kite, or creating a and Saturday classes for teenagers. Quilting has
scrapbook. I love teaching. For me, anything become wildly popular among children. I’ve set
that helps young people have an appreciation up a small library of books on quilting and those
for hard work and dedication to a project is books are in constant circulation. We have a
terrific. waiting list and I’m thinking we’ll need to
expand the classroom section of my store to
LISTENING SKILL: Making Inferences make room for more classes.
Examples, Page 83 Excerpt 2:
Tina Martin: At this convention last year, I saw Stacy Riley: When we design new fabrics, we
Margaret Wilson. I couldn’t believe it! She has think much less about what will look good in a
won so many awards and made so many quilts person’s clothing and much more about how
that I love. These conventions are really cool quilters will like it. Will it look fun, interesting,
because sometimes you get to meet famous and exciting in a quilt? And we don’t design one
quilters. fabric at a time. We design a whole series of
fabrics certain colors because quilters often use
Activity A., Page 84 these fabrics together.
Excerpt 1:
Neil Brown: In quilting, lots of subject areas are NOTE-TAKING SKILL
involved: math, design, history, reading, even Activity A., Page 85
science sometimes. I’ve seen it happen a lot. Podcast host: If you enjoy cycling and you’re
Children develop an interest in quilting and thinking about buying a new bike, there are
suddenly teachers see development in the several reasons to build your own rather than
classroom. buy a new one. First of all, you may not find the
Excerpt 2: perfect bike for you anywhere. Maybe you want
Reporter: Tina Martin is the parent of three a bike that’s especially light, or especially fast,
active children, but she finds time to attend or just the right size. By building a bike on your
conventions and invest in her hobby. own you can guarantee that it’s the right one
Excerpt 3: for you. You may also save money in the
process. A great bicycle can be extremely

expensive. But when you buy the individual Carl Baxter: Not really, just a few. But the ones I
parts you need—and you can buy them new or have really like it. They always start out
used—you can often find them at affordable wondering if it will be fun, but the first time I
prices, especially online. tell them to cut a piece of wood that will
Of course, building a bike is not a short project. actually be used to make someone’s home—
Plus, it’s not easy. You’ll have to learn the skills and they do it well, and it is used—they feel a
necessary to do it right. You also need to have real sense of accomplishment. And they want to
an experienced bike mechanic advise you along learn more.
the way and check your work when you’re Reporter: So none of these kids have had any
finished. This will help you build a bike that is experience with crafts.
safe and avoid some of the mistakes beginners Carl Baxter: Oh, heck no. I mean, I was a
often make. With some hard work and learning, complete amateur when I started, too. I didn’t
you’ll soon have the pleasure of knowing that know what I was doing, but I read a few books
the bicycle you’re riding represents your own and practiced making things for a few years and
creativity and hard work. If you ask me, that’s suddenly I had learned most of what I needed
the best part of taking on a project like this. to and was ready to go. It’s the same with these
kids. They don’t think it’s going to be interesting
LISTENING 2: A Different Path in Life till they get started and next thing you know,
Activity A., D., Page 87 they’re dreaming of building their own cabins to
Reporter: Some people choose a different path live in.
in life. They choose to do things by themselves Reporter: Have any of your apprentices gone
and teach others their craft at the same time. out and built a cabin by themselves?
I’m standing here with Carl Baxter, outside a Carl Baxter: One has, so far. He helped me build
small cabin near Browning, Montana. A cabin two cabins and then started trying to design his
he built with his own hands, with the help of his own. He didn’t want to clone the work I’d
newest apprentice, Dave Black. Carl, tell me done—you know, do the same thing he’d
about your apprentice program. already done twice, so he sat down and planned
Carl Baxter: Well, I mean, it’s not a “program” something just for him. I helped him build it and
so much as something I just do. I worry about we got it done in just under a year. It’s a unique
kids these days. They spend all their time with place that he built, and he likes hanging out
video games, on cell phones, and in front of the there because no one has anything like it. He
TV. I can’t identify with that at all. I’ve always can point to it and say, “I made that.” Since
loved making things, being outdoors, learning then, he has gotten a few orders for cabins. He
stuff. I think today’s kids would love to learn to has started his own business. I love that.
make things too, but they don’t have anyone to Reporter: How do you design the cabins you
show them how. So I started teaching a few build? And what input do your apprentices have
teenagers some skills, the stuff I know. I make in the process?
cabins, so I teach them basic carpentry to help Carl Baxter: Mostly I just listen to the client. I
me make my cabins. try really hard to understand the person’s
Reporter: Do you have a lot of kids in your lifestyle. You know, no one lives the same way,
program? so I try to incorporate a person’s attitudes
towards life into my cabins. I regard my work as

an extension of that person. And I’m trying to Pronunciation: Basic Intonation Patterns
teach these kids to do the same thing. Listen. Activity A., Page 95
Really listen. Don’t build your dream. Build their 1. How much do these books cost?
dream. 2. Is the library open?
Reporter: Tell me about this cabin here. 3. We’re looking for the craft shop.
Carl Baxter: Dave and I built this for a 4. Walk north for two blocks.
professional potter. She makes vases and bowls 5. Are you sure?
and plates; her work is incredible, but she 6. Please sign on the dotted line.
needed lots of light. So I made sure there were 7. Call me tomorrow at six.
incredible windows and that the house was 8. Have you read her new book?
situated on a beautiful piece of land. Dave did
all the work on the windows. Nice, isn’t it? And Activity B. Page 96
after moving in and doing her ceramic work Alex: Have you seen Kim’s latest sculpture?
here, her work has appeared in a fantastic Lee: Yeah, Jae and I saw it last weekend.
gallery in New York. So maybe we had a small Alex: What did you think of it?
hand in helping her improve in her craft. Lee: It was really creative.
Reporter: Do you pay your apprentices? Alex: That’s it? Come on. Tell me what you
Carl Baxter: Yeah, I pay them a percentage of thought.
the total I receive for a cabin. And business is Lee: Well I could tell she worked hard on it. But
good because of it. People like the idea of a it’s really not my style. I mean, I wouldn’t
product that supports education of teenagers. I decorate my apartment with it.
set up a website for my cabins and with just Alex: I see. I guess we all have different tastes.
that little bit of marketing, I’ve got more clients Lee: That’s for sure. Did you like it?
than I can handle. Some of them are overseas. I
recently got a request for a cabin in Japan. Can SPEAKING SKILL: Avoiding answering questions
you imagine that? I’ve never been outside of Activity A., Page 97
the United States. 1. A: How old are you?
Reporter: Are you going to expand your B: I’d rather not say.
operation to keep up with the orders? 2. A: What did you think of that book?
Carl Baxter: I’m not sure. I can only teach so B: You might say it gives a very unique point
many kids at one time. And I build cabins of view.
because I love working with my hands. I really 3. A: Hello. Is Nick there?
enjoy the process and don’t want to turn it into B: Who’s calling?
some kind of industry. That’s not what I’m 4. A: Is Joseph doing a good job?
about. I do it out of love—both love for building B: Joseph is a very hard worker.
cabins and love of these kids. So I’m going to 5. A: Can I have your address, please?
keep my operation small for the time being, at B: I’m sorry, but I don’t give out that
least until I find someone to help me, someone information.
who’s interested in both the cabins and the 6. A: Where were you on Friday?
kids. Till then, I’ll keep it small and simple. And B: Why do you need to know?
that’s good enough. 7. A: Where do you want to have dinner?
B: Where would you like to go?

8. A: How much did you pay for that car?

B: It was affordable, and we’re very happy
with it.

Unit 5: Nutrition
NOTE-TAKING SKILL
The Q Classroom
Professor: Hello, everyone! Today, I am going
Teacher: We’re going to talk about the science
to be talking about the study of zootherapy,
of food, so let’s start off with the Unit Question,
which simply means using food in place of
“How has science changed the food we eat?”
medicine. Traditionally, in many cultures
Yuna, what do you think?
around the world, people have used food to
Yuna: Science has changed packaged food a lot.
cure illnesses.
They add vitamins because they’re good for us,
For instance, in China, one famous and delicious
and they use less fat and things that aren’t
dish is Peking Duck. Have any of you ever tried
good for us.
it? Have you ever wondered how it gets that
Teacher: What do you think, Felix? How has
beautiful red color? Well, it is also very healthy
science changed the food we eat?
because the skin of the duck is colored with red
Felix: Well, I think it’s because of science that
rice powder that contains a natural chemical
people eat so much packaged food. They’ve
that lowers cholesterol. Maybe this is one
discovered ways to create food that people like,
reason why fewer people have heart disease in
usually by adding a lot of salt or sugar. It’s not
China than in many other countries. Perhaps
healthy at all.
doctors in China advise their patients with heart
Teacher: How else has science changed the
problems to eat more Peking Duck.
food we eat? Marcus?
Another example of using food for good health
Marcus: They’ve learned to make all kinds of
comes from Brazil. Some of the indigenous, or
things out of corn. They use corn syrup to
native, populations that live near water use
sweeten sodas and candy, and corn oil for
specific kinds of fish as medicine. For example,
frying. Corn is cheap to grow, so a lot of food is
they use the oil from the liver of a shark called a
less expensive, like fast food. But I agree with
hammerhead to cure asthma. So, when
Felix—it’s not healthy.
someone is having an asthma attack and they
Teacher: Sophy, do you have any other answers
have trouble breathing, they may drink shark
to this question? How else has science changed
liver oil. Now that these traditional cultures
the way we eat?
have more access to modern medicine, their
Sophy: Well, science has changed the plants
use of fish as a source of medicine, especially
and animals we eat. A long time ago, corn was a
fish that are endangered, like the hammerhead,
small plant, but now it’s a huge one. And the
is decreasing. Nowadays, people are more likely
animals are bigger, too, because they’ve figured
to visit a doctor than to go fishing for their
out just the right diet to feed them to make
medicine. However, even as the practice of
them larger.
using food as medicine seems to be
Teacher: Some of you feel that science has
disappearing in some places, modern drug
made food less healthy. Do you think science
companies are looking to traditional foods for
has done anything good for our diets?
new medicines. Right now, researchers are
Sophy: Absolutely. Because of science, we’re
testing new asthma drugs that contain oil from
able to grow more food and feed more people.
other sharks, like nurse sharks and blue sharks.
Less hunger in the world is a very good thing.
In your text, you will read more examples of

food being used in medicine. Please open to drinks to test in a group of 3-year-olds and a
page 271. second group of children aged 8 and 9. Children
received ordinary fruit juice or a drink identical
LISTENING 1: Food Additives Linked to in look and taste that contained common
Hyperactivity in Kids additives. Some children were given a drink
From “Food additives may cause hyperactivity: containing colorings typically found in a couple
study” by Maggie Fox, September 5, 2007, of 50 gram bags of candy. Others were given a
Reuters. All rights reserved. Republication or higher level of colorings, equal to consuming
redistribution of Thomson Reuters content, the additives in four of these bags. Parents,
including by framing or similar means, is teachers, and the researchers then studied the
expressly prohibited without the prior written children’s behavior. Both mixtures significantly
consent of Thomson Reuters. Thomson Reuters affected the older children, when compared
and its logo are registered trademarks or with the regular drink. “Although the use of
trademarks of the Thomson Reuters group of artificial coloring in food might seem
companies around the world. © Thomson superfluous, the same cannot be said for
Reuters 2009. Thomson Reuters journalists are sodium benzoate, which has an important
subject to an Editorial Handbook which requires preservative function,” the researchers write.
fair presentation and disclosure of relevant “The changes to food additive rules could be
interests. substantial.”
Activity A., D., Page 107, 108 The issue of whether food additives can affect
Reporter: The controversy about food additives children’s behavior has been controversial for
and children’s behavior continues, this time decades. Dr. Benjamin Feingold has written
with a study linking food additives and a books arguing that not only do artificial colors,
common preservative to hyperactivity. But not flavors, and preservatives affect children, but so
everyone is convinced this latest research is do natural chemicals found in some fruits and
definite. Certain artificial food colorings and vegetables.
other additives can worsen hyperactive Several studies have contradicted this notion.
behaviors in children aged 3 to 9, UK And some have only found an effect of food
researchers report. Tests on more than 300 additives on the behavior of children
children showed significant differences in their diagnosed with extreme hyperactivity. In this
behavior when they drank fruit drinks latest research, children generally reacted
mixed with food colorings and preservatives, poorly to the mixtures.
say Professor Jim Stevenson and colleagues at “We have found an adverse effect of food
the University of Southampton. additives on the hyperactive behavior of 3-year-
“These findings show that adverse effects are old and 8- to 9-year-old children,” the
not just seen in children with extreme researchers write.
hyperactivity but can also be seen in the general Stevenson has this message for parents:
population,” the researchers write. Stevenson’s “Parents should not think that simply taking
team, which has been studying the effects of these additives out of food will prevent all
food additives in children for years, made up hyperactive disorders. We know that many
other influences are at work, but this at
least is one a child can avoid,” he says.

Dr. Sue Baic says that the study is well-designed Excerpt 2:

and “potentially very important.” Can it really hurt your heart to drink one soda a
“It supports what scientists have known for a day? A recent study published by the American
long time: that feeding children on diets that Heart Association says it can. The report
mainly consist of heavily processed foods which suggests that drinking even one soda a day can
may also be high in fat, salt, or sugar is not increase your chances of getting heart disease.
optimal for health.” Excerpt 3:
Others disagree. “The paper is not a Tea is one of the world’s oldest and most
demonstration of cause and effect,” says Dr. popular drinks. In spite of the recent popularity
Paul Illing. of fancy coffee in parts of Asia, most people in
China still look forward to the peace and calm
Listening Skill: Understanding bias in a they associate with the ancient practice of
presentation drinking tea.
Activity A., Page 110 Excerpt 4:
Speaker: Don’t Believe the Organic Hype. Can we believe what the food labels claim?
For too many people, eating healthier means Labels say things like “all-natural” or “helps
buying organic food. build healthy bones” or “made with real fruit”
People think that just because the label says or “contains real chocolate,” or “helps burn
“organic” that the food is better for them. fat.” But research shows that food labels can
However, a quick look at the list of ingredients often be confusing. Or they try to make you
of many organic products shows that they can believe something that isn’t quite true.
be just as high in salt, calories, and fat as
normal foods. Just because some potato chips LISTENING 2: The “Flavr Savr” Tomato
are made from organic potatoes doesn’t mean Activity A., C., Page 117
it’s a healthy choice to eat the whole bag. Announcer: Turning now to the world of
Furthermore, research shows that the dangers science, genetically altered food may soon be
associated with eating too much high-calorie available at your local vegetable stand. The
food are worse than eating food with additives “Flavr Savr” tomato is already on sale in the
or artificial coloring. United States. It’s supposed to stay riper,
Activity B., Page 110 fresher, and more flavorful than an ordinary
Excerpt 1: tomato. It’s also one of the first foods to be
As the sale of fast food increases produced by biotechnology. But not everyone is
internationally, people’s weights are increasing, a fan. As Nina Winham reports, consumers
too. Several important international often have an uneasy reaction to scientifically
organizations, including the World Health improved food.
Organization, are very concerned about the Nina Winham: At the Kensington Fruit Market
growing rate of obesity around the world. in Toronto, tables are piled high with everything
Scientists believe that fast food restaurants play from rutabagas to radicchio. People are picking
a substantial role in more and more people through the produce, comparing prices and
becoming overweight. freshness. Ask them about genetically
engineered vegetables.

Speaker 1: Oh, no. No, I wouldn’t go for organisms, we are doubly interested because
genetically altered. I wouldn’t go for it. we are, ourselves, ingesting the result.
Winham: Yeah, and if it… Winham: Burke says the biotechnology industry
Speaker 1: If it would be sweeter and maybe is realizing people have moral and cultural
more tastier, but I wouldn’t go for it. reactions to food, and so this very personal
Speaker 2: I guess, to begin with, you would commodity may be the area where the debate
want to know what goes into it, to see whether over the ethics of biotechnology comes to a
it is going to affect us. head. Susan Harlander is director of research
Speaker 3: I feel that if you tamper with nature, with Land o’ Lakes Dairies. She says the key for
there’s bound to be a rebound. food producers will be to underline the benefits
Speaker 4: I think most people are scared of of biotechnology, such as higher-quality
what, if something can be altered that much, is foods. And she says that people need to see the
it really going to be good for them in the long science done in a lab as a continuation of the
run? science that has long been a part of farming.
Winham: Genetic engineering is when scientists Susan Harlander: I think most people don’t
alter the chemical blueprint of an organism. understand breeding and selection and how
They can make it develop the traits they want, much modification of the food supply has gone
sometimes by adding a part of the blueprint on with traditional agriculture, and how little
from a completely different species. To some, we can actually control what’s happening in a
the process seems fantastic, but to others, it’s traditional breeding experiment versus what we
disturbing. Professor Robert Strong studies the can control with genetic engineering.
ethics of biotechnology at the University of Winham: Back at the Kensington Market, Linda
Redding. Arugio is busy helping customers at the
Robert Strong: People think that um, certain, checkout counter. She says genetically
many aspects of our modern lifestyle are engineered foods aren’t that different from
unnatural, and that is, sort of, colored with other hybrid products she’s sold in the past. She
moral overtones. Because it’s unnatural, it must remembers a lettuce, a cross between two
be bad. varieties, that people just wouldn’t buy. But she
Winham: But society has already accepted says watermelon with no seeds has caught on
some genetic engineering, especially for and has loyal fans.
medical uses. Insulin for diabetics, human Linda Arugio: Most people get used to trying
growth hormone for underdeveloped children different things, and they start thinking that it’s
are two widely used products of biotechnology. all right or even accepting that it’s all right,
It’s when the science lab produces food that or knowing that it’s all right, they’ll start buying
people start to back away. Steven Burke is vice it and getting more into it.
president of the North Carolina Biotechnology Winham: The uncertain reaction of consumers
Center. is only part of the hurdle faced by food
Steven Burke: With food biotechnology, the producers. Genetically engineered foods
issues are, in many cases, compounded. Not are expected to cost considerably more than
only are we concerned, or at least interested in their old-fashioned counterparts, and people
the application of the techniques and in the here will tell you that may be the ultimate
movement of different genes between different turn-off.

Marc: Yeah, and the cheese is amazing! It tastes

PRONUNCIATION: Other common intonation nothing like what we buy in the grocery stores
patterns here.
Examples, Page 120 Faisal: That’s interesting. I feel that way about
This tomato is genetically altered? Saudi Arabian food here, too. It’s not quite the
You eat five sandwiches a day? same.
I ate eggs, toast, and cereal.
Would you like coffee?
Would you like coffee or iced tea?
1. What? You’ve never eaten a tomato?
2. Do you prefer water or juice?
3. My favorite foods are rice, yams, and pizza.
4. What did you say? You don’t like ice cream?
5. Are you hungry? Do you want some bread
and cheese?
SPEAKING SKILL: Expressing interest during a

conversation
Faisal: Hey, Marc. Is this seat free? Do you mind
if I sit here?
Marc: Not at all! How are you doing?
Faisal: I’m absolutely starving!
Marc: Really? Why?
Faisal: I went to the gym this morning before
school, and by 11:00, my stomach was growling
in class.
Marc: Wow, that had to be embarrassing.
Faisal: Definitely. So, what did you get for
lunch?
Marc: Well, they’re serving French onion soup
today, so I got some of that. It’s not bad, but
not like home!
Faisal: Yeah! French food is famous around the
world, but I’ve never had it.
Marc: Well, I am from Provence, in the south of
France. People take food very seriously there.
Faisal: Mm-hmm.
Marc: People buy fresh fruit and vegetables
from the market every day.
Faisal: Every day!

Unit 6: Education NOTE-TAKING SKILL

Activity A., page 129
The Q Classroom
Professor: Okay, so in the reading you did to
prepare for this class, you learned about several
Teacher: “Is one road to success better than
different businesses that have taken kind of a
another?” Marcus, what do you think? Is
non-traditional approach to success. In other
there a best road to success?
words, these companies have achieved success
Marcus: I think that in most cases it’s better to
without focusing only on making money. Who
take a non-traditional road. If you have a
can tell me about one of the businesses from
different kind of experience than other people
the chapter you read? Yes, Brian.
in your career, then you’ll have a different
Brian: Well, one of the examples was the
perspective. You might know things other
American ice cream maker, Ben and Jerry’s. The
people don’t know.
two guys who started the company, Ben and
Teacher: Good point. What do you think,
Jerry, were childhood friends. They took a
Sophy? Is one road to success better than
college course in ice cream making, and they
another?
opened their first ice cream shop in, um, 1979, I
Sophy: I guess I’d say no, that there are many
think. What made Ben and Jerry’s different
different ways of reaching your goals. The best
from many other ice cream companies was
way for one person might not be the best
their focus on charities and their opposition to
for someone else. Maybe a non-traditional road
using any chemicals. They wanted to build a
works for Marcus but a more traditional one
company that had a conscience. They received
works for someone else.
the “US Small Business Persons of the Year”
Teacher: What do you think, Felix? Marcus feels
award in 1989, and they sold their company in
it’s best to find your own unique path, and
2000 for a huge profit. They had some problems
Sophy feels that while that might work for some
along the way, though. They were involved in
people, it won’t work for everyone. What do
lawsuits with another ice cream company, and
you think?
they needed help with their business to deal
Felix: I agree with Sophy in the sense that
with the fast growth of their company.
everyone is different and everyone needs to
Professor: Right. Very good, thank you. Okay,
find their own way. But one argument for a
how about another company, Kurumi.
more traditional path to success, say studying
Kurumi: Um, let’s see. Another company that
hard, getting a degree, getting an entry-level
has succeeded because of its non-traditional
job, and working your way up, is that you gain a
approach is Lululemon. It’s a Canadian
lot of work experience along the way. If you
sportswear company. It was started in 1998 by
take a less traditional path, you might miss out
Chip Wilson in Vancouver. His idea was for the
on that valuable work experience.
store to be like a community meeting place
Teacher: OK. How about you, Yuna? Would you
where people could learn about healthy living.
say that one road to success is better than
Now the company is valued at $10 billion! But,
another?
some people think the company grew too fast.
Yuna: No. I agree that there are advantages and
Chip Wilson has disagreed with board members
disadvantages to every choice.
about the new focus on making more money.

Professor: Thanks for the summary, Kurumi. step at a time. In this situation, a worker would
We have time for one more. Um, okay, Ali. How start at a large company, just out of high school
about you? or college. The worker would stay with the
Ali: Well, since I love coffee, I was the most company, receiving promotion after promotion
interested in Starbucks. Okay, so it opened in and rising from the bottom of the ladder,
1971, and there has always been a focus on perhaps working in the mail room, to working in
creating a feeling of community for its an office, to managing, and so on. Are there any
customers. But, like with Lululemon, the questions? Yes?
company has grown really quickly. There are Student 1: So, these workers would just stay at
more than 21,000 stores in 65 different the same companies for their entire careers?
countries. But, in 2008, the company had some Professor: Exactly. Traditionally, workers were
financial problems. Now it seems that Starbucks usually loyal to their companies. They devoted
is interested in returning to its core values. their entire working lives to the same company.
Professor: Thanks everyone! Now, for next This is true about both office work and physical
class, please read… work, like working in a factory. The workers
stayed at the company and climbed the ladder
LISTENING 1: Changing Ways to Climb the as far as they could, at which point, they would
Ladder simply stop moving up. In return, the company
Activity A., D., Page 130, 131 was stable and protected the workers. The
Professor: How many of you are currently workers counted on the company to pay them
working? Right. Now, how many of you would during their working lives and take care of them
like to be in exactly the same jobs five or ten once they were too old to work. Yes?
years from now? None? Well, I assume that one Student 2: I think this model is similar to the
of the main reasons you are continuing your business cultures in other countries.
education is so that eventually you can get your Professor: Absolutely. Many countries in Asia
dream job. Of course, the right education or follow this business model. In fact, a popular
training is important, but take a minute to think CEO in Japan recently said in an interview
about the answer to this question. Say you want that he views his workers as his family. He feels
to be the next CEO of a giant company. What responsible for them, just as they feel a
steps, other than getting a strong education, responsibility to the company. Not surprisingly,
should you take to reach that goal? The answer this model works best in cultures that have
you give to that question today is probably more traditional family structures. Specifically,
radically different than the answer that this model works well when the father can
students sitting in those seats gave twenty-five devote a lot of time to work, and the mother is
or thirty years ago. In fact, today’s career path able to stay at home with the family. This
is very different from the one that was common traditional model is very different from the
even a few decades ago. Today, I’m going to second model that I want to talk about today.
talk about these two different models of career The second model is one that you will probably
advancement. First, let’s focus on the more be more familiar with. In contrast to the single
traditional model for advancement. A good ladder model, try to picture a person
picture of this model would be a climbing several different ladders, stepping
businessperson climbing up a single ladder, one from one step on one ladder to a step on

another ladder. In other words, instead of longer count on continuing to receive money
staying at one company, hoping for a from their employer after they turn sixty-five
promotion, these workers move from and retire. As a result, workers usually don’t
one company to another. Sometimes the move feel the same sense of loyalty that they used to.
is sideways. By that, I mean sometimes the Their attitude is to learn as much as they can at
person leaves one position at a company for one company before moving on to another.
a similar position in a different company, maybe Although this model might make some more
for better pay or for the promise of a quick traditional workers uncomfortable, it has
promotion. On the other hand, often the become very common in North America. In fact,
worker is able to move to a position one, two, this year approximately 87% of all workers will
or even three steps higher than their previous be engaged in the new model as they climb to
position. In fact, jumping up a few steps the top of their professions.
at a time, something that would be almost
impossible in a traditional career path, is LISTENING SKILL: Listening for contrasting ideas
actually quite common in this model, and now Activity A., B., Page 134
business leaders are getting to the top an Mr. Doshi: Bob Quintero and Susan Miyamoto
average of four years faster than in the are the final candidates for the marketing
days of the traditional model. In the new model, position at our company. Bob has a degree from
workers are starting their careers at smaller Harvard University in the U.S.A., whereas Susan
companies rather than bigger ones. They move has a degree from Keio Business School in
in and out of companies as positions open, and Japan.
they can move faster or more slowly toward Ms. Stanz: Bob and Susan both have good work
their goal, depending on their personal experience. Bob has worked for five years at a
situations. Questions? small marketing company, but Susan has
Student 3: I can see why someone would want worked for eight years at our company.
to move quickly up the ladder. But why would Mr. Doshi: Susan speaks more languages. Bob
someone want to move more slowly? speaks Arabic and Spanish. However, Susan
Professor: That’s a great question, and it moves speaks French, Spanish, and Japanese.
us into the final part of this lecture. Why would Ms. Stanz: Bob has a lot of sales experience. On
someone want to slow down their career the other hand, Susan has a lot of experience at
path? Well, now that the traditional family our company.
structure has changed and women are a major Mr. Doshi: Hmmm. This is going to be a tough
part of the workforce, the needs of the workers decision!
to balance career and family have changed.
Men often want to spend more time with their LISTENING 2: Life Experience Before College
children than they were expected to spend in Activity A., D., Page 135, 136
the past. This social change is definitely a main Announcer: In many parts of the world,
reason for the change from a traditional single- students often take time off before heading to
ladder model to a many-ladder model. Another college. In Great Britain, it’s known as the “Gap
reason many companies no longer take care of Year,” and in Australia it’s called a “Walkabout.”
their workers the way they did in the past is It’s still a foreign concept for most Americans,
because of economic change. Workers can no

but a growing number of our young people are that’s more valuable than being at college at
daring to be different. that particular moment.
Reporter: Antonia House is about to graduate Reporter: That’s just what Trudee Goodman
from high school in Manhattan, but as her peers did. Four years ago, she was graduating from
are picking out dorm room furniture, she’s high school and was burned out on books.
preparing to go globetrotting. Trudee Goodman: I was at the same school for
Antonia House: I’m going to Madrid, where I’ll 10 years. It was really very rigorous,
take Spanish lessons. I’m going to Berlin, where academically. I was ready for a different type of
I’m going to take German lessons and then challenge.
I’m probably going to travel on my own a little Reporter: So she took a gap year and moved
bit around Central and Eastern Europe. from Houston to Boston, where she joined a
Reporter: After spending a summer in France, domestic Peace Corps, offering her services in
Antonia became interested in international troubled schools and neighborhoods.
relations. Trudee Goodman: I was in Boston, often until,
Antonia House: A lot of people in Europe take you know, 7 or 8 at night, and then, made the
time off. I’m not getting that sort of American hour-long commute back to the suburbs.
college experience, but, I figure, you know, I’m But I felt like, you know, this is much more real,
getting my own thing, and that’s really what I if you will, than what my friends are
want. experiencing.
Reporter: While few students are as brave as Reporter: Logging 1,700 hours of community
Antonia, taking a year off between high school service provided plenty of life lessons.
and college can mean a brighter future. Trudee Goodman: Well, I lived with my
According to a recent survey of 350 students, grandparents for the year. My grandmother had
55 percent of those that had taken time off say more of a social life than I did that year, so…
the experience had a positive effect on their Reporter: And after one year, Goodman was
grades. Fifty-seven percent said their job search ready to dive back into academia at Trinity
after graduation benefited from their College, in Hartford, Connecticut.
experiences away from the classroom. Trudee Goodman: I had some experiences to
Ron Lieber: Most of the deans of admissions, at share as examples in classes that I never would
most of the best colleges in the country, have had, had I not had this experience.
absolutely believe that their schools would be Reporter: Just three weeks ago, Trudee
better off if every single student took time off. graduated from Trinity. And while most of her
Reporter: Ron Lieber is the co-author of Taking peers are facing the real world for the first time,
Time Off. He says the hard part is convincing she can say she’s been there, done that.
your parents that your gap year will not be a Trudee Goodman: You’ll realize how quickly a
slack year. year goes by, if anything, that’s what I learned.
Ron Lieber: Taking time off is almost like school And just make the most of all the little
in the sense that you need to plan every day, moments, all the experiences you have within
every month. You need a lesson plan. You need that year, because it’ll serve you well into the
a syllabus. It’s not something you figure out as future.
you go along because the point of the exercise Reporter: Did it work? Trudee’s gap year
is to create a year for yourself that’s better, worked for her. She’s already taken a job as an

elementary school teacher, and she says her SPEAKING SKILL: Changing the topic
gap year experience really stood out on her Activity A., Page 146
resume. The author of Taking Time Off had A: I’ve had a very long day. I just came from my
some tips. He says talk to people who’ve taken job.
a gap year doing the same thing you’d like to B: That reminds me. I need to get your resume.
do. You can also ask your college if it has grants My company is hiring and you would be perfect
available to students who are traveling or doing for the position.
community service. A: Really? That’s great! You make your job
sound fun.
PRONUNCIATION: Highlighted words B: It is most of the time. We all get along well at
Examples, Page 144 work.
Colleges say a gap year doesn’t have to be A: Oh, I wanted to ask you if you have time to
costly. help me with my homework.
Colleges say a gap year doesn’t HAVE to be B: Sure I can. We’ll do it after class.
costly. A: Anyway, I’d love to give you my resume. I’ve
COLLEGES say a gap year doesn’t have to be been looking for a new job.
costly. B: I know. Speaking of which, my boss says she’s
Activity A., Page 144 interviewing people next week. Are you free in
1. I would LOVE to take a gap year to work in the morning?
India. A: I’ll make sure I’m available if she calls me.
2. If I had to pick just ONE place to go, it would B: Hold that thought. I have to get to my next
be Turkey. class. We’ll talk about this later.
3. When CARLOS was there, they didn’t have A: See you.
the volunteer program.
4. Chris and Ilona are going, too? Hassan told Unit Assignment: Consider the Ideas
me they’re NOT going. Consider the Ideas, Page 148
5. You’ll learn a LOT while you’re there, and Susan Jones: I was a housewife for most of my
you’ll have SO much fun! life, but after my divorce, I decided I wanted to
Activity B., Page 145 travel and see the world. For 11 years, I’ve
1. I would like to get a job in Africa taking care taught outside of the U.S.—in Poland, Morocco,
of wild animals. and Peru, where I’ve learned so much about
2. I change jobs often. My father’s career path other cultures. Sometimes, I think my students
was more traditional. have taught me more than I taught them!
3. I think I can build skills for this career if I take My son just had a baby, and I want to come
a year off to study. back to the U.S. so that I can be closer to my
4. The best reason to take a gap year is the family. I still want to travel, though. And I want
chance to learn about yourself. to have a job where I can help students and
5. No one ever told me that the group would inspire them to have some new experiences in
leave before school is over. other countries! I speak Spanish, Polish, and a
little Arabic.
Doug Orman: I have taught history at a
university for my entire career. I wanted a

promotion, but it didn’t happen, and I can see

that my career is going nowhere. So now I am
ready for a complete change.
I’ve spent most of my summers traveling
around the world, visiting historical sites and
museums. I have studied Russian and French,
but I don’t speak either very fluently.
Narayan Tej: I just finished college, and I’m
ready to start my career. I’m from India
originally, so I would bring a multi-cultural
element to your team. In addition, I love to
travel. I went to Europe, Brazil, and Ecuador
when I was in school, and I traveled all over Asia
with my family when I was a child. I speak
English and Hindi, and a little Spanish and
French.
Teresa Lopez: I took a gap year when I finished
high school, and I think it really helped shape
who I am. It broadened my world, and made me
aware of so many things. I’d like to help
students have the same experience. Encourage
them to stretch themselves a little. I don’t
speak any other languages, but I would love to
learn!

Unit 7: Anthropology Teacher: How would you answer the question,

Marcus? How can accidental discoveries affect
The Q Classroom
our lives?
Marcus: I think it’s clear they can affect just
Teacher: The question is: “How can accidental
about everything in your life. That’s why it’s
discoveries affect our lives?” Yuna, what do you
important to keep learning and having new
think? Has an accidental discovery ever affected
experiences.
your life?
Yuna: Yes. I learned about this school by
LISTENING 1: The Power of Serendipity
accident. I was at a cafe back home, and I ran
Activity A., C., Page 155, 156
into an old acquaintance from high school. She
Mary Tanner: Nothing like starting off with a
told me about this school, so I went home and
bang. In 1867 Alfred Nobel accidentally
looked it up on the Internet.
discovered dynamite after putting a popular but
Teacher: So if you hadn’t run into your friend,
flammable salve on a cut finger. Call it
you might not be in this class today.
serendipity.
Yuna: That’s right.
Rubber, indispensable today. Before Charles
Teacher: Well, I’m glad you made that
Goodyear mixed it with sulfur and accidentally
discovery! So an accidental discovery can affect
dropped it on a hot stove, it was a smelly,
where you go to school. How else can these
unreliable mess. Again, serendipity.
discoveries affect our lives? Sophy?
The list of serendipity stories is as long as the
Sophy: They can also affect your career. My
history of discovery.
brother happened to sit next to a man on an
Dr. Martin Mays: Serendipity refers to looking
airplane who owned an import/export
for one thing and stumbling over something
company.
else that proves to be of greater value.
The man and my brother got along really well—
Tanner: Radiologist Dr. Martin Mays
they spent the whole flight talking and getting
accidentally figured out how stomach cancer
to know each other. Now my brother works at
metastasizes by watching where dye he injected
the man’s company.
for X-rays would spread and then collect. He has
Teacher: Another accidental chance meeting!
written Happy Accidents about serendipity in
Felix, do you have any other examples of how
medicine.
an accidental discovery can affect our lives?
Dr. Mays: What serendipity means is
Maybe a discovery that doesn’t involve meeting
misadventure, an inadvertent observation that
someone?
a sharp, open mind can exploit to find its true
Felix: Well, I discovered soccer by accident. I
benefit.
was in this shopping mall with my parents when
Mr. Adrian jones: So, the story goes that Caldi,
I was a kid, and I wandered off into a sports
who happened to be a goat-herder, stood back
store. They were looking all over for me, and
and watched his goats eating coffee in—coffee
when they found me I was playing with a soccer
beans in Ethiopia. Wild coffee beans. And he
ball. Pretty soon after I joined the local soccer
team. It’s been a big part of my life ever since. sound—saw that they really engaged in some
strange behavior afterwards, because of the
caffeine.

Tanner: Animals, according to food historian Professor: Many people use a microwave oven
Adrian Jones, played an important role in early every day. How many of you know that the
food serendipity. You like cheese? Think dead microwave oven was the result of an accident?
camel stomachs. Nomads filled them with milk During World War II, scientists invented the
and hung them like sacks from live camels’ magnetron, which is a kind of electronic tube
saddles. that produces microwaves. We’re all familiar
Mr. Jones: …so you got the shaking motion of with microwave ovens, but what is a
the camels…you got the rennet of the stomach, microwave? Well, it’s a very short
you got the milk in the stomach, and that really electromagnetic wave.
is the beginning of cheese. Anyway, in 1946, an engineer named Dr. Percy
Tanner: My favorite serendipity story, for Spencer was standing close to a magnetron he
obvious reasons? Post-It Notes. In 1968, a was testing. He suddenly noticed something
scientist at 3M made an adhesive that wasn’t unusual. He felt something warm in his shirt
sticky enough. A thousand Post-It products pocket. He reached in and discovered that the
later, a world without them seems candy bar in his pocket was a hot, chocolaty
inconceivable. After the fact, serendipity seems mess. In other words, the candy bar had
so obvious. If there ever was a place literally in melted. Dr. Spencer was so excited because he
the serendipity business, the MIT Media Lab is realized that microwaves could raise the
it. internal temperature of food. In other words,
Mr. Steven Wells: The whole idea is to bring microwaves were able to cook food from the
together people with vastly different inside out! And do it very quickly. Dr. Spencer
backgrounds—scientists, engineers, designers, saw the possibilities here. His next step was to
biologists—and have them interact in open, build a metal box into which he fed microwave
play-like environments, to experiment, not to power that couldn’t escape. He put various
be afraid of failure, and to build. foods inside the metal box and tested cooking
Mr. Wells: I think serendipity is mandatory. It’s them. In time, he invented something that
not—it’s not a luxury. would revolutionize cooking—the ubiquitous
Tanner: But it can be fun. During World War II, microwave oven. By that I mean that we see
GE tried to make synthetic rubber. It failed. microwave ovens just about everywhere.
Nobody could figure out what to do with
it until a marketing genius put it in a little plastic NOTE-TAKING SKILL
egg and sold it as a novelty toy. More than 300 Activity A., Page 161
million little eggs have been sold. Here’s the M: A Walk to Remember
best part: When Silly Putty turned 50 in the year The year was 1940, and Marcel Ravidat was a
2000, it got the white glove treatment as it was French 18-year-old. One day he did what he
solemnly installed in the Smithsonian often liked to do. He went for a walk in the
Institution. woods near his home. He was with two friends
and his dog, Robot. They had strolled along
LISTENING SKILL: Listen for signal words and those same trails many times, but this day
phrases would be different. Marcel would stumble upon
Activity A., Page 168 something amazing.

Actually, you could say that Robot literally Emma Smith: She was crying so hard she was
stumbled upon it. Some say that as the group turned all red. She was very scared. She’d never
was walking through the woods, the little dog seen anyone who looked like us.
ran off. Marcel and his friends ran after it, trying Stern: Emma and her husband, Dan, brought
to keep up. When they finally caught up to Ruby back to their home in Florida to shower
Robot, they found him digging down into a hole her with love, but they could tell her heart
that had been left by a collapsed tree. And for still ached.
some reason Marcel began to help Robot dig. Emma Smith: Her sense of loss was just so big,
He didn’t realize that he was about to make a and she was just so afraid to be alone. And at
huge archaeological discovery. first I thought it was because in the orphanage
The hole he was digging turned out to lead to a she wasn’t alone, but it—it seemed bigger than
system of caves. Marcel climbed down into the that.
cave through the widened whole, and there he Stern: Meanwhile, just outside Philadelphia,
found a series of pre-historic wall paintings. Kate Bern, also eight, loves her new home a
There were many of them, and they depicted world away from the orphanage in China. Her
animals—bulls, horses, and deer—in bright parents, Amy and Carl, remember their
colors. daughter as a bright little girl.
The discovery became a major news event. Amy White: She was very alert and bright. She
Researchers were amazed by it, and tourists was very aware—she was looking around, and
flocked to the site from around the world. In she was very aware of what was going on.
fact, so many people visited the cave that in Stern: But Kate also seemed very deprived,
1963 it had to be closed off again to protect the because they noticed she ate as if she’d never
paintings. eat again.
Marcel’s discovery was as historic as it was Amy White: She wouldn’t want to leave the
unexpected. When he headed out into those table. All the other kids seemed to eat and be
familiar woods that morning, he had no idea satisfied, but all this food was around her and
that he would find a passage way to another she wasn’t stopping.
time, to another world. Stern: Amy sought help from a support group
on the Internet, and one of the many who
LISTENING 2: Against All Odds, Twin Girls responded was a mom named Emma.
Reunited Amy White: Her answer was the best answer,
Activity A., C., Page 163, 164 which was to try sharing a plate in the middle of
Harriet Stern: Over the past 14 years, 45,000 the table, and we’d both eat from the same
Chinese children have been adopted by plate. It was incredible. It was—stopped it
American families. So what are the odds that immediately.
sisters, separated at a very early age, could Stern: These two moms, who lived 1,000 miles
actually find each other again half a world apart, noticed their daughters were from the
away? To see Ruby Smith now, a happy eight- same orphanage and decided to exchange
year-old who loves gymnastics, you would pictures.
never know she was once a sad and scared So, when you opened up her email, do you
orphan in China. remember that moment of

what that was like when you saw her daughter’s Stern: Do you wish you guys lived closer
picture? together?
Amy White: I—I—I—I was shocked. Kate Bern: Yeah. I would like to live next door
Stern: The girls had the same hairline, same to—to—to play together, like—or have play dates,
nose, same chin, same mouth. After exchanging like, right after school.
more pictures, they just had to bring their two- Stern: Four months ago the families tested their
year-olds face to face. daughters’ DNA.
Emma Smith: It was… it was… Amy White: They were really beginning to
Dan Smith: Amazing! consider themselves to be sisters, and I didn’t
Emma Smith: Amazing. That’s the word, yeah. want them to have false hopes that this was,
Stern: What did you think? you know, a relationship that had a biological
Emma Smith: I thought they were twins. Yeah. root and it didn’t.
Stern: Amy didn’t believe it, but she did notice Stern: The DNA results: the girls are almost
the girls seemed to have a special connection. certainly sisters, which means, because they’re
Amy White: We have pictures where Ruby has the same age, Ruby and Kate, in all probability,
her hand on Kate’s stroller, and Kate would are fraternal twins.
never let even us, like tou—touch the rim of Emma Smith: Ruby, she just started jumping up
her stroller, but she seemed like there was and down and squealing, “Yes, we’re sisters,
some kind of comfort level there. we’re sisters. Yeah, we’re sisters!”
Stern: But it would be four more years before Stern: Finally, Emma and Dan understood why
Ruby and Kate saw each other again, in July their daughter Ruby never liked to be alone.
2004, at a reunion of families who had adopted Emma Smith: She was never alone, not even in
children from the same orphanage. the womb. So for her, she needed Kate.
Dan Smith: And they never left each other the Carl Bern: Since it’s important to Kate, I think
whole time. it’s important to all of us.
Emma Smith: When Ruby came back to the Stern: OK, you tell me why—why you love Ruby.
room she would say things like, “Please don’t Kate Bern: Because we hardly ever fight and we
tell my best friend at home, but Kate’s my best agree on a lot of things.
friend.” Stern: And why do you love Kate?
Kate Bern: Best, best friends. Ruby Smith: Because she’s my sister, and I just
Ruby Smith: Sisters! love her.
Stern: Since the reunion, the families have met Emma Smith: My daughter has—has not asked
three more times. We brought them together me a single question about her birth family or
again for another visit. searching for them since she’s got Kate in her
Ruby Smith: Sometimes me and Kate trade life.
places.
Stern: What? You play tricks on people? VOCABULARY SKILL: Collocations with
Kate Bern: Yeah. prepositions
Ruby Smith: Sometimes I say I’m An—I’m Kate, Activity A., Page 168
and sometimes Kate says I’m Ruby. 1. She was looking around and she was very
aware of what was

going on. 2. After the fact, serendipity always seems so

2. Since it’s important to Kate, I think it’s obvious.
important to all of us. 3. Because we hardly ever fight, we agree on a
3. Because we hardly ever fight, and we agree lot of things.
on a lot of things. 4. Try and spot the next big thing.
4. My daughter has not asked me a single 5. So after you opened the file, can you recall
question about her birth how it felt?
family or searching for them since she’s got
Kate in her life. SPEAKING SKILL: Using questions to maintain
GRAMMAR: Indirect speech 1. And in 1879, Thomas Edison finally created a
Activity A., Page 171 working lightbulb.
1. Ellen said she was excited about the reunion. What’s the main reason this invention is so
2. She said, “I can’t wait to get there.” important? It changed the way we live today.
3. Tonya shouted, “I haven’t seen you in so 2. Why did Henri Becquerel leave dangerous
long!” chemicals in his desk drawer? Well, he didn’t
4. She told me she was glad I could come. know they were dangerous. But that helped
5. Ray called to tell me he would be late. him to discover what we call radioactivity.
6. He said he had missed his bus. 3. Teacher: Does anyone know who invented
7. I told Teresa I was bringing dessert. the first plastic? Over there, in the front.
8. She said, “I hope it has chocolate in it.” Student: Leo Baekeland, right?
Teacher: That’s right. Mr. Baekeland was
PRONUNCIATION: Linked words with vowels looking for a new kind of material to use on
Examples 1, 2, Page 172 wires and he accidentally created the first
She always wants to say it. plastic.
Tell me why it’s important to be early 4. Teacher: William Perkin accidentally created
Can she go out with us? the first artificial color for clothing. What was
Please show us your new invention. he really trying to make? Yes, Colin?
Activity A., Page 172 Student: I think it was a medicine.
1. early age Teacher: Correct. Mr. Perkin was trying to
2. very alert create an artificial medicine that people
3. stay awake needed.
4. fly out Activity B., Page 174
5. you opened Speaker: The PopsicleTM is a popular
6. know about summertime treat in the United States. Kids
7. go over have been enjoying them for decades. But most
8. how interesting people don’t know that the PopsicleTM was
Activity B., Page 172 invented by an 11-year-old.
1. Kate also seemed very deprived, because In 1905, Frank Epperson filled a cup with water
they noticed she ate as if and fruit-flavored “soda powder,” a mix that
she’d never eat again. was used to make a popular drink. Frank left

his drink outside on his porch with a stir stick in

it. He forgot all about it, and went to bed. That
night, the temperature dropped to below
freezing in San Francisco, where Frank lived.
When he woke up the next morning, he
discovered that his fruit drink had frozen to the
stir stick. He pulled the frozen mixture out of
the cup by the stick, creating a fruit-flavored ice
treat.
In 1923, Frank Epperson began making and
selling his ice treats in different flavors. By
1928, Frank had sold over 60 million
PopsiclesTM, and his business had made him
very wealthy. Nowadays, over three million
PopsiclesTM are sold each year.
PopsiclesTM aren’t the only invention made by
accident. But they might be the tastiest.

Unit 8: Social Psychology LISTENING 1: Training Chinese Athletes

Activity A., D., Page 182, 183
The Q Classroom
Host: Good morning. Welcome back to Topic
Talk. I’m Ben Irwin and my guest today is Jacinta
Teacher: The Unit Question is: “Is athletic
Munoz, a writer currently working on a
competition good for children?” What do you
book about youth sports. She’s just returned
think, Marcus?
from several months in China, investigating
Marcus: Of course it is. Kids need to exercise.
what made the athletes on the Chinese Olympic
Childhood obesity is a growing problem, and
team so good so quickly. Is there something
exercise helps with that. It gets kids off the sofa
American athletes could learn from their
and away from their computers and TVs.
example? If you’ve competed in a sport, if you
Teacher: That’s true. But why athletic
are the parent of an athlete, or if you are just
competition and not just exercise?
interested in this topic, we’d love to take your
Marcus: Because competition is motivating.
calls later in the show.
Kids are more likely to play if they’re trying to
So, Jacinta, why did you decide to learn more
win at something.
about the Chinese training system?
Teacher: What do you think, Felix? Do you
Jacinta Muñoz: A couple of reasons. First, I
agree? Is athletic competition good for
think we’ve all seen how the Chinese athletes
children?
have come out of nowhere in the last twenty
Felix: Not necessarily. I agree that some kids
years or so and have started to dominate in a
find it motivating, but for other kids it’s too
number of sports. Just look at the 2008
much pressure. They’re so focused on winning
Olympics, where their gymnasts won so many
that it takes all the fun out of the sport. They do
medals. But I have a personal interest as well.
need exercise, but if they’re under too much
When I was younger, I was a pretty good
pressure, it’s just adding stress to their life
gymnast myself, and I wanted to see how the
instead of helping them.
Chinese training methods differed from the
Teacher: Sophy, what’s your opinion about
ones I used.
this? Is athletic competition good for children?
Host: “Pretty good?” You’re much too modest.
Sophy: I think Felix and Marcus both made good
You made the Olympic team in 1996, didn’t
points. But there’s something else in favor of
you?
competition besides exercise. Kids in
Muñoz: I did, but unfortunately, I was badly
competitive sports learn sportsmanship, they
injured the month before the Games began, so I
learn how to work together toward a goal, and
never actually competed in them.
they learn self-discipline. I think there are
Host: It was a knee injury, wasn’t it?
a lot of benefits.
Muñoz: Yes, I was coming off the balance beam,
Teacher: How about you, Yuna? Do you think
and I injured my knee. I just collapsed. The
athletic competition is good for children?
doctors couldn’t fix it well enough to compete
Yuna: Mostly yes. Some adults get too extreme
again, so I had to retire from gymnastics
and push their kids too hard. But if you don’t
altogether.
put too much pressure on the kids, I think
Host: Hmm. That must have been so
it’s good for them.
disappointing, to really be at the apex of your
athletic career and have to retire.

Muñoz: It really was. I had trained for years In the United States, young athletes and their
with that one goal in mind—making the Olympic families have to foot the bill. Sometimes, if
team—and I gave up a regular childhood, they’re very good, the athletes can get funding
so it was a crushing blow at the time. from other sources, such as companies or
Host: It seems to me that training for any sport individuals that want to invest in their athletic
at the highest level is pretty tough, but careers. In general, though, it’s up to the
gymnastics is particularly brutal. parents to pay for everything. But in China,
Muñoz: Well, I think at that level of competition there’s no need for private investment.
in any sport it’s probably the same: long hours, Government funding is integral to the whole
the intensity of the schedule, and many system.
sacrifices. For example, I think I missed out on a Host: Why is training athletes so important to
lot of the fun activities most high school the government?
students participate in. But I think Muñoz: Susan Brownell, an anthropologist who
gymnastics is a little different because has lived and studied in China off and on for
competitors are so young. several decades, has concluded that
Host: So gymnastics is probably similar around for the Chinese, sports have been a way to open
the world in that the athletes start very young. up. Sports are the first areas in which the
But in China, you found out athletes in many Chinese provided incentives, or rewards, for
other sports are also starting their training at a performance. They are proud of their athletes
young age, didn’t you? and want their athletes to represent the
Muñoz: Yes. What’s interesting about the country on the world stage. They want to their
Chinese system is it’s a bit like the old Soviet athletes to excel.
system in that talented athletes are identified Susan Brownell says that in the U.S. we raise
when they are small children, and they are our children to excel—to try to be number 1—and
usually sent to train at a special school provided we teach them to share. So in our sports
by the government. As a result, they often training, athletes need to learn how to work
don’t see their parents for months or even together. Picture a child in the U.S. playing with
years. Their counterparts in the United States, a ball in the schoolyard. We often have to teach
on the other hand, are often encouraged by the child that it’s important to share the ball.
their parents to stick with a sport. The parents On the other hand, in China, they raise their
are usually the ones making it happen, by taking children to share, and so they train them to
their kids to practice, paying a lot of money for excel. Humility is very important in Chinese
special trainers, and so on. culture. It’s not good to stand out. But when
Host: Living away from home and family at such athletes compete, they need to be better than
a young age must be very hard on the athletes. others. They need self-confidence. So much of
Why do they do it? their training is focused on building self-
Muñoz: There are many benefits of this system. confidence and on becoming faster, stronger,
The Chinese children have all of their physical and better.
needs met, from housing to food and clothing As part of this process, individual provinces
to training costs to medical care—it’s all paid for start selecting potential athletes from the
by the government. elementary schools, and they train them to
compete.

Only about 80,000 of the hundreds of The kids live far from home and practice very
thousands of children selected will make it to hard. Therefore, they only see their parents
the national training center. And that will take every few months.
them years. Some kids start playing some sports too young.
Host: How are the children selected? Is it on the The result is they often get injured before they
basis of their performance in the sport so far? even reach high school.
Muñoz: Not really. The recruiters are usually Activity A., Page 187
looking for body types. For example, children 1. Our team won the tournament as a result of
with small hips and flexibility are chosen for that goal.
gymnastics and diving, whereas tall children are 2. Andy trained too hard and didn’t get enough
selected for basketball and volleyball. Some sleep. Because of this, he didn’t compete well
children are sent for training before they’ve on the day of the race.
ever even played the sport. But once they get 3. Due to the snow, our game had to be
there, they train for six hours a day, six days a canceled.
week. As a result, they can get very good, very 4. Olympic athletes in China receive
fast. government payment and do not
Host: Is it worth it? have to support themselves financially. The
Muñoz: Many athletes think so, since they get a result is that they can concentrate fully on their
chance to go to school, travel, and compete. training.
Remember, often these children come from 5. Coach Zheng has won several gold medals.
rural communities where they don’t have as Therefore he is respected around the world.
many options as those in larger cities. But the 6. I can practice more often since we live closer
real beneficiary of the system may be China to the gym.
itself. In just 20 short years, China has gone
from winning five medals in 1988 to one NOTE-TAKING SKILL
hundred in 2008, the second highest total. It’s Activity A., Page 188
really the beginning of a new era for Chinese M: Most small children love to run and play. But
sports. what they don’t know is that by playing, they
Host: Now we’ll open the phones to take some are actually getting smarter. In fact, when kids
of your calls. We’ve got James from Madison on engage in sports, the results can be long-lasting
the line. Hi, James. What’s your question? improvements to their young, developing
brains. For instance, a study conducted in 2007
LISTENING SKILL: Listening for causes and found that vigorous exercise increases the flow
effects of blood to the brain. As a result of this
Example 1., 2., Page 186 increased blood flow, children who exercise
Many athletes are driven by the hope of may find it easier to stay alert, focus, and learn.
winning medals at the Olympics. More recent research has also shown that
The athlete won two gold medals as a result of vigorous physical activity helps create new brain
years of hard work. cells, therefore causing improved short-term
Due to bad weather, the baseball tournament memory and more creativity. In other words,
was canceled. children can become better, more creative
students by simply playing hard. School-aged

children are often under a great deal of Parents wanted to see their kids do as well as
pressure. Some studies have shown that possible at a sport, and so some big changes
running outdoors actually reduces stress and happened in the way children play sports. One
helps kids deal with many of the pressures they change is that children started to play
are facing. competitive sports at very young ages, when
they’re more vulnerable to certain kinds of
LISTENING 2: Until it Hurts Discusses Youth injuries, like bone fractures. Mark Hyman says
Sports Obsession that kids now commonly start playing organized
Activity A., C., Page 189, 191 sports at four or five years old.
Host: It’s now 8:45 on Monday morning—which Another change is that instead of playing a
is the time we turn to sports writer Jim Butler variety of different games, many children now
for his take on the sporting world. concentrate on only one, which they play year-
Jim Butler: Maybe you heard the story last round. Again, injuries and burnout are more
week: Yet another parent jumped onto the field likely, because they’re doing the same thing
at his kid’s soccer game to yell at the referee. over and over again, straining the same
And just like too many other times, the yelling muscles.
escalated, ending up with the father fighting Mark Hyman knows more than most about this
with the referee. What a sad reflection on problem. In 2004, he wrote an article about
youth sports today, and the role of adults in how overuse of the pitching arm in baseball can
them. result in an injury so crippling that you need a
Which brings me to a book I read recently, major surgery to repair it. In the article, he
about our obsession with youth sports, called criticized the parents and coaches who failed to
Until It Hurts. The author, Mark Hyman, is a keep the young players safe.
sports journalist who has written for Sports Then at age 18, Mr. Hyman’s son Ben, a
Illustrated and The New York Times. He’s also a baseball player, found that he needed the very
dad, a coach, and a former athlete. same surgery because of overuse of his pitching
Mr. Hyman’s book is about many things—how arm. This encouraged Mr. Hyman to think about
youth sports have changed over time, and how his own role in his son’s athletic career. He
they should change in the future—but it’s recalled an incident when Ben was 14. Ben
also a personal story about what he’s proud of— complained that his shoulder was tired and
and what he regrets— about his decisions as a sore, but Mark encouraged him to play again a
father and a youth sports coach. few days later. Ultimately, the decision to play
When we first began organizing youth sports, was Ben’s. He played because he wanted to,
say, oh, 150 years ago, the teams were guided and he enjoyed it. But Mr. Hyman still
by schools and educators. They were designed wondered if he had made the right decision in
to be fun, teach skills, maybe build a little encouraging Ben to play. Mark Hyman suggests
character. But sometime in the middle of the we take some fundamental steps to get youth
last century, educators bowed out, and the sports back to where they used to be. We
parents took over, sometimes as coaches, but should listen to doctors, which will mean
most often as very active spectators. And their educating coaches about overuse injuries. We
ambitions often got the best of them. should also discourage kids from playing just
one sport year-round. We should listen to

children and help them decide if and when they PRONUNCIATION: Thought groups
want to play. And most of all, we need to Examples, Page 197
restore perspective—encourage parents to be Blake loves basketball.
the reasonable people they are off the field. In He plays every day and watches every game.
some communities, parents sign contracts Steve and Debbie, on the other hand, will not
about their behavior. In the contract, they agree be going.
to follow rules about fighting with one another Do you agree or not?
and arguing with the referee. One such rule We’re going out. Do you want to come with us?
introduced Silent Sunday, a day when parents Activity A., Page 198
are banned from yelling or even talking at the 1. In my opinion, that’s a bad idea.
game. If only that father at the game last week 2. Are they coming or not?
had signed such a contract. He might not have 3. If I get home early, I’ll go running. Want to
made such a fool of himself, and maybe, join me?
just maybe, the kids playing the game would 4. Keep your head up as you kick the ball. It’s
have had more fun. important.
5. All week long these kids are so busy they
VOCABULARY SKILL: Idioms have no time for fun.
Activity A., Page 194 6. If he wins this match, Mr. Williams will be in
1. First, I think we’ve all seen how the Chinese first place.
athletes have come out of nowhere in the last 7. If you’d like to talk, call me at (555) 233-1157.
twenty years or so and have started to 8. Here’s my e-mail address:
dominate in a number of sports. goalkeeper100@global.us.
2. In the United States, young athletes and their
families have to foot the bill. Sometimes, if SPEAKING SKILL: Adding to another speaker’s
they’re very good, the athletes can get funding comments.
from other sources, such as companies or Examples, Page 198
individuals that want to invest in their athletic Sung-ju: I believe that organized sports are
careers. beneficial to kids. Sports are good exercise, and
3. They are proud of their athletes and want they give kids the chance to meet people they
their athletes to represent the country on the would never meet otherwise.
world stage. David: That’s true. And I would add that sports
4. But sometime in the middle of the last help them learn to work as part of a team.
century, educators bowed out, and the parents Activity A., Page 199
took over, sometimes as coaches, but most John: In my opinion, college athletes should be
often as very active spectators. paid a salary for playing. Here’s why: We all
5. And their ambitions often got the best of know that college sports are a big business.
them. Universities make a lot of money when their
teams perform well. And I think the athletes
GRAMMAR: Uses of real conditionals should receive a part of that profit. That would
Examples, Page 195 be fair.
I will put on my uniform when I get there.
When I get there, I will put on my uniform.

Lisa: Another important point is that these

athletes have to work really hard. They practice
every day. They travel around the country.
And they have to attend classes just like
everyone else. Basically, they work like
employees of the university. And if they are
employees, they should be paid a salary.
David: That’s a good point. And to build on
what John said earlier, if universities really want
to succeed in sports, they should be happy to
pay their athletes. If they do agree to pay them
a salary, these athletes will play better, and
they’ll be more likely to stay in school longer,
instead of leaving school to become
professionals before they graduate.
Sung-ju: John and Lisa are both right. And I
would add that, as a college athlete, I could
definitely use the money!

Dap An QSkills 2nd Tat Ca 6 Levels PDF

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Dap An QSkills 2nd Tat Ca 6 Levels PDF

Caricato da

Copyright:

Formati disponibili

Q2e Listening & Speaking 5: Audio Script Unit 1

Unit 1: Psychology spoken language and our writing system are

© Copyright Oxford University Press Page 1 of 6

© Copyright Oxford University Press Page 2 of 6

LISTENING 2 The Story of My Life

© Copyright Oxford University Press Page 3 of 6

© Copyright Oxford University Press Page 4 of 6

© Copyright Oxford University Press Page 5 of 6

PRONUNCIATION: Emphatic Word Stress

Activity A., Pages 23–24

© Copyright Oxford University Press Page 6 of 6

Unit 2: Education from our routine. It was actually a lot of fun.

© Copyright Oxford University Press Page 1 of 6

© Copyright Oxford University Press Page 2 of 6

© Copyright Oxford University Press Page 3 of 6

Activity A., Page 38 an internship, cost-of living expenses may be

© Copyright Oxford University Press Page 4 of 6

© Copyright Oxford University Press Page 5 of 6

© Copyright Oxford University Press Page 6 of 6

© Copyright Oxford University Press Page 1 of 5

© Copyright Oxford University Press Page 2 of 5

© Copyright Oxford University Press Page 3 of 5

© Copyright Oxford University Press Page 4 of 5

© Copyright Oxford University Press Page 5 of 5

Unit 4: International Relations should really pay attention to who we do

© Copyright Oxford University Press Page 1 of 6

© Copyright Oxford University Press Page 2 of 6

© Copyright Oxford University Press Page 3 of 6

© Copyright Oxford University Press Page 4 of 6

© Copyright Oxford University Press Page 5 of 6

a sustainable manner? The second question I

PRONUNCIATION Linking with final consonants

© Copyright Oxford University Press Page 6 of 6

© Copyright Oxford University Press Page 1 of 7

© Copyright Oxford University Press Page 2 of 7

© Copyright Oxford University Press Page 3 of 7

© Copyright Oxford University Press Page 4 of 7

Gosling: Pleasure. Conan: And so we size people up as soon as we

© Copyright Oxford University Press Page 5 of 7

© Copyright Oxford University Press Page 6 of 7

Dr. Hill: Dan, do you have anything to add?

© Copyright Oxford University Press Page 7 of 7

Unit 6: Marketing Thomas Edison saw the same world

© Copyright Oxford University Press Page 1 of 9

© Copyright Oxford University Press Page 1 of 9

© Copyright Oxford University Press Page 1 of 9

© Copyright Oxford University Press Page 1 of 9

© Copyright Oxford University Press Page 1 of 9

© Copyright Oxford University Press Page 1 of 9

© Copyright Oxford University Press Page 1 of 9

© Copyright Oxford University Press Page 1 of 9

B: Really? Maybe if I had been there, I could designed by a bunch of engineering

© Copyright Oxford University Press Page 1 of 9

© Copyright Oxford University Press Page 1 of 5

© Copyright Oxford University Press Page 2 of 5

© Copyright Oxford University Press Page 3 of 5

© Copyright Oxford University Press Page 4 of 5

matter Activity C., Page 194

© Copyright Oxford University Press Page 5 of 5

© Copyright Oxford University Press Page 1 of 7

emission-free electricity in the United States. It Smith: Possibly, possibly.

© Copyright Oxford University Press Page 2 of 7

© Copyright Oxford University Press Page 3 of 7