313094317-Mosaic-6-Level1-Listening-and-Speaking-Teachers-Manual-pdf.pdf

SIXTH EDITION

Listening/Speaking

TEACHER’S MANUAL WITH TESTS Jami Hanreddy Elizabeth Whalley Teacher’s Manual by Becky Tarver Chase

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Mosaic 1 Listening/Speaking, Teacher's Manual with Tests, Sixth Edition Published by McGraw-Hill ESL/ELT, a business unit of The McGraw-Hill Companies, Inc. 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2013 by The McGraw-Hill Companies, Inc. All rights reserved. Printed in the United States of America. Previous editions © 2007, 2001, and 1995. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 TK/TK 1 0 9 8 7 6 5 4 3 ISBN: 978-1-25-907049-5 MHID: 1-25-907049-2 Senior Vice President, Products & Markets: Kurt L. Strand Vice President, General Manager, Products & Markets: Michael J. Ryan Vice President, Content Production & Technology Services: Kimberly Meriwether David Director of Development: Valerie Kelemen Marketing Manager: Cambridge University Press Lead Project Manager: Rick Hecker Senior Buyer: Michael R. McCormick Designer: Page2, LLC Cover/Interior Designer: Page2, LLC Senior Content Licensing Specialist: Keri Johnson Manager, Digital Production: Janean A. Utley Compositor: Page2, LLC Printer: Quad/Graphics Cover photo: LilKar/Shutterstock.com The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsem*nt by the authors or McGraw-Hill, and McGrawHill does not guarantee the accuracy of the information presented at these sites. www.mhhe.com

www.elt.mcgraw-hill.com

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Table of Contents Introduction Welcome to the Teacher's Manual

The Interactions/Mosaic Program

Best Practices

vii

Student Book Teaching Notes and Answer Keys

CHAPTER

1 New Challenges 2 Cooperation and Competition 3 Relationships 4 Health and Leisure 5 High Tech, Low Tech 6 Money Matters 7 RemarkabIe Individuals 8 Creativity 9 Human Behavior 10 Crime and Punishment

2 16 32 48 64 82 102 118 138 156

Black Line Masters Answer Key

BLM 1 BLM 28

Chapter Tests

Chapter Test Answer Key and Audioscripts

T31

Placement Test

T45

Placement Test Answer Key and Audioscripts

T53

iii

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Welcome to the Teacher's Manual

The Teacher's Manual of Interactions/Mosaic provides support and flexibility to teachers using the Interactions/Mosaic 18-book academic skills series. The Teacher's Manual provides step-by-step guidance for implementing each activity in the Student Book. The Teacher's Manual also provides expansion activities with photocopiable masters of select expansion activities, identification of activities that support a Best Practice, valuable notes on content, answer keys, audioscripts, end-of-chapter tests, and placement tests. Each chapter in the Teacher's Manual begins with an overview of the content, vocabulary, and teaching goals in that chapter. Each chapter in the Student Book begins with an engaging photo and related discussion questions that strengthen the educational experience and connect students to the topic.

t 1SPDFEVSBM/PUFT The procedural notes are useful for both experienced and new teachers. Experienced teachers can use the bulleted, step-by step procedural notes as a quick guide and refresher before class, while newer or substitute teachers can use the notes as a more extensive guide to assist them in the classroom. The procedural notes guide teachers through each strategy and activity; describe what materials teachers might need for an activity; and help teachers provide context for the activities. t "OTXFS,FZT Answer keys are provided for all activities that have definite answers. For items that have multiple correct answers, various possible answers are provided. The answer key follows the procedural note for the relevant activity. Answer keys are also provided for the Chapter Tests and the Placement Tests. t &YQBOTJPO"DUJWJUJFT A number of expansion activities with procedural notes are included in each chapter. These activities offer teachers creative ideas for reinforcing the chapter content while appealing to different learning styles. Activities include games, conversation practice, presentations, and projects. These expansion activities often allow students to practice integrated language skills, not just the skills that the student book focuses on. Some of the expansion activities include photocopiable black line masters included in the back of the book.

t $IBQUFS5FTUT Each chapter includes a chapter test that was designed to test the vocabulary, reading, writing, grammar, and/or listening strategies taught in the chapter, depending on the language skill strand being used. Teachers can simply copy and distribute the tests, then use the answer keys found in the Teacher's Manual. The purpose of the chapter tests is not only to assess students’ understanding of material covered in the chapter but also to give students an idea of how they are doing and what they need to work on. Each chapter test has four parts with items totaling 100 points. Item types include multiple choice, fill-in-the blank, and true/false. Audioscripts are provided when used.

t $POUFOU/PUFT Where appropriate, content notes are included in the Teacher's Manual. These are notes that might illuminate or enhance a learning point in the activity and might help teachers answer student questions about the content. These notes are provided at the logical point of use, but teachers can decide if and when to use the information in class.

t #MBDL-JOF.BTUFST 1IPUPDPQJBCMF.BTUFST

Each chapter includes a number of expansion activities with black line masters, or master worksheets, that teachers can copy and distribute. These activities and black line masters are

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optional. They can help reinforce and expand on chapter material in an engaging way. Activities include games; conversation practice; working with manipulatives such as sentence strips; projects; and presentations. Procedural notes and answer keys (when applicable) are provided in the Teacher's Manual.

t 1MBDFNFOU5FTUT Each of the four language skill strands has a placement test designed to help assess in which level the student belongs. Each test has been constructed to be given in under an hour. Be sure to go over the directions and answer any questions before the test begins. Students are instructed not to ask questions once the test begins. Following each placement test, you’ll find a scoring placement key that suggests the appropriate book to be used based on the number of items answered correctly. Teachers should use judgment in placing students and selecting texts.

The Interactions/Mosaic Program

Interactions/Mosaic is a fully-integrated, 18-book academic skills series. Language proficiencies are articulated from the beginning through advance levels within each of the four language skill strands. Chapter themes articulate across the four skill strands to systematically recycle content, vocabulary, and grammar.

t 3FBEJOH4USBOE Reading skills and strategies are strategically presented and practiced through a variety of themes and reading genres in the five Reading books. Pre-reading, reading, and post-reading activities include strategies and activities that aid comprehension, build vocabulary, and prepare students for academic success. Each chapter includes at least two readings that center around the same theme, allowing students to deepen their understanding of a topic and command of vocabulary related to that topic. Readings include magazine articles, textbook passages, essays, letters, and website articles. They explore, and guide the student to explore, stimulating topics. Vocabulary is presented before each reading and is built on throughout the chapter. High-frequency words and words from the Academic Word List are focused on and pointed out with asterisks (*) in each chapter’s SelfAssessment Log. t -JTUFOJOH4QFBLJOH4USBOE A variety of listening input, including lectures, academic discussions, and conversations help students explore stimulating topics in the five Listening/Speaking books. Activities associated with the listening input, such as pre-listening tasks, systematically guide students through strategies and critical thinking skills that help prepare them for academic achievement. In the Interactions books, the activities are coupled with instructional photos featuring a cast of engaging, multi-ethnic students participating in North American college life. Across the strand, lectures and dialogues are broken down into manageable parts giving students an opportunity to predict, identify main ideas, and effectively manage lengthy input. Questions, guided discussion activities, and structured pair and group work stimulate interest and interaction among students, often culminating in organizing their information and ideas in a graphic organizer, writing, and/or making a presentation to the class. Pronunciation is highlighted in every chapter, an aid to improving both listening comprehension and speaking fluency. Enhanced focus on vocabulary building is developed throughout and a list of target words for each chapter is provided so students can interact meaningfully with the material. Finally, Online Learning Center features MP3 files from the Student Book audio program for students to download onto portable digital audio players.

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t 8SJUJOH4USBOE Activities in each of the four Writing books are systematically structured to culminate in a Writing Product task. Activities build on key elements of writing from sentence development to writing single paragraphs, articles, narratives, and essays of multiple lengths and genres. Connections between writing and grammar tie the writing skill in focus with the grammar structures needed to develop each writing skill. Academic themes, activities, writing topics, vocabulary development, and critical thinking strategies prepare students for university life. Instructional photos are used to strengthen engagement and the educational experience. Explicit pre-writing questions and discussions activate prior knowledge, help organize ideas and information, and create a foundation for the writing product. Each chapter includes a self-evaluation rubric which supports the learner as he or she builds confidence and autonomy in academic writing. Finally, the Writing Articulation Chart helps teachers see the progression of writing strategies both in terms of mechanics and writing genres. t (SBNNBS4USBOE Questions and topical quotes in the four Grammar books, coupled with instructional photos stimulate interest, activate prior knowledge, and launch the topic of each chapter. Engaging academic topics provide context for the grammar and stimulate interest in content as well as grammar. A variety of activity types, including individual, pair, and group work, allow students to build grammar skills and use the grammar they are learning in activities that cultivate critical thinking skills. Students can refer to grammar charts to review or learn the form and function of each grammar point. These charts are numbered sequentially, formatted consistently, and indexed systematically, providing lifelong reference value for students.

t #FTU1SBDUJDFT In each chapter of this Teacher's Manual, you’ll find Best Practices boxes that highlight a particular activity and show how this activity is tied to a particular Best Practice. The team of writers, editors, and teacher consultants has identified the following six interconnected Best Practices. * TOEFL® is a registered trademark of Educational Testing Services (ETS). This product is not endorsed or approved by ETS.

t 'PDVTPO5FTUJOHGPSUIF50&'-¥J#5 The TOEFL® iBT Focus on Testing sections prepare students for success on the TOEFL® iBT by presenting and practicing specific strategies for each language skill area. The Focus on Testing sections are introduced in Interactions 1 and are included in all subsequent levels of the Reading, Listening/Speaking, and Writing strands. These strategies focus on what The Educational Testing Service (ETS) has identified as the target skills in each language skill area. For example, “reading for basic comprehension” (identifying the main idea, understanding pronoun reference) is a target reading skill and is presented and practiced in one or more Focus on Testing sections. In addition, this and other target skills are presented and practiced in chapter components outside the Focus on Testing sections and have special relevance to the TOEFL® iBT. For example, note-taking is an important testtaking strategy, particularly in the listening section of the TOEFL® iBT, and is included in activities within each of the Listening/Speaking books. All but two of the Interactions/Mosaic titles have a Focus on Testing section. Although Interactions Access Reading and Interaction Access Listening/ Speaking don’t include these sections because of their level, they do present and develop skills that will prepare students for the TOEFL® iBT.

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Interactions/Mosaic Best Practices #FTU1SBDUJDFT Each chapter identifies at least six different activities that support six Best Practices, principles that contribute to excellent language teaching and learning. Identifying Best Practices helps teachers to see, and make explicit for students, how a particular activity will aid the learning process. . BLJOH6TFPG"DBEFNJD$POUFOU Materials and tasks based on academic content and experiences give learning real purpose. Students explore real world issues, discuss academic topics, and study content-based and thematic materials.

0 SHBOJ[JOH*OGPSNBUJPO Students learn to organize thoughts and notes through a variety of graphic organizers that accommodate diverse learning and thinking styles.

4 DBGGPMEJOH*OTUSVDUJPO A scaffold is a physical structure that facilitates construction of a building. Similarly, scaffolding instruction is a tool used to facilitate language learning in the form of predictable and flexible tasks. Some examples include oral or written modeling by the teacher or students, placing information in a larger framework, and reinterpretation.

" DUJWBUJOH1SJPS,OPXMFEHF Students can better understand new spoken or written material when they connect to the content. Activating prior knowledge allows students to tap into what they already know, building on this knowledge, and stirring a curiosity for more knowledge.

* OUFSBDUJOHXJUI0UIFST Activities that promote human interaction in pair work, small group work, and whole class activities present opportunities for real world contact and real world use of language.

$ SJUJDBM5IJOLJOH Strategies for critical thinking are taught explicitly. Students learn tools that promote critical thinking skills crucial to success in the academic world.

vii

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In this

CHAPTER

“I never lecture, not

because I am shy or a bad speaker, but simply because I detest the sort of people who go to lectures and don’t want to meet them.

”

H.L. Mencken American journalist and satirist

Students will think about learning techniques and how effective lecturing is as a method of instruction. In Part 1, they will prepare for the topic by getting in touch with their own ideas about how they learn best, and by previewing useful vocabulary. In Part 2, they will listen to a lecture about how students learn best in the classroom. They will also learn how making predictions while listening can help them maintain their focus and improve their comprehension. In Part 3, students will learn about offering and requesting clarification, as well as polite ways to interrupt a speaker. In Part 4, they will examine TOEFL® iBT questions dealing with pragmatic understanding.

Chapter Opener t Direct students’ attention to the photo and ask questions: Who are these people? Where do you think they are? What are they doing? t Divide students into groups to discuss the “Connecting to the Topic” questions.

t Discuss the quotation from American journalist and satirist H. L. Mencken (1880–1956). What does it mean? Is this a serious statement? What kind of writer is a satirist? (A satirist is someone who speaks or writes using ridicule, irony, and sarcasm in an amusing way.)

CHAPTER

New Challenges

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Chapter Overview Features

Critical-Thinking Skills

Presentation: Don’t Lecture Me: A New Paradigm for the University of the Future

Analyzing past, present, and future lecturing styles

Learning Strategy: Listening to Make Predictions

Using a graphic organizer to categorize information

Language Function: Offering and Requesting Clarification

Using a graphic organizer to tap prior knowledge and enhance understanding Predicting what an instructor will say next

Listening

Comparing and contrasting class predictions

Critical listening to make predictions about what a speaker will say next

Analyzing a lecturer’s style

Listening for tone of voice that reveals intentions

Vocabulary Building Determining meaning from context

Listening for expressions that offer clarification

Categorizing to deepen understanding of concepts

Speaking

Understanding and using new vocabulary in discussions of lecturing styles

Sharing personal perspectives on academic lecture styles

Focus on Testing

Brainstorming and sharing predictions about lecture content and real-world situations

Types of pragmatic-understanding questions

Using appropriate expressions to request and offer clarification in formal and informal situations

Vocabulary Nouns ! ! !

capacity paradigm paradox revelation

Verbs ! !

shake up transform

Adjectives ! ! !

efficacious integrated obsolete

Expression !

in spite of

TOEFL® is a registered trademark of Educational Testing Service (ETS). This product is not endorsed or approved by ETS.

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PA R T

Student Book pages 4–7

Building Background Knowledge

Did You Know? tHave students read the “Did You Know?” points. tDiscuss the information as a class. Ask students questions about each point. For example: Do you think listening to a lecture is an effective way to learn information? Why do you think Errol Muzawazi gave this lecture that lasted 121 hours?

What Do You Think?

Best Practice Interacting with Others This activity is an example of collaborative learning intended to promote fluency and confidence. In this activity, communication is more important than grammar. Students begin to discuss lectures and learning in pairs, and when they discuss the topic as a class they should feel more confident in their use of the new language. t Divide students into pairs to discuss the questions. Set a time limit for the discussion. t Go over each question as a class and ask students to volunteer ideas from their pair discussions. Note key words and ideas on the board.

Vocabulary Preview 3

Determining Meaning from Context

Best Practice Scaffolding Instruction This activity raises an awareness of learning strategies. In real life, we use context clues to work out the meaning of unfamiliar words. This activity isolates potentially unfamiliar words from the lecture and asks students to use the surrounding words in each sentence to get a sense of the new vocabulary. t Point out the photo and ask a student to read aloud the caption. Ask students to predict what the topic of the presentation will be from this photo. t Instruct students to look for clues in the sentences. Tell them that this will help them understand the meanings of the underlined words. t Have students work individually to match the underlined words with their definitions. t Go over the answers. Refer to the sentences and their context clues. Say for item 1, for example: All right, if paradigm means “a model, or exemplary method, system or arrangement of things,” what example of a method or system can we find in this sentence? Students should indicate that lecturing to students is the example of a paradigm that is given.

Sharing Your Experience 2

Discussing Changes t Give students time to read the questions and take brief notes on their ideas. t Divide students into small groups to discuss the questions. Ask each student to be responsible for reading one of the questions aloud to the group. Make sure every group member has the opportunity to express an opinion about each question. t Call on a few students to report back to the class about their group’s discussion.

CHAPTER 1

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ANSWER KEY 1. c

2. f

9. g

10. b

3. e

4. h

5. i

6. a 7. j

8. d

Content Note Point out to students the pronunciation and spelling of the last syllable in the word paradigm. Teach students the adjective form paradigmatic to show how the pronunciation of the second syllable changes in the adjective form.

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Student Book pages 4–7

Categorizing

Best Practice Organizing Information This activity uses a graphic organizer to arrange information visually. Creating a chart that presents new vocabulary from the lecture encourages students to process and organize the words and concepts, and also provides a record for them to refer to when reviewing their notes. This type of graphic organizer emphasizes vocabulary categorizing skills. Other types of graphic organizers are used throughout this book.

REPRODUCIBLE

Expansion Activity

tThe goal of this activity is for students to become more familiar with their classmates as well as the ideas in the chapter. tPhotocopy and distribute Black Line Master 1 “Language Learning Survey” on page BLM 1 of this Teacher’s Manual. tAsk students to move around the classroom and talk to three classmates and they fill in their charts. tFinish the activity by asking the class what they learned about each student; for example: What did you find out about Yuki?

t Explain to students that this chart is a tool to help them study new vocabulary. t Divide students into pairs to brainstorm ideas to complete the chart. Go over the categories and examples together to see if there are any questions. Provide feedback on students’ examples to ensure that they understand the meaning of the vocabulary words.

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Mosaic 1 Listening/Speaking

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PA R T

Student Book pages 8–16

Listening to Make Predictions

t Ask the note-takers in each group to write members’ ideas in the smaller circles of the graphic organizer.

Strategy

t Call on note-takers to report to the class on their groups’ brainstorming sessions.

Predicting What the Instructor Will Say Next t Go over the information in the Strategy box and the steps for making predictions while listening to a lecture or presentation. t Point out that learning is the process of making new connections in the brain. When students think about a topic they are already familiar with, their brains are ready to form connections between that familiar information and new information. t Tell students that making predictions during a lecture or presentation gives them something to listen for. This keeps them actively focused on content and means they will learn more!

Listen 2

Listening to Make Predictions t Remind students of the guidelines for making predictions on page 8 of the Student Book. t Play the audio of the lecture, stopping after each sentence indicated in the activity. Ask students to write down their predictions and then share them with a partner. t Continue listening to check predictions and change those that are not correct.

AUDIOSCRIPT

Before You Listen

Presentation: Don’t Lecture Me: A New Paradigm for the University of the Future

Considering the Topic

Professor:

Best Practice

Students:

Activating Prior Knowledge The pre-listening sections activate students’ prior knowledge. This activity helps students relate their own experiences with lectures to the material in this chapter. When students activate their prior knowledge before learning new material, they are better able to use that knowledge to understand new concepts about lectures and language learning presented in the chapter.

Professor:

t Point out that brainstorm means to think of as many ideas as possible in the shortest time possible.

Professor:

t Divide students into small groups to brainstorm ideas for each question using the graphic organizers on page 9 of the Student Book. (This kind of graphic organizer is often called a “word web.”)

CHAPTER 1

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Student 1:

Student 2: Professor: Student 3:

Good morning! I am Jack Miller, and welcome to our university. Good morning. Hello. Hi.

Before I begin my presentation about the very unique program we have here, I’d like to hear from all of you. What does the title of my presentation “Don’t Lecture Me: A New Paradigm for the University of the Future” bring to mind? What does it make you think about? Just call out your questions.

Why not lecture? I mean, it’s as good a way to learn as any, right?

Good question. Any others?

Who decided that how we learn what we learn will affect our future success?

Interesting. Next?

How does the program here differ from a traditional university program?

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Student Book pages 8–16

Professor: Student 4:

Professor:

Student 2:

Professor:

Good, got that. Yes, go ahead.

Is this one of those programs that centers around group projects? If so, what about individual accountability? And grades? Can I get into a good graduate school from here?

Excellent point. Hmm. Any more? No? Then let’s begin with the first question. Why not lecture? Well, experts say that lectures have outlived their usefulness. You see, research shows that it’s impossible to remember all of the information presented during a typical lecture. But this presents us with a paradox. On the one hand, lectures are still the primary way university courses are taught. It’s what both students and professors are used to. On the other hand, they are not efficacious. OK so far? I see a few puzzled looks. What I mean is that lectures may be what you’re accustomed to, but they are not the most effective way to learn. They simply do not produce great results and we are finding that students are learning in spite of lectures, not because of them. Does that make sense to you? I think so. I remember that when I took an astronomy class in high school, I had so much trouble remembering everything that the teacher told us in her lectures and kept failing the quizzes. But when I joined the astronomy club and started actually looking at stars and talking to my friends about what we were seeing, my test scores got much, much better.

That’s right! Exactly! And here’s something else to consider. With modern technology, if all you needed were lectures, we could just get professors to do each of their lectures once and then put them on the web. So you can see the problem, right?

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Students: Professor:

Sure. Right. Uh-huh. And then fire the faculty. Yes, very funny!

OK, so who decided that we needed a new paradigm for learning? Who decided that how you learn is more important to your success in the future than what you learn? Well, it was, as it is with most important revelations, not just one or even a few individuals who came to this same conclusion, but many, many. It may surprise you, but educational philosophers and researchers have been trying to shake up the traditional educational system for generations. In fact, the University of California at Santa Cruz, established in 1965, eliminated large lecture classes (with 100 or even 200 students), in favor of more intimate classes of only 30 students that allowed students to talk and not just listen. They also used a portfolio system where students submitted a portfolio, or file, of original work instead of taking traditional tests. Then the work was evaluated using a narrative or descriptive system instead of traditional grading. And the program at Alverno College in Milwaukee, established as a traditional women’s college in 1887, has been transformed by some very enlightened educators into an ability-based integrated curriculum that focuses on problem solving skills, group skills, and community skills, as equally as important as the retention of various “facts.” Are you following me?

Student 5: Maybe. Sort of.

Professor: OK. Let me put it this way. Both

UC Santa Cruz and Alverno College are examples of programs that focus more on developing students’ interests in and capacities for learning and communicating in a changing world than on the number of bits of factual information they can memorize today.

Mosaic 1 Listening/Speaking

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PA R T

Students: Professor:

Student 3:

Professor:

Student Book pages 8–16

Their goal is to provide students with the tools they need to succeed in a world in which the information that they might memorize today could be totally obsolete in the future. Did you get that? Maybe. Not exactly. I’m not sure.

All right. I know that these ideas might be totally foreign to some of you. I think my colleague Stephen Lehmkuhle, the chancellor at the new University of Minnesota campus in Rochester, may have explained these nontraditional educational ideas best in a recent interview. He said that he is trying to create a university of the future that, as he puts it, “prepares students for jobs that don’t yet exist, to solve problems that aren’t yet known, using technologies that have not yet been invented.” So we’re back to where we started. Why doesn’t the traditional lecture format work to accomplish these goals? Perhaps if we move on to the third question that was asked, “How does our program differ from a traditional one?” it will become more obvious to you. Our program has been greatly influenced by all three of the programs that I’ve mentioned, UC Santa Cruz, Alverno, and especially the very new University of Minnesota Rochester and is totally based on a set of student learning outcomes and objectives rather than merely on faculty interests. Did you catch the most important point here? I think I see where you’re going with this. Are you saying that the faculty here will never create a course on a topic on which they just happen to be doing research and then require us to pass tests on lectures on this topic?

Yes, exactly! But there’s more to it than that. Additionally, our program actually rewards faculty for effective teaching as well as research—and that includes research on student

CHAPTER 1

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Student 3: Professor: Student 3:

Professor:

Student 4:

Professor:

learning as well as in their own areas of expertise. Furthermore, we, just as at both Alverno and UM Rochester, have an integrated curriculum. This means that your biology professor might be collaborating with your English professor, and key concepts that you learn in one class will be reinforced in new contexts in another class. Got it? Well, yes, for the most part. But I think there’s still a bit of a problem.

OK. What do you think that might be?

Well, for one thing, this approach ignores the fact that for some of us, lectures are what we’re used to, and we know how to study for those kinds of tests, even if we do forget everything the next day. What if I can’t figure out what’s expected of me here?

Oh, I’m glad you asked that! Let me tell you about an aspect of our program that I think is truly awesome. We have three types of faculty members here, just as they do at UM Rochester: 1) those that are hired to design curriculum as well as teach in their fields; 2) those that implement or teach the curriculum and meet with students very frequently outside of class; and 3) those that serve as “success coaches” or academic and career advisors only.

That sounds great! Uh… Do you have time to address my question about group work and grading? I understand that group projects are often part of a program like this one.

Right! That’s very true. We do expect you to learn how to work together, to collaborate, to communicate, and to connect, just as you will be expected to do out in the world, at your first job, in your communities and at home. We don’t, however, rely on group grades on group projects to evaluate progress. You will all be individually accountable for meeting Copyright © McGraw-Hill

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Student Book pages 8–16

individually accountable for meeting clearly explained goals and objectives, but you can be assured that there will be no surprise quizzes on seemingly irrelevant information, just because it’s quicker to grade. Oh, I see our time is up. Time for our lunch break. In our afternoon orientation session, please be prepared to share some of your own positive educational experiences. And I don’t just mean your experiences in classes. Please think about those experiences outside of classes that were powerful and how we can bring those into our curriculum here. OK then. The cafeteria is just down the hall, first door on your right. See you after lunch.

Content Note While interactive approaches to learning have been used in elementary schools for a long time, it was not until recently that most North American universities began to replace traditional lecturestyle classes with more interactive classes that include group projects and peer instruction.

Talk It Over 4

Making Predictions

Best Practice Making Use of Academic Content This small group discussion involves real-world issues. This type of activity encourages students to relate the topic of the chapter to the authentic world of their own experiences. Asking students to discuss their predictions creates an authentic framework through which they can interpret the topic and contribute real examples from their own lives. t Go over the directions and the example situation and predictions from the student book. t Ask students to read the situations and write their predictions about what will happen. Set a time limit for this part of the activity. t Divide students into small groups to share their predictions. Encourage them to explain the reasons behind their predictions; for example, ask whether they considered details about the characters, their own past experiences, or some other criteria.

Content Notes

t You may want to play the audio of the lecture again, stopping at the points indicated in the “Listening to Make Predictions” section.

tFor Activity 4, item 2, note that it is typical for a teacher in the U.S. to try to talk with a student who is having problems. The teacher expects that the student will respond honestly and explain whatever difficulty he/she is having. It is also understood that this conversation will remain confidential unless there are special considerations.

t Have students work in groups to discuss their predictions, how they made their predictions, and what they learned from their classmates’ predictions and reasons for them. Ask students what they learned from the activity that they can use in future listening situations.

tIn item 3, a young man and woman are interested in getting married and are trying to think of a way to broach the subject with each other. As in many cultures, young people in the U.S. usually choose a spouse themselves, without the help of a matchmaker or family.

After You Listen 3

Comparing Predictions

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Mosaic 1 Listening/Speaking

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PA R T

tPoint out to students that cultural misunderstandings, such as the one between the student and the teaching assistant (T.A.) in item 4, can be common at North American universities. Many international students study in the U.S., and during this period students from many different cultures interact with each other for the first time. tItem 8 of this activity touches on gender roles. In the U.S., it is becoming increasingly more common for fathers to care for the children while mothers work, or for a couple to share the responsibilities equally while both work. Many U.S. companies offer both men and women parental and family leave from their jobs. tStress to students that the nurse in item 9 is doing the right thing by going to her supervisor and discussing her problem. In the U.S., this action would not be considered disrespectful, but rather thoughtful, sensible, and proactive.

Role-Plays

Student Book pages 8–16

REPRODUCIBLE

Expansion Activity

tThe aim of this activity is for students to use the Internet to learn about different learning styles, and then share their information and reactions with classmates. tPhotocopy and distribute Black Line Master 2 “Learning Styles” on page BLM 2 of this Teacher’s Manual and divide the class into groups of three. (If your class is not divisible by three, ask one student to research two learning styles, or two students to research the same learning style.) tAsk the groups to assign one learning style to each member. Students will go online and find out about one of the styles so that they can tell their classmates about it. This can be done in a computer lab during class time or assigned for homework. tHave the groups reassemble and share the information they need to complete their charts, as well as their reactions to the learning styles. Encourage discussion.

t Divide students into pairs and ask them to choose one of the situations from Activity 4 “Making Predictions” to perform in front of the class. Alternatively, have each pair take a numbered slip of paper to speed up the selection process. t Instruct students to talk about what they will say in their role-play rather than write a script. This will make the role-plays easier to understand and give students time to rehearse. t Notify students when the preparation time is almost up. Then ask them to give their classmates their undivided attention during the presentations. t After each role-play, conduct a brief discussion using the questions provided. For students who role-play items 4 and 6 from Activity 4, ask them to describe and explain the photo associated with the item and how it relates to their role-play.

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ANSWER KEY

Strategy Ways to Offer Clarification t Read the introductory paragraph as a class. Ask students if they have ever experienced similar “symptoms” when they didn’t understand a speaker, or ask them to describe what they do when they don’t understand a speaker. t Have the whole class repeat after you as you say each of the “Expressions to Offer Clarification.” Use a friendly tone of voice with rising intonation. t Practice the expressions by calling on individual students and asking for either a formal or informal expression. Allow them to choose any expression from that category.

Content Note Not all of the “Expressions to Offer Clarification” are complete grammatical sentences. “OK so far?” is a way to ask a listener, “Are you OK so far?” and “Got it?” comes from “Have you got it?” ( To “get it” means “to understand.”)

Listening for Tone of Voice t Play the audio and ask for volunteers to answer the questions that follow each conversation. t Practice the expressions again, prompting the whole class to repeat after you. This time, model the difference between the helpful tone of voice and the critical tone of voice, using a scolding tone of voice and falling intonation to demonstrate the angry or critical way of saying these expressions.

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Student Book pages 16–20

Offering and Requesting Clarification

Conversation 1 1. Is that clear? 2. She is being helpful; offering clarification.

Conversation 2 She is scolding her children.

AUDIOSCRIPT Conversation 1 Ms. Torres: To help the passengers disembark in an emergency, you will have to first, stay calm; second, speak loudly, but do not scream; and thirdly, keep instructions short and to the point. Is that clear? Conversation 2 Mrs. Gobel: No, you can’t talk to friends on Facebook tonight. First, you have to help your father with the yard work, help me fix dinner, finish your homework, take a bath, brush your teeth, and then go to bed before 10:00. Is that clear?

Strategy Understanding a Speaker’s Style of Offering Clarification t Read or have a volunteer read the paragraph aloud. t Call on students to describe the different styles they experience in their own classes.

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Student Book pages 16–20

Listening for Expressions that Offer Clarification

Point out that interrupting politely has two steps. Ask for volunteers to read aloud any of the polite expressions for interrupting in the first column, followed by any of the expressions in the second column.

( The Audioscript for this activity appears under Part 2, Activity 2.) t Play the audio again as students listen for and check off the listed expressions. If students have trouble hearing the expressions, stop the audio and re-play sections.

t Model the “Informal Expressions for Requesting Clarification” and have the class repeat after you. Explain that these expressions do the same job as the polite expressions.

ANSWER KEY

t Ask students for examples of situations in which they might hear polite or informal expressions like these. For example, an employee might use a polite expression with an employer, while two siblings might use informal expressions when talking together.

The following expressions should be checked: Are you following me? Did you get that? Does that make sense to you? OK so far? Right? Did you catch that?

Content Note

Got it?

Emphasize to students that the“Informal Expressions for Requesting Clarification” listed on page 18 are very informal and could be considered impolite if used in a formal situation. In particular, the expressions “Huh?” and “What?” should be reserved for use among close friends. These are not appropriate expressions to use with coworkers, teachers, or employers.

Sharing Your Data t Call on students to read the discussion questions aloud. This will help to build their independence and ownership of class discussions. t Discuss the questions as a class, encouraging all students to speak and share their opinions.

Strategy Ways to Request Clarification t Read or ask for a volunteer to read the introductory paragraph aloud. Ask students if they feel comfortable interrupting a speaker to request clarification and whether they know how to do it politely. t Review the “Polite Expressions for Interrupting to Request Clarification.”

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Requesting Clarification During a Lecture or Presentation t Make sure that students have the lists of expressions for interrupting and requesting clarification on page 18 available as they listen to the presentation. t When students ask for clarification, make sure that they use the expressions correctly. Encourage students to try to clarify parts of the lecture their classmates did not understand.

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Student Book pages 16–20

Content Note In some cultures, students would never be so bold as to interrupt a teacher or professor, but interrupting can be done politely in English-speaking countries. Most educators in the West consider it an exchange that makes communication possible, and they would rather be interrupted than not be understood. As long as the student uses a polite expression for interrupting and a friendly tone of voice, the interruption is not likely to be considered rude.

Expansion Activity tThe aim of this Expansion Activity is to practice predicting test questions, which is useful when studying and taking notes. tAfter students have heard the Presentation several times, divide them into pairs or small groups to brainstorm questions the professor might include on a test. tAsk the pairs or groups to write four or five test questions. tHave the pairs or groups exchange their “tests” with another pair or group. Set a time limit for the groups to discuss and write their answers to the questions. tAsk students to return the “tests” to the pair or group that wrote them, and to join them in discussing all of the questions and answers. tExplain that students can use this technique alone or with a study group when preparing for an exam. They can also keep potential test questions in mind as they listen to a lecture and decide which information to take notes on.

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Talk It Over 5

Brain Teasers

Best Practice Cultivating Critical Thinking This is a collaborative partner activity requiring students to apply the concept of requesting clarification to new situations. This activity involves the reinterpretation, synthesis, and application of concepts presented in the chapter. The process of manipulating language and concepts in this way creates deeper processing of new material, which allows students to evaluate whether they understand new material and helps them remember it better. t Go over the directions for the activity and make sure that students understand them. t As partners work, walk around and monitor the activity. Make sure that the listeners are requesting clarification appropriately using the expressions listed on page 18, and are listening with books closed. t Have students write their answer to each problem and move on to the next problem. Tell them not to check their answers in the back of the book until the class has gone over the answers together. t Compare answers as a class. Elicit the correct answers from volunteer students. Have students turn to page 215 to look at the correct answers and explanations as necessary.

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Student Book pages 21–23

Focus on Testing

ANSWER KEY 1. C

2. B

3. D

4. A

5. C

AUDIOSCRIPT 1. Listen again to part of the presentation. Student 4:

Professor:

Pragmatic Understanding: Presentation t Point out to students that the type of activity they are about to do is often used on the TOEFL® iBT exam. Explain that practicing and developing strategies for succeeding with this type of activity will help them when they take the actual exam.

t Discuss how students can determine the answers to pragmatic-understanding questions. Ask whether thinking about the professor’s attitudes, opinions, strategies, and goals helped them answer the questions. t Review the answers as a class. Replay the recording of segments students have questions about as necessary.

Excellent point. Hmm. Any more? No?

Question 1: Why does the professor say, “Any more?

No?”

2. Listen again to part of the presentation. Professor:

t Play the audio of the complete Presentation from Part 2 once more and have students take notes with their books closed. t Then play the audio of the Presentation segments and instruct students to choose the best answer for each question. Tell them to fill in completely the bubble next to the correct answer. Pause for 20 seconds between questions.

Is this one of those programs that centers around group projects? If so, what about individual accountability? And grades? Can I get into a good graduate school from here?

You see, research shows that it’s impossible to remember all of the information presented during a typical lecture. But this presents us with a paradox. On the one hand, lectures are still the primary way university courses are taught. It’s what both students and professors are used to. On the other hand, they are not efficacious.

Question 2: What is the professor’s opinion about

lectures?

Question 3: How do you think the professor would

answer the student’s question, “Can I get into a good graduate school from here?”

4. Listen again to part of the presentation. Professor:

In fact, the University of California at Santa Cruz, established in 1965, eliminated large lecture classes (with 100 or even 200 students) in favor of more intimate classes of only 30 students that allowed students to talk and not just listen. They also used a portfolio system where students

TOEFL® is a registered trademark of Educational Testing Service (ETS). This product is not endorsed or approved by ETS.

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Student Book pages 21–23

submitted a portfolio or file of original work instead of taking traditional tests. Then the work was evaluated using a narrative or descriptive system instead of traditional grading. And the program at Alverno College in Milwaukee, established as a traditional women’s college in 1887, has been transformed by some very enlightened educators into an abilitybased integrated curriculum that focuses on problem-solving skills, group skills and community skills, as equally important as the retention of various “facts.”

Self-Assessment Log t Explain to students that thinking about their learning can help them decide what to focus on in their lessons and homework and can help them chart their progress. t The Self-Assessment Log at the end of each chapter helps students track their own strengths and weaknesses and also encourages them to take ownership of their own learning. t Read the directions aloud and have students check vocabulary they learned in the chapter and are prepared to use.

Question 4: Why does the professor mention UC

t Tell students to find definitions in the chapter for any words they did not check.

5. Listen again to part of the presentation.

t Have students check the degree to which they learned the strategies practiced in the chapter.

Santa Cruz and Alverno College?

Professor:

Our program… is based on a set of student learning outcomes and objective rather than merely on faculty interests.

Question 5: What is the professor implying in this

statement?

Expansion Activity Students can try samples of the TOEFL® iBT test online at www.toefl.org. Visit the site yourself first so that you can direct students to useful links for sample test questions and general information about the test.

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t Put students into small groups. Ask students to find the information or an activity related to each strategy in the chapter. t If possible, meet privately with each student on a regular basis and review his or her assessment log. This provides an opportunity for the student to ask key questions and for you to see where additional help may be needed and to offer one-on-one encouragement.

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CHAPTER

Cooperation and Competition In this

CHAPTER

Students will learn about cooperation and competition among penguins in Antarctica. In Part 1, they will encounter useful vocabulary along with interactive pair and group activities that will help prepare them for the topic. In Part 2, they will listen to a lecture about the behavior of penguins and complete outlines to help them both process information while listening and organize their ideas for a presentation. In Part 3, students will learn expressions used to confirm understanding. In Part 4, they will continue to evaluate pragmatic understanding test material similar to that used on the TOEFL® iBT.

Chapter Opener t Direct students’ attention to the photo and ask the following questions: What kind of animal is pictured? Where does it live? How does the photo relate to the chapter title?

“Do not have the delusion

that your advancement is accomplished by crushing others.

”

Marcus Tullius Cicero Roman philosopher (106 B.C.–43 A.D.)

to the Topic” questions. For the third question, draw a T-chart (a chart with two columns and two headings) on the board with “animals cooperate” written on one side and “animals compete” on the other. Ask students for situations in which animals might cooperate or compete. Would the chart be similar or different for humans?

t Discuss the quotation from Cicero. Ask students to

t Divide students into groups to discuss the “Connecting

express the same idea using simpler language. Ask students if they agree or disagree with the quotation.

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Chapter Overview Features Lecture: Penguin Partners at the Pole

Asking for confirmation of understanding during a lecture or informal presentation

Learning Strategy: Distinguishing Main Ideas and Supporting Details

Making and challenging excuses in everyday situations

Language Function: Asking for Confirmation of Understanding

Critical-Thinking Skills

Listening

Using a graphic organizer to brainstorm plans for a scientific expedition

Distinguishing main ideas and details in a lecture Listening for appropriate use of intonation with confirmation of understanding expressions

Speaking

Speculating about penguin behavior

Predicting main ideas and supporting details Identifying main ideas and supporting details Constructing a basic outline to sort out main ideas and details

Sharing personal observations of cooperation and competition

Using an outline to organize notes on a research topic

Collaborating to brainstorm plans for a scientific expedition

Vocabulary Building

Comparing outlining strategies with classmates

Matching vocabulary words to appropriate context

Sharing predictions of main ideas and details of a lecture

Understanding and using new vocabulary words in discussions of cooperation and competition

Discussing how to reach consensus on a controversial topic

Focus on Testing

Presenting your views on a controversial topic

Pragmatic understanding of a speaker’s attitudes, opinions, strategies, and goals

Vocabulary Nouns

! ! !

battle disposition ecosystem

Verbs ! !

fast teem

Adjectives ! ! ! !

awkward beachfront catastrophic Celsius

! ! ! !

desolate Fahrenheit ferocious migratory

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Student Book pages 26–28

Building Background Knowledge

Did You Know? tHave students read the “Did You Know?” points. tAsk them to think of or find examples of cooperation among animals.

Content Note tIn 2006, the documentary film March of the Penguins, which depicts the life cycle of Antarctica’s emperor penguin, won the Academy Award for Best Documentary Feature.

What Do You Think?

Best Practice Activating Prior Knowledge Pre-listening pair discussions activate students’ prior knowledge. This activity helps students relate their own experiences with human and animal cooperation and competition to the material in this chapter. When students activate their prior knowledge before learning new material, they are better able to use that knowledge in understanding new concepts. t Divide students into pairs to discuss the questions. Encourage them to expand on the discussion in the Chapter Opener about cooperation and competition among animals and humans.

Sharing Your Experience 2

A Scientific Collaboration

Best Practice Cultivating Critical Thinking This activity is an example of a collaborative team activity resulting in a final product. This type of activity requires students to apply their previous planning experience to the new situation of an Antarctic expedition. This involves reinterpretation, synthesis, and the application of concepts, and requires communication with classmates in English. t Divide the class into small groups of 3–4 students. t Go over the directions together to see if there are questions. Set a time limit for the activity. t Ask the small groups to share and reach an agreement on their ideas, and then write them in the boxes under the appropriate category. t Instruct the small groups to transfer their charts in the book to poster paper. t When students have completed their charts, ask them to tape them to the classroom walls. Have the rest of the class gather around as each group presents its ideas. If the class is large, have more than one group present at the same time to different classmates.

t Ask each pair of students to talk to another pair about their ideas.

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Student Book pages 26–28

Content Notes

Vocabulary Preview 3

Vocabulary in Context t Instruct students to read through the vocabulary words and sentences without using a dictionary, and then fill in the blanks with any words from the list they know or can guess will fit. t After they have attempted the activity on their own, allow students to use dictionaries to look up unknown words. t Put students in pairs to compare answers. Tell them they can ask you about the meanings and usage of any words they are unsure of.

ANSWER KEY 1. desolate

7. to fast

2. beachfront

8. to teem

3. Catastrophic

9. disposition/battle

4. migratory

10. ferocious

5. ecosystem

11. awkward

6. Fahrenheit/Celsius

tThe difference between degrees Celsius and degrees Fahrenheit when discussing temperature commonly causes problems. Fortunately, it is fairly easy to convert degrees Celsius to Fahrenheit by multiplying by 1.8 and then adding 32. For example, 30 degrees Celsius times 1.8 equals 54, plus 32 equals 86. So 30 degrees Celsius equals 86 degrees Fahrenheit. Converting Fahrenheit to Celsius is the same process in reverse. Simply subtract 32 from degrees Fahrenheit and divide that number by 1.8. tThe word chick refers to a baby bird, but it also has the slang meaning young woman. Because most young women consider being called a chick insulting, it is best to discourage the use of this slang term.

REPRODUCIBLE

Expansion Activity

tThe aim of this activity is to give students an organizational tool that will help them learn and remember new vocabulary. tPhotocopy and distribute Black Line Master 3, “Vocabulary Table” on page BLM 3 of this Teacher’s Manual. tTell students that a vocabulary table is a good way to keep a record of new words they want to remember. tHave students complete the table using words from the “Vocabulary in Context” section, or let them choose unfamiliar words from the chapter.

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Distinguishing Main Ideas and Supporting Details

t Read or ask for a volunteer to read aloud the information in the box. You may want to clarify the ideas of overall main idea, other main ideas, and supporting details by listing these phrases on the board in outline fashion. Explain that the overall idea is the most general information, and that the supporting details are the most specific.

Before You Listen 1

t Ask students if and when they have used outlines in the past. To take lecture notes? To rewrite notes after a lecture?

Strategy Making a Basic Outline of Main Ideas and Details t Review the basic outline form with students. Point out that the main ideas in an outline are represented by Roman numerals on the far left. The farther to the right an outline item is, the more specific the detail is. t Black Line Master 4, “Making an Outline” on page BLM 4 of this Teacher’s Manual includes the Roman numerals 1–10 in case students need a review.

CHAPTER 2

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What’s Happening? t Divide students into small groups to discuss the photos and report their ideas to the class. t Make sure they talk about the ideas of cooperation and competition and situations in which animals might cooperate or compete.

Strategy Identifying Main Ideas and Supporting Details t Go over the information in this strategy. It might be helpful to use the following arithmetic analogy to explain the deductive and inductive methods. With the deductive method, the main idea comes first, followed by the details that support it, which is similar to saying that 12 = 4 + 4 + 4. With the inductive method, the details come first and lead to the main idea, which is similar to saying that 4 + 4 + 4 = 12.

Student Book pages 29–34

ANSWER KEY Answers will vary. Male penguins may fight (compete) to get a mate. It’s interesting that the same goal, reproduction, can require both cooperation and competition. 2

Predicting Main Ideas and Supporting Information

Best Practice Organizing Information This activity uses a graphic organizer, in this case an outline, to categorize information. Using an outline encourages students to process and organize information while they are listening, and also provides a record for them to refer to when reviewing their notes. This type of graphic organizer emphasizes listing and categorizing skills. Other types of graphic organizers are used throughout the book. t Divide students into pairs to look over the partial outline and discuss the missing information. t Explain that students should first identify what’s missing in terms of category (main idea, major supporting example, minor supporting example, or detail), then in terms of possible content.

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Student Book pages 29–34

ANSWER KEY The numbered items are minor supporting examples or details. The lettered item C is a major supporting example or detail. Answers will vary for possible content.

2. a male and female may fight over

when and how to mate and where to build a nest C. Winners begin relationships with females D. Losers move to edge of nesting ground 1. Steal unguarded eggs 2. Disturb nests and play jokes

Listen

Best Practice Making Use of Academic Content The lecture, an example of a real-world model, encourages students to develop listening skills they can use in real-world academic settings. As students listen to a professor talk about penguins in Antarctica, they experience an authentic context in which they can interpret the ideas and language from the chapter.

AUDIOSCRIPT Lecture: Penguin Partners at the Pole, Part 1 Professor Gill: Good morning. Students:

Professor Gill:

Listening for Main Ideas and Supporting Information t Tell students they will hear the first half of a lecture on penguins and should pay special attention to the part about mating habits. t Play the audio of the first half of the lecture. t Play the first half of the audio a second time and have students fill in the missing outline information in Activity 2 as they listen. t Divide students into the same pairs as in Activity 2 to compare outlines.

ANSWER KEY I. Mating habits of penguins A. Need for order leads penguins to build

nests in rows B. Order often interrupted by small wars

between penguins

Professor Byrd:

Good morning. Hello. Hi.

Well, to continue with our study of the ecosystem of Antarctica, I have invited a special guest to speak to you today. My colleague, Professor Byrd, has just returned from a two-year field study in Antarctica and he’s going to share a few things about a part-time polar resident—the penguin.

Hello. I see that you’re all smiling. It never fails! Every time people hear that my lecture will be about penguins, everyone immediately seems happier. This is not surprising. No one can resist these awkward little creatures that appear to be dressed in black and white suits. Well, to begin. Antarctica is like a huge and desolate icy desert and only the strongest forms of life survive there. It seems strange that this hard land could be the spring and summer home of a migratory bird—the penguin.

1. two males may fight over a female

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Mosaic 1 Listening/Speaking

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Student Book pages 29–34

Did I say bird? It also seems strange to call something that cannot fly a bird. But that’s not all! The penguin is a tireless swimmer and is also affectionate, considerate, and loyal—rare qualities in the bird kingdom. Because of their warm, friendly, and cooperative natures, these lovely birds are thought of as the treasure of Antarctica.

Students: Professor Byrd:

CHAPTER 2

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The penguin is an extremely important part of a very limited ecosystem. In the Antarctic, all of the activity of the ecosystem takes place on a thin shelf of land next to the great dome of ice that covers most of the region. It is here, to this little bit of beachfront, that one species of penguin comes to mate and raise babies. It would be a little cold for us at this beach, though.

(laughter) That’s for sure. Absolutely.

Today I’m going to talk about only one type of penguin, the adelie penguin. The adelie penguin arrives in the relative warmth of spring, when the temperature rises above zero degrees Fahrenheit—that would be about minus 17 degrees Celsius. Right away, the penguin begins a long fast, a time when it does not eat. During the previous months, the penguins continuously eat krill—small, shrimp-like animals—and small fish in warmer waters, and in the spring, they have a store of fat to help them survive the months ahead. Using these fat reserves, they are able to swim hundreds of miles through freezing waters back to the familiar shore of Antarctica each spring.

When the penguins arrive at the nesting ground, their first task is to pair up—to mate—and to begin a kind of “civilized” life. Since as many as 50,000 birds may gather at a time, there is definitely a need for order and neatness. Because of this need for order, penguins build nests in perfect rows and the nesting area looks very much like the streets of a city.

This organization and order, however, is often interrupted by battles or fights between birds. For example, two male birds may fight a small war over a particularly adorable female that they think will make a good “wife.” Or a male and a female may battle as they settle the marriage contract and reach agreement on when and how they will mate and where they will build their nest. These little battles can go on constantly for several weeks until all of the pairs have settled down. The penguins never actually kill one another, but it is not unusual to see bloodstains and broken wings.

The male winner of the love battle over a female wins a relationship with the female that is one of the most extraordinary in the animal world. There seems to be a wonderful understanding between mates. I’ve observed the delicate and kind way they treat each other, standing very close and swaying back and forth as if they are dancing to celebrate their marriage. The losers, the males that fail to find a suitable mate, move to the edge of the nesting ground. These birds become

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Student Book pages 29–34

Student 1: All Students:

the hooligans, or minor troublemakers, of the group. They steal unguarded eggs, disturb nests, and play jokes on the happy couples.

I think we have a few of those hooligan types in this class. (laughter)

Constructing an Outline t Play the audio of the second half of the lecture, asking students to pay special attention to information about nesting, feeding, and taking care of chicks. t Have students work in pairs to fill in the missing outline information on page 32 of the Student Book as you play the audio a second time. t Instruct the same pairs of students to compare and combine outlines so that they both have the same completed outline.

ANSWER KEY II. Penguin nesting

Eggs are laid in stone nests but up to 75 percent of them are lost to climate, death of parents, or predatory birds. III. Penguin feeding A. Long marches

Parents take turns feeding chicks by going off to feed in large groups, walking or sliding in single file lines on their way from their nesting ground to the ocean. B. Danger of predators

The sea leopard feeds on swimming penguins. IV. Care of orphaned chicks

Food is shared with the orphaned chicks and adult penguins share babysitting duties.

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AUDIOSCRIPT Lecture: Penguin Partners at the Pole, Part 2 Professor Byrd: Yes, I’ve seen that behavior myself. So… after nearly a month of fasting, the eggs are laid in little nests made of stones by the males. Then family life begins. Although the parenting instinct is very strong and parental care is truly dedicated and careful, as many as 75 percent of the eggs are lost due to catastrophic floods, death of the parents, destruction of the nests by landslides or heavy snows, bad behavior of the hooligan males I mentioned before, and, of course, there are the skuas—the predatory birds that come down from the sky to eat the eggs and even baby penguins. Students:

Professor Byrd:

That’s awful! That’s so sad! Oh, no!

Yes, that’s sad, but some eggs do survive, of course, and once the chicks, the baby penguins, begin to hatch out of the eggs, the penguin colony teems with life. The long fast is over, and the parents take turns feeding and bringing back food for their new penguin chick. It is during this period that we can see the comical character of the penguin. They often go off to feed in large groups, walking or sliding in single file lines on their way from their nesting ground to the ocean. At the shoreline, they dare one another to jump into the water. They often approach the edge of a cliff and then retreat over and over again, until finally one brave penguin dives in. Then the others follow almost at once, jumping into the water from Mosaic 1 Listening/Speaking

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Student Book pages 29–34

exactly the same spot on the shore. In the water, they play various water sports that they’ve invented while they fill themselves up with krill and other small sea animals.

Students: Student 1: Students: Professor Byrd:

Student 2:

CH APTER 2

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Professor Byrd: Student 2: Students: Professor Byrd:

It’s not all fun and games, however. Even though their black and white color helps hide them, there is not very much the penguins can do to protect themselves from the jaws of the sea leopard. This scary creature looks like a cross between a seal and a great white shark. Some of you might remember the movie Jaws? Sure we do! Dah-dum, dahdum, dah-dum! (laughter)

For this reason, the group of feeding penguins is smaller when it returns to the nesting ground. But penguins are generous creatures and food is shared with the orphaned chicks—the chicks whose parents have been killed. Adult penguins also share babysitting duties. One bird will watch over several chicks while the others play.

Hear that, you guys?

(laughter)

Oh, yes. Penguins share everything. And they love to visit with neighbors, explore nearby ice floes or islands, and even climb mountains, following the leader in long lines up the mountainside.

When the mating season finally ends, the penguins line up in rows like little black and white soldiers and prepare to march to the sea. Responding to a signal that humans cannot perceive, the penguins suddenly begin their highly organized and orderly walk. At the edge of the sea, they stand as if at attention again, waiting for another signal. When it is given, they begin their swim back to their winter home on another part of the continent.

Yeah! Sure! Right!

Well, the sea leopard’s jaw is just as tough as the white shark’s. The sea leopard is really a large seal with many large, sharp teeth, an aggressive disposition, and a taste for penguin meat. Even though penguins are excellent swimmers, it is difficult for them to escape these ferocious predators.

Especially the males!

Students: Professor Gill:

Well, I think I’m keeping you a bit late. If Professor Gill will invite me back, maybe we can continue talking about penguins another time.

Yes! That would be great! Please do come back, Professor. Definitely. Please do come back. Thank you so much, Professor Byrd. We all enjoyed your talk tremendously.

Even the males?

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Student Book pages 29–34

After You Listen

Best Practice Interacting with Others Activity 5 is an example of collaborative learning used to encourage fluency and confidence. In this activity, based on the students’ outlines, communication is more important than grammar. Students discuss their outlines in pairs before presenting them to the whole class. By the time they discuss their outlines with the class, they should feel more confident in their use of the new language.

t Explain to students that they are going to prepare for individual presentations through small group discussions. t Divide students into small groups to discuss the questions about whale hunting. Set a time limit for the discussion. 7

t Tell students that they can choose a different endangered species if their group agrees. 8

t Have the class look for and discuss similarities and differences in the outlines. Are the outlines equally effective at organizing important information? Do the students prefer one over another?

Talk It Over

han70492_ch02-Rnd03.indd 25

Making an Outline to Discuss Your Views t Instruct students to work individually to make an outline of their views along with the reasons for them. Tell students that they will use the outlines as a guide in presenting their views to their groups.

Best Practice

Researching a Topic of Study t As homework, have students do an Internet search to gather more information on their topic and to further their own ideas about the topic they chose.

Scaffolding Instruction Activities 6–10 provide scaffolded support to students as they develop and express their views on the topic of endangered species. Students slowly form their opinions on the topic, beginning by discussing it within the group context and then continuing on their own with individual research. The activities culminate with an individual presentation by each student. This scaffolded instruction provides support to students and builds confidence as they move from group work to individual accountability.

Choosing a Position t Have students continue to discuss the questions and come to a consensus as a group. Later they will have an opportunity to expand on their personal opinions.

Comparing Outlines t Instruct the pairs of students to transfer their outlines to poster paper or the board, if there is enough space.

Sharing Prior Knowledge of a Topic

Presenting Your Views to a Group t Give students a time limit for their presentations and allow time for practice and preparation. t Have students present their ideas to the class. t If time allows, prompt students to compare and contrast their views as a class. t If the class is large, consider having students work in the same groups created for activities 6 and 7.

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Student Book pages 29–34

Expansion Activity

tThe goal of this activity is for students to make a formal outline of an article. tPhotocopy and distribute Black Line Master 4, “Making an Outline” on page BLM 4 of this Teacher’s Manual. tExplain that in addition to being useful for listening and speaking, students can also use outlines to analyze and take notes on a reading or to plan their own writing. tGive students a short, interesting article on penguins, whale hunting, endangered species, or another topic that has come up during discussion. tHave students outline the article using formal outline style. tHave students compare their outlines in pairs and discuss why they organized their outlines the way they did.

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Strategy Using Appropriate Intonation and Expressions When Asking for Confirmation of Understanding t Have students read the opening paragraph about tone of voice when asking for confirmation of understanding. t Ask students how this speaking skill is related to the chapter topic of cooperation and competition. Elicit intonation that can make a speaker sound either cooperative and polite or competitive and impolite. t Direct students’ attention to the list of expressions to use when asking for confirmation of understanding. t Point out that the expressions have two parts: an expression of doubt: “I’m not sure I’m getting this.” followed by a question restating of the main topic: “Are you saying that the sun actually moves around the earth?” t Practice the expressions by preparing several strange or confusing statements and prompting students to ask for confirmation of understanding when you say them. Create your own statements or consider these: “I’m terribly afraid of butterflies,” “We haven’t had any rain in weeks, so my flowers are growing well,” or “I wouldn’t say that I don’t feel unfriendly toward him.”

Listening for Appropriate Expressions and Intonation t Play the audio of each conversation. t Stop the audio after each conversation and discuss the question or questions.

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Student Book pages 35–39

Asking for Confirmation of Understanding

AUDIOSCRIPT Conversation 1 Driver: Police officer:

Driver: Police officer:

Driver:

Police officer: Driver: Police officer: Driver: Police officer:

Pardon me. How do I get to the university library?

You make a U-turn, go back on Washington until you hit Jefferson, then make a right turn, and it’s the second white building on your left. Could you repeat that, please?

Sure. You make a U-turn, go back on Washington until you hit Jefferson, about three blocks, then make a right turn, and it’s the second white building on your left.

You mean I turn around and stay on Washington until I get to Jefferson and then make a right?

Yeah, that’s right.

And did you say it’s a white building on the left?

Uh-huh.

Thanks a lot.

You’re welcome.

Conversation 2 Student: Professor:

Student:

Professor: Student:

I didn’t get the directions on the test. That’s why I didn’t do well.

Well, Tim, the directions say, “Answer 1A and then choose and answer 1B, 1C, or 1D.”

Do you mean to say that we had to do A and then choose either B, C, or D?

Yes, you had a choice for the second half of the question. Oh, OK.

Conversation 3 Student:

Professor Thompson, I’m not sure I understand the directions on this test.

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Professor:

Student:

Professor: Student:

Student Book pages 35–39

Well, Tim, the directions say, “Answer IA and then choose and answer 1B, 1C, or 1D.”

ANSWER KEY 1. Yes. The driver used confirmation

expressions and follow-up questions.

You mean that we all do 1A, but then we each could do any one of 1B, C, or D?

2. No. The confirmation question was not very

polite. 3. The confirmation strategy used was

That’s right, Tim.

appropriate.

Oh, now I see. Thank you.

4. The student used rude, inappropriate

Conversation 4 Student: Assistant:

Student:

You take that white sheet and the blue card. You fill out the white sheet with the courses you want. Then you have your advisor sign the white sheet and the blue card, and you turn them in to the firstfloor office in Building Four and pay your fees. You mean I’ve got to have my advisor sign both the sheet and the card, and then I’ve got to stand in line again?

Conversation 5 Student:

Assistant:

Student:

Assistant: Student:

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han70492_ch02-Rnd03.indd 28

language. The administrative assistant likely felt hurt and angry.

What do I do now?

Excuse me, could you tell me what I must do next to preregister?

5. In this conversation, the student’s

confirmation strategy was much more polite and appropriate.

Asking for Confirmation During a Lecture t Divide students into pairs and review the directions. t Play the audio of the lecture from Part 2 again. Stop after the sentences indicated. t Have pairs try different expressions asking for confirmation of understanding. t Listen to the partners. Check that they are using both parts of the expressions, and that their intonation is polite and cooperative. Answers will vary.

I’m not sure I understand. Do you mean that the advisor must sign both forms? And that I take the forms to Building Four and pay my fees there?

Yes, that’s right.

Oh, OK. Now I understand. Thank you.

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Student Book pages 35–39

Asking for Confirmation of Understanding During a Presentation t Go over the directions and answer any questions that arise. Point out that group members can work cooperatively in both the planning and presentation stages of the activity. t Provide poster paper or let students use the board if they would like to add a visual component to their presentations. t Conduct the presentations like a business meeting. Encourage listeners to act as co-workers, interrupting politely to ask for clarification or confirmation of understanding. Consider assigning one listener to be the boss who will decide whether or not the company will make the product. Answers will vary.

Strategy Asking for Confirmation to Challenge Excuses t Go over the information in the strategy as a class. t Ask students to give examples of situations in which they have made or challenged excuses. Ask for volunteers to read the example dialogues aloud for the class.

han70492_ch02-Rnd03.indd 29

Talk It Over 4

Making and Challenging Excuses t Divide students into pairs and ask them to follow the pattern in planning their dialogues. Set a time limit for planning. t When the planning time is up, ask students to give each pair their undivided attention as they role-play their dialogue for the class.

Content Note tFor Americans, “The dog ate my homework” is an excuse that is so well known that it is almost a joke. (Few teachers would believe a child who used this excuse!)

REPRODUCIBLE

Expansion Activity

tThe aim of this activity is for students to share information about themselves and their cultures as they brainstorm excuses for different situations. tPhotocopy and distribute Black Line Master 5, “Making Excuses” on BLM 5 of this Teacher’s Manual. tDivide the class into small groups and ask students to discuss the questions in relation to each situation. Encourage them to share their own thoughts along with information about their cultures.

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Student Book pages 39–41

Focus on Testing

Expansion Activity tThe goal of this activity is for students to gain a deeper understanding of the TOEFL® iBT pragmatic-understanding questions by writing a sample test item themselves.

tHave each student write a test item similar to those in the short conversations they just heard. The test item should include a short conversation script, a question that requires pragmatic understanding, and four multiple-choice answers.

Pragmatic Understanding: Brief Conversations t Play the audio of the brief conversations all the way through and have students answer the multiplechoice questions. There will be a 20-second pause between each question.

tCollect the test items and create an answer sheet for the class with everyone’s questions and multiple-choice answers, but no conversation scripts. Alternatively, divide students into small groups to create answer sheets with only their questions and multiple-choice answers to be used by another group. The answer sheets should be similar to those on pages 39 and 40 in the student book.

t Play the audio again, stopping after each conversation to discuss the correct answer and how students chose it.

ANSWER KEY 1. B

tRead the conversation scripts and questions aloud, or have groups read the scripts and questions to each other, allowing time for students to answer questions.

2. C

tGo over the “tests,” allowing the person who wrote each item to explain the correct answer.

AUDIOSCRIPT Conversation 1 Speaker: Wow, Frank! You mean you’re taking French 4, Biology 2, Intro to Economics, Eastern Religions, Music Appreciation, and Beginning Acting? That’s a really heavy load for your first semester. Narrator:

Question: What is the speaker implying?

Conversation 2 Speaker: I can’t believe this! I’m spending over $2,000 a year for this meal plan, and it doesn’t include meals on Saturdays and Sundays! Narrator:

Question: How is this student feeling and why?

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tAsk students what they learned about pragmaticunderstanding questions by writing test items themselves.

Pragmatic Understanding: Lecture t Play the audio of the lecture from Part 2 “Penguin Partners at the Pole” once more as students take notes with books closed. t Have students open their books to page 40 as you play the audio of the questions all the way through and have them choose the answers. Pause 20 seconds between questions to allow students time to answer. t Discuss how students can determine the answers to pragmatic-understanding questions, for example, by thinking about the situation and the speaker’s intention.

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Student Book pages 39–41

AUDIOSCRIPT Narrator: Professor:

Narrator: Narrator: Professor:

Narrator:

Narrator: Professor:

Student: Narrator:

Narrator: Narrator: Professor:

1. Listen again to part of the lecture.

It seems strange that this hard land could be the spring and summer home of a migratory bird—the penguin. Did I say bird? It also seems strange to call something that cannot fly a bird. Question 1. Why does the professor say, “Did I say bird?”

2. Listen again to part of the lecture.

In the Antarctic, all of the activity of the ecosystem takes place on a thin shelf of land next to the great dome of ice that covers most of the region. It is here, to this little bit of beachfront, that one species of penguin comes to mate and raise babies. It would be a little cold for us at this beach, though.

Question 2. What is the professor’s opinion about the penguins’ choice of a home site? 3. Listen again to part of the lecture.

The losers, the males that fail to find a suitable mate, move to the edge of the nesting ground. These birds become the “hooligans,” or minor troublemakers of the group. They steal unguarded eggs, disturb nests, and play jokes on the happy couples.

Professor: Student: Narrator:

Even the males?

Especially the males. Hear that, you guys?

Question 5. Why does the student say, “Hear that, you guys?”

ANSWER KEY 1. C

2. B

3. D

4. D

5. A & C

Self-Assessment Log t Read the directions aloud and have students check vocabulary they learned in the chapter and are prepared to use. t Tell students to find definitions in the chapter for any words they did not check. t Have students check the degree to which they learned the strategies practiced in the chapter. Put students in small groups. Ask students to find the information or an activity related to each strategy in the chapter.

I think we have a few of those hooligan types in this class.

Question 3. What is the student implying by saying “I think we have a few of those hooligan types in this class”?

Question 4. Why does the professor mention the movie Jaws?

5. Listen again to part of the lecture.

Adult penguins also share babysitting duties. One bird will watch over several chicks while the others play.

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Student:

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CHAPTER

Relationships In this

CHAPTER your girl will treat you

after marriage, just listen to her talking to her little brother.

”

Sam Levenson, American humorist

“I made a snowman and

my brother knocked it down and I knocked my brother down and then we had tea.

”

Dylan Thomas, Welsh poet

“Siblings are the people we

practice on, the people who teach us about fairness and cooperation and kindness and caring—quite often the hard way.

”

Pamela Dugdale, writer and sibling, as quoted in Time

Students will discuss sibling and family relationships. In Part 1, they will share their ideas about sibling rank and relationships across cultures. They will also use new vocabulary in meaningful contexts. Part 2 includes information about straw man arguments and a lecture in which a professor uses such arguments to challenge students’ assumptions about sibling and family relationships. In Part 3, students will learn about making generalizations, which often include adverbs of time. Part 4 presents test questions involving pragmatic understanding of brief informal speeches and conversations.

Chapter Opener t Have students read the quotations and jot down notes about whether they agree or disagree with each and why.

t Divide the class into small groups and ask students to share with one another their reactions to the quotations.

t Direct students’ attention to the photo and in the same small groups have them discuss the questions in the “Connecting to the Topic” section.

“If you want to know how

t Call on a volunteer from each group to share with the class their group’s answer for each question.

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Chapter Overview Features Lecture: Mom Always Liked You Best

Distinguishing straw man arguments from main points

Learning Strategy: Understanding Straw Man Arguments

Using an anticipatory guide to explore and test assumptions on a topic

Language Function: Making Generalizations

Predicting straw man arguments

Listening

Critiquing the effectiveness of straw man arguments

Listening for straw man arguments Listening for data and details refuting straw man arguments Listening for expressions used for generalizations

Constructing effective arguments to refute assumptions Doing research to check assumptions Using adverbs of time to make generalizations

Vocabulary Building

Speaking Sharing perspectives on sibling and family relationships Comparing and contrasting cross-cultural differences in sibling rank and relationships Critiquing the effectiveness of straw man arguments to change listeners’ assumptions Sharing assumptions about life experiences Refuting others’ assumptions Interviewing someone in the community to check assumptions

Using definitions and contextual cues to place vocabulary words into sentences Writing about personal opinions and experiences to broaden understanding of new vocabulary concepts Understanding and using new vocabulary words in discussions about sibling and family relationships Paraphrasing and using synonyms to deepen understanding of vocabulary signalizing generalizations

Making generalizations

Focus on Testing

Paraphrasing generalizations

Pragmatic understanding of a speaker’s feelings and intentions

Critical-Thinking

Using a graphic organizer to compare and contrast sibling rank and relationships across cultures

Vocabulary Nouns ! ! !

arrogance entitlement family dynamics

! ! !

household longevity siblings

! ! !

Idiom

spouse statistics syndrome

miss the mark

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Student Book pages 44–47

Building Background Knowledge

Did You Know? tHave students read the “Did You Know?” points.

Sharing Your Experience 2

tDiscuss the information as a class. Encourage students to share their reactions to each point. tAsk students who are first-borns to stand. Ask them if they agree with the information in the third bullet.

t Call students’ attention to the photo. Ask a student to read aloud the caption. Elicit answers to the question from various students.

tAsk students who are last-borns to stand. Ask them if they agree with the information in the last bullet.

t Have students fill out the chart individually. t Divide the class into small groups to compare ideas. If your class has students from different countries, make each group as diverse as possible. t Discuss the chart as a class. Ask students for specific ways in which they think sibling rank and relationships differ culturally.

Content Note Studies have shown that birth order affects all aspects of personality. A 2009 study even showed that birth order affects who we choose as a spouse. First-borns choose other first-borns, middle children marry other middle children, lastborns marry other last-borns, and only children choose other only children.

Considering Cross-Cultural Differences in Sibling Rank and Relationships

Content Note In the United States, where equality is an important value, most parents try to give their children equal time and attention and try not to display favoritism toward one over the others. Most children in the U.S. would feel hurt to sense that a sibling was more valued than him or herself.

What Do You Think? t Divide students into pairs. Ask partners to take turns reading the questions aloud before discussing them. t Monitor the pairs and encourage thoughtful discussion. For example, if a student feels that he or she was not a favorite or was not given the same advantages that a sibling enjoyed, what positive results came from that experience? What are the disadvantages of being the favorite or the first-born? t Call on pairs to share their ideas with the class. Ensure that the class discussion does not become too personal or uncomfortable for any students.

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han70492_ch03-Rnd03.indd 34

Vocabulary Preview 3

Vocabulary in Context t Ask students to read the vocabulary words and definitions, and then fill in as many blanks as possible without using a dictionary. t Divide students into pairs to compare answers. t Answer any questions about vocabulary items students are still unsure about.

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Student Book pages 44–47

Content Note

Expansion Activity

Tell students that the word sibling is a genderneutral alternative to sister or brother, just as a spouse can be either a wife or husband, and a child can be either a girl or boy.

tThe aim of this activity is for students to consider the family relationships and to practice speaking as they dictate and discuss quotations about family relationships by famous people.

ANSWER KEY

tDivide the class into pairs. Give one person in each pair a copy of Black Line Master 6 “Words on Family Relationships: Partner A” and the other person a copy of BLM 7 “Words on Family Relationships: Partner B” on pages BLM6 and BLM7 of this Teacher’s Manual.

1. siblings

6. entitlement

2. longevity

7. syndrome

3. household

8. spouse

4. statistics

9. family dynamics

5. arrogance

REPRODUCIBLE

10. miss the mark

Using Vocabulary

Best Practice

tInstruct partners to dictate their quotations to each other so that both write down all of the quotations. tAsk students to discuss the meaning of each quotation and express their opinions about the idea or ideas it conveys. tGo over the quotations as a class and ask students to share their ideas about them.

Interacting with Others This small group activity promotes collaborative learning to encourage fluency and confidence. When students share the personal information they have written in their charts, communication with classmates is more important than grammar. Students can practice the vocabulary in context, enriching their understanding of the meanings of words. By the time they encounter the new vocabulary again, they should feel more confident that they understand it well. t Give students time to read and think about the questions in the chart. Have them fill out the chart individually. t Divide the class into small groups different from those in “Sharing Your Experience,” Activity 2, to encourage interaction among students. t Ask students to read the questions from the chart aloud and discuss the answers in their groups. t Call on a few volunteers to report to the class about their group’s discussion.

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Mosaic 1 Listening/Speaking

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Student Book pages 47–53

Understanding Straw Man Arguments

Strategy

Best Practice

Distinguishing Straw Man Arguments from Main Points t Ask students if they have heard of straw man arguments.

Activating Prior Knowledge Using the anticipatory guide to examine assumptions about family dynamics, and to predict the content of the lecture, activates students’ prior knowledge. This activity helps students relate their own ideas about siblings and their parents to the material in this chapter. When students activate their prior knowledge before learning new material, they are better able to understand the new language and concepts they encounter.

t Explain that an academic argument is an idea or assertion that can usually be proved or disproved. (It is not the same as when people disagree and quarrel over matters of opinion.) t Have students follow along as you read the information in the Strategy box aloud. t Check for comprehension. Ask, for example: If straw man arguments are based on assumptions that someone wants to disprove, whose assumptions might a professor want to disprove? Students should indicate that the professor might want to disprove students’ own assumptions.

t Give students time to read and think about the questions in the chart. Have them fill out the chart individually. t Divide students into small groups to share their assumptions. t Call on a few volunteers to report to the class about their group’s discussion. t Draw students’ attention to the photo at the bottom of the page. Ask a student to read aloud the question. Elicit responses from various students.

Before You Listen 2

Strategy Using an Anticipatory Guide to Test Assumptions and Predict Straw Man Arguments Go over the strategy and explain that the anticipatory guide is a tool to help students consider their assumptions about sibling dynamics in the United States.

Considering Your Assumptions

Predicting Straw Man Arguments t Consider providing an example before having students predict possible straw man arguments. For instance, if students assume that first-borns are usually their parents’ favorite, the straw man argument might be that first-borns have the most advantages. The professor might disprove this argument with statistics about how first-borns are more likely to be anxious and worried than their siblings, for example. t Have students think about their assumptions and those of their classmates as they predict which straw man arguments the professor might use. t Divide students into small groups to share their predictions.

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11/29/12 11:16 AM

Student Book pages 47–53

Listen 3

ANSWER KEY

Listening for Straw Man Arguments (The Audioscript for this activity follows Activity 4.)

Best Practice Making Use of Academic Content This activity is an example of real-world academic content. It allows students to experience the sort of lecture they will encounter in academic settings. When students jot down notes as they listen to the lecture, they experience an authentic context in which they can interpret the language and concepts presented in this chapter. t Have students read the directions. t Play the audio of the lecture all the way through so students can get the gist. t Have students note any straw man arguments they hear and jot down any questions they have. t Ask for volunteers to share some of their questions with the class. Ask, for example: What questions do you have that you hope will be answered the next time we listen? 4

Listening for Data and Details Refuting Straw Man Arguments t Give students time to read the directions and questions. Make sure students understand the activity. t Play the audio of the lecture a second time all the way through as students listen for data and details refuting straw man arguments. t Give students time to answer questions 1–3 and then write down the straw man arguments and their respective counterarguments.

1. D

2. D

3. C

4. Straw man argument 1: By and large,

siblings who grow up under the same roof will have similar impressions or memories about family interactions. Information the professor uses to defeat argument 1: Emotions play important role in howwe observe and experience something. 5. Straw man argument 2: Even though you

may feel that your parents have a favorite child, parents really do love their children equally and seldom play favorites. Information the professor uses to defeat argument 2: Researchers have shown that at least 65 percent of mothers and 70 percent of fathers exhibit a preference for one particular child. 6. Straw man argument 3: For the most

part, it’s much better for a child to grow up in a home where there is no fighting or competition with siblings. Information the professor uses to defeat argument 3: Sibling rivalry, or competition, is normally a good thing. When siblings fight and negotiate a peace, they learn how to resolve conflicts. 7. Straw man argument 4: If, in fact, it is true

that your parents actually do tend to “play favorites,” in general it would be best for your overall social development to actually be the favorite child rather than to be a less favored child. Information the professor uses to defeat argument 4: Being the favorite can leave kids with a sense of arrogance and entitlement. Unfavored children may do better at forging relationships outside the family.

t Go over the answers as a class, encouraging students to supply information for classmates who might have missed something. t Ask students whether their questions from the first part of the exercise were answered when they listened a second time. Copyright © McGraw-Hill

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Mosaic 1 Listening/Speaking

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Student Book pages 47–53

AUDIOSCRIPT Lecture: Mom Always Liked You Best Professor: Good morning. Welcome to the fourth session of our seminar on family dynamics. Before I introduce the topic for today’s discussion, I’d like to ask you a question. What do you think is likely to be the longest relationship in your life? I mean the one that lasts for the greatest number of years. Ah, you smile… think you know the answer to this one, do you? OK… go ahead. Shoot. Student 1:

Student 2:

Student 3: Student 4:

Student 5:

Professor:

The relationship with my parents. They’ve known me since I was born. Actually, probably before I was born. They tell me that they used to play Mozart for me when my mom was still pregnant and I would start kicking.

Right. And the relationship with my mother will be especially long, because I know she’ll never stop mothering me.

Well… I think maybe my longest relationship will be with my own kids. No, no. It’s got to be with your spouse, because you’ll know him before your kids.

Actually, I’m not sure I’ll ever get married, so maybe my longest relationship will be with my dog.

Well, these are all reasonable assumptions, and they may turn out to be true for some of you, (and I hope that Joe’s dog sets a record for canine longevity)… but statistically, you have missed the mark, because, in fact, in most cases, the longest relationships any of us will have are with our siblings. Yes, that’s right. Think about it. Nobody else in our lives may know us “from beginning to end.” In the U. S., about 80 percent of us have at least one sibling and you typically know your siblings from the day you (or they) are born. Certainly this is sooner than you will know

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your spouses or children. And, generally, you and your siblings can expect to live longer than your parents and certainly a lot longer than the average dog.

OK… So today we’re going to talk about sibling relationships… some of the key issues that affect their development within the family… and how these relationships affect your social development outside the family through your entire life.

Students: Professor:

Wow. I never thought about it like that. Sure. Sounds good.

OK. First off, let me ask what you believe, what assumptions you make, based on your own experience or observations, about siblings. Just raise your hands if you agree with the following statements:

1. By and large, siblings who grow up

under the same roof will have similar impressions or memories about family interactions. OK, I see that about 75 percent of you agree with this statement. Next statement…

2. Even though you may feel that your

parents have a favorite child, parents really do love their children equally and seldom play favorites. Ah, yes. I hear a little nervous laughter here and fewer hands went up, but we still have about 55–60 percent of you who agree with this statement. That still leaves quite a few of you who may suffer from what I like to call the “Mom always liked you best” syndrome. I’m curious though. How many of you are parents of two or more children? OK… now how many of you agree that you love your children equally? OK… just as I thought. About 95 percent of these parents agree that no matter how their children may feel, they really do love their children equally. Next statement… Copyright © McGraw-Hill

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Student Book pages 47–53

3. For the most part, it’s much better for

a child to grow up in a home where there is no fighting or competition with siblings. Hmm. Some of you look surprised that about 90 percent of you raised your hands. We’ll touch later on why you felt that you might be the only one to feel that way. And the last statement…

Student 1:

Professor:

4. If, in fact, it is true that your parents

actually do tend to “play favorites,” in general it would be best for your overall social development to actually be the favorite child rather than to be a less favored child. Ah, right. I see that you’re thinking hard about this one. OK… now you must choose. Raise your hand if you agree. Let’s see… 38, 39… That’s a little over 75 percent of you who agree.

All right. Now let’s look at these four assumptions one by one and see if researchers agree with you or if their findings will bust some myths, that is, alter your beliefs or assumptions, about siblings. The first assumption, that siblings growing up in the same household will have similar impressions or memories of the same events or experiences is, more often than not… false. Congratulations to the 25 percent of you that remembered what you learned in Psychology 101 about the powers of observation and memory and the crucial role that emotions play in creating the size and shape of the window through which we observe and experience something. Do you remember the classic experiment of simulating a crime in front of a classroom of students and then asking them to describe what happened? Not only were most of the students not able to accurately remember what had actually happened, but almost none of them agreed with any of the other students about what had happened.

han70492_ch03-Rnd03.indd 39

Student 2:

Professor:

I’m not surprised about that. I guess I just didn’t think of sibling experiences in the family as being such a big deal.

Really? Judy Dunn, a British developmental psychologist says that a sibling relationship, being the first and often most important peer relationship an individual experiences, tends to be so highly emotionally charged that it can turn family life into a daily drama for children, each of whom is competing for a starring role. Which brings us to the second assumption… that regardless of their children’s perceptions, parents typically do love their children equally. Well, guess what everyone? Researchers have shown in several different studies that at least 65 percent of mothers and 70 percent of fathers exhibit a preference for one particular child. And the emphasis here is on exhibit. Many researchers now think that the other 30–35 percent just hide their preferences well from observers and even from themselves.

I’m not sure this would be true in my culture. My parents play favorites sometimes and we all accept it and are happy with this.

Yes, of course. I understand this. Heidi Riggio, at California State University explains that not only is it painful for American parents to think about how they may have failed their children, whose experiences of favoritism, unfairness, even generally getting less love, are forever incorporated into their personalities, but also that while in other cultures parents may be willing to admit they treated the eldest son best, for example, this is not generally true in America, with its emphasis on fairness and equality. Dunn has also found that children who feel that they are being treated very differently Mosaic 1 Listening/Speaking

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Student Book pages 47–53

than their siblings, can have serious difficulties in relationships for their entire lives. In addition, according to Clare Stocker at the University of Denver, they are at higher risk of developing anxiety, depression, and low self-esteem. And there are many famous folks from Freud to Dickens to Madonna who are examples of suffering the consequences of “least favored” status in the family. So… what do you think now about assumption three? Is it better to grow up without competing or fighting with your siblings? Maybe more of you want to say “yes” now, but wait! Many family therapists claim that sibling rivalry, or competition, is normally a good thing. Family therapist Diane Barth claims that when siblings learn to fight and then negotiate a peace, they are learning a formula for resolving conflicts for the rest of their lives. On the other hand, if siblings hardly ever fight, then the opportunity to develop this skill may be lost. Psychologist Hara Marano suggests that the longevity of our relationships with our siblings leads to a deep sense of a shared fate and that we tend to replicate our sibling relationships in both work and in love. So… on to the fourth assumption, that if we accept the fact that parents do play favorites, it is, generally speaking, best to be the favorite child in the family. I’m sure that by now you’ve caught on to the pattern here and know that I’m about to bust another myth. Jeffrey Kluger, in an article in Time magazine, tells us that, and I quote, “It would seem that being the favorite may boost self-esteem and confidence, but studies show it can also leave kids with a sense of arrogance and entitlement.” Not very pleasant characteristics, right? He goes on to say that “Unfavored children

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may grow up wondering if they’re somehow unworthy of the love the parents lavished on the golden child. But they [the unfavored children] may do better at forging relationships outside the family as a result of that.” Why do you think this is so? What do you think Kluger is getting at here? For homework, please read the Kluger article and then write a paragraph explaining what you think he means by this and then write another paragraph or two based on your own experience or observations either agreeing or disagreeing with Kluger. OK? See you all next week. Have a great weekend.

Expansion Activity tThe goal of this activity is for students to use the Internet to find interesting statistics about birth order and sibling dynamics in the U.S. or their own countries. tInstruct students to use a search engine such as Google (www.google.com) or Yahoo (www.yahoo.com) and search for one or two interesting statistics about birth order and/or sibling dynamics in the U.S. or in students’ own countries. tTell students that possible search keywords include “birth order,” “psychology,” “siblings,” “sibling rivalry,” and the name of the country they are interested in. tHave students present the data they found in class. Explain that they should be ready to speak for about one minute and present the statistics they found along with an explanation of why they found them interesting. Depending on the size of the class, students can present to a group or to the whole class. tTell students to practice their note-taking skills by writing down the data their classmates present and asking for clarification of any information they don’t understand during the presentation.

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After You Listen 5

Examining Ways to Defeat Straw Man Arguments

Best Practice Organizing Information This activity uses a graphic organizer to categorize information. Using a T-chart encourages students to process and organize information while thinking about the lecture and their assumptions. It also provides a record for them to refer to when reviewing their notes. This type of graphic organizer emphasizes listing and categorizing skills. Other types of graphic organizers are used throughout the book. t Give students time to read and think about the questions. Have them fill out the chart individually. t Divide the class into small groups and ask students to discuss their answers to the questions and their ideas about the lecture content in general. t Call on a few students to report back to the class about their group’s discussion.

Talk It Over 6

Sharing Ideas Based on Assumptions

t Read aloud the directions. Point to the photo. Ask a student to ask the question in the caption. Ask the class what they think daily life is like for the people in this family. Elicit possible assumptions from various students. t Tell each student to choose one of the situations; two people may choose the same situation. t Give students two minutes to close their eyes and think about the daily lives of the person they have chosen. t Tell students when time is up, and then have them write about their person’s daily life in the left-hand column of the chart on page 53 for five minutes. Encourage students to write freely without worrying about grammar or spelling. t Divide the class into small groups.Have students tell their group about their ideas by reading their notes aloud or simply by speaking. t Ask group members to listen carefully and say whether they agree or disagree with each person’s ideas. If they disagree, they should explain why their classmate’s assumptions about the person’s lifestyle may not be correct. t Give students time to reflect on their group discussions and fill out the right hand column of the chart. t Ask for volunteers to talk about their guesses or assumptions with the entire class and explain whether or not their classmates agreed with them.

Best Practice Cultivating Critical Thinking This activity asks students to examine their assumptions about other people’s lifestyles. This type of activity requires students to process the information they have learned and apply it to a new situation. The analysis of existing assumptions involves reinterpretation, synthesis, and application of concepts. The process of manipulating language and concepts in this way creates deeper processing of new material, which allows students to evaluate whether they have understood the new material and helps them remember it better.

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Mosaic 1 Listening/Speaking

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Strategy Doing Research to Check Assumptions Read the strategy aloud. Using sources to confirm the accuracy of assumptions is crucial in an academic setting. If students want their views to be taken seriously, they must be ready to cite either primary sources, which include interviews with people who actually experienced an event or the diaries and letters written by those people, or secondary sources such as articles and books written by authors who investigated a subject. The following activity gives students practice using a person interview as a primary method of checking their assumptions about other people’s lifestyles.

Checking Your Assumptions t As a class, brainstorm where to find people to interview. Talking to neighbors or to people on campus are good ideas; politely approaching people in public places like the library or a coffee shop can work also, though tell your students to exercise caution and bring a friend or classmate, if possible. Students can also contact local neighborhood centers or other social organizations and ask if they can talk to people there. t Discuss techniques for conducting a good interview: 1. Plan and write down interview questions. Ask

specific questions about things you want to know, but also ask open-ended questions that allow the interviewee to talk freely. 2. Tell the person you want to interview who you

are and why you want to do an interview. 3. Relax and try to have fun while doing the

interview. This should be an enjoyable experience for both the interviewer and interviewee. 4. Be sure to thank the interviewee for their time

and for helping you with your assignment. t Instruct students to take notes during and after the interview and be prepared to share with the class what they learned in their interviews. t Discuss the ways in which incorrect assumptions students held before doing the interviews could be used as straw man arguments in lectures or conversations.

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Student Book pages 54–57

Making Generalizations

Strategy

t Read aloud the directions. Point to the photo on page 55 and ask a student to read aloud the question in the caption. Call on a few volunteers to answer using an adverb of time or expression from the list in the Strategy box.

Generalizing with Adverbs of Time t Go over the introductory information about making generalizations, as well as the adverbs of time often used in generalizations.

t Divide students into small groups to write the paraphrases. Then assign students from four different groups to each write their paraphrases of one of the sentences in the exercise on the board.

t Ask students whether any of the adverbs or adverbial phrases in the list are unfamiliar to them. Provide example sentences using familiar topics, such as, “For the most part, students in this class are unmarried.”

t Go over each sentence on the board. Ask students if its meaning is the same as in the original sentence and whether there are other ways to paraphrase it. Sample answers are given below.

t Elicit example sentences using all of the words and expressions from the list of Adverbs of Time and Other Expressions Used for Generalizations. Tell students to give a sentence on a familiar topic such as their class.

ANSWER KEY Answers will vary. 1. More often than not, parents deny having a favorite. Or: Parents seldom admit to having a favorite.

Content Notes

2. We normally don’t picture the elderly

gossiping and giggling, but they often do. Or: We hardly ever picture the elderly gossiping and giggling, but they often do.

tWhen the negative adverbs hardly, rarely, seldom, and others appear at the beginnings of sentences, they trigger subject-verb or subjectauxiliary inversion in the sentence. Because of this inversion, we find sentences such as these:

3. In most cases, the favorite child knows he

is the favorite, but doesn’t say so. Or: The favorite child rarely admits to knowing that he is the favorite.

I have seldom heard more beautiful music. Seldom have I heard more beautiful music.

4. In most cases, unfavored children complain

tIn the second sentence, the word seldom at the beginning of the sentence causes the subject I to come after the auxiliary have.

and play the victim. 5. Generally, children compete for attention by

showing off.

tIn another example we see a similar inversion: Liza is rarely at home. Rarely is Liza at home. tIn this case, the subject Liza comes after the verb is when rarely moves to the beginning of the sentence. This inversion is a common stumbling block for students since the inverted statements appear to have question word order.

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Paraphrasing Generalizations

Listening for Generalizations t Give students time to read the directions and the statements. Tell them that they will mark the statements T (true) or F (false) as they listen again to the lecture. t Play the audio of the lecture from Part 2 again and have students complete the activity. Remind them to pay special attention to the way the professor Mosaic 1 Listening/Speaking

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uses adverbs of time and other expressions to make generalizations.

t Call on students to share their generalizations with the class.

t Divide students into pairs to compare answers. REPRODUCIBLE

ANSWER KEY

1. T

2. T

3. T

4. F

7. T

8. F

9. T

10. T

5. F

6. F

Correcting False Statements t Divide students into pairs. t Ask the pairs to correct the incorrect statements. Collect these sentences to check for accuracy. t Answer any questions about using adverbs of time and other expressions to make generalizations.

ANSWER KEY 1. Even though parents may say they love their

children equally, we can often observe them playing favorites. 2. When siblings learn to fight and then negotiate

a peace, they learn to resolve conflicts. 3. Being the favorite can leave kids with a

sense of arrogance and entitlement. 4. Even though parents may say they love their

children equally, we can often observe them playing favorites.

Expansion Activity

tThe aim of this activity is for students to practice making generalizations using a Venn diagram. In this activity, students will compare and contrast sibling and family relationships in the U.S. and in their own countries. tPhotocopy and distribute Black Line Master 8 “Venn Diagram: Family Relationships” on page BLM 8 of this Teacher’s Manual. tAsk students to label one of the circles “United States,” and label the other with the name of their own country. tIn the “United States” circle, have students write two or three generalizations about sibling and family relationships that are only true for the United States. Make sure they use the adverbs of time and other expressions for making generalizations from the chapter. tTell students to do the same with the other circle, writing generalizations that are only true for their own countries. tWhere the circles overlap, tell students to write two or three generalizations about sibling and family relationships that are true in both countries. tDivide the class into small groups. If students are from different countries, make the groups as diverse as possible. tPrompt students to share their generalizations with their classmates.

Talk It Over 4

Using Generalizations t Divide the class into groups of four and make sure students have available the list of adverbs of time and other expressions for making generalizations from the Strategy box on page 54. t Set a time limit for the activity so that every group member has a chance to make a generalization about every topic.

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tNote that unless these generalizations are based on reliable research, they are based on students’ assumptions. If possible, follow through with the chapter theme of questioning the accuracy of assumptions by having students ask Americans whether their generalizations about the lifestyles of young people in the United States are correct. (See the “Doing Research to Check Assumptions” Strategy box on page 53 in Part 2 for suggestions on conducting interviews.)

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Student Book pages 57–59

Focus on Testing

AUDIOSCRIPT Speaker 1 Mother:

Pragmatic Understanding: Brief Informal Speeches

Question: What is the speaker’s main point?

Best Practice

Speaker 2 Man:

Scaffolding Instruction This activity provides scaffolded support to students. In the student book, students are provided multiple opportunities to participate in activities that are both predictable and flexible as they progress from their current performance levels toward realizing their full potential. As students repeatedly practice test items requiring pragmatic understanding thought the book, they are guided through the steps of developing this necessary test-taking skill. t Have students read the questions and the answer choices before listening to focus their attention on the important information. t Play the audio of the brief informal speeches once all the way through and have students choose the correct answer for each multiple-choice question. Pause for 20 seconds between the two conversations. t Play each speech again and discuss any generalizations students hear. Point out that in each case, there is a special scenario that contrasts with the usual situation. Understanding this contrast is one key to choosing the correct answer.

ANSWER KEY 1. B

2. C

han70492_ch03-Rnd03.indd 45

OK kids, here’s the deal. I know that normally we divide up the household chores equally amongst you, but this week, your brother David has an important football game and he has to go to an extra practice and then he has to rest before the game. So Alan and Ruth, you’re both going to have to pitch in more than usual to help me out if you want to go to the game on Friday night with your dad and me.

Honey, I don’t know what’s going on with Henry these days. He hardly ever calls us and when he does, all he does is complain about how we treat him. Then he wonders why we don’t come over to visit with him and his children as often as we go to see his sisters and brothers and their kids. I really don’t get it, do you? Besides, why would we want to visit him if he’s just going to whine like a child about us playing favorites?

Question: What is the man trying to say to his wife? 2

Pragmatic Understanding: A Conversation t Play the audio of the conversation between the man and the woman all the way through as students listen and take notes with books closed. Let them know they are permitted to take notes during the TOEFL®iBT test. t Have students open their books to page 58 and read the questions. Then play the audio of the questions. Pause for 20 seconds between each question to give students time to answer the multiple-choice questions they hear. t Discuss the conversation and the test questions. What do the questions ask about? Remind students that pragmatic-understanding questions ask about speakers’ attitudes and intentions. Mosaic 1 Listening/Speaking

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ANSWER KEY 1. C

2. A

3. B

Man: 4. C

5. C

AUDIOSCRIPT Man:

Woman: Man:

Woman: Man: Woman:

Man: Woman: Man:

Woman:

Man: Woman:

Sorry I’m late. I just finished a really difficult phone call and I needed a few minutes to figure out what to do about it. Really? If you don’t mind saying... What happened? Maybe I can help.

No, no, it’s OK. My dad just told me that they aren’t going to be coming to visit us on their vacations anymore… that he and my Mom are going to my brother’s house from now on and if we wanted to see them, that we’d have to go there. Are you upset about that?

No, I’m OK with that.

Well, you’ve told me how much you argue with him when he comes to your house, so maybe it’s for the best, right?

Sorry?

I mean, if he’s so difficult, then let your brother deal with him.

Wait a minute. That’s a little cold. This is my dad we’re talking about. I love the guy no matter what. Why? You’re always saying how much he always favored your brother over you when you were little.

But that was a long time ago and it wasn’t really his fault.

Right. We all know that your brother was sick a lot and needed extra attention. But missing your music concert? Come on! He could have found the time.

Why are you being so tough on him? It was only one concert. But it really hurt your feelings. So… if he feels more comfortable at your brother’s house… just let him go there and forget about it.

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Woman:

Man: Woman: Man:

Woman:

Well… I don’t know. Maybe he won’t be so comfortable being at my brother’s. I know he’s told me that my brother spoils his kids and that it’s difficult to be around them sometimes because they have this sense of entitlement and are not respectful of him as their grandfather. Still, if he came to your house, you’d just whine about him loving your brother best and then he wouldn’t feel comfortable at your house either, right?

OK, OK. I get it.

So you don’t really believe that his decision is for the best, do you?

Well, to be honest, not really. I think I’m going to call him back and try to smooth things over. Good idea.

1. Listen again to part of the conversation. Man:

Woman: Man:

Sorry I’m late. I just finished a really difficult phone call and I needed a few minutes to figure out what to do about it. Really? If you don’t mind saying... What happened? Maybe I can help.

No, no, it’s OK. My dad just told me that they aren’t going to be coming to visit us on their vacations anymore…

Question 1: What does the man mean by saying,

“No, no, it’s OK”?

Question 2: Why does the man mention the

phone call?

3. Listen again to part of the conversation. Woman: Man: Woman:

Man: Woman:

Are you upset about that?

No, I’m OK with that.

Well, you’ve told me how much you argue with him when he comes to your house, so maybe it’s for the best, right?

Sorry?

I mean, if he’s so difficult, then let your brother deal with him.

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Student Book pages 57–59

Man:

Wait a minute. That’s a little cold. This is my dad we’re talking about. I love the guy no matter what.

Question 3: Why does the man think the woman is

cold?

4. Listen again to part of the conversation. Woman:

Man: Woman:

Why? You’re always saying how much he always favored your brother over you when you were little.

But that was a long time ago and it wasn’t really his fault.

Right. We all know that your brother was sick a lot and needed extra attention. But missing your music concert? Come on! He could have found the time.

Question 4: Why does the woman mention the

music concert?

Question 5: Why did the woman use straw

man arguments throughout the conversation?

REPRODUCIBLE

Expansion Activity

tThe aim of this activity is for students to practice cloze listening skills and to examine the language used in a conversation. tPhotocopy and distribute Black Line Master 9 “Cloze Passage” on page BLM 9 of this Teacher’s Manual. tHave students read through the passage to see if they can fill in any of the blanks from memory. tPlay the audio of the conversation from Activity 2 of the Focus on Testing section on Student Book page 58 at least two times as students fill in the missing information. tDivide students into pairs to compare answers and ask you about any language they are unsure of. tAsk students what they notice about the conversation and the straw man arguments the woman uses, and ask if they have any questions.

Self-Assessment Log t Read the directions aloud and have students check the vocabulary they learned in the chapter and are prepared to use. t Tell students to find definitions in the chapter for any words they did not check. t Have students check the degree to which they learned the strategies practiced in the chapter. t Put students in small groups. Ask students to find the information or an activity related to each strategy in the chapter.

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Mosaic 1 Listening/Speaking

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CHAPTER

Health and Leisure In this

CHAPTER

This chapter focuses on the human heart and introduces students to analogies. In Part 1, students will prepare for the listening by sharing their existing knowledge about the heart. They will also consider how some parts of the body are similar to familiar objects, and learn new vocabulary in context. Part 2 presents expressions for making analogies as well as graphic organizers that help students as they listen to a group study session. In Part 3, students will learn ways to express opinions appropriately. Part 4 gives them a chance to express their opinions as they practice the type of speaking tasks required on the TOEFL® iBT.

Chapter Opener t Direct students’ attention to the photo and ask them

”

Spanish proverb

to explain how it illustrates the chapter title, “Health and Leisure.”

t Divide students into groups to brainstorm answers to the questions in the “Connecting to the Topic” section. Call on groups to report on their answers and list students’ ideas on the board.

t Discuss the Spanish proverb. Ask questions such as, “Why are tools important to a mechanic? What happens if a mechanic doesn’t take care of them? How is a person’s health similar to a mechanic’s tools?”

“

A man too busy to take care of his health is like a mechanic too busy to take care of his tools.

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Chapter Overview Features

Role-playing characters involved in situations leading to debates about health issues

Lecture: What Makes Us Tick: The Cardiac Muscle Learning Strategy: Understanding and Using Analogies

Critical-Thinking Skills Using a graphic organizer to build background knowledge

Language Function: Expressing Opinions

Understanding and using analogies

Listening

Using a graphic organizer to chart analogies and what they mean

Listening for the “gist” or main ideas Listening for expressions used to make analogies

Evaluating the effectiveness of an analogy

Noting analogies in abbreviated form

Imagining possible contexts for analogies

Completing statements of personal opinion from a study session conversation

Distinguishing facts from personal opinions Choosing appropriate expressions to introduce opinions

Speaking

Vocabulary Building

Sharing prior knowledge about the heart and other body parts

Using definitions and contextual cues to place vocabulary words into sentences

Comparing body parts to mechanical devices

Understanding and using new vocabulary in discussions about the heart and health

Discussing the effectiveness of analogies Brainstorming possible contexts for analogies

Focus on Testing

Sharing analogies that have become common expressions in one’s country

Expressing opinions on standardized tests

Pragmatic understanding of opinions

Expressing personal opinions about health and fitness

Nouns ! ! ! !

cardiac muscles chambers peel strip

Verbs ! !

pump vary

Adjective !

hollow

Expression !

tick-tock

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Student Book pages 62–63

Building Background Knowledge

Did You Know?

REPRODUCIBLE

tGo over the heart rate statistics and ask students if they think any of the numbers are surprising. Ask if they can explain why animals’ heart rates might differ so much. For example, “Canaries’ hearts beat quickly because of their small size and the demands of their activities.”

tThis activity aims to expand students’ thinking about the human heart beyond the physical realm and into the abstract ideas the heart can represent. tTeach students idioms that use the word heart. Photocopy and distribute Black Line Master 10 “Expressions from the Heart” on page BLM 10 of this Teacher’s Manual. Go over the idioms as a class. Then divide students into small groups to discuss the questions.

What Do You Think? t Divide students into pairs to brainstorm a list of things that make their hearts beat faster. Ask each pair to tell the class at least one of their ideas. t Give students time to read the questions and think about the experience they would like to relate to their partner. After students have talked in pairs, ask for volunteers to tell their stories to the class. t As a class, brainstorm answers to the question about clams and their heart rates.

Expansion Activity tThe goal of this activity is to make the idea of heart rate accessible to kinesthetic learners, those who learn best by feeling or doing something. tHave students check their own heart rates. They can place their hands over their hearts or find a pulse in their wrist. Tell them when to start counting heartbeats. After ten seconds, tell them to stop. tMultiply the number of heartbeats they counted by six to calculate their heart rate.

Sharing Your Experience 2

Making Some Comparisons t Refer to the photographs and make sure students understand the comparison between the human eye and a camera. t Divide students into pairs to match the body parts with the items. Answer questions about unfamiliar vocabulary and draw simple diagrams of the items on the board if needed. t Join pairs to forms groups of four. Have the groups brainstorm ways in which each body part and item are similar. t For each item on the list, call on a different group to report on their discussion of the ways the item is similar to the body part.

ANSWER KEY 1. b

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Expansion Activity

2. f

3. e

4. g

5. a

6. c

7. d

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Student Book pages 62–63

Vocabulary Preview 3

Vocabulary in Context

Best Practice Scaffolding Instruction This is an example of an activity that provides scaffolded support to students. Throughout the textbook, students are provided multiple opportunities to guess the approximate meaning of new vocabulary that they see in meaningful contexts. This repetition supports students by providing a routine procedure for meeting clear goals. At the same time, examining vocabulary in context is flexible in that it allows students to negotiate meaning in a situation that changes with each new sentence.

han70492_ch04-Rnd03.indd 51

t Go over the list of vocabulary words and definitions. Have students repeat the words after you. Listen for any pronunciation difficulties; for instance, muscles should have only an /s/ sound in the middle. The letter c is silent. t For each term, ask students to supply the part of speech. For example, they should see that this definition of hollow is an adjective. t Ask students to read through all of the sentences first, and then go back and find the appropriate vocabulary to fill in the blanks. t Ask for volunteers to read each sentence aloud and discuss any additional unfamiliar vocabulary.

ANSWER KEY 1. chambers

5. peel

2. tick-tock

6. strip

3. cardiac muscles

7. varies

4. pumps

8. hollow

Mosaic 1 Listening/Speaking

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Understanding and Using Analogies

t Explain to students that thinking about what they already know about a topic prepares them to learn something new about it. This is because learning involves making new connections in the brain. When people are actively listening to a lecture, by remembering what they already know, making predictions, or asking themselves questions about the topic, they are helping their brains to make new connections.

Strategy Listening for Analogies t Go over the information in the paragraph about analogies and the expressions used to make analogies. t For each expression, ask students to think of a few additional examples. List the examples on the board to provide more linguistic input. Possibilities include, “My backpack is as heavy as a sack of bricks.” “Learning a new language is like climbing a very high mountain.” “Getting to know a person is similar to peeling an onion. There’s always something new under the next layer.”

Before You Listen 1

Considering the Topic

Best Practice Activating Prior Knowledge Using a graphic organizer and comparing notes with classmates in this activity help students activate their existing knowledge about the heart. This prepares them to connect that knowledge with the new information they will hear in the conversation. Making connections between prior knowledge and new information is essential for learning a language or any other subject. t Ask students to think about the human heart and write what they know about it in the table under the heading, “What I already know about the heart.” t Divide the class into small groups and have students share their information, writing anything new they learn from classmates in the table under the heading, “What I learned from my classmates.”

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Listen 2

Listening for the “Gist” or Main Ideas

Best Practice Making Use of Academic Content The group study session represented in the listening is an example of real-world academic content. This type of activity allows students to experience situations similar to those they will encounter in academic settings. As students listen to classmates discuss a lecture about the heart, they experience an authentic context in which to interpret the language and concepts presented in this chapter. t Ask students if they have ever studied with a group of classmates. Tell them that many university students prepare for exams in this way since it allows them to share information from lectures and readings and to ask each other questions about points that are still unclear. Study groups can also work together to predict which material the professor might ask about on an exam. t Direct students’ attention to the title of the activity, “Listening for the ‘Gist’ or Main Ideas.” Explain that getting the gist (pronounced /d ist/) of something means understanding the main idea or ideas without understanding every detail. This is similar to hearing part of a conversation or reading an article quickly and understanding more or less what it is about, but not catching everything. Assure students that as they listen to the conversation from the study session for the first time, listening for the gist of it is enough. They will listen again later for more detail. Copyright © McGraw-Hill

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Student Book pages 64–68

t Play the audio once all the way through and have students write answers to the questions that follow.

Fred:

t Divide students into pairs to compare answers and talk about any information they will need to listen for when they hear the conversation a second time. t Play the audio again to give students a chance to listen for more of the details.

Greta:

ANSWER KEY 1. The students are comparing their notes from

Fred:

Professor Miller’s lecture about the heart to make sure they understand everything. 2. He refers to his notes. 3. The size of the person or animal. 4. The piece of cardiac muscle continues to beat

all by itself. The students say this happens because nothing tells the heart to beat. The heartbeat starts in the cardiac muscle itself. 5. To pump blood to the rest of the body.

Greta: Ali: Greta:

AUDIOSCRIPT Study Session Conversation: What Makes Us

Tick—The Cardiac Muscle Ali: Greta: Ali: Greta: Fred:

Greta: Ali: Greta:

So what are we studying next, Greta?

Greta:

Let’s go over the notes from Professor Miller’s lecture, Ali. You mean the lecture on the heart?

Uh-huh.

Great idea. Why don’t we go through the notes and make sure we understand everything?

Ali:

OK. Let me just get my notes out. All right. Ready.

Fred:

Sure, Fred.

Well, first she said that it was the action of the cardiac muscles that makes an organ as small as the heart so incredibly efficient. And then she talked about how the shape of the heart is similar to a pear. I don’t exactly understand that analogy. I mean, which way is the pear supposed to be leaning?

han70492_ch04-Rnd03.indd 53

Fred:

Greta: Fred:

Well, think of the pictures Professor Miller showed us. In my opinion, it did look like a pear, right side up, with the widest part at the bottom, leaning a little to the right.

Yeah, I get it now. OK, let’s talk about the parts. It’s got four hollow chambers— two in the top part and two in the bottom part. And what did she say about the walls of the heart?

She said that they’re fairly thick, approximately like a slice of bread, at the bottom. You may not agree with me, but I don’t think that’s a great analogy. It depends on what kind of bread you have in mind, right? But what she said about the top of the heart makes more sense to me. She said that at the top, they’re thinner, about as thin as an orange peel.

Are you sure about that? I’m fairly certain that it was the other way around. No, I’m positive that Fred is right. I have it here in my notes.

OK. Now what else? Oh, yeah… The strips of muscle at the bottom of the heart are like string around a hollow ball. How’s that for an analogy?

That’s good.

You know, I was surprised that the heart is so small. It’s only slightly larger than a tightly closed fist. I like how Professor Miller had us each make a fist and look at it so we could see that it was about the same size as a heart.

Then remember how she told us to open and close our hands? She wanted us to see how the muscles contract and relax over and over again our whole lives.

Yup. That’s the heartbeat. Contraction and relaxation—very regular and even— the beat is just like the tick-tock of a clock. But didn’t she say that the rate can vary?

Yeah… In general, the rate of the heartbeat varies in relation to the size of the person or animal. An elephant’s heart rate is about 25 beats per minute. A small bird’s Mosaic 1 Listening/Speaking

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heart rate is about 1,000 beats per minute. The heart of a human infant at birth beats about 130 times a minute. In a small child, it beats about 90 to 100 times a minute. The average adult rate for men is about 75 beats per minute. And the rate for women averages about seven to eight beats faster per minute than the rate for men. Why is that?

Ali:

Fred: Greta: Ali:

Fred, Greta: Ali:

Fred: Greta: Fred:

Ali:

Fred:

2 Ali:

I think she said that’s because women are smaller than men, but I don’t really understand why that is, do you guys?

No, not really.

Fred:

Let’s ask her in class.

OK. Hmm… Anyway, I think it’s pretty amazing that this adds up to about 100,000 heartbeats a day for an adult male. That’s about 2,600,000,000 heartbeats in a lifetime.

Greta:

Fred:

Wow!

Yeah, and another amazing thing is that the heart doesn’t have any nerves in it. So, no messages are sent from the brain through the nerves to the cardiac muscles. The brain doesn’t tell the cardiac muscles to beat. Nothing does.

So that means that the heartbeat starts in the cardiac muscle itself? That’s right. It’s different from the other muscles and organs in that way.

Oh yeah. Remember what Professor Miller said about how a very small piece of cardiac muscle can be kept alive in a dish with special liquid in it? And that the muscle will continue to beat all by itself!

Well, the heart is similar to a pump. Basically, it pumps blood to the rest of the body. Let’s see, I’ve got it here in my notes. The heart pumps approximately five quarts of blood a minute if you are resting and 35 quarts of blood a minute if you are exercising hard. For light activity, the heart pumps 4,500 gallons a day. If you lived until you were 80 years old and just slept all the time, your heart would still pump about 52,560,000 gallons—or 198,961,244 liters—of blood in a lifetime! Can you believe that the heart works that hard?

Don’t look so worried, Ali. I’m pretty sure your heart isn’t going to quit yet.

Right. Remember… Professor Miller said that the heart rests a lot, too. In fact, a heartbeat takes eight-tenths of a second, and half of that time the heart rests. So it’s both hard-working AND efficient.

Yeah—I’d say you’re going to be around for a good long time!

Listening for Analogies

Best Practice Organizing Information This activity uses a graphic organizer to categorize information and accommodate different learning styles. In this case, the chart guides students as they listen for analogies. It provides space for both notes and drawings, so it is effective for both verbal and visual learners. Other types of graphic organizers are used throughout this book.

Uh-huh. Scientists don’t really understand how the cardiac muscle does this yet, but I bet that they will in ten or 15 years.

OK, but how does the heart work with all of the other organs?

CH APTER 4

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Student Book pages 64–68

t Go over the directions and remind students of the three expressions used to make analogies. t Give students a moment to study the chart and ask any questions they might have about the activity.

After You Listen 4

t Play the audio of the study session again as students take brief notes on the analogies and expressions they hear.

Best Practice Interacting with Others This collaborative learning activity encourages fluency and confidence. As students share the analogies and expressions they heard in the listening and discuss their opinions with classmates, communication is more important than grammar. Students can practice making contributions to a class as they provide information their classmates might have missed, which builds confidence for future speaking situations.

t Give students time to draw simple pictures to illustrate the analogies.

ANSWER KEY Item

Analogy

Expression used

shape of the heart

heart = pear

similar to

walls of the heart

walls of heart = slice of bread at bottom; orange peel at top

like; as… as

strips of muscle at the bottom of the heart

muscles = string around hollow ball

size of the heart

heart = fist

the same size as

beat of the heart

beat = tick-tock of clock

just like

action of the heart

heart = pump

similar to

Comparing Analogies

t In small groups or as a class, have students share the analogies and expressions they heard in the study session conversation. If any students missed information, ask classmates to supply it. t Explain the purpose of an analogy and ask for students’ opinions of the analogies in the listening. t You may want to play the recording of the study session again so students can hear those analogies they missed.

Talk It Over 5

Setting Contexts for Analogies t Go over the directions and example. Ask students to hold out a hand and show you what “shaking like a leaf” looks like. Ask if they know or can guess the underlying meaning of this analogy (the man is fearful). t Discuss the possible situations given in the example. Ask students why a man at a dentist’s office might be afraid. t Divide the class into small groups. Have them discuss the analogies and list four or five situations in which each one might be used. t Call on some groups to report their ideas to the class.

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Discussing Analogies

Student Book pages 64–68

REPRODUCIBLE

Expansion Activity

t Keep students in the same small groups and have them discuss the list of analogies on page 68 of the Student Book.

tThe goal of this activity is to help students remember common analogies by forming associations.

t Have students keep track of the analogies they are not sure about. Explain those analogies in class, or encourage students to find their meanings by asking English speakers outside of class or by doing Internet research.

tPhotocopy and hand out Black Line Master 11 “Associations Map” on page BLM 11 of this Teacher’s Manual.

t If students understand an analogy’s meaning, ask them to think of a context in which it might be used and then make a sentence using the analogy. t Call on each group to report on its discussion. Encourage students to discuss different interpretations of the analogies. t Ask students for similar analogies from their own language(s) and list some examples on the board.

tHave students write the analogies from Activity 6, “Discussing Analogies,” on page 68 of the Student Book in the four larger circles. Encourage them to choose analogies that are interesting, useful looking, or new to them. tInstruct students to think about each analogy and write anything that comes to mind in the smaller circles. For example, for the analogy “as silent as a grave,” a student might write “no noise,” “cemetery,” “class taking a test,” and “library” in the smaller circles. tExplain that writing down words and the ideas associated with newly learned language helps students make mental connections and remember new material better. tHave students either share their maps in small groups or tape them to the classroom walls so that everyone can walk around and compare the associations students made with the analogies.

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Student Book pages 68–71

Expressing Opinions

Content Notes

Strategy

t v

tPoint out that the “Expressions Used to Introduce Personal Opinions” are followed by clauses, and that except in the last two expressions on the list, speakers have the option of using that as a connector.

Introducing Your Opinion Appropriately t Give students time to read the introductory paragraph.

❑ I imagine we will find out in the next lecture.

t Discuss the difference between facts and opinions. Ask students if they remember some facts they heard in the listening, such as the fact that a small piece of cardiac muscle removed from the heart will continue to beat all by itself. Ask if they remember any opinions, like that expressed by the student who didn’t think the slice-of-bread analogy was a very good one. t Discuss the idea of a know-it-all, a person who thinks she or he knows everything. Ask students if they have ever met a person like that, and whether that person was pleasant to be around. t Go over the expressions to introduce personal opinions. Offer examples such as, “I’m convinced that the students in this class will be very successful.” or, “I bet it’s going to rain this afternoon.” t Ask students if any of the expressions are new to them. Explain that all of them are used to soften a personal opinion, but there are subtle differences in meaning or tone that English speakers learn over time. The important thing is to know some of these expressions by heart, and to use them to avoid sounding like a know-it-all.

❑ I imagine that we will find out in the next lecture.

tThe last two expressions on the list, “In my opinion…” and “Not everyone will agree with me, but…” are also followed by clauses, but that is not used as a connector. ❑ In my opinion, this English class is an excellent

course.

Recognizing a Know-It-All t Tell students they will hear a debate between two students, Kenji and Paul. t Play the audio of Conversation 1 and ask students to write brief answers to questions 1–4. t Ask for volunteers to share their answers with the class. t Tell students that they will hear another version of the conversation, and that they should listen for the expressions Paul uses to introduce his opinions. t Play the audio of Conversation 2. t Ask students which expressions they heard and ask for volunteers to describe the differences between the two conversations.

ANSWER KEY Conversation 1: 1. yes 2. yes 3. no 4. Paul sounds like a know-it-all because he doesn’t use expressions to introduce his personal opinions. Conversation 2: I always thought…; I know that not everyone will agree with me…; I’m pretty sure…

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Student Book pages 68–71

AUDIOSCRIPT

ANSWER KEY

Conversation 1 Kenji: I suspect that heart disease is now the number one killer in the United States.

Answers may vary. 1. Professor Miller is convinced that it is the action of the cardiac muscles that makes an organ as small as the heart so incredibly efficient.

Paul:

Kenji:

Paul:

No, no! It’s cancer.

Well, I’m almost positive that it’s got to be heart disease by now. Didn’t Dr. Strong suggest last year that heart disease would soon overtake cancer as the number one…

2. In Fred’s opinion, the heart looks like a pear. 3. Fred does not agree with the professor’s

analogy that the walls at the bottom of the heart are like a slice of bread.

Nope. You’re wrong. That couldn’t have happened yet. It’s still cancer.

4. Greta is fairly certain that the walls of the

heart were thicker on top and thinner on the bottom.

Conversation 2 Kenji: I suspect that heart disease is now the number one killer in the United States. Paul:

Kenji:

Paul:

of the heart are thicker on the bottom and thinner on the top.

Oh, I always thought it was cancer.

Well, I’m almost positive that it’s got to be heart disease by now. Didn’t Dr. Strong suggest last year that heart disease would soon overtake cancer as the number one killer?

6. Ali bets that scientists will understand how

the heart muscle beats all by itself in ten or fifteen years. 7. Fred is pretty sure that Ali’s heart isn’t going

to quit yet.

Yes, she did, and I know that not everyone will agree with me, but I’m pretty sure Dr. Strong hasn’t read the latest statistics on this.

8. Fred thinks that Ali will be around for a good

long time.

Listening for Personal Opinions t Go over the directions and the example. Make sure students understand that they can take notes using their own words, just like when they’re listening to a lecture. t Play the audio of the study session from Part 2 again. t Call on students to read their completed sentences emphasizing the expressions used to introduce opinions.

5. Ali is positive that Fred is right. The walls

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Talk It Over 3

Expressing Personal Opinions t Divide the class into groups of five or more students to discuss the situations. t Make sure that students have available the list, “Expressions Used to Introduce Personal Opinions” (on page 68 of the Student Book). t Have each group choose one person to be the discussion leader for each situation. The leader is responsible for reading the situation aloud and making sure that everyone in the group has a chance to express their opinion about a situation.

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Student Book pages 68–71

Role-Play t Go over the role-play directions with the class and discuss the difference between role-playing and the small group discussions from the last activity. In a role-play, for example, students will express the opinions of their characters and not necessarily their own opinions. t Divide students into small groups and set a time limit for choosing a situation, assigning character identities, and practicing the role-play. t Call on groups to act out their role-plays for the class; ask the audience to give each group their undivided attention during the role-plays. t Have audience members make notes of all the expressions for introducing opinions that they hear.

REPRODUCIBLE

Expansion Activity

The goal of this activity is for students to practice using expressions to introduce personal opinions. tPhotocopy and distribute Black Line Master 12 “Expressions to Introduce Personal Opinions” on page BLM 12 of this Teacher’s Manual. Make one copy for each group of students, depending on class and group size. tCut the Black Line Master into strips and fold each strip so that it must be opened to be read. tDivide the class into small groups and give each group a complete set of folded strips. tHave students take turns drawing a strip of paper and using it in a sentence expressing a personal opinion. tThe opinions that students express don’t necessarily have to be their own. Students may feel less pressure and have more fun if they can say whatever comes to mind, such as, “I’m fairly certain that the earth is flat.”

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Student Book pages 72–73

Focus on Testing

AUDIOSCRIPT Speaker 1 Man:

Narrator:

Personally, I don’t think that anyone should smoke and I’m positive that smoking causes cancer. Of course, not everyone will agree with me, but I don’t think we should make laws about what people can and can’t do in restaurants and bars.

Question: What is the speaker implying?

Speaker 2 Woman:

Narrator:

I should lose some weight. I read in the newspaper that most Americans are eight to 16 pounds overweight, and I’m pretty sure that I’m part of this majority.

Question: What does the speaker think?

Pragmatic Understanding of Opinions: Brief Informal Speeches t Play the audio of the two brief informal speeches and have students answer the multiple choice questions. Allow a 20-second pause after each question. t In order to fully exploit the audio, you may want to play each brief informal speech again and pause after each. Ask students which expressions the speakers used to indicate their opinions. Point out that the correct answers were not directly stated by the speakers.

ANSWER KEY 1. B

2. B

CHAPTER 4

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Student Book pages 72–73

Expressing Opinions

Best Practice Cultivating Critical Thinking This activity asks students to use expressions for giving personal opinions as they answer test questions similar to those in the speaking section of the TOEFL® iBT. This requires students to process the new material presented in the chapter and apply it to a new situation, which helps them to evaluate their understanding of the material and remember it better.

ANSWER KEY Students’ own opinions will vary. 1. Professor Miller says that the heart resembles a pear, which Fred agrees with. The professor also says that the heart walls are as thick as a slice of bread, but Fred doesn’t think that analogy is as good as the first one since there are many kinds of bread. 2. The students agree to refer to Ali’s lecture

notes to clarify the point about whether the heart walls are thicker on the bottom or on the top.

t With books closed, have students take notes on the opinions expressed in the study session as you play the audio.

3. In Ali’s opinion, scientists will be able to

t Explain that students will now practice speaking their answers to questions about the study session.

4. Ali describes the heart’s workload over

t Divide the class into pairs. t Have students open their books, but suggest that they only look at each question as it is read by the narrator on the audio. This is similar to actual test conditions.

explain how the cardiac muscle beats all by itself. the course of a lifetime, and seems to be concerned about how much work a heart has to do. Fred teases Ali about these apparent worries.

t Instruct students to take turns answering the questions. The narrator on the audio will ask a question. Allow 30 seconds for students to answer. t Students may have varying degrees of success with this activity the first time they try it, so encourage them to relax and have fun. They should try to speak fluently and continuously for the entire 30 seconds, and they should be sure to express their personal opinion and give reasons for it. t Play the audio again with the same pairs reversing the questions they answer. t Ask students which of the expressions from the chapter they used.

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AUDIOSCRIPT Narrator:

Narrator:

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Question 1: Fred agrees with Professor Miller in some ways and disagrees in others in regards to what the heart looks like. Explain what each person thinks and then give your own opinion about the appearance of the heart.

Question 2: What do the students agree to do to clarify a point they didn’t understand from the lecture? Do you think this is the best way to handle this or do you have a better suggestion? Question 3: What does Ali think scientists will be able to tell us about the heart in the future? Do you think this is realistic? Why or why not?

Question 4: What does Fred tease Ali about? Do you think that this is proper behavior among friends? Why or why not?

Expansion Activity tThe goal of this activity is to give students additional practice with spoken responses. tThink of familiar topics that students don’t need any special knowledge to talk about, such as a favorite book or movie, a personal hero, a dream vacation, or a good place to study. tWrite a number of “test questions” based on the topics and requiring students to give a personal opinion. For example, you might say, “Talk about a favorite book or movie and explain why you like it.” tIn a small class, read each question aloud and call on a student to answer it. Bring a timer or look at a watch or clock with a second hand and give the student 15 seconds to think about an answer and 30 seconds to give a spoken response. tIn a large class, give groups of students the questions on strips of paper. Have students take turns drawing strips and answering questions while other group members keep track of the time.

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Student Book pages 72–73

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CHAPTER

High Tech, Low Tech In this

CHAPTER

This chapter gives students practice taking notes in the context of a class field trip to a space center. In Part 1, students will learn about times when low-tech solutions were the best answer to space-age problems. They will also debate the costs versus the benefits of government space programs and look at vocabulary in context. Part 2 will take students on a simulated space flight and give them practice with diagrams and numbers. In Part 3, students will look at the form and function of the passive voice, and Part 4 presents a very practical technique for taking notes during standardized tests.

Chapter Opener t Point out the chapter title, “High Tech, Low Tech,” and

It’s only an hour’s drive away if your car could go straight upwards.

”

Fred Hoyle British astronomer (1915–2001)

t Discuss the humor in the quotation. Hoyle indicates that space isn’t very far away. But can something that’s not very far away still be remote?

t Direct students’ attention to the photo and ask whether they think it illustrates “high tech” or “low tech.”

“Space isn’t remote at all.

ask students to brainstorm examples of advanced and old-fashioned technology.

t Divide students into small groups to answer the Connecting to the Topic questions.

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Chapter Overview Features

Saying numbers

Lecture: Spaceflight—A Simulation

Describing the phases of a space mission and the use of the RMA

Learning Strategy: Taking Notes on a Field Trip

Reporting a news event using passive voice

Language Function: Shifting Between Active and Passive Voice

Critical-Thinking Skills

Listening

Analyzing the pros and cons of the privatization of space travel

Listening for information to complete a handout on phases of a space mission

Utilizing specific strategies to get the most out of field trips

Listening for information to label and explain a diagram of a space exploration device

Researching to build background knowledge

Listening to note measurements and amounts of things on a space mission

Matching labels to sequenced pictures Identifying the parts and functions on a diagram

Listening for passive voice in conversations and during a spaceflight simulation

Selecting relevant notes to give a summary

Speaking

Distinguishing uses of the active and passive voice

Sharing prior knowledge about space exploration and high-tech versus low-tech solutions

Vocabulary Building Using definitions and contextual cues to place vocabulary words into sentences

Debating the pros and cons of the privatization of space travel

Understanding and using new vocabulary in discussions about space exploration

Sharing Internet research on space exploration

Focus on Testing

Collaborating to match labels to sequenced pictures of a space mission

Note-taking during listening passages

! ! ! ! ! !

acceleration altitude astronaut atmosphere cargo bay friction

! ! ! ! !

Verbs

mission orbit orbiter satellite shuttle

! ! !

manipulate shuttle simulate

Adjectives ! !

remote solar

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Student Book pages 76–79

Building Background Knowledge

Sharing Your Experience

Did You Know? tGive students time to read the three vignettes about astronauts who used low-tech solutions for problems in space. tDraw a T-chart (a chart with two columns and two headings) on the board. Label one column “Problem” and the other “Solution.” tAsk students to describe the problem astronauts faced and the solution they found in each case. Write brief notes about the three problems and solutions on the T-chart.

What Do You Think?

Debating the Issue

Best Practice Activating Prior Knowledge The debate in this activity is intended to help students focus on the space program. Thinking about the benefits and drawbacks of government spending for space exploration prepares students to make connections between what they already know about the topic and the new information presented in the chapter. These connections help to increase understanding and retention of the material.

Best Practice Interacting with Others This activity uses pair discussion to encourage fluency and confidence. As students discuss situations from the “Did You Know?” section, they concentrate on ideas and communication more than on grammar and accuracy. In this way, students practice using English to accomplish an authentic task, which builds confidence for future speaking situations. t Divide students into pairs to discuss the three questions. t Ask for volunteers to report on their discussions.

t Go over the directions as a class. Ask students whether they have participated in debates before. t Give students time to read both positions. Explain that it is important for team members to think about how to support their own argument with evidence, and also to predict how the opposing team might support theirs. t Make sure students understand that a debate is really an academic exercise. Debaters do not necessarily agree with the position they are supporting. In fact, it is often quite interesting to think from someone else’s point of view. t Divide the class into two groups and set a time limit for discussion of the positions. Make sure students take notes on their arguments. t Subdivide students into groups of four as suggested in the book for simultaneous two-on-two informal debates.

CHAPTER 5

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Student Book pages 76–79

Expansion Activity tThe goal of this activity is to conduct a formal debate using the information generated by the students in Activity 2. tDivide the class into two groups. Assign one of the groups Position A from Activity 2 and the other Position B. tWrite the format and time limits for the debate on the board and adhere to them strictly. A typical format would look like this: Time for groups to plan their arguments (12 min.) ❑ Position A: Presentation of argument

(5 min.) ❑ Position B: Questioning/Cross-examination

(2 min.) ❑ Position B: Presentation of argument

(5 min.) ❑ Position A: Questioning/Cross-examination

(2 min.) Time for groups to plan rebuttals (5 min.) ❑ Position A: Rebuttal (2 min.) ❑ Position B: Rebuttal (2 min.) ❑ Position A: Closing arguments (2 min.)

Content Note tIn the United States, debate is a popular way to learn and practice the use of reasoning and evidence to support arguments. Competitive debate teams are popular at many high schools and universities.

Content Notes tThe “Space Race” between the former Soviet Union and the United States began in October 1957 with the launch of the first Sputnik satellite by the Soviets. Highlights of the two countries’ space programs include putting the first human being in space (Soviet Union—Yuri Gagarin, 1961), enacting the first moon walk (USA—Neil Armstrong and Buzz Aldrin, 1969), the Space Shuttle missions (USA), and the International Space Station (joint effort). A new contestant entered the race in the 1990s when China began its space program. tThere is disagreement over whether the enormous cost of space exploration is justified by the advances in technology and scientific knowledge it can generate.

❑ Position B: Closing arguments (2 min.)

tExplain that in a formal debate, participants take turns presenting or responding to arguments, so there is no interrupting of speakers except by the timekeeper. tAdd that there are judges in a formal debate and a winning and losing team. In a classroom, the instructor acts as judge, declaring a winner and giving feedback on the content of the two teams’ arguments. tAfter the debate, ask students to describe the debate experience and anything new they learned about the space program.

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Vocabulary Preview 3

Vocabulary in Context t Go over the list of vocabulary words and definitions and have students repeat the words after you. Listen for any pronunciation difficulties they may have; for instance, acceleration should have a /k/ sound at the end of the first syllable followed by an /s/ sound at the beginning of the second syllable. t For each term, ask students whether they have seen or heard the word before. If they have, ask them in what context. For example, acceleration may be a word they’ve heard in television commercials for cars.

Student Book pages 76–79

REPRODUCIBLE

Expansion Activity

tThe goal of this activity is to help students learn new vocabulary by using a graphic organizer to think about and categorize terms. tPhotocopy and distribute Black Line Master 13 “Vocabulary Categories” on page BLM 13 of this Teacher’s Manual. tHave students work alone or in pairs and place each term from the vocabulary list in one of the categories. Explain that, to some extent, the placement of the terms is open to interpretation. tAsk volunteers to say where they placed each word and why they chose a certain category.

t Ask students to read through all the sentences first, then go back and fill in the blanks with the appropriate vocabulary. Remind students that not all of the words from the list will be used in the activity. t After students complete the activity, ask for volunteers to read each sentence aloud. Discuss any additional unfamiliar vocabulary.

ANSWER KEY 1. Astronauts 4. manipulate

2. mission; remote 3. simulate 5. cargo bay 6. atmosphere; altitude; friction 7. satellite; orbit 8. shuttle 9. solar 10. acceleration

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Student Book pages 79–83

Taking Notes on a Field Trip

whether a website contains reliable information. For example, websites posted by universities or government agencies can often be trusted.

FYI tAsk students about field trips they have taken in the past and whether or not they were required to take notes during the field trip. tPoint out that the nature of field trips makes taking notes challenging with so much to see, hear, and chat about.

t Divide the class into small groups to share and compare the information students found. 2

Discussing the Handout

Best Practice Organizing Information This type of activity uses a graphic organizer to prepare students for the listening activity and to accommodate different learning styles. As students study the diagram in this activity, they encounter vocabulary from the listening as well as a visual representation of the space mission. As students listen, they can verify or correct their earlier ideas about the vocabulary, and follow along with verbal information while looking at the diagram.

Strategy Hints for Taking Notes on Field Trips Go over “Hints for Taking Notes on Field Trips.” Ask students if any of the techniques are new to them and how well they think the techniques would work.

Before You Listen

t Go over the directions as a class.

Using the Internet

t Divide the class into pairs to discuss the diagram and the headings. t If there are questions about the vocabulary in the headings, assure students that they will understand it better after the listening activity, or that if they do not, you will answer questions about it later. This will allow you to explain the new terms in the context of the space flight simulation.

Best Practice Making Use of Academic Content This pre-listening research activity focuses on realworld academic content. In an academic setting, students often do Internet research to find answers to questions and material for papers and projects. As with any research, it is crucial for students doing research on the Internet to learn ways to locate and evaluate sources. This activity gives students the opportunity to develop valuable research skills in an authentic context.

Listen 3

Taking Notes

t The Internet research on space travel can be done during class time in a computer lab or as homework.

t Ask students to read over the instructions. Point out that they will listen for main ideas first, including information to confirm or correct their diagrams of the phases of the space mission.

t Conduct a class discussion about finding good sources on the Internet. Ask students which search engines, online databases, or online encyclopedias they regularly use. Ask them for ways to judge

t Play the audio. Have students refer to the diagram of the stages of the space mission as they listen to the audio and check their guesses about the headings in Activity 2.

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t Play the audio again and have students take notes on the Remote Manipulation Arm shown in the diagram in Activity 3.

Mission Control:

t If any students missed information, play the audio again.

Guide:

t After they complete the activity, return students to their pairs from Activity 2 and have them to ask classmates about any of the headings they’re still not sure of.

Mission Control:

ANSWER KEY-Activity 2 1st circle: EF, 2nd circle: BR, 3rd circle: ET, 4th circle: EO, 5th circle: OCB, RMA, 6th circle: EO, 7th circle: D, 8th circle: L

AUDIOSCRIPT Field Trip: Space Flight—A Simulation Guide: Hello. We’d like to welcome Professor Chapman and his aeronautics class to Houston, Texas, and the Space Center. Today, without leaving the ground, we are going to experience the excitement of a flight into space. We are now seated in the space center’s amphitheater. The screen in front of you shows the inside of the space orbiter. The advanced technology used in this presentation will simulate for you what it is like to be a crew member at work on an actual space mission. Our mission today is to capture and repair a $75 million solar observation satellite that has been in orbit since 1980. OK. Fasten your seatbelts and we will begin our simulated flight on the spaceship Enterprise. All right? Now, imagine we have been inside the orbiter for about two hours making sure everything is ready.

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Guide:

This is Mission Control. It is now T minus 3.8 seconds.

T stands for takeoff, of course. And we hear the three engines fire.

T minus one second. T minus zero. At T minus zero, the two booster rockets fire, and three seconds later we are lifted off the ground by the combined energy of the five engines.

Through the window we see the tower disappear. We feel the effects of acceleration on our bodies as our spaceship speeds up to four times the speed of sound (which is about 1,100 feet per second in the air) and revolves 120 degrees. We are now turned upside down with our heads toward the ground as we climb in the air and go out over the ocean. How do you like the feeling? We won’t be right side up until we are in orbit.

Two minutes after takeoff, the fuel in the booster rockets has been used up. They drop away as we continue gaining speed. Six minutes later we have reached 15 times the speed of sound and the graceful spaceship is flying free, heading into orbit around the Earth at a height of 690 miles.

Once we reach full altitude we change our program on the computer. This shuts down the main engines, and the external tank drops away. We can now control the orbiter’s movement with small bursts of rocket fire from engines in the nose and tail. Put your hand on the control stick. Move the control stick to the right and we will roll.

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Student Book pages 79–83

Although we don’t feel it without gravity, you can see the motion through the window. If you move your wrist on the control forward or backward, we will go up or down. A twist makes us go to the right or left.

Student 1: Student 2: Student 3: All Students: Guide:

Let’s have a few of you take turns with this, so you can get the full effect.

My turn? OK. Here we go. Lean left! OK, now I’ll straighten us up.

Anyone for a complete roll?

Enough! Enough! I’m getting dizzy!

OK. Let’s get ready for the next phase of your mission.

Look through the window. The cargo doors are opening. These doors open when we arrive in orbit and remain open to provide the ship with necessary ventilation throughout our stay in space. As I said before, the purpose of this mission is to repair a $75 million solar observation satellite that has been in orbit since 1980. Since the failure of its control system, the satellite has been moving through space without guidance—moving so fast that it cannot be reached directly by the Remote Manipulation Arm, which we’ll call the RMA. The RMA is a 50-foot mechanical arm attached to the outside of the orbiter. Look at the handout we gave you as you came into the amphitheater. From the drawing, you can see that the mechanical arm is very much like your own arm. The arm is attached to the orbiter at the shoulder, and an elbow and a wrist allow the arm to move and bring satellites into the cargo bay. This maneuver is necessary in order to repair the

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satellite. There are television cameras at both the elbow and wrist so we can see what’s going on. The hand, or what is called the end effector, is fitted with three inside wires. A short arm of the satellite is caught by these wires.

Student 1: Student 2: Guide:

Mission Control:

Guide:

If you look out the window, you will see two astronauts in space suits outside. They are going to slow down the satellite manually so we can connect it to the RMA from here inside. Remember, we said that the satellite was moving too quickly to be picked up directly by the RMA.

Wow, Look at that!

Yeah, they’re actually grabbing the satellite with their hands!

Now it’s our turn. The astronauts outside have captured the satellite for us and now we have to get to work. We must manipulate the arm, bending its wrist, elbow, and shoulder joints to lower the damaged satellite into our cargo bay. Great job! OK, now let’s wait while the astronauts repair the satellite in the cargo bay. It should only take a few moments. Just a small part on the outside of it needs to be replaced. Uh-huh, they almost have the old part off. That’s it. Now they’re putting the new part in place. And tightening it down. There! I think they’ve got it!

Enterprise, this is Mission Control. Congratulations! Your mission has been accomplished. Now prepare for reentry. OK, crew, let’s get ready for reentry by closing the cargo bay doors. We fire our engines to slow the orbiter so that it begins to fall toward Earth.

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PA R T

Student Book pages 79–83

We enter the atmosphere at an altitude of 400,000 feet. We are now 5,000 miles from our landing site. The friction of air causes us to slow down from our entry speed of 16,000 miles per hour, but it also causes us to heat up. However, we are protected from surface temperatures of 2,750 degrees Fahrenheit by the thermal tiles covering the ship. The heat is so great that our radio communications are cut off for 12 minutes on our descent. Our onboard computers maintain control. As the atmosphere gets heavier, our craft changes from a spaceship into a glider. The engines shut off as we continue our descent in silence. The ground is coming up at us fast at 10,000 feet per minute, seven times faster than it would in the landing of an airplane. At just 1,500 feet our stomachs feel funny as the pilot pulls up the nose of the spaceship to slow us down. We hear the landing gear open and lock, and very quickly, we touch back down on Mother Earth and come to a stop. The flight is over. Mission accomplished! Thanks for coming aboard the Enterprise.

Listening for Measurements and Amounts

Best Practice Scaffolding Instruction Activities 4 and 5 provide scaffolded support to students by preparing them to listen for quantities and statistics through review and practice of numbers. These activities also provide partial notes for students to complete as they listen to the recording of the flight simulation. Scaffolded support assists students as they move through a logical progression of steps toward the goal of independently listening for and taking notes on numbers they hear. t For the first part of the activity, divide the class into pairs to practice saying the numbers. Listen for any problems with pronunciation, for example, with the /th/ ending in one-fourth and one-tenth.

Expansion Activity tThe goal of this activity is to give students additional practice saying numbers in English and an opportunity to ask you questions about them. tWrite a number such as 1,217 on the board and call on a student to say the number. tRepeat with several different numbers, addressing any problems students have as they arise. tTurn the practice session into a game. Invite the last student who said a number correctly to the board to write a new number and call on a classmate to say it. If the classmate says the number correctly, she or he goes to the board and writes the next number, and so on. If a chosen classmate cannot answer correctly, ask for volunteers to try to say the number.

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Student Book pages 79–83

tBefore beginning the second part of the activity, explain that the sentences are partial notes from the field trip and have students read through them. Point out that they are based on the listening passage, but that the wording is not exactly the same as in the audio.

Taking Notes on Other Topics

Best Practice

tAsk whether students have specific questions about any of the numbers or general questions about saying numbers in English.

Cultivating Critical Thinking In this activity, students use the note-taking strategies they practiced earlier in the chapter to prepare for and give a short presentation about a place described by a classmate. This requires students to process the material about note-taking presented in the chapter and apply it to a new situation, which helps them evaluate their understanding of the material and remember it better.

tPlay the audio of the simulation once more and have students complete their sentences or check their answers.

t Go over the directions so that students understand all parts of the activity.

tPlay the audio from the field trip again as students listen for numbers to complete the sentences. tDivide students into pairs or small groups to compare answers and supply information their classmates might have missed.

t Instruct students to think about and make brief notes on the places they will include in their spoken tour.

ANSWER KEY 1. 1,100 6. 3

2. 2

3. 15

7. 400,000

4. 690

8. 5,000

5. 50

9. 2,750

10. 10,000

After You Listen 5

Talk It Over

t Have students present their spoken tours to each other. Be sure that the listeners are taking notes so they can later present their partner’s town or place. t Before students present their reports, give them a few minutes to think about their presentations and perhaps add details to their notes to help them remember important points.

Using Notes to Recall Information t Divide the class into small groups and have students take turns describing the stages of the space mission and the use of the Remote Manipulation Arm, using their notes on the diagrams. t Ask for a volunteer from each group to stand up and give their description as a mini-presentation.

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Mosaic 1 Listening/Speaking

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PA R T

Student Book pages 83–87

Shifting Between Active and Passive Voice

Strategy Distinguishing Between Active and Passive Voice t Ask students what they know about the passive voice in English. Ask for an example and, if possible, an explanation of how the passive voice is formed and used. t Go through each section of the strategy as a class. Ask if students have questions about the passive. (See the “Content Note” for a summary of the use of the passive voice.)

Content Note tWhen learning English, a common stumbling block is knowing when to use the passive versus the active voice. Students should be told that the active voice is more common, but there are times when it is desirable to use the passive: 1. The doer of the action is unknown.

The crime was committed sometime after midnight. 2. The doer of the action is unimportant to the

meaning of the sentence.

Contrasting the Passive and Active Voice t Play the audio and pause after each set of conversations. t Have students pay attention to the use of the passive and active voice and answer the questions about the conversations.

ANSWER KEY Conversations 1 & 2: 1. Conversation 1 contains the passive voice. 2. The passive voice was probably used because the focus was on the damage caused by the hurricane, not on what caused the damage. Conversations 3 & 4: 1. Conversation 4 contains the passive voice. 2. The passive voice was probably used because the focus is on the insulation foam, not the tile that damaged it. The damaged insulation foam could cause problems, so it is the main subject of concern. Conversations 5 & 6: 1. Conversation 6 contains the passive voice. 2. The passive voice was probably used because the focus is on the actions, not on who did them. Also, the electric company representative is being careful or polite by not saying who didn’t pay the bill.

Tea is grown in several parts of China. 3. The speaker doesn’t want to mention

the doer.

A computer keyboard was ruined when coffee was spilled in the computer lab.

AUDIOSCRIPT Conversation 1 Astronaut 1: Wow! Did you see how much damage was caused by that hurricane when you drove through town? Astronaut 2:

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Yeah, the launch pad was hit, too. Mission Control says that the orbiter liftoff for today has been cancelled until further notice and they’ll let us know as soon as it’s rescheduled.

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Student Book pages 83–87

Conversation 2 Astronaut 1: I’m really worried about that hurricane. It certainly could cause a serious delay for the launch today. Astronaut 2:

Astronaut 1:

Conversation 5 Husband: What happened? Wife:

Husband:

Right. I don’t mind the delays so much when we can wait at home, or even on the base. But once we get into our gear and board, I really dread any delays.

Wife:

Yeah, me too. I once sat all suited up for 8 ½ hours… waiting for a big storm to pass.

Engineer: Supervisor: Engineer:

Reporter:

Customer:

Sure. Oh, why is that warning light flashing?

Supervisor:

Look there. Can you see that black spot?

Customer:

Reporter:

Customer:

Supervisor:

Yes. A protective tile was hit by the foam and we can now see a large black spot on the tile.

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your records. Thank you.

What happened?

Electric company official: Your electricity has been turned off

Hello and welcome to the Space Center.

What? Was the shuttle damaged, too?

My name is Ellie Barca and my electricity went out last night.

Electric company official: Ah, yes, here they are.

Oh, no! Some insulation foam must have broken off and damaged the shuttle!

Just a small one. It seems that a small piece of insulation foam was damaged during lift off.

Electric.

Electric company official: Just a minute, Ms. Barca. I’ll check

I think something strange happened on the lift off.

Hello. Murat Boonto from the International Times. Is there going to be a problem bringing the astronauts home safely?

( joking) Maybe aliens have landed in a spacecraft on our front lawn. But more likely… the electric company probably turned off our electricity because we forgot to pay our bill when we were on vacation.

Electric company official: Good morning. This is Madison

Conversation 4 Project Supervisor:

What do you suppose is the reason?

Conversation 6

Conversation 3 Engineer: Hi, Kim. Can you check out a small problem for me? Supervisor:

The lights just went out!

Customer:

because your bill hasn’t been paid. Well… good. We can take care of that. At least it’s not because we’ve been attacked by aliens.

Listening for the Passive Voice t Play the audio of the flight simulation from Part 2 again as students fill in the blanks in the sentences. t Divide students into pairs to compare answers or call on students to read each sentence aloud. Make sure the passive is formed correctly, and make sure students notice that the passive can occur with any verb tense.

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PA R T

Student Book pages 83–87

ANSWER KEY 1. are lifted

2. has been used up

3. be reached

4. is called; is fitted

6. to be picked up 8. are protected

5. is caught

7. has been accomplished 9. are cut off

Using the Passive Voice to Report the News t Divide the class into small groups of three to six students. t Go over the directions. Instruct students to say, rather than write, the sentences. t Call on groups to share stories with the class after they have tried them in small groups.

Talk It Over

FYI Review the information in the FYI box with students and ask them to give examples of the passive voice in news reports.

ANSWER KEY Answers will vary. 1. The astronauts were given the order to prepare for liftoff. 2. The countdown was begun. 3. The astronauts were asked to check the

controls.

Expansion Activity tThe aim of this activity is to demonstrate the use of the passive voice in news reporting. Students can do the activity as a class or independently at home. tIf the activity is done in class, record a television or radio news broadcast in English that you can play in class. Outside the U.S., look for broadcasts by CNN, the BBC, or Voice of America. tIf students do the activity as homework, suggest television, radio, or Internet sources for news broadcasts in English. National Public Radio (www.npr.org) offers access to portions of its programming, and BBC News offers its radio news program The World (www.theworld.org). tIn class or as homework, have students listen to a news broadcast and identify uses of the passive voice. Tell them to note sentences that use the passive, the context of these sentences, and why the passive was used.

4. The controls were checked by the

astronauts. 5. All the essential systems were tested. 6. The signal for liftoff was given. 7. The astronauts’ cabin was filled with

smoke. 8. The fire was quickly put out. 9. None of the pilots was killed. 10. However, two mechanics were injured. 11. Flight Control personnel were shocked by

the accident. 12. Afterwards, burned pieces of insulation

were found. 13. The public was quickly informed by the

media. 14. The next flight was cancelled so that the

problem could be fixed.

tIf the activity is done in class, discuss what students heard; if it is a homework assignment, divide students into small groups to give brief oral reports.

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Student Book pages 83–87

Role-Playing a News Reporter t Have students plan their stories in class or as homework. t Set a time limit for presentations and specify what type of notes students may use. You may, for example, allow students to write out the passive sentences they plan to use and briefly outline the rest of the presentation, or require that they present from memory so they aren’t simply reading aloud.

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Mosaic 1 Listening/Speaking

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PA R T

Student Book pages 87–89

Focus on Testing

AUDIOSCRIPT Guide:

Student 1: Guide:

Note-Taking Practice t Go over the directions and ask students to imagine the situation: a field trip to a science museum. t Play the audio segment. Have students listen to the audio with books closed and take notes in a T-chart, as described above.

Student 2: Guide:

t After the conversation finishes, have students open their books and use their notes to answer the four multiple-choice questions as they hear them in the audio. Allow for a 20-second pause between questions. t Discuss whether or not the notes were helpful. Ask students if they need to change their approach to taking notes in any way.

ANSWER KEY 1. C

2. A

3. D

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4. B

Student 2: Guide: Student 3:

Guide:

OK, everyone. Welcome to the Thompson University Science Museum. Thanks for coming today to see our new exhibit, “Low-Tech Solutions.” This exhibit is a slightly humorous look at how clever people have found simple solutions to complicated problems. You mean, like, fixing things with chewing gum and hair pins?

You’re not too far off, as you’ll see. Our first exhibit features the mighty, the versatile… aluminum foil. As famous as foil is for replacing pot-covers or cookie sheets, it also fixes cars, satellite dishes, and even computer keyboards. Look at this dirty and rusted-out car muffler, which is the part that keeps cars from running too noisily. Next to it, you see a similar muffler wrapped in three layers of ordinary aluminum foil, kept in place by two “ropes” made of speaker wire from a sound system.

Cool. But does it work?

Listen to this. First I’ll play a recording of a car running with a brand new muffler. [smooth-running noise] Now I’ll press this button, and we can hear the car running with the falling-apart muffler. [horrible noise] Finally, let’s hear the repaired muffler. [smooth-running noise] There. So what do we learn from this?

Keep foil in your car. Anything else?

Yeah. You can save a lot of money if you’re smart. A new muffler would have been expensive.

OK, let’s move on. What do you see in this display case?

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Student Book pages 87–89

Student 2: Student 1: Guide:

Student 3:

Guide:

Student 1: Guide: Student 1: Guide:

Student 3:

Guide:

Student 2:

A horn.

A clarinet.

Right. A clarinet. A broken clarinet. Now, this is a finely crafted instrument, made by artistic masters and tested by some very sophisticated machines. So what’s wrong with it?

You can see from that blow-up photo. One of those hole covers looks thinner or harder or something.

Right. It looks harder because it has lost a little soft piece that normally goes on the end of the key. That soft cover, called a pad makes sure that the tone hole is completely covered when the key is at rest. So, you’re a clarinetist just about to go on stage, and one of those pads falls off. What do you do? Rush off to an instrument repair shop? No. You fix it yourself.

How?

Uh, I’m not sure.

Narrator: Guide:

Narrator:

Narrator: Guide:

Well here’s how the Thompson Orchestra’s first clarinetist fixed it. She pulled some chewing gum out of her purse and gave it a few chews. Then she picked up the fallen pad and used the gum to glue it to the end of the key. She got through her performance without any trouble. Pretty clever of her. I had given up chewing gum, but I think I’ll start up again.

Well you’ll have to discuss that with your dentist. Now before we move on, let me ask. You’re trying to get a DVD out of a DVD player. You know it’s in there, but it won’t come out because the tray keeps getting stuck. You could take it to a repair shop and pay $40 to have it removed, but what do you really do? I don’t know. Shake the player? Pry it out with a butter knife?

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Guide:

Student 1: Guide: Student 1: Guide:

Let’s forget about the butter knife method… unless you want a jolt of electricity through your body, but shaking sometimes works. Look here. That’s what our next display is about.

1. Listen again to part of the exchange.

Question 1. Which of the following does the tour guide most strongly imply about low-tech solutions? Question 2. According to the tour guide, what item in the exhibit was fixed by using aluminum foil?

3. Listen again to part of the exchange.

How?

I’m not sure.

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PA R T

Narrator:

Narrator: Guide:

Student 2: Guide:

Narrator:

Student Book pages 87–89

Question 3. Why, according to the tour guide, was the solution involving gum especially helpful to the clarinetist?

4. Listen again to part of the exchange.

Expansion Activity

tThis activity aims to provide students with additional formats for taking notes during standardized tests. tPhotocopy and distribute Black Line Master 14 “Simple Note Formats” on page BLM 14 of this Teacher’s Manual. tGo over the note formats and ask students for example topics for each format. For instance, the “Chain of Events” format could be used to take notes on the space mission simulation from Part 2 of the chapter.

I don’t know. Shake the player? Pry it out with a butter knife?

Let’s forget about the butter knife method… unless you want a jolt of electricity through your body, but shaking sometimes works. Look here. That’s what our next display is about.

Question 4. Which of the following is most likely to come next in the tour?

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REPRODUCIBLE

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Student Book pages 87–89

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Mosaic 1 Listening/Speaking

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In this

CHAPTER

“Only after the last

tree has been cut down, Only after the last river has been poisoned, Only after the last fish has been caught, Only then will you find that money cannot be eaten.

”

Cree Indian prophecy Native Americans, United States

This chapter focuses on banking and investing, paying special attention to World Bank lending to poor countries and whether or not such loans are truly beneficial to those countries. Part 1 will give students background information on development loans as well as useful vocabulary. In Part 2, students will listen for pro and con arguments in a radio interview of a World Bank representative. Part 3 provides the language and practice students need to agree and disagree in appropriate ways, and Part 4 deals with standardized test questions that require students to make inferences.

Chapter Opener t As a class, brainstorm things students need money for. Then brainstorm things a country needs money for, such as for building roads or sending representatives to the United Nations.

t Direct students’ attention to the photo. Then discuss the questions in the “Connecting to the Topic” section. List students’ answers on the board.

t Ask a volunteer to read the Cree Indian prophecy aloud. Ask students to describe the attitude toward money it reflects, and whether that attitude is similar to or different from their own.

CHAPTER

Money Matters

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Chapter Overview Features

Critical-Thinking Skills

Radio Program: The World Bank Under Fire

Evaluating the worth of a project

Learning Strategy: Understanding and Constructing Pro and Con Arguments

Using a sunray graphic organizer to tap prior knowledge

Language Function: Agreeing and Disagreeing

Identifying the pros and cons of banks

Listening

Formulating challenging questions

Listening for pro and con arguments about the World Bank

Evaluating whether answers are adequate or not

Understanding expressions linking pros and cons Listening for appropriate uses of expressions to agree and disagree

Speaking Sharing opinions about the importance of money Exploring relative values of modern conveniences versus preserving natural resources

Matching pro and con arguments

Brainstorming, organizing, and presenting ideas to a group on the best ways to invest money Determining how to agree/disagree confidently, yet politely Supporting or challenging items in the news Speculating about how to make a country more prosperous

Vocabulary Building

Sharing prior knowledge about and personal experiences with banks

Using definitions and contextual clues to complete a crossword puzzle

Brainstorming challenging questions about the World Bank

Understanding and using new vocabulary in discussions about money matters

Brainstorming ways to invest money

Focus on Testing

Presenting ideas on ways to invest money

Making inferences when listening to informal conversations and listening passages

Agreeing and disagreeing with things about the World Bank Supporting or challenging items in the news

Simulation game: Planning for the prosperity of a nation

Vocabulary Nouns ! ! ! !

insiders irrigation proposal snail

Verbs ! ! ! ! !

alleviate borrow breed invest loan

Adjective !

environmental

Idiom !

under fire

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PA R T

Student Book pages 92–94

Building Background Knowledge

Sharing Your Experience

Did You Know? tGive students time to read the information about the World Bank or read the information aloud as students follow along.

Best Practice

tAsk for volunteers to tell the class about any experience they have or situations they know about involving the World Bank or similar financial institutions.

Organizing Information This activity uses a graphic organizer. Graphic organizers can be used when generating ideas for a presentation or paper, when taking notes during a lecture or while reading, or when studying content or vocabulary. By categorizing information and showing relationships between ideas, graphic organizers facilitate understanding and retention of new material. In this activity, students use a sunray graphic organizer to brainstorm ideas about bank services. Other types of graphic organizers are used throughout the book.

Content Notes tThe World Bank was founded in the United States in 1944. Its primary goal at the time was to rebuild Europe after World War II, but that goal has been expanded to include reducing poverty worldwide. tThe World Bank is defined as “an independent specialized agency of the United Nations” and has a membership that is nearly identical to the UN. It is not really one single organization, but instead a group of five: the International Bank for Reconstruction and Development (IBRD), the International Development Association (IDA), the International Finance Corporation (IFC), the Multilateral Investment Guarantee Agency (MIGA), and the International Centre for Settlement of Investment Disputes (ICSID).

t Go over the directions as a class. You may want to have each group draw a large version of the sunray graphic organizer on paper so that they can write on it easily. t Divide the class into small groups and set a time limit for brainstorming ideas about bank services. t Draw a very large sunray graphic organizer on the board and ask for a volunteer to come to the board. t Ask the groups to take turns reporting their ideas to the volunteer, who will note them on the large sunray graphic organizer. Help the volunteer student by pointing out repetitions of ideas and making suggestions for ways to write brief notes.

Source: www.worldbank.org

What Do You Think? t Divide students into pairs to discuss the pros and cons (arguments for and against) of a new dam. Have them take brief notes on their ideas using a T-chart, a chart with two columns and two headings, with one column labeled “Pros” and the other “Cons.” t Call on pairs to report on their discussions using the charts to help them remember their ideas.

What Do You Know About Banks?

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What Do You Think About Banks?

Best Practice Scaffolding Instruction This activity provides scaffolded support to students. Discussions in pairs and small groups are used consistently throughout the Student Book to help students prepare for topics. This activity also asks students to think about banks as either friends or enemies, which sets the stage for the chapter’s learning strategy: listening for pros and cons.

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Student Book pages 92–94

This scaffolded support assists students as they progress toward the goal of using English independently in academic settings.

tPhotocopy and distribute Black Line Master 15 “Internet Research on the World Bank” on page BLM 15 of this Teacher’s Manual.

t Divide the class into small groups and assign one person from each group to be a note-taker and reporter.

tInstruct students to provide the requested information: article or website titles or names, URLs, clues about bias, and an interesting piece of information from each site. tHave students share their information in small groups or as a class.

t Ask other group members to read each question aloud and act as discussion leader for that question, making sure every group member expresses an opinion. t After the discussion, call on the reporters to stand up and share interesting points made by group members.

Best Practice Making Use of Academic Content The following Expansion Activity uses real-world academic content to increase students’ background knowledge of the World Bank. In an academic setting, students often do Internet research to find answers to questions and material for papers and projects. And as with any research, it is crucial that students doing research on the Internet learn to examine sources for bias. By asking students to locate two websites, one with a favorable view of the World Bank and one with a critical view, this activity gives students the opportunity to develop valuable research skills in an authentic context.

REPRODUCIBLE

Expansion Activity

tThe goal of this activity is to give students practice identifying bias in Internet information sources and to provide additional background information on the World Bank. tTell students that they will do Internet research to find out more about the World Bank. tDuring class or as homework, instruct students to find websites with information about the World Bank. Point out that everything that is written has a point of view, or bias, and that they should find websites or articles reflecting both positive and negative views of the World Bank. Copyright © McGraw-Hill

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Vocabulary Preview 4

Crossword Puzzle t Make sure that everyone in the class knows how to do a crossword puzzle. Sketch part of a crossword puzzle on the board to show that horizontal sections of the puzzle contain the “Across” words and vertical sections contain the “Down” words. Write a word in the puzzle to show that each small square contains one letter. t Tell students to read through the vocabulary words and definitions first, then to try to figure out each puzzle clue without using a dictionary. Point out that the puzzle itself can be helpful since it shows how many letters each word has. t After students finish the activity, go over the vocabulary in the context of each clue. Give additional examples and explanations of the terms as needed.

ANSWER KEY Answers are also on page 215 of the Student Book.

Across: 1. breed

4. alleviate

2. borrow

5. snails

3. irrigation

Down: 1. environmental

4. insiders

2. loan

5. invest

3. proposals

6. fire Mosaic 1 Listening/Speaking

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PA R T

Understanding and Constructing Pro and Con Arguments

Strategy

REPRODUCIBLE

tPhotocopy and distribute as many copies of Black Line Master 16, “ Expressions Used to Link Pros and Cons,” on page BLM 16 of this Teacher’s Manual as you will have small groups of students. Cut out the cards and keep them in sets. tDivide the class into small groups. Give each group one set of “Expressions…” cards.

t Ask students what they notice about the expressions in the list. They should indicate that all of the expressions are used to indicate contrast. In this case, the contrast is between the positive aspects (pros) and negative aspects (cons) of an issue.

tTell students that they will take turns drawing a card. They should read the card aloud and use the expression in a complete sentence that gives an opinion and states a contrasting point of view. For example, if they draw the expression “on the other hand,” they might say, “Studying abroad allows a person to learn about a culture as an insider; on the other hand, the cost can be a real hardship to the student’s family.”

Before You Listen Matching Up Pro and Con Arguments t Have students work alone or in pairs to match the pros and cons. t Ask for volunteers to read the resulting sentences aloud to the class, indicating the expression used to change the point of view in each sentence.

ANSWER KEY 1. However, it can also put you into debt… 2. On the other hand, this might leave you with… 3. Instead, it would be much better if they

saved… 4. Nonetheless, you will be better off… 5. On the contrary, they could just as easily…

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Expansion Activity

tThe goal of this activity is to give students practice with the expressions presented in the strategy, “Expressing Pros and Cons.”

Expressing Pros and Cons t Go over the information and the example paragraph. Discuss reasons people consider pros and cons. For example, discussing the pros and cons of something helps people make a reasoned decision, and it helps a student writing a paper demonstrate an understanding of both sides of an issue.

Student Book pages 95–100

Formulating Challenging Questions

Best Practice Activating Prior Knowledge In this chapter, students listen to a radio interview with a representative from the World Bank. In this activity, they think of questions they would like to ask the representative. This encourages students to listen to the interview actively, make comparisons between their own questions and those of the interviewer, and check to see if the content of the interview answers their questions. In short, students make connections between what they already know, what they would like to know, and what they hear in the interview, and these connections help to increase understanding and retention of the material.

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Student Book pages 95–100

t Read the directions aloud. Remind students that they learned the term “under fire” in the vocabulary section. Explain that in battle, this expression means under attack. Ask students to explain what it means for the World Bank to be “under fire.” They may say that the bank is being criticized for something or questioned about its practices. t Divide the class into small groups and have each group generate at least six questions it would like Mr.Cruz to answer. Have students write their questions in the first column of the chart provided. Tell them they will fill out columns two and three later.

t Call on each group to share their questions with the class and invite everyone to add additional interesting questions they hear from classmates to their own lists. Answers will vary.

Listen 3

Listening for Pros and Cons t Ask students to look at the chart on page 98 of the Student Book before they begin.

ANSWER KEY FOR ACTIVITY 3 Answers may vary. Member Agencies of the World Bank International Bank for Reconstruction and Development (IBRD)

International Development Association (IDA)

International Finance Corporation (IFC)

Pros (advantages)

1. Loans from the IRBD can be restructured to alleviate problems with repayment.

1. The IDA makes loans that are interest free.

1. The IFC can invest in private business and industry.

2. The IBRD lends money for projects that aid economic development.

2. The IDA allows even the poorest countries to begin projects immediately.

2. The government does not have to guarantee the loan, which encourages the growth of private business and industry.

3. The IBRD provides technical assistance along with loans.

3. A major goal is to help people help themselves by sharing knowledge and forming partnerships.

3. People in the region spend the money in ways they think are best.

Cons (disadvantages)

1. Paying back loans plus interest can be difficult and may force spending cuts in health, education, etc.

1. The IDA is very dependent upon contributions from member nations to support various projects.

1. The IFC is not protected if the business fails.

2. Up to now, the bank could only loan money to buy imported goods, which might discourage the local production of goods.

2. Member nations can dictate what governmental policies are in place before loans are given.

2. The IFC has no control over how a company spends its money.

3. There could be a problem getting local residents to use the technology appropriately.

3. Wealthier nations may have the most influence on which projects are financed.

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Student Book pages 95–100

t Have students close their books. Tell students that they will listen to the interview once to get the gist and find out which of their questions are answered. Have them take out their list of questions. Ask students to check off their questions that are addressed in the interview.

Bank in 1944, most people have assumed that these loans could only do good things for a country. But it turns out that money isn’t everything.

For example, many people question the value of a dam built with World Bank money in Ethiopia. That dam was built to provide electricity, but it destroyed the homes and lives of more people than it served with electric power. That dam also destroyed forests and endangered animals and plants. The critics of the World Bank say that this kind of help to developing countries is wasteful, destructive, and unfair. They wonder who is profiting from projects such as this one—the people or large international corporations?

t Play the audio of the interview in its entirety. t Have students open their books again to page 98 and look at the chart, “Member Agencies of the World Bank.” Tell them that you will play the audio again in three sections, and for each section they will fill out one column of the chart. t Play the first part of the interview as students fill out the first column of the chart on the International Bank for Reconstruction and Development (IBRD). If students would like to hear it again, replay the first part of the interview. t Repeat the process with the next two segments of the audio for the remaining columns in the chart. t Note that there are only two “Cons” for the IDA segment.

AUDIOSCRIPT Radio Program: The World Bank Under Fire Michelle Barney: Good afternoon. This is Radio

K-I-Z-Z, your “total talk” radio station. I am Michelle Barney, financial reporter for Radio KIZZ, and I will be your host for today’s program, “The World Bank Under Fire.”

I’m sure you are all aware that most of the world’s population lives in developing and semiindustrialized countries. These countries do not have enough money to invest in schools, utilities, factories, and highways. One way these countries can get money is by borrowing money from an organization called the World Bank. In theory, this money should be helping the world’s poor. Since the establishment of the World 88

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George Cruz:

Today we have a spokesperson here with us from the World Bank, Mr.George Cruz. Mr.Cruz has been with the bank for ten years and is part of a team that has been examining the effectiveness of World Bank projects. This World Bank team of insiders is coming to the same conclusions as many critics of the World Bank. They have concluded that many of the projects in the past have been economic failures and serious threats to both the environment and human rights. Mr.Cruz…

Well, Ms. Barney, I am very happy to be here today to clarify some things about the World Bank. While much of what you say is true, I think we need to talk about the successes of the World Bank as well as the failures.We also need to talk about the positive changes the World Bank has made in its policies and goals for the 21st century. Copyright © McGraw-Hill

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Student Book pages 95–100

Ms. Barney: Mr. Cruz:

Ms. Barney:

Mr. Cruz:

Ms. Barney:

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But to begin, I’d like to give a brief overview of the World Bank and how it works.

Mr. Cruz:

Of course. I think that would be very helpful for our listeners.

Now, what we call the World Bank is actually an umbrella term, a general term, for five separate organizations with five slightly different purposes. But the International Bank for Reconstruction and Development is generally what most people think of as the World Bank. In order to borrow money from this branch of the World Bank, a country must be a member. Of course, the money is supposed to be paid back with interest, as with any bank loan.

Ms. Barney: Mr. Cruz:

Yes. I guess that’s true, but many countries are never able to pay back the loans. Yes, that has been a serious problem, but we do have a program to restructure the loans, which will alleviate that problem.

Yes, restructuring, or reorganizing how the debts are paid back, may help a little, but unless they are forgiven completely so that nothing has to be paid back there are still very serious problems. Isn’t it true that in some cases, developing countries have been forced to cut spending on health, education, transportation, and welfare programs in order to reduce their huge debts to the World Bank? I’ve read that in some countries, the debt to the World Bank is so great that it’s now the largest item in the government budgets. Furthermore, these countries have been forced to sell industries and land to foreign corporations in order to pay off debts to the World Bank.

Ms. Barney:

Mr. Cruz:

Wait, wait! One thing at a time! First, you’re right that developing countries owe a lot of money to the World Bank. However, as of this year, 22 nations have had at least two-thirds of their debts forgiven. They don’t have to make any more payments. And, don’t forget… there is a danger that if a debt is forgiven completely, that it will ruin that nation’s credit rating, because everyone will think that country just doesn’t know how to manage money and pay its bills. So we have to be concerned about this, too.

I see.

And I hope everyone understands the International Bank for Reconstruction and Development tries to loan money to member countries for projects that will aid economic development. In theory, this is good. But up to now, the bank could only loan money to buy imported goods. And to make sure that this rule was followed, the bank paid the sellers directly.

Well, this rule is good for the countries and companies that want to sell goods to developing countries, but wouldn’t this discourage local production of goods? In the long term, wouldn’t this rule do more harm than good to the developing country’s economy?

Possibly. That’s one of the things we’re looking at very seriously. But there are other advantages to getting a loan from this branch of the World Bank. The International Bank for Reconstruction and Development provides technical assistance along with loans. And this is a major part of our new vision for the 21st century. Mosaic 1 Listening/Speaking

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Student Book pages 95–100

For example, Cameroon submitted a proposal for a new irrigation system along the Logone River. They hoped that with this new irrigation system, the cash income of the region would be five times greater than before. But the Bank did not approve the project right away because we know that technological advances can sometimes cause environmental problems. Before approving the proposal, the Bank asked environmental consultants to study the project.

Ms. Barney: Mr. Cruz:

Ms. Barney:

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Mr. Cruz:

The consultants found that the new irrigation system would result in a serious health problem because of snails that live in the area. These snails carry a tropical disease called bilharzia.

Excuse me. Was that bilharzia with an h?

Yes. Bil-har-zee-uh. Bilharzia. Anyway, the new irrigation system might have spread the snails and the disease they carried to a larger area. So the Bank paid for studies of the river system. Scientists and engineers together determined that if the irrigation system were used only when the snails were not breeding, then the disease would not spread. So, the Bank was able to solve the problem.

Yes, I understand what you mean, but wasn’t there a problem getting local residents to use the system appropriately? I believe I read that some people were never convinced that the snail disease had really been taken care of, so they would not use the irrigation system at all. And another group of people never believed there was a problem in the first

Ms. Barney:

Mr. Cruz:

place, so they would not stop using the irrigation system when the snails were breeding.

Yes, that’s true. The International Bank for Reconstruction and Development is beginning to see that understanding local needs and culture may be more important than anything else in the success of a project.

Well, let me continue. The second organization under the World Bank umbrella is the International Development Association, or IDA. The IDA has approximately 160 members and makes loans that are interest free. This means that the borrowers do not have to pay any interest and they only pay back the loan amount, or principal. This, of course, is good because it allows even the poorest countries to begin projects immediately. On the other hand, because little or no interest is paid, the IDA is very dependent upon contributions from member nations to support various projects. The IDA uses the member dues, the yearly membership fees, plus other contributions from member nations, to fund loans to needy countries.

So this is how member nations can dictate what governmental policies must be in place before loans will be given, right?

Yes, exactly. The member nations, since they are contributing the money, often wish to have a say in how their money will be handled in a particular country. Some countries may be uncomfortable with the more powerful nations exerting this kind of control over their government policies. However, our major goal for the Copyright © McGraw-Hill

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Student Book pages 95–100

21st century is to help people to help themselves, not only by providing money, but also by sharing knowledge and forming partnerships.

Ms. Barney:

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So, let’s move on to the third organization in the World Bank group: the International Finance Corporation, or IFC. The IFC is different from the International Bank for Reconstruction and Development and the IDA because the IFC can invest in private business and industry, while the other two organizations can only invest in government projects. This is good for the country because the government does not have to guarantee the loan and it encourages the growth of private business and industry. However, the IFC is not protected if the business fails. Also, the IFC has no control over how a company spends its money. Some people argue that the loan is more effective if people in the region spend the money in ways they think are best, without the IFC telling them what to do. They think that people outside the region do not have a thorough understanding of complex cultural and economic regional issues.

Absolutely, but is that ever really possible? I thought that the member nations get voting rights based on the amount of money they contribute to the Bank. Doesn’t that mean that the wealthier nations have the most influence on which projects will be financed?

Mr. Cruz:

Ms. Barney:

Mr. Cruz: Ms. Barney:

Ideally, of course, the loans are made to countries on the basis of economic need alone. Robert McNamara, who was secretary of defense when John F. Kennedy was president of the United States, was president of the World Bank for a time. He hoped that the World Bank would be a model of international cooperation free from political self-interests. He hoped for a world in which the superpowers would join together to provide financial support for developing nations instead of arguing among themselves. But, we all know that it is difficult to separate economic goals from political interests in today’s world.

I couldn’t agree more with McNamara’s vision. But whether the World Bank can really make this dream a reality is a big question. Well, our time is up and that brings us to the end of this week’s program. Our guest today was George Cruz and the topic was “The World Bank Under Fire.” Thank you for being with us today, Mr. Cruz. My pleasure.

This is Michelle Barney, your host for World Business Topics. Please join us next week, same time, same station, K-I-Z-Z, your “total talk” radio.

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After You Listen 4

Comparing Pros and Cons t Working in the same groups as in Activity 2, instruct students to compare the information they wrote in their charts on page 98.

Reviewing Your Questions t Have the groups look again at the list of questions they wrote in the chart in Activity 2 on page 96 and discuss whether their questions were or were not answered satisfactorily. If their question was answered satisfactorily, have students write why in the second column of the chart. If not, have them write why in the third column.

Talk It Over 6

Considering Ways to Invest Your Money t Ask students about their experiences saving and investing money. If students are from different countries, ask them what sorts of investments are most popular in their countries.

Student Book pages 95–100

Discussing Pros and Cons of Investments

Best Practice Interacting with Others In this activity, small groups of students must communicate in English to accomplish an authentic task. As students discuss and vote on the investment strategies presented in the previous activity, they concentrate on ideas and communication more than on grammar and accuracy. In this way, they build fluency and confidence for future speaking situations. t Working in the same groups as in Activity 6, instruct students to use the chart in this activity to note all the investment ideas generated by the class. t Have the groups discuss and note on the chart all the pros and cons they can think of for each idea, and then take a vote on which investment strategy is best overall. t Call on students to report on their group’s decision and explain the reasons behind it.

t Go over the directions so that students understand all the steps in the activity. t Divide the class into small groups and have students transfer the chart in this activity to large poster paper using markers. Remind them to write large enough that everyone in the room can read their poster. t Ask students to add investment ideas to their charts and draw a symbol next to each one. t Tape the posters to the classroom walls. Have the groups take turns sharing the investment ideas they thought of.

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Agreeing and Disagreeing

Strategy Agreeing and Disagreeing Confidently, Yet Politely t Go over the introductory paragraph and ask students to compare the information about agreeing and disagreeing with the norms in their own cultures. Ask, for example, whether professors expect students to react to their statements and whether expressing a personal viewpoint is easy or difficult in their cultures. t Read through the “Expressions for Expressing Agreement.” Explain to students that you’ll take turns saying the expressions. You’ll say the first expression, “Absolutely,” they’ll say the second expression, “I’ll say!” and so on through the list. t Ask students whether any of the expressions in the list are new to them. t Make sure students understand that the expressions are either less formal or more formal, but that all of them are polite. It’s easy to agree with someone without worrying about being impolite. t Read through the “Expressions for Expressing Disagreement.” Point out that this list is more complicated and includes informal expressions used only with friends, formal expressions considered rude or aggressive, and polite formal expressions. Make sure students understand these three sections of the list. t Demonstrate the appropriate sincere, friendly tone to use with the informal expressions by asking students to take turns saying things that are obviously not true; for instance, “I will probably win the lottery today.” Respond with one of the informal expressions for expressing disagreement. t Next, demonstrate how the first list of formal expressions can sound either polite or aggressive. Have students continue

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Student Book pages 100–105

making untrue statements. Use formal expressions to respond, but switch between using a firm, yet polite tone of voice and an aggressive, combative tone of voice. Ask students to guess whether you are being aggressive or not. t Finally, demonstrate polite ways to disagree using the second list of formal expressions and appropriate intonation. Complete the sentences according to what students say. For example, if a student says, “Fish fell from the sky yesterday,” you could respond, “I understand what you mean, but I think it’s highly unlikely that fish fell from the sky yesterday. Maybe it was just very heavy rain.”

Content Notes tDisagreeing politely requires two “moves” as well as a specific intonation pattern. tThe first move is to agree with the person who just spoke. Agreeing is always polite, so this is a way to show respect for the person’s opinion. ❑ I understand what you mean,…

tThe second move is to use an expression that indicates a change in viewpoint (see Part 2 of the chapter) followed by one’s own contrasting opinion. ❑ … but isn’t it also true that smokers have rights?

tIn terms of intonation, it is important for the person who is disagreeing to indicate that the first move is not the last thing she plans to say. This is often accomplished through rising intonation at the end of the first move. So in the example, the intonation pattern would be something like this: ❑ I guess you could say that, but isn’t it also true…

tIf speakers remember to use these two steps— initial agreement, then an expression to indicate a change in viewpoint followed by a contrasting opinion—in combination with the intonation pattern, they will be able to disagree without hurting anyone’s feelings. Mosaic 1 Listening/Speaking

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Listening for Appropriate Uses of Expressions t Play the audio of the conversations all the way through as students write brief answers to the questions in the book.

Student Book pages 100–105

Conversation 5 They probably won’t reach an agreement easily because the second board member, who disagrees, does not do it politely.

t Play the audio again, pausing after each conversation to let students share their ideas about the way agreement or disagreement was expressed.

Conversation 6 The conversation is different in that the expression used to show disagreement is formal and polite, so the two board members will feel more like cooperating to reach an agreement.

ANSWER KEY

Conversation 7 Mrs. Franklin is agreeing with the doctor using informal expressions.

Answers may vary. Conversation 1 The student is being rude by using an informal expression expressing disagreement with a professor. Conversation 2 This student responds appropriately by using a formal, polite expression of disagreement.

Conversation 8 Mrs. Franklin is responding formally in this conversation. This is more appropriate since the doctor is a respected person and seems to be speaking formally in the first place. The formal expressions are also more considerate of the child’s feelings.

Conversation 3 Paul doesn’t use an informal expression, so he sounds unfriendly. Conversation 4 The informal expression Paul uses makes him sound friendly.

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Student Book pages 100–105

AUDIOSCRIPT

Conversation 5

Listening for Appropriate Uses of Expressions

First board member:

Conversation 1 Instructor: And furthermore, it is my opinion that if this small country had not received financial aid from friendly countries, the war would have been lost. Student:

You’ve got to be kidding! Military planning was the key.

Conversation 2 Instructor: And furthermore, it is my opinion that if this small country had not received financial aid from friendly countries, the war would have been lost. Student:

You can say that again, Roger. That’s precisely the point. They really do a good job of making parents think we eat that well every day.

Conversation 4 Roger: Hey, Paul. Looks like we’re having broccoli again! The only time we have anything decent to eat is when my parents visit! Then the food is so good that my parents don’t understand why I think the food is overpriced. Paul:

Third board member:

Fourth board member:

It’s obvious that if we don’t branch into other areas, eventually the company will fail. That’s more or less true; however, I think that by cutting our costs we can accomplish a great deal.

Conversation 7 Doctor:

Mrs. Franklin:

Mrs. Franklin, your son has a variety of medical problems related to his weight and it’s absolutely essential that he get more exercise.

You can say that again! He’s too fat! All he does is watch TV and play video games!!

Conversation 8 Doctor:

Mrs. Franklin:

Mrs. Franklin, your son has a variety of medical problems related to his weight and it’s absolutely essential that he get more exercise.

I couldn’t agree with you more, Dr. Lewis. I’ve been trying to get him to play sports for years.

You can say that again, Roger. They really do a good job of making parents think we eat that well every day.

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I don’t believe that! We must cut costs!

Conversation 6

Yes, but isn’t it also true that excellent military planning helped?

Conversation 3 Roger: Hey, Paul. Looks like we’re having broccoli again! The only time we have anything decent to eat is when my parents visit! Then the food is so good that my parents don’t understand why I think the food is overpriced. Paul:

Second board member:

It’s obvious that if we don’t branch into other areas, eventually the company will fail.

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Talk It Over

Agreeing and Disagreeing t Go over the directions as a class. Give students time to read the ten sentences and ask you any questions they may have. t Model the activity by playing the first part of the audio, pausing at the appropriate place, and agreeing and then disagreeing with the statement after Stop 1. Use expressions from the lists. t Divide the class into pairs. Make sure that students have available the lists of expressions for expressing agreement and disagreement. t Play the audio, pausing at the points indicated. Have students talk to their partners. They should agree or disagree with each idea using the expressions from the lists on page 101 of the Student Book and give reasons for their opinions.

Student Book pages 100–105

Agreeing and Disagreeing with Items in the News t For homework, have each student find an article on a topic they care about, and in which the writer expresses an opinion they can agree or disagree with. t Tell students that they will give a brief oral summary of the article, including the author’s point of view, and then agree or disagree with that point of view and explain their reasoning. t Help students by suggesting places to find articles in English, such as a university or public library, a newsstand with English language newspapers and magazines, or the Internet. t Consider giving students written feedback on their summaries. Collect the articles; then give students an idea of how well they expressed the main points and author’s opinion, and how well they used language to agree or disagree.

Planning for Economic Prosperity

Best Practice Cultivating Critical Thinking In this activity, students synthesize their knowledge of the world with information about developing countries presented earlier in the chapter. They also apply language strategies for expressing agreement and disagreement as they make proposals for improving economic conditions in a hypothetical country. This complexity and depth of processing promotes retention of the new material and helps prepare students for authentic problem-solving situations. t Go over the directions as a class. Call on students to read complete sentences about “The Land of Potential Prosperity” aloud using the list of facts. Point out the map on page 105. t Divide the class into small groups and give each group a large sheet of poster paper and markers. t Set a time limit for the planning phase of the activity. t Remind students that they can practice using expressions for agreeing and disagreeing as they discuss the five actions they will propose for improving economic conditions in the country. t Tape the groups’ posters to the classroom walls and have groups take turns describing their proposals as they present their posters to the class. t Encourage students to react to their classmates’ proposals by agreeing or disagreeing with their ideas. They may think they are being polite by saying nothing, but in English-speaking countries, this may be interpreted as a sign that the listeners are uninterested, lacking in individual ideas, or even unintelligent. (Make sure that is not what people think about your students!) t Wrap up the activity by having an informal class discussion after the poster presentations. Ask students what they think are the best ways to decrease poverty in the real world.

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Student Book pages 100–105

Expansion Activity tThe aim of this activity is to encourage students to think through one of the actions they proposed for improving economic conditions and represent the steps and outcomes of that action using a flow chart graphic organizer. tFind out whether students have seen or used flow charts in the past. Draw a sample flow chart on the board consisting of boxes, ovals, and/or diamonds connected by lines showing the steps and effects of an action. (For ideas, enter the words “flow chart graphic organizer” in an Internet search engine and look for examples of flow charts on educational websites.) tWorking in the same small groups as in Activity 4, tell students to choose the action from that activity that would most effectively improve economic conditions in the hypothetical country. tHave each group design and draw on large poster paper a flow chart that shows their proposed action as a beginning point and the predicted economic improvement as the end point. tTape the finished flow chart posters to the classroom walls and proceed as in Activity 4, with each group giving a short presentation of their poster followed by reactions from the audience.

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Student Book pages 105–107

Focus on Testing

AUDIOSCRIPT Conversation 1 Woman: It’s nice that banks are beginning to make more loans to people with low incomes. On the other hand, that money comes with a lot of strings attached. Man:

Yeah, I know what you mean.

Question: What is the woman implying?

Conversation 2 Man: You can say that again! I couldn’t agree with you more. It’s definitely better to pay cash than to pay interest for years and years. 1

Making Inferences: Brief Conversations t Play the audio and have students choose the correct multiple-choice answer(s). Pause for 20 seconds between each conversation. t Play the audio again, pausing after each conversation to discuss the details that allowed the inference to be made.

ANSWER KEY Conversation 1 B (The first part of the woman’s statement is a pro; the phrase “on the other hand” signals a con, so “with strings attached,” which means with conditions or requirements, must be a con.) Conversation 2 A & C (The woman says, “Yes, but…,” which signals a contrast with the man’s statement. Since the man is agreeing with the woman, we can infer that she doesn’t want him to agree with her so quickly. We can also infer that she has some instance in mind when it is better to borrow money than to pay cash.)

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Woman:

Yes, but don’t forget there are exceptions to that rule.

Question: What is the woman implying?

Expansion Activity tThe goal of this activity is to encourage students to listen closely to the audio portion of a standardized test so that they can understand the details needed to make inferences, and to provide a reference for discussing the details in each conversation. tAfter you complete Activity 1, play the audio again as a dictation exercise. Instruct students to write down every word they hear as you play the audio several times, pausing after manageable chunks and repeating portions as necessary. tDivide students into pairs to compare what they wrote and ask any questions they have about the two conversations. tDiscuss the details in each conversation that enabled the inferences to be made. (Students will have an easier time doing this with a written version of the conversations to refer to.)

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Making Inferences: Radio Program t Play the audio of the radio program as students take notes on what is implied by the speakers. t Remind students that it is helpful to organize their notes in some way. In this case, they might take notes in two columns, jotting down part of the speakers’ statements in the left column and the information that can be inferred in the right column. t Consider having pairs of students share their notes and make predictions about the inference questions they might hear on a test. t Tell students that they will be providing spoken responses to the next inference questions. t Play the audio of the radio program segments, pausing after each so partners can take turns listening to and giving 30-second responses. t Play the audio a second time so that speakers and listeners can switch roles. t Discuss the activity. Ask students how well they predicted the inference questions. Ask whether 30 seconds felt like a long or short time to speak.

ANSWER KEY Answers will vary. 1. The speaker may be implying that the loans can also have bad results since she uses an expression, “but,” to change the point of view after saying that most people assume the loans can only do good things. 2. The speaker may be inferring that Mr. Cruz is

qualified to speak on the subject because of his ten years’ experience and his involvement with the committee. 3. Mr. Cruz may be inferring that her attitude

is negative since he uses an expression of disagreement followed by the idea of the Bank’s successes. 4. Mr. Cruz may be inferring that future

projects will be more successful thanks to technical assistance from the World Bank, compared with past projects that didn’t provide technical assistance. 5. He is implying that local needs and culture

were not taken into account enough in past projects but will be extremely important to future projects. 6. Mr. Cruz is implying that McNamara’s goals

may not be realistic in today’s world.

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Student Book pages 105–107

AUDIOSCRIPT 1. Narrator: Ms. Barney:

Narrator: Narrator: Ms. Barney:

Narrator: Narrator: Mr. Cruz:

Narrator:

Narrator: Mr. Cruz:

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1. Listen to part of the radio program again.

Since the establishment of the World Bank in 1944, most people have assumed that these loans could only do good things for a country. But it turns out that money isn’t everything.

Question 1: What is the speaker implying?

Narrator:

Narrator: Mr. Cruz:

2. Listen to part of the radio program again.

Question 2: What is the speaker inferring about Mr. Cruz? 3. Listen to part of the radio program again.

Narrator:

Question 4: What is Mr. Cruz inferring about World Bank projects in the future?

Question 5: Overall, what do you think Mr. Cruz is implying about local needs and culture in relation to both past and future World Bank projects? 6. Listen to part of the radio program again.

Robert McNamara, who was secretary of defense when John F. Kennedy was president of the United States, was president of the World Bank for a time. He hoped that the World Bank would be a model of international cooperation free from political self-interests. He hoped for a world in which the superpowers would join together to provide financial support for developing nations instead of arguing among themselves. But, we all know that it is difficult to separate economic goals from political interests in today’s world. Question 6: What is Mr. Cruz implying about the ideals of Robert McNamara?

Question 3: What is Mr. Cruz implying about Ms. Barney’s attitude toward the World Bank? 4. Listen to part of the radio program again.

The International Bank for Reconstruction and Development provides technical assistance along with loans. And this is a major part of our new vision for the 21st century.

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CHAPTER

Remarkable Individuals In this

CHAPTER

The Tour de France bicycle race and cyclist Lance Armstrong provide material for a discussion of remarkable people. In Part 1, students will build their background knowledge of the race and share their ideas about what makes certain accomplishments remarkable. Part 2 presents expressions used to talk about time and the sequence of events, and students will listen for those expressions in a celebrity profile of Lance Armstrong. In Part 3, students will learn ways to express their likes and dislikes using situation-appropriate expressions, and Part 4 deals with standardized test questions that require students to state a preference.

“You gain strength,

Chapter Opener

by every experience in which you really stop to look fear in the face. You must do the thing you think you cannot do.

”

Eleanor Roosevelt First Lady of the U.S. from 1933 to 1945

t Point out the chapter title, “Remarkable Individuals.” As a class, brainstorm the kinds of individuals people often consider remarkable and list them on the board. Some examples include artists, political leaders, scientists, and athletes. Ask students if they think everyday people, such as their parents and teachers, can also be remarkable.

t Direct students’ attention to the photo. Then divide the class into groups to discuss the “Connecting to the Topic” questions. Call on groups to share their information and ideas with the class.

courage, and confidence

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Chapter Overview Features Celebrity Profile: Lance Armstrong, Uphill Racer

Reaching consensus on ways to express likes and dislikes, pleasure and displeasure in real world situations

Learning Strategy: Listening for Chronological Order

Discussing likes and dislikes, pleasure and displeasure regarding goals and interests

Language Function: Expressing Likes and Dislikes, Pleasure and Displeasure

Critical-Thinking Skills Comparing/contrasting and ranking remarkable feats

Listening Listening for time and sequence words as clues to chronological order

Using a Venn diagram to show things groups have in common

Listening to sort events in a person’s life into general chronological time periods and to complete a timeline

Using time and sequence words as clues to chronological order

Listening for expressions of likes and dislikes, pleasure and displeasure

Putting story parts into chronological order

Tuning in to the logic of chronological order Using a graphic organizer to sort events into general chronological time periods

Listening for consequences of choice of expressions of likes and dislikes, pleasure and displeasure, and tone of voice

Using a timeline to sort events into narrow chronological time periods

Speaking

Choosing appropriate ways to express likes and dislikes, pleasure and displeasure

Sharing opinions about types of remarkable feats

Vocabulary Building

Sharing stories about remarkable feats

Pooling knowledge with classmates to match words to definitions

Collaborating to complete a Venn diagram of remarkable feats

Using new vocabulary to answer contextualized questions

Collaborating to put story parts into chronological order

Focus on Testing

Collaborating to complete a timeline of life events

Expressing preferences on standardized tests

Telling a story in chronological order

Vocabulary Nouns ! ! ! ! ! !

battle bull chemotherapy fluke highlight vertebra

Verbs ! !

endure keep up with

Adjective !

undisciplined

Idioms ! ! !

be riding high from scratch hit-and-run

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Student Book pages 110–112

Building Background Knowledge

Did You Know?

tPhotocopy and distribute Black Line Master 17 “Researching a Remarkable Person” on page BLM 17 of this Teacher’s Manual.

tGive students time to read the information about the Tour de France or read the information aloud as students follow along.

tInstruct students to research their remarkable person using the Internet. tCall on students to give brief reports about the person they researched.

What Do You Think?

t Divide students into pairs to discuss the questions. t Call on pairs to report their ideas to the class.

Vocabulary Preview Sharing Your Experience

t Point out that the vocabulary words in the list may have more than one meaning, but the meanings here define the words as they are used in the listening.

What Makes an Accomplishment Remarkable?

t As a class, go over the strategy describing the Venn diagram.

t Divide students into pairs to match the words and definitions. Go over answers as a class.

t Divide the class into small groups and go over the directions. Have all group members take notes on their group’s discussion.

ANSWER KEY

t Give each group a large piece of poster paper and markers. t Have the groups work together to copy the Venn diagram from the book onto the poster paper, transfer their discussion notes to the diagram in a readable fashion, and illustrate the poster with drawings. t Have the groups tape their posters to the walls and walk around the room to look at their classmates’ posters.

Sharing Definitions

1. b

2. e

3. l

9. d

10. i

11. g

4. k

5. f

6. h

7. a

8. j

12. c

Using Vocabulary

Best Practice

Expansion Activity

Activating Prior Knowledge This activity requires students to bring into play their personal experiences. In this way, students activate their prior knowledge and make connections between what they already know and the new vocabulary they need to learn, which helps them to understand and remember it.

tThe goal of this activity is for students to pursue the theme of remarkable individuals through Internet research outside of class and to practice speaking in front of the class.

t The questions in this activity contain the vocabulary words in context, which helps students make connections and process the new words.

t Conduct a class discussion of the posters focusing on common elements among the remarkable accomplishments listed on the posters.

REPRODUCIBLE

tAs a follow-up to the “gallery walk” in Activity 2, have students choose a famous person mentioned in the posters whom they don’t know much about. 104

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t Divide students into pairs to take turns asking and answering the questions. Answers will vary.

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Strategy Using Time and Sequence Words as Clues to Chronological Order t Go over the introductory information about chronological order. t Ask students if they can think of other instances when simple chronological order is used. For example, when telling a story. t Point out that sequence refers to the order of events—what happens first, next, and so on. Expressions that indicate sequence enable clarity when a speaker doesn’t follow simple chronological order. t Give students a chance to look over the list and ask about any time and sequence words that are new to them or that they are unsure of. Provide examples and explanations as needed.

tThe expressions listed in the “Time and Sequence Words” table fall into different grammatical categories. 1. The following words can function as

prepositions, which are followed by nouns: during

before

until

Example We went out for ice cream after the movie. 2. The following words can function as

conjunctions, which connect clauses: after

until

before

while

Examples They carried their equipment while they were riding. Until the rain stopped, we did not leave our tent.

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Note: Students frequently confuse during and while due to similar meaning, but during only functions as a preposition, and while functions primarily as a conjunction. 3. The following expressions are adverbs or

adverbials, which function in various sentence positions: afterward at that time eventually finally

formerly long ago now presently

recently soon then

Examples She will move to Texas soon. Now, she is living in Idaho. 4. Other expressions in the list have more than

one possible grammatical function:

Examples Present day scientists do not believe this theory. (used as an adjective) In the present day, fossils of these huge animals can be found all over the world. (used as a noun)

Content Note

after

Student Book pages 113–117

Listening for Chronological Order

Strategy Tuning In to the Logic of Chronological Order t Explain to students that tune in means to pay close attention to something in order to better understand it. t Explain that although time and sequence words are helpful clues, listeners can also use a number of other clues to determine the sequence of events. t Ask for volunteers to read the bullet points describing ways to tune in to chronological order. t Reinforce the points by listing them in brief form on the board.

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Listen

Before You Listen Putting Events in Chronological Order

Best Practice Scaffolding Instruction This part of the chapter supports student learning by providing information about understanding chronological order followed by an activity that asks students to determine the chronological order of sentences. The activity is predictable in that the items use a repeated format and procedure, but it is also flexible in that students must negotiate meaning as they move from sentence to sentence within each mini-story and from one mini-story to the next. Instruction, followed by multiple opportunities to participate in an activity that is both predictable and flexible, provides scaffolded support for students as they develop their language skills. t Divide the class into small groups and have groups read the sentences in each mini-story aloud and arrange them in sequence. t Encourage students to refer to the list of time sequence clues on page 113 of the Student Book or a list that you have written on the board as they answer the questions.

ANSWER KEY Mini-Story 1: 2, 1, 3 Mini-Story 2: 3, 1, 2 Mini-Story 3: 2, 3, 1

Listening for Time and Sequence Expressions t Play the audio once all the way through. Instruct students to listen for the gist and to check any of the time and sequence words they hear from the list on page 113 of the Student Book.

AUDIOSCRIPT Celebrity Profile: Lance Armstrong, Uphill Racer Hello. This is Joe Hemmings, and I’m pleased to welcome you to “Celebrity Profile,” the show that tells the stories of people in the news who have done remarkable things and lived remarkable lives. I just love the story we’re going to tell you today, and I’m certain you will, too. Lance Armstrong races bicycles. And he’s pretty good at it. He’s also a father. He’s pretty good at that, too. This doesn’t sound very special at first, but there is much more to Lance Armstrong’s story. Armstrong’s win in the 1999 Tour de France bicycle race is one of the most amazing stories in sports history. He was only the second American to win this race, and the win came after he had successfully battled a very deadly form of cancer. This battle is where our profile begins. When Armstrong found out that he had cancer in October of 1996, his whole world fell apart. He couldn’t bear the thought of never racing again, never marrying, and never having children. However, Armstrong says that it was his battle with cancer that transformed his body so he could become the best uphill racer in the world, and transformed his spirit so that he could become a better team member and a husband and father. By 1996, when he was only 25, Armstrong had already become an international cycling champion. He was riding high on his fame, happy in his role of the wild beer-drinking boy from Texas. He was young and undisciplined, and the sports writers called him the “Bull from Texas.” He had come a long way from his small hometown of Plano, Texas.

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Student Book pages 113–117

He was very poor when he left Plano in 1990, but by 1996, he was making over $1 million a year. At that time, though, he still had not won the most famous of all the races: the Tour de France. In October of 1996, he was told that he had cancer and that he would have to endure treatments of chemotherapy to eliminate 12 tumors in his chest. Eventually, he would have surgery to remove a tumor that had also formed in his brain. Things did not look good. The doctors told him that he had only a 50% chance to live, and they did not even bother to discuss the future of his bicycle-racing career. When he first began the chemotherapy treatments, he was able to keep up with his teammates on the training rides. Eventually, however, he began to ride more and more slowly. His teammates and friends couldn’t stand to see him become depressed by this, so they also rode slowly. He therefore didn’t realize just how poor his health had become until one day, a 50-year-old woman on a heavy mountain bike passed him as he was struggling uphill on his superlight racing bike. Most people thought that Armstrong would never race again, but he says that it was actually the chemotherapy that gave him the body he needed to win the Tour de France. He thinks that, due to the effects of chemotherapy, he was able to lose a lot of heavy muscle that he had built up from swimming as a teenager in Texas. This gave him the opportunity to rebuild his body from scratch, completely from the beginning. This time, he was careful during his training to build the kind of strong and light muscles needed to climb the mountain stages of the Tour de France. And by 1999 he was ready. However, winning the Tour de France was not the highlight of that year for Armstrong. He and all of his fans were thrilled when his wife Kristin, whom he had married a couple of years before, gave birth to their son Luke in the fall of 1999. And, a couple of years later in 2001, they had twin girls. What a super year that was! Armstrong says that facing death helped him learn what was most important in life and that training for his comeback helped him develop the qualities needed for better relationships with friends and family. Copyright © McGraw-Hill

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But this is not the end of this amazing story. In July of both 2000 and 2001, Armstrong proved that his win in 1999 was not a fluke by winning a second and third time. No one could deny that he was back at the top of his sport. But wait! There’s more! Armstrong was asked to be on the 2000 U.S. Olympic team and while he was training, he was hit on a country road by a hit-and-run driver who did not stop to help him. His wife found him two hours later lying in the road with a broken vertebra. But this remarkable individual could not be stopped. He didn’t have time for feeling sorry for himself, and he was back on his bicycle within a few days. He even managed to win a bronze medal at the Olympic Games. As most of you know, Armstrong did not stop at only three Tour de France wins. I’m delighted to tell you that he went on to win again in 2002, 2003, 2004, and 2005, becoming the only person to ever win this race seven times. And all of the wins in consecutive years! How did he accomplish this remarkable feat? Armstrong has said about himself: “A slow death is not for me. I don’t do anything slowly, not even breathe. I want to die when I’m 100 years old, with an American flag on my back, and the star of Texas on my helmet, after screaming down a mountain on a bicycle at 75 miles per hour. I want to cross one last finish line as my wife and ten children applaud, and then I want to lie down in a field of those famous French sunflowers and gracefully die.” Yes, this would certainly be the perfect ending to a most remarkable life. Since he made this statement, however, Armstrong and his wife, Kristin, have divorced. He began dating singer Sheryl Crow in 2004. And it was Sheryl Crow who was there cheering at the finish line in Paris when he won in 2004 and for the incredible seventh win in 2005. He retired from professional cycling in 2005, he says, to be able to spend more time sharing parenting responsibilities with his ex-wife and raising money for cancer research. This is Joe Hemmings. Good night, and please join us next week for another edition of “Celebrity Profiles.”

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Student Book pages 113–117

Content Notes

Organizing Information into Chronological Time Periods

tLance Armstrong’s hometown of Plano is part of the sprawling urban area in northeast Texas known as the Dallas/Fort Worth Metroplex. Plano has a population of approximately 250,000 people.

t Give students time to read through the statements and the four category headings in the chart.

tIn the quotation from the celebrity profile, Armstrong says that he wants to die with the star of Texas on his helmet. The flag of the state of Texas features a single star on a red, white, and blue background, and gives Texas its nickname, the Lone Star State. The star symbolizes the state’s struggles for independence.

t Play the audio a second time, and instruct students to verify the informaiton in their charts.

t Have students fill in the chart based on what they remember from the listening activity. When they listen again, they can verify, add, or change ideas.

t Ask students if any of them are unsure about the chronological order of any of the statements in the chart; if so, call on classmates to volunteer their answers and the reasons for them.

ANSWER KEY

Statements

During Armstrong’s youth

Before he found out that he had cancer

1. Armstrong was earning over $1 million a year.

✓

2. He became an international cycling champion.

✓

3. He was called the “Bull from Texas.”

✓

4. He met Sheryl Crow. 5. He built up a lot of heavy muscle.

After he found out that he had cancer

✓ ✓

6. He built strong and light muscles.

✓

7. He had a son.

✓

8. He was hit by a car.

✓

9. He wants to win a race as his wife and ten children applaud.

✓

10. He wants to lie in a field of sunflowers. 11. He was poor. 12. He won the Tour de France.

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In the future

✓ ✓ ✓

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Student Book pages 113–117

After You Listen 4

Comparing Your Answers t Divide students into small groups to compare the information in their charts and discuss the time and sequence clues they used.

Best Practice Organizing Information A timeline is a graphic organizer that sets events and the times they occur on a horizontal or vertical line. Events on a timeline can take place in the past, present, and/or future, and longer or shorter time intervals can be represented by more or less space between the events on the line. Using a timeline is an effective way to include a visual element in the chapter’s learning strategy of listening for chronological order, and in this way to support different learning styles.

Completing a Timeline t Ask students to look at the partial timeline of Lance Armstrong’s life. t Point out that some dates, time periods, and events are missing from Armstrong’s life. t Divide the class into pairs and have students complete the timeline using their charts and information they remember from the listening. t Put pairs together (creating groups of four) to compare timelines and ask about any information they still need. t You may want to have students research recent events in Armstrong’s life and cycling career and add them to the timeline.

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ANSWER KEY Answers may vary. Lance Armstrong’s Life He lived in Plano, Texas. 1980s He was poor. in his youth He left Plano. 1990 He was called the “Bull 1991–1996 from Texas.” He had become an 1996 international cycling champion. 1996 He found out that he had cancer. 1999 He won the Tour de France. His son Luke was born. 1999 He won the Tour de France 2000 a second time. 2000 He was selected for the U.S. Olympic team. 2000 He was hit by a car. He won a bronze medal. 2000 He won the Tour de France 2001 a third time. 2002 He won the Tour de France a fourth time. 2003 He won the Tour de France a fifth time. 2004 He won the Tour de France a sixth time. 2004 At the finish line in Paris, Sheryl Crow was there cheering. 2005 He won the Tour de France a seventh time. 2005 At the finish line in Paris, Sheryl Crow was there cheering.

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REPRODUCIBLE

Student Book pages 113–117

Expansion Activity

tThe aim of this activity is to provide students additional practice with timelines and sharing personal information. tPhotocopy and distribute Black Line Master 18 “My Life” on page BLM 18 of this Teacher’s Manual. tGive students time to think of their accomplishments and the events that have shaped their lives, and have them plot these events on the timeline. tDivide the class into pairs or small groups and have students talk about their lives using the timeline as their notes, to help them remember what to say, and as a visual aid to help classmates follow along and see the sequence of events.

t Read the directions aloud as students follow along in their books. t Divide the class into small groups and have students sit in circles to tell their stories. t Make sure students have available the list of time and sequence words from page 113 to use while they are creating their sentences. t Consider recording the stories for the class to hear. This reinforces the language point and adds an enjoyable listening activity to the chapter. It may be necessary to provide a quiet room and a tape recorder outside of class in order to accomplish this, but it is a worthwhile component of the activity.

Talk It Over Telling a Story

Best Practice Cultivating Critical Thinking This story-telling activity gives students a chance to apply the information about time and sequence presented in the chapter to the new task of creating a collaborative story. As students listen to their classmates’ contributions and offer their own, they must process language and concepts on a deep level, which promotes retention and allows them to evaluate their understanding of the new material.

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Expressing Likes and Dislikes, Pleasure and Displeasure

Strategy Choosing Appropriate Expressions of Like and Dislike, Pleasure and Displeasure t Ask students to think about a typical day, and to estimate how many times in a typical day they mention liking or not liking something. Estimates will differ, of course, but students will most likely agree that they express this type of opinion frequently. They will probably also agree that they would like to know a greater variety of ways to express likes and dislikes in English. t Go over the introductory information. It is important for students to grasp that using a strong, more emotional expression is more acceptable in informal situations. Using gentler, less emotional expressions reflects the carefulness of speakers in more formal situations. t Give students time to read through the lists of expressions. Ask them to draw a line separating “I appreciate…” and “I’m delighted…” in the first list, and separating “I dislike…,” and, “I don’t have time for…” in the second list. Explain that, more or less, these lines separate the gentler, less emotional expressions from the stronger, more emotional ones. Dividing the lists in this way helps simplify matters for students. t Demonstrate at least one expression from each of the four new sections of the chart using an appropriate tone of voice. For example, use a pleasant, neutral tone to say something like, “I’m pleased you all did your homework.” Next, use an excited tone of voice to say something like, “What a terrific group of students I have!”

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Student Book pages 118–121

t Ask for volunteers to offer more examples using expressions from the list. Give feedback on students’ tones of voice, levels of emotion, and grammar usage. t You could also discuss situations in which the expressions might be used. “I hate…” for instance, is quite strong and should be reserved for trusted friends or family members who understand your feelings and not regard you as overly emotional or judgmental.

Listening for Consequences of Expressions and Tone t Play the audio of the conversations in its entirety as students write brief answers to the questions in their books. t Play the audio again pausing after each conversation to let students share their ideas about the way each speaker expresses like, dislike, pleasure, or displeasure.

ANSWER KEY Answers may vary. Conversation 1 The man will probably not get the job because his strong expressions seem very informal and because he indicates a dislike of the very thing the job requires: the ability to work under time pressure. Conversation 2 The woman will probably get the job because her gentler expressions have an appropriately formal tone and she says she enjoys doing the sort of work that is required. Conversation 3 Ana expresses the fact that she doesn’t enjoy concerts quite strongly. Rafael might not ask her out again because she didn’t let him down gently.

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Student Book pages 118–121

Conversation 4 Joyce expresses the fact that she doesn’t enjoy experimental theater gently, softening her opinion with her expressions and with an explanation. Rafael might ask Joyce out again because she declined his offer politely.

AUDIOSCRIPT Conversation 1 Interviewer: I’m happy to say we have quite a few remarkable people working for our company. Applicant:

Interviewer:

Applicant: Interviewer:

Interviewer:

112

Well, why don’t we go and meet them and see what they think?

Conversation 3 Rafael: Hey, want to go to the concert with me on Saturday? There’s an amazing cellist who has been playing since she was three years old! Ana:

Rafael:

Oh, no… I hate that kind of music. Oh, well, I thought you might like it.

Ana:

Oh, no. I can’t stand that kind of pressure!

Conversation 4 Rafael: Hi! How about going to see that new play at the experimental theater tonight? I really love the director, and they say that the lead actor is sure to win an award for her performance.

Ah… yes… well, we have one Nobel Prize winner in physics and one in chemistry, and they’re looking for an assistant to help them organize their notes for a book that must be completed by next month.

Oh?

Joyce:

Rafael: Joyce:

No, I don’t have time for that sort of thing.

Thanks, but I don’t especially like that type of theater.

Oh, sorry, I thought you would.

No, I dislike it because I usually don’t understand what’s happening.

That’s wonderful! I would love the opportunity to work with them.

Well, we have one Nobel Prize winner in physics and one in chemistry, and they’re looking for an assistant to help them organize their notes for a book that must be completed by next month, so you must work hard to keep them on schedule.

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Interviewer:

Actually, I enjoy organizational tasks. I’m sure that I can help them finish on time!

Now this is my idea of a job!

Conversation 2 Interviewer: I’m happy to say we have quite a few remarkable people working for our company. Applicant:

Applicant:

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Student Book pages 118–121

Listening for Expressions of Likes and Dislikes, Pleasure and Displeasure t Play the audio of the Lance Armstrong profile as students note all the expressions for likes/pleasure and dislikes/displeasure that they hear. t Divide students into pairs to compare charts.

ANSWER KEY Expressions used for likes/pleasure: 1. I’m pleased to welcome you… 2. I just love the story… 3. He and all of his fans were thrilled when… 4. What a super year…! 5. I’m delighted to tell you…

Expressions used for dislikes/displeasure: 1. He couldn’t bear the thought… 2. His teammates and friends couldn’t stand… 3. He didn’t have time for feeling sorry for

himself…

Choosing Appropriate Expressions t Divide the class into small groups to share answers and discuss their appropriateness. t Give students time to read the situations and discuss and write down what they would say in each one. Remind them that the first answer will generally be formal, and the second answer informal. t For each situation in the activity, call on a few students to share their statements with the class and explain the language choices they made. Answers will vary.

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REPRODUCIBLE

Expansion Activity

tThe purpose of this activity is to give students a chance to practice expressing likes and dislikes in the context of party conversation. tExplain that the interesting people at a party are the ones who have plenty of ideas and opinions to add to a conversation. In this activity, students will role-play people having a conversation at a party. tModel the use of some of the expressions as they might be used at a party, such as, “I’m happy that our hostess invited me,” or, “What a rotten thing the prime minister did last week!” tPhotocopy and distribute as many copies of Black Line Master 19 “The Life of the Party” on page BLM 19 of this Teacher’s Manual as you will have groups of 3–4 students. Cut out the expression cards. tDivide the class into small groups of 3–4 students. tExplain the rules: Each group will pretend to be people having a conversation at a party. Students are free to bring up any topic they like, from art to zoology, but each person must manage to use all of the expressions on his or her card. tChoose a group to go first and invite the members to stand or sit at the front of the class. Give each person in the group an expression card and tell them to check off the expressions as they use them in conversation. The conversation is over when every person in the group has used all of the expressions on their card. tHave the rest of the class listen for expressions they learned in the chapter. tRepeat the procedure with all the groups, handing out cards only as the groups take the stage so that students aren’t distracted by planning their own role-plays while listening to their classmates. tTake notes during the role-plays and give brief feedback after each one on how well the group used the expressions.

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Student Book pages 118–121

Talk It Over Discussing Goals and Interests

Best Practice Interacting with Others This activity provides high interest subject matter to promote communication in small groups. As students talk about the remarkable accomplishments in the chart, explaining which ones they would or would not enjoy doing, they are more focused on sharing information about themselves, their likes, and their dislikes than they are on vocabulary choices and grammatical rules. In this way, students develop fluency and confidence in their ability to communicate with people using English. t Go over the directions and give students time to mark their charts. Be sure that they fill in the blank boxes in the “Other” column. t Divide the class into small groups and have students take turns explaining their charts using the expressions on page 118. t Ask for volunteers to share and explain what they wrote in the blank boxes.

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Student Book pages 122–123

Focus on Testing

AUDIOSCRIPT Questions about Expressing Preference

Expressing Preferences

t Go over the information about the TOEFL iBT speaking questions that involve expressing preferences.

Narrator:

Question 1:

t Ask students to create complete sentences using the bullet point phrases and the question in the example about doing laundry. t Point out that some of the expressions presented in the chapter could also be used to answer this type of question, especially the gentlest expressions on the list, which are neutral in tone. For example, students might say, “I enjoy going to the laundromat because…” or, “I don’t care for the on-campus laundry rooms because…” 1

Expressing Preferences

Question 2:

Question 3:

Best Practice Making Use of Academic Content This activity makes use of a number of realistic test questions to give students practice with spoken responses about their preferences. The speaking section of a standardized test is an artificial and high-pressure speaking situation that can challenge even the best speakers of the language. Providing extensive practice with content that mimics actual test content helps prepare students to demonstrate their strengths under stressful test conditions.

Question 4:

Question 5:

t Divide students into pairs to take turns giving responses to the questions they hear. t Play the audio of the questions and have students take turns answering them so that each student answers every question. Remember to allow 20 seconds to prepare and 45 seconds to speak after each one.

Lance Armstrong surely prefers biking to any other sport. Other people prefer less strenuous sports. Which type of sport do you prefer? Why? You have 20 seconds to prepare your answer and 45 seconds to speak.

Lance Armstrong would prefer to have many children rather than just one. How about you? Would you prefer to have many children or just one? Why? You have 20 seconds to prepare your answer and 45 seconds to speak. Some people who are injured stop exercising until they are healed. Others, such as Lance Armstrong, quickly resume their activities, even though it might slow their recovery. Which way of dealing with injuries would you prefer? Why? You have 20 seconds to prepare your answer and 45 seconds to speak. Whom do you admire more, a person who becomes famous as an academic (a professor, a researcher, etc.) or a person who succeeds in business? Why? You have 20 seconds to prepare your answer and 45 seconds to speak.

Some remarkably talented young people become professional athletes instead of going to college. Others finish their college education before turning professional. Which would you prefer for yourself if you had remarkable athletic talent? Why? You have 20 seconds to prepare your answer and 45 seconds to speak.

t Conduct a discussion about the questions and the students’ responses. Ask, for example, which topics were more difficult and why, and whether students felt comfortable using the language from the chapter in their responses. Copyright © McGraw-Hill

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Expansion Activity tThe goal of this activity is for students to practice stating reasons for preferences without much preparation time. tDivide the class into two groups. If possible, have students stand or sit facing each other with half of the students on one side of the room and half on the other side. tExplain that you will read aloud an issue with two possible preferences similar to the topics in the “Focus on Testing” section, and that you will assign one preference to students on one side of the room and the other preference to the other side. Then you will call on students to briefly explain their preferences. (Of course, the preference you assign might not be their true preference, but the goal is to give reasons for a point of view.) tKeep the pace lively as you read brief, noncontroversial issues, such as, “Do you prefer to read a book or see the movie based on that book?” tPoint to one side of the room and say, “Read the book.” Then point to the other side and say, “See the movie.” (The first side prefers to read the book, and the second prefers to see the movie.) tCall on students to briefly explain their preferences, alternating between the two sides of the room. Call on at least three students from each side before reading a new topic. tStudents must give different reasons from those of their classmates, and may express either likes or dislikes. For example, they might say, “I prefer to read because I appreciate all the details I get from a book,” or, “I prefer to read a book because I dislike paying a lot of money to see a movie.”

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In this

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“Everyone is born creative; everyone is given a box of crayons in kindergarten. Then when you hit puberty they take the crayons away and replace them with books on algebra, etc. Being suddenly hit years later with the creative bug is just a wee voice telling you, ‘I’d like my crayons back, please.’

”

Hugh MacLeod Cartoonist, author, and corporate CEO

The topic of Chapter 8 is creativity—not just the type of creativity we attribute to artists, but also the creative thinking that ordinary people need to solve problems. In Part 1, students will analyze factors that motivate and drive themselves to succeed. They will also discuss times when they were creative. Part 2 presents verbs used to signal important sections of a talk, and students will practice taking notes using those signal words. They will also consider other signals used in communication such as tone of voice, body language, and the sounds, sights, and smells used by animals to communicate. In Part 3, students will learn about expressions used to divulge information, and Part 4 provides practice taking notes during standardized tests using the signal words and other expressions presented in the chapter.

Chapter Opener t Ask students to share their ideas about the chapter title, “Creativity.” List on the board their interpretations of the word and ideas about creative people.

t Direct students’ attention to the photo and divide them into small groups to discuss the questions in the “Connecting to the Topic” section. Call on groups to share their information and ideas with the class.

t Read the quotation from Hugh MacLeod. Ask students to explain or paraphrase the quote in their own words. Ask if they agree with the quote. If necessary, explain that the “creative bug” is a persistent desire to create something.

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Creativity

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Chapter Overview Features

Critical-Thinking Skills

Lecture: Drive and Creativity in the Workplace: The Mismatch Between What Science Knows and What Business Does

Comparing kinds of creativity

Learning Strategy: Listening for Signal Words Language Function: Divulging Information

Identifying when and where you have been the most creative Solving a brainteaser puzzle Identifying the main points in a lecture on drive and creativity

Listening Listening for signal words to guide note-taking Listening for the main points in a lecture about drive and creativity

Identifying tone of voice and body language signals Identifying whether “divulged” information is critical

Listening for tone of voice and body language signals

Distinguishing and using appropriate ways to divulge information

Listening for ways of divulging information Listening for divulged information

Vocabulary Building

Speaking

Using definitions and contextual cues to place vocabulary words into sentences

Sharing ideas about what motivates you at work, school, and play

Using new vocabulary in discussions about creativity

Discussing different ways to become more creative

Focus on Testing

Sharing puzzle and problem solutions that use your creativity

Listening for signal words and other cues to take better notes during listening passages on standardized tests

Creatively using tone of voice and body language signals to communicate Completing and role-playing conversations containing divulged information

Nouns ! ! ! ! ! !

ethics flaw maximization mortgage broker recession shortcut

Verbs ! ! ! !

crush inhibit recruit tap into

Adjectives ! ! !

addictive greedy unethical

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Building Background Knowledge

Did You Know?

Expansion Activity

Give students time to read the information about the three creative projects, or read the information aloud as students follow along.

tThe goal of this Expansion activity is for students to share their creative ideas with the whole class. tWhen the groups have finished discussing the questions in Activity 1, ask them to brainstorm an idea for an open-source business, like Wikipedia. Tell each group to brainstorm: (1) the name of the business or product, (2) a brief explanation of the business or product, and (3) how the business or product will follow the open-source model.

Content Notes tWikipedia was created in 2001 as an online encyclopedia. At any given time, it has tens of thousands of contributors working on articles in the database. The contributors are not paid for their work. Wikipedia contains articles in 285 different languages. The articles in Wikipedia are constantly being added to, edited, and improved. tMuhammad Yunus won the Nobel Peace Prize in 2006 for his efforts to improve the system of economic and social development. He pioneered the concept of giving small loans to poor people and organizations that appeared unlikely to be able to pay back the money. He proved that small amounts of money could yield large results when it was invested in worthwhile projects and when people without any money were given an economic opportunity.

What Do You Think?

t Divide students into pairs to discuss the questions. t Call on pairs to report their ideas to the class. For question 2, draw a T-chart on the board. Elicit pros and cons of the open-source model from the class to write in the chart.

Content Note Muhammad Yunus first defined the term “social business.” It is a business that raises money for a particular social objective. Money that the company makes is either re-invested in the company to help it grow or given to benefit the social objective.

tGive each group a large piece of poster paper and markers to list or illustrate the key points about their business to present to the class. tWhen students have completed the posters, ask them to tape the posters to the classroom walls. Gather the class around one poster at a time as each group explains its creative open-source business idea. If the class is large, have more than one group present at the same time.

Sharing Your Experience 2

What Motivates You at Work, at School, and at Play t Give students time to read through the directions. Ask a student to paraphrase the directions to the class, explaining the task. t Point out the chart and provide a personal example of how you would fill in the first row, with an activity you do at work, an activity you do at school, and an activity you do in your free time. Tell students why you are motivated to do well at each activity. t Have students work individually to fill in the chart with their activities. Tell them to jot down notes after each activity to explain what drives them to do it well. t Divide the class into small groups to discuss their charts. t Call on various students to share the information in their charts. Discuss common motivators for work, school, and play activities.

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Expansion Activity

t Divide the class into groups of three or four. Tell students to share their charts with their group.

tThe goal of this activity is to encourage students to think about a wide range of creative inventors and inventions and to share information using spoken communication.

t Monitor groups as they discuss, making sure that each student has the opportunity to share his or her chart.

REPRODUCIBLE

tYou will be giving a quiz on little known information and, in this way, creating an information gap between group members and a “quizmaster” who will share the answers with them. tTell students that you want to find out how much they know about creative inventors and inventions. tPhotocopy and distribute Black Line Master 20 “Inventors and Their Inventions” on page BLM 20 of this Teacher’s Manual. tTell students to make their best guesses as they fill out the chart, matching inventions with inventors. Though students may not have heard of several of the inventors, encourage them to guess. tDivide the class into small groups to discuss their guesses and the explanations for them. tAsk each group to choose a quizmaster, a person who is entrusted with the answers, and give each quizmaster a photocopy of the “Answer Key” on page BLM 28 of this Teacher’s Manual. tInstruct the quizmasters to go through the inventors one by one and find out if group members know what they invented and/or any details about them. tIf students know about an inventor, the quizmasters should ask them to share what they know with the group. tWhen necessary, have the quizmasters supply missing information from the Answer Key.

How to Be More Creative

Best Practice Cultivating Critical Thinking Students are challenged to think critically in this activity to analyze advice and decide whether the listed ways to become more creative are good ideas or not, both in general, and for them personally. In the activity, students use reasoning and communication skills to discuss each method, analyze it, and decide if they agree with it or not. Through this activity, they are working to improve their thinking and problem-solving skills. t Read aloud the directions and go over the chart with the class. t Divide the class into groups of three or four. Have groups discuss each method of becoming more creative. Tell them to paraphrase or explain the method and decide whether they agree or disagree with the method. t Give groups about ten minutes to discuss the chart, and then ask students to work individually to complete the chart with their ideas. t Ask for volunteers to share the information in their chart with the whole class.

When and Where Have You Been the Most Creative t Go over the directions. As a class, brainstorm a few examples of when students have been creative to stimulate ideas. t Have students work individually to fill in the chart with examples of when they have been creative. Tell them to jot down notes about what helped them to be creative in the second column.

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Vocabulary Preview Vocabulary in Context

t Go over the list of vocabulary words and definitions. Have students repeat the words after you and listen for any pronunciation difficulties. t For each word, ask students to supply the part of speech. For example, they should see from the suffixes that “addictive” and “unethical” are adjectives.

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ANSWER KEY 1. addictive, recession 2. unethical, flaw, greedy 3. maximization, ethics, shortcut 4. recruit, crush, inhibit 5. mortgage broker, tap into

t Ask students to read through all the sentences first, then go back and find the appropriate vocabulary to fill in the blanks. t Ask for volunteers to reach each completed sentence aloud. t Call students’ attention to the photo. Ask a volunteer to read aloud the question in the caption. Elicit student responses and discuss them to enhance their understanding of the word “greedy.”

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Listening for Signal Words

tAllow students to use dictionaries and ask questions as they look over the list of verbs for possible categories. For example, a student may decide to group synonyms or near-synonyms such as list and outline or go over, review, and summarize. Another student may categorize the verbs according to a timeline of their appearance in a lecture, or according to the nature of the verb’s action, whether it is presenting new information or breaking down a point into components. As students make these decisions about how to categorize the verbs, they are processing the vocabulary as well as being creative.

Strategy Listening for Signal Words to Guide Note-Taking t Give students time to read the paragraph about signal words, or read it aloud as they follow along. t Ask students to think of some examples of signal words they find useful when listening to English and explain what they mean. For instance, when people hear “on the other hand,” they listen for contrast.

tConsider suggesting a category called “other” or “miscellaneous” for verbs that don’t quite fit into categories so that the task does not cause frustration.

t Go over each verb in the list, providing explanations and examples for the verbs students are less familiar with. Point out that this list goes beyond the typical lists of signal words that students have probably seen before because it presents verbs that are commonly used to signal a speaker’s next speaking task, such as explain or review.

tDivide the class into small groups. Have students share the graphic organizers they created and explain the reasoning they used to create them.

Before You Listen

Expansion Activity tThis activity aims to solidify students’ comprehension of verbs used as signal words and to encourage students to make connections among the verbs. tTell students they will categorize all the verbs in the list on page 130 in a way that makes sense to them and create a chart or other graphic organizer with the verbs. tIf students need ideas for graphic organizers, remind them that there are many examples in this book, such as a T-chart, a Venn diagram, etc.

Considering the Topic

Best Practice Activating Prior Knowledge As students discuss the answers to the questions in this activity in small groups, they encounter language and concepts they will hear in the lecture. This allows students to consider what they already know about the topic and to ask themselves questions about it, which helps them to focus on and remember the content of the lecture. t Explain that this activity will help prepare students to listen to the lecture. t Divide the class into small groups and have every student in each group respond to a question before the group moves on to the next question.

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Listen

ANSWER KEY Part 1 1. motivates or drives

Best Practice

2. rewards and punishments, carrots and sticks

Making Use of Academic Content This lecture is an example of a real-world model that encourages students to develop listening skills they can use in actual academic settings. As students listen to a professor talk about creativity, they experience an authentic context in which they can interpret the ideas and language from this chapter.

3. extrinsic or external, intrinsic or internal 4. diminish or reduce, increase 5. inhibit or even completely crush 6. good 7. cheating, shortcuts, unethical 8. addictive 9. short-term uncreative thinking or solutions to

Listening for Main Points About Drive and Creativity

problems, more long-term creative solutions

Part 2 1. autonomy; if we choose to do a task, we will do it better and more creatively

(The Audioscript for this activity follows Activity 3.) t Play the audio once all the way through (both Part 1 and Part 2). Ask students to close their eyes and imagine the professor, the students, and the lecture hall as they listen for the main ideas.

2. mastery; the urge or desire to make progress

and get better at something 3. purpose; the desire to make a contribution

t Tell students to read the sentences in their book on page 131 to focus their attention on the information they will listen for. t First, play only Part 1 of the audio as students listen to fill in the blanks in the sentences. Point out to students that the sentences are not exactly the same as those they will hear in the lecture, but that they are similar. t Play the audio a second time if necessary for students to complete the sentences. t Ask for volunteers to read the completed sentences aloud. Briefly discuss each idea, asking students for their interpretations of the sentences. t Call students’ attention to the photos at the top of page 132. Ask a student to read aloud the question in the caption. Elicit student ideas and discuss them. t Read aloud the directions for the second part of the activity. Have students repeat the information they will listen for: the three essential elements for promoting drive and creativity in the workplace.

to society

Listening for Signal Words t Play the audio of the complete lecture again (Parts 1 and 2) as students listen for and check off the signal words on the list on page 130.

Best Practice Organizing Information In this activity, students take notes on the lecture using a T-chart, a chart with two columns and two headings. The T-chart allows students to efficiently note signal words and the lecture content that follows those words. In other cases, T-charts can be used to classify information as causes and effects, past and present, or similarities and differences, to name just a few possibilities.

t Play the audio for Part 2 of the lecture as students list and define the three essential elements for promoting drive and creativity in the workplace on the lines provided. 124

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t Go over the directions and the chart as a class. Practice the activity using the two examples. Start the audio of the lecture and ask students to indicate when they hear the signal words in the examples. Pause the audio at those points and tell students to listen carefully to what comes next. t Play the audio of the lecture again all the way through. Have students take notes on the signal words they hear and content of the lecture just after those signal words. t To check listening comprehension, discuss several of the signal expressions and what follows them. Alternatively, put students in small groups to compare charts. t Answer any questions students have about the lecture.

6. outline

I will discuss the main points of some of Pink’s theories for you

7. consider

we’ll think about some background information that Pink provides in his opening chapters

8. explain

define or clarify the system of rewards and punishments that we commonly call carrots and sticks

9. illustrate

show with an example the more creative problem-solving type of work on which our modern society now depends

10. repeat

Let me say it again: again using carrots and sticks to motivate people not only doesn’t get them to work harder, or faster, or better; it may even cause them to do less and be less creative

11. go over

Let me talk about what Pink calls the “seven deadly flaws” of carrots and sticks

ANSWER KEY Answers may vary.

Signal words 1. continue

2. take up

3. explain

4. pick up (where we left off)

5. go over

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What comes next: what the lecturer does plus what topic/content the lecture covers goes on with the discussion of the creative process by taking up the topic of what things might inhibit creativity in the workplace continue with the discussion of the creative process by starting with the topic of what things might inhibit creativity in the workplace defines or clarifies what Pink says about the relationship of drive to creativity and productivity in the workplace you were expecting me to begin right where we ended last time, but let me go over what the plan is for today let me talk about what the plan is for today

AUDIOSCRIPT Part 1 Professor:

Students:

Professor:

Today we will continue our discussion of the creative process by taking up the topic of what things might inhibit creativity in the workplace. There’s a great book on this topic by Daniel H. Pink, called Drive. Have any of you read it?

Not yet, but I’ve been meaning to. I’ve heard of it, I think. Yeah. I bought it. It’s been on the best seller list.

Oh yeah. But isn’t it about motivation?

Yes, it is. In fact, the subtitle is: The Surprising Truth about What Motivates Us. Let me explain. Pink says that it is the misunderstanding of what actually motivates or drives us that Mosaic 1 Listening/Speaking

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inhibits creativity and productivity in the workplace.

Students:

I know that you were expecting me to pick up right where I left off last time, but I think that since most of you haven’t read this book yet, let me go over what the plan is for today. I will outline some of Pink’s theories for you first, OK? Great.

That’ll be helpful. Sure.

Professor:

Of course.

OK. Then let’s get going. First we’ll consider some background information that Pink provides in his opening chapters. Traditionally in the workplace management has motivated people to work harder, faster—better—with a system of rewards and punishments that we commonly call carrots and sticks, right? Let me explain. We are driven forward like a donkey with the promise of a reward, a carrot. Generally, this reward is money, a salary. But it can be other things such as insurance benefits, retirement plans, vacation time or even a nicer refrigerator in the lunchroom. Now if we don’t produce, if we don’t work hard enough, if the donkey doesn’t move, what happens? We are punished. We are not actually beaten with a stick like a donkey, but we can lose salary or other rewards. Pink says that the carrot and stick model, which is based on extrinsic motivators, things that come from the outside, may work for certain kinds of repetitive tasks that do not require much creativity, but certainly does not work for the more creative problem-solving type of work on which our modern society now depends. Let me illustrate. Researchers in one study found that

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children who loved to draw would draw whenever they had the chance. When the researchers began to judge the drawings for the number and quality of the drawings and give rewards for the most and the best drawings, after a few days, the children drew less and less or stopped drawing altogether. In another study university students were given a series of puzzles to solve. On the first day, students generally found the puzzles to be challenging and fun and kept solving the puzzles at a high rate. On the second day they were divided into two groups. The first group just continued solving whatever puzzles they were given. The second group was paid for each puzzle successfully completed in a certain amount of time. On the third day all of the students were given more puzzles to solve. Now, according to the stick and carrot model, the group that was paid should have done better and completed more puzzles correctly, right? But the truth is that this is not what happened at all. And this is Pink’s point, that sometimes the carrot and stick model of rewards and punishments in the workplace will produce just the opposite of what we want to happen. Let me repeat: using carrots and sticks to motivate people not only doesn’t get them to work harder, or faster, or better; it may even cause them to do less and be less creative. Why does this happen? Let me go over what Pink calls the “seven deadly flaws” of carrots and sticks. First, because carrots and sticks are extrinsic or external motivators, they can crush intrinsic or internal motivators, the thoughts and feelings we have about the task, such as doing something just for the love of doing it. Now I’m not saying that we should never get rewarded or paid for our work. We all need a fair salary and

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benefits in order to live. But beyond that, it is the task itself, the work itself that must be rewarding enough to keep us at it, to keep us going. And apparently, as with the children and their drawings and the university students and the puzzles, when we interfere with the creative process by introducing judgment and rewards, a person can become less interested in performing the task. And this is the second deadly flaw. Carrots and sticks can actually diminish or reduce performance rather than increase it. Furthermore, it can inhibit or even completely crush creativity, and this is the third flaw of the carrot and stick model.

Now the fourth deadly flaw of the carrot and stick model is that it can crowd out good behavior. Think about this. What if people decide that they like the reward and will only work for the reward? For example, if your son is a good boy and takes out the trash every day without being asked, but then you decide to reward him and pay him for doing this task, there’s no going back. Believe me, he’ll never take out the trash again for free. And if you try to make him, he’ll never enjoy the task as much or do it as happily again.

Now the fifth deadly flaw is that carrots and sticks can encourage cheating, shortcuts, and unethical behavior. I don’t think I have to explain this one. We’ve all seen it, from cheating on exams, to cheating in sports, to cheating in business, just to get to the goal or the reward. And the sixth flaw is that rewards can become addictive, so addictive that people may take risks to gain these rewards that they would not normally take. And finally, the worst flaw of the carrot and stick model according to Pink is that it encourages short-term uncreative thinking or solutions Copyright © McGraw-Hill

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to problems rather than more long-term creative solutions. The perfect example of this is the serious recession that hit the world economy in 2008 and 2009. Everyone was focused on short-term goals, the buyer who wanted a house, the mortgage broker who wanted a commission on the sale, the Wall Street stock trader who wanted a new commodity or stock to sell, the politician who cared only that the economy was in good shape in his or her reelection year. They all ignored the long-term effects of their actions on themselves and others. And despite what you’d like to believe about honor and ethics in the workplace, it was this kind of shortterm thinking and greedy grabbing of the rewards that caused the economies of many nations to collapse.

Part 2 So, I cannot emphasize enough that carrots and sticks are soooo last century. Scientists can demonstrate this, but when it comes to drive and creativity, there’s a huge gap between what science knows and what businesses actually do. And in order to close this gap, businesses need to change, to upgrade their operating systems, just as they would upgrade their computers, and not look back.

Students:

OK, I can see by your faces that you’re definitely intrigued and maybe a little frustrated. You’re beginning to understand why Pink thinks that the carrot and stick model has serious limitations, but you’re wondering if we abandon that model, then what would the upgrade be, right? Right.

Exactly.

Professor:

You bet.

All right. Let me outline what Pink thinks the upgrade should be. He says that the new model to increase motivation and creativity in the Mosaic 1 Listening/Speaking

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workplace should have three essential elements: One, autonomy, two, mastery, and three, purpose. Now, autonomy is connected to the desire to direct our own lives. Simply put, if we choose to do a task, rather than are ordered to do a task, we will do it better and more creatively. Let me illustrate with this story. At a software company called Atlassian, one of the owners, Mike Cannon-Brookes, decided to give his programmers a day to work on any problem they wanted, even if it wasn’t part of their regular job. This day gave birth to several ideas for new products and many ideas for repairs and patches on existing products, so Cannon-Brookes decided to make this practice a permanent part of the Atlassian culture. Now, once every three months, the engineers and programmers can work on any software problem they want. The day begins on a Thursday afternoon and by Friday afternoon they must show the results of their work to the rest of the company. These days at Atlassian are called FedEx days, because people have to deliver something overnight. And the truth is that on these FedEx days, they produce some of their best work and are happiest doing it.

And this takes us to the second essential element of Pink’s business model upgrade, which is mastery. Let’s consider just what that is. He doesn’t just mean by mastery to become proficient at something. He’s referring instead to the urge or the desire to make progress and get better at something in a way that is totally absorbing and takes your complete concentration. Let me explain by summarizing an interesting study for you. Researchers found that 11,000 industrial scientists and engineers working at companies in the United States found that the desire for intellectual challenge, that is, the urge 128

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to master something new and engaging, was the best predictor of productivity. And when we are engaged in something that is intellectually challenging and takes complete concentration, we’ve got what’s called flow, and time almost seems to exist outside of us and the task we are absorbed in. This is similar to what happens when athletes or artists or musicians or writers are doing their best work. We’ve all experienced this from time to time, and the truth is we do not experience it nearly enough in the workplace.

Now, purpose, the third essential element of Pink’s model, is the deep desire to do what we do for a purpose that is greater than ourselves. Now this may seem to contradict what I said about the “me, me, me,” “out for yourself ” attitude that seems to be encouraged by the carrot and stick model. But the real story is that if you provide an adequate salary and benefits for people to live comfortably, and provide sufficient opportunities for autonomy and mastery, then people will be free of the seven flaws of the carrot and stick and their deep desire to be part of something more important than just themselves can come out. Most people really do want to make a contribution to society. So, to review. In Pink’s model, purpose maximization walks hand in hand with profit maximization. Business leaders are finding that that can recruit and maintain the best possible workforce by giving workers opportunities to work for a greater good, while in an environment that promotes autonomy and mastery. Oh, my. I see our time is nearly up. Let’s discuss this further next session, and to conclude I will summarize briefly what I’ve said today. In order to promote creativity in the workplace, we need to upgrade company operating systems. We need

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to stop telling those employees who do the tasks that require creativity that if you do X, then you will get Y. We need to change the corporate culture from the carrot and stick system of rewards and punishments to a system that will tap into people’s basic needs to work in an environment that provides opportunities for autonomy, mastery, and purpose.

ANSWER KEY Dot Puzzle

Candle Problem Empty the box of thumbtacks, put the candle into the box, use the thumbtacks to nail the box with the candle in it to the wall, and light the candle with the match.

Well, that’s all for today. Thank you, and see you next week.

After You Listen 6 4

Comparing Notes t Divide students into pairs to compare how successful they were with each of the tasks in Activities 2 and 3. t Discuss as a class how all of the students did. Compare notes on the most challenging aspects of the activities and review them as necessary by replaying the recording and stopping at key points. t As an alternative follow-up, direct students to the Audioscript on pages 203–206 of their Student Book to review their work.

Talk It Over 5

Using Your Creativity to Solve Puzzles t Read the directions aloud as students follow along. t Give students time to read each puzzle and a few minutes to try to solve them on their own. t Arrange students in small groups to discuss the puzzles and work out creative solutions together. t Draw the dots on the board for the dot puzzle. Invite volunteers to come to the board to try their solutions. Discuss the solutions to the candle problem as a class. Vote on the best and most creative solutions.

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Using Your Creativity to Brainstorm Solutions t Go over the directions and bullet points as a class. t Divide the class into small groups. Have students use one of the suggested situations or imagine one of their own and brainstorm at least three methods of communication they could use. t Give each group a large piece of poster paper and markers and have them list and illustrate their ideas. t Call on groups to share their posters with the class and act out their communication techniques.

Strategy Recognizing Tone of Voice and Body Language Signals t Give students time to read the information or read it aloud yourself as students follow along in their books. t Ask students whether body language played an important role in their scenarios in Activity 6.

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Using Tone of Voice and Body Language Signals

Best Practice Interacting with Others In this activity, the whole class uses the dramatic technique of delivering a sentence using a range of emotions. Standing in a circle and experimenting with body language and tone of voice, students experience a classroom dynamic that differs substantially from the norm and takes the focus off the details of language and places it on the interaction between people in the class. This allows students to integrate the English language with the creative, independent sides of their personalities. t Go over the directions. t Arrange students in a large circle facing inward. t Model the activity by asking students to choose an attitude from the box for you to portray. t Have students call out the adjectives, or call them out yourself. t Encourage students to use their bodies and voices as each says the suggested sentence or a different one using the selected adjective. t Continue until everyone has had a chance to participate. If you exhaust the list of adjectives in the book, encourage students to call out others. t Read aloud the FYI box as students follow along. Elicit additional examples of signaling from the class.

t Instruct students to take notes on the websites they visit, or print information to read and take notes later. The goal is for students to learn about animal communication, but to present it using their own words, not sentences copied from another source. t In class or as homework, tell students to create the outline of a well-organized talk with an introduction, body, and conclusion. t Ask students to look at their outlines and think about the steps they have to take when giving presentations. For example, they may need to describe an animal’s communication system, explain why an animal behaves as it does, and summarize or review the information at the end. With these speaking tasks, students can use signal words to help their listeners follow their ideas. t Have students prepare and practice their talks in class or as homework. t On the day students give their presentations, reassemble the groups so members can take turns talking about their animals. t Alternatively, this research project can culminate with presentations to the whole class. If so, give students individual written feedback on their use of signal words. t Finish with a group or class discussion of the questions about animal communication versus human communication. Topics to consider include whether or not the same species of animal has different “dialects” in different parts of the world like humans do, or whether animals do anything as creative with their communication systems as humans do when writing a poem or a tongue twister.

Researching the Topic

t Read aloud the introductory information as students follow along. Ask a student to read aloud the names of the animals and insects in the box. t Point out the photos at the bottom of the page as an example and read aloud the caption. t Divide the class into small groups and have each person in the group choose a different animal to research on the Internet.

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Divulging Information

Best Practice Scaffolding Instruction This part of the chapter supports student learning by providing a logical progression of information and activities that allow students to work toward the goal of understanding a language point. First, students receive information about divulging information followed by commonly used expressions. Next, students listen to brief conversations in which information is divulged, followed by a much longer lecture. Finally, after these receptive activities, students have several chances to create conversations themselves using the expressions presented in this part of the chapter. This series of steps assists students as they progress toward their language acquisition goals.

Strategy Recognizing When Information is Being Divulged t Go over the paragraphs about divulging information. Tell students that divulging information is like letting someone in on a secret. A professor who is divulging information may be revealing something that is not widely known or not easily found in textbooks, so it is important for students to pay close attention. t Think of some harmless, secret information that you can divulge to the class. Read the first three or four expressions aloud followed by your information. For example, you might say: Despite what you may believe, there is going to be an end-ofsemester class party.

t Read each informal expression aloud. Tell students that the expressions are generally polite, but would probably not be used in formal situations such as a job interview.

Listening for Ways of Divulging Information t Have students read the situations and questions for Conversations 1 and 2. t Play the recording of Conversation 1 and ask for volunteers to answer the questions. If some students do not hear the key phrase the first time, play the audio again. t Play the recording of Conversation 2 and ask for volunteers to answer the questions. If some students do not hear the key phrase the first time, play the audio again.

ANSWER KEY Conversation 1: This conversation is formal. The phrases “The fact of the matter is…” and “Despite what you believe about him…” set a more formal tone. Conversation 2: This conversation is informal. The phrases “What’s the scoop?” and “The real story is…” set a more informal tone.

t After you have done this with the first three or four expressions, ask for volunteers to try it with the next expressions on the list and their own secret information.

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Student Book pages 137–139

AUDIOSCRIPT Conversation 1 Antoine: Did you hear that Mr. Richards resigned from his post as president of the company? Dashika: Antoine: Dashika:

Antoine: Dashika:

Yeah. I heard that story, too. Why do you say it’s a story?

Because I’ve heard what’s really going on. The fact of the matter is that he was forced to quit—fired, in fact. No kidding? Why?

Despite what you believe about him, he doesn’t like these new FedEx days. He’s pretty wedded to the old carrot and stick model and really thinks this new program to increase drive and creativity is a total waste of time.

Conversation 2 Katya: Hey, what gives? That’s a really fine motorcycle Jesse is riding. Where’d he get the cash? David: Katya: David:

Katya: David:

132

I don’t know.

Oh, come on—what’s the scoop?

Well, he says he won the money gambling in Las Vegas, but here’s the real story. He entered a creativity competition that was advertised in the newspaper and he won. I thought he told Penny that he couldn’t stand those silly contests.

Well, despite what you may have heard, the real story is that he’s been entering various contests about every other week and he finally won.

So, what’s the big deal? Why doesn’t he want anyone to know?

Well, my guess is that he doesn’t want his parents to find out that he’s been spending his time developing a better toilet paper holder when he should be studying for his final exams.

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Listening for Information That Is Divulged t Go over the directions as a class. t Play the audio of the lecture on drive and creativity from Part 2 again. Have students use the chart on page 138 to take notes on the expressions for divulging information they hear and exactly what information is divulged. t Ask students to look over their notes on the information the professor divulged and share their ideas about how critical the information is to the main points of the lecture.

ANSWER KEY Phrases the lecturer uses to divulge information

Information divulged

in fact,

the subtitle is: The Surprising Truth about What Motivates Us

the truth is,

this is not what happened at all

despite what you’d like to believe

about honor and ethics in the workplace, it was this kind of short-term thinking and greedy grabbing of the rewards that caused the economies of many nations to collapse.

the truth is

on FedEx days, they produce some of their best work and are happiest doing it

the real story is

if you provide an adequate salary and benefits for people to live comfortably, and provide sufficient opportunities for autonomy and mastery, then people will be free of the seven flaws of the carrot and stick and their deep desire to be part of something more important than just themselves can come out

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Talk It Over 3

Expansion Activity

t Divide the class into pairs and tell students that they are about to be creative with English.

tThis activity aims to expand on the activities from Part 3: Divulging Information, by asking students to develop mini-lectures on topics of personal interest.

t Have partners work together to complete as many of the conversations as possible in a set time— perhaps fifteen minutes.

tAfter completing Part 3, tell students that they will give a two-minute presentation about something they are personally interested in.

t Have each pair choose one of their conversations to practice and perform for the class.

tYou may want to have students do research or simply develop their mini-lectures based on what they already know.

Completing Conversations

t Consider giving each pair immediate verbal feedback on the expressions from the chapter that they used.

tAsk students to use two or three of the expressions for divulging information in their talks. To do this, they should think about misconceptions people commonly have about their topic or information that is not commonly known about their topic. tGive students time to prepare and practice their mini-lectures in class, or assign the preparation as homework. tGive individual written feedback on students’ use of the expressions.

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Student Book pages 140–141

Focus on Testing

ANSWER KEY 1. A, D

2. B

3. C

4. A, D

5. C

AUDIOSCRIPT Student:

Note-Taking Practice

Professor:

t Read aloud the directions. t Have students close their books and prepare to take notes. t Play the audio of the conversation and ask students to take notes using the signal words and other expressions they hear. Do not play the audio for the test questions just yet. t Have students open their books and read the test questions and answer choices. Ask whether they think they could answer the questions using the notes they just took. (On the TOEFL® iBT they will listen to a conversation only once, and may take notes while they listen.)

Student:

Professor:

t Play the audio of the test questions as students fill in the bubbles of the correct answers. Pause for 20 seconds after each question. t Discuss the correct answers and whether taking notes using signal words and other expressions helped students choose the correct answers. t Note that on the TOEFL® iBT students will not have time to pause between the audio passage and the test questions. To offer a more challenging experience similar to that of the TOEFL® iBT, consider playing the audio and questions all the way through.

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Student:

Professor:

Excuse me, Professor. I’m not sure that I really followed what you were saying yesterday in class about specific training in the arts not being an absolute necessity for creativity in the arts to emerge. Would you mind going over that again, please?

Sure. Let me illustrate my point about creativity this way. The neoexpressionist painter, Jean-Michel Basquiat began as a street graffiti artist in New York. Basquiat never had an art lesson in his life and yet his works are displayed in museums all over the world.

Well, that’s true, but he hung out with other artists and maybe some teachers. Couldn’t he have picked up his skills from a teacher somewhere along the line?

He could have, but apparently he didn’t. Furthermore, Basquiat is also an example of something else I said during our last class. This was about the equity of creativity. Let me repeat—and I really can’t emphasize this enough—creativity is not linked to sex or age or race. It is not linked to any particular type of human being.

Sure. I’m beginning to get what you were talking about. But didn’t you also define creativity as being bound by time, place, and culture?

Well, sort of. What I was describing was that creativity can be crushed by a particular context or cultural environment that does not appreciate the creative efforts made by an individual in that place or at that time.

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Student Book pages 140–141

Student:

Professor:

Student:

Professor: Student:

Professor:

Oh, I see. Basquiat is certainly an example of this. I’m sure that most people, older folks for sure, didn’t appreciate his graffiti art all over their buildings, at first anyway. Would van Gogh be another good example of an artist whose work was not appreciated by the general public? You know, he couldn’t seem to sell many of his paintings while he was alive, but now they’re worth tens of millions of dollars.

Right on both counts. But the reality is that they were creative even though they were not appreciated. And later in Basquiat’s career or after van Gogh died, their work did not become creative. Instead, it was the creative imaginations of the viewers of the art that had to catch up to, or rise to, the level of their creative visions. And sadly, that took a long time in van Gogh’s case.

3. Listen to part of the conversation again. Professor:

Furthermore, Basquiat is also an example of something else I said during our last class. This was about the equity of creativity. Let me repeat—and I really can’t emphasize this enough—creativity is not linked to sex or age or race.

Question 3: Why does the professor say “and I

really can’t emphasize this enough”?

Question 4: What does the professor imply about

van Gogh’s work? (Choose two.)

5. Listen to part of the conversation again. Student:

Well, this may sound a little naïve, but isn’t everything, I mean absolutely everything we do, creative on some level? I mean, can you give me examples of human activity that isn’t creative?

Question 5: Why does the student say, “This may

sound a little naïve, but… ”?

Thanks so much for clarifying what you were getting at yesterday. That helped a lot. I just have one more question.

Yes, of course. Shoot.

Well, this may sound a little naïve, but isn’t everything, I mean absolutely everything we do, creative on some level? I mean can you give me examples of human activity that isn’t creative?

Good for you! That’s a challenging question! You’ve stimulated me to think further about this over the weekend, and I’ll make time for you to lead a discussion on that topic on Monday, OK?

Question 1: What was the student confused about?

(Choose two.)

Question 2: Why does the professor use Jean-

Michel Basquiat as an illustration?

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REPRODUCIBLE

Student Book pages 140–141

Expansion Activity

tThe goal of this activity is for students to consolidate their knowledge of the chapter material by writing standardized test questions similar to those on the TOEFL® iBT. tPhotocopy and distribute Black Line Master 21 “Writing Test Items” on page BLM 21 of this Teacher’s Manual tHave each student write three test items similar to those in the Focus on Testing section using part of the Audioscript from the lecture on creativity. tEach test item should include a question that requires listening for signal words or information that is divulged, and four multiple-choice answers. The correct answers should not be marked. tTell students to exchange the tests they created and choose the correct answers. tHave each student return the test to the person who wrote it to have the answers checked. tSince students are not professional test writers, give them a chance to discuss questions or disagree with answers. It’s much less important to get these answers right than it is to think about the type of test question. tFor additional speaking and listening practice, ask for volunteers to read their best questions and answer choices aloud for the class to answer. tAsk students what they learned about this type of question by writing test items themselves.

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Student Book pages 140–141

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CHAPTER

Human Behavior

In this

CHAPTER

This chapter focuses on human behavior, in particular the tendency to form social groups and associations. In Part 1, students will build their background knowledge about clubs, organizations, and volunteering. In Part 2, they will learn to recognize digressions in a lecture by listening for the signal expressions that help listeners stay on track. Part 3 introduces tag questions, focusing on how they are used by speakers to ask for, confirm, or challenge information. Part 4 demonstrates the way standardized tests utilize expressions that signal the beginning or end of a digression to test the understanding of a speaker’s purpose.

all stations in life, and all types of disposition are forever constantly forming associations.

”

Alexis de Tocqueville French author and statesman (1805–1859)

Chapter Opener t Direct students’ attention to the photo and the Alexis de Tocqueville quotation. As a class, brainstorm things people do together that could be considered “forming associations.”

t Divide students into small groups to discuss the photo and

“Americans of all ages,

the questions in the “Connecting to the Topic” section. Call on groups to share their ideas with the class.

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Chapter Overview Features Lecture: Group Dynamics

Reporting to the class about digressions heard outside of class

Learning Strategy: Recognizing Digressions

Discussing group dynamics

Language Function: Using Tag Questions to Ask for Information or Confirmation, or to Challenge

Using tag questions to ask for information or confirmation, or to challenge

Listening

Speculating about human behavior

Listening for expressions introducing digressions and returns to the main topic

Identifying and analyzing the reasons for digressions and returns to the main topic

Listening for and understanding the reasons for digressions

Using a graphic organizer to chart predictions about, reasons for, and expressions introducing digressions

Critical-Thinking Skills

Listening for specific information in a lecture

Analyzing groups dynamics

Listening for tone conveying intention in tag questions Listening for genuine, rhetorical, and challenging tag questions in conversations and in a lecture

Discerning subtle differences between genuine, rhetorical, and challenging tag questions Using a graphic organizer to chart types and elements of tag questions

Speaking

Vocabulary Building

Speculating about behavior Discussing the benefits of volunteerism

Choosing definitions that fit words as they are used in particular contexts

Sharing preferences regarding time spent alone and time spent with others

Understanding and using new vocabulary in discussions about human behavior

Sharing prior knowledge about social behaviors

Focus on Testing Pragmatic understanding of transition phrases relating to digressions

Discussing the whys and hows of digressions in informal situations

Predicting and discussing digressions in a lecture

Vocabulary Nouns ! ! !

eye contact field of interest identity

Verbs ! !

recap wind

Adjective !

random

Expression !

pretty much

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Student Book pages 144–147

Building Background Knowledge

Content Note

Expansion Activity

tThe French writer and historian Alexis de Tocqueville visited the United States in 1831 to observe the democratic system at work. The first volume of his best-known work, Democracy in America, was published in 1835, and the second in 1840. Many believe that de Tocqueville’s observations about the young country were especially astute, and that as an outsider, he was able to see Americans more clearly than they could see themselves.

tThe goal of this activity is for students to find out more about the organizations mentioned in the “Did You Know?” section. tOrganize students by having them count off: 1-23-4, 1-2-3-4, etc. tAssign the International Laughter Society to all the ones, the Young American Bowling Alliance to the twos, the Giraffe Project to the threes, and Habitat for Humanity to the fours. tTell students to do Internet research on their organization as homework. Explain that each of them will be an expert on that organization for the next class, so they should take notes as they research.

Did You Know? tGive students time to read the two bullet points about associations.

tIn the next class, divide the class into groups of four including one expert on each organization.

tAsk students whether they have heard of any of the organizations mentioned, and whether any of the information is surprising to them.

tAsk students to give their groups an oral summary of what they learned about their organization.

Sharing Your Experience

What Do You Think?

t Divide the class into pairs and explain that students will take turns speaking for about one minute about each of the two questions. t Explain to students that when they are acting as the listener, they should nod, smile, and make polite listening noises, but not add their own comments as if in a conversation. t Ask for volunteers to share their thoughts about volunteering with the class.

Content Note tThe high percentage of Americans who volunteer for organizations such as Habitat for Humanity is astounding to many people. These volunteers donate their time for various reasons, including believing in the organization’s goals, feeling good about helping others, developing new skills, socializing with new people, and trying out a new career.

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How Sociable Are You?

Best Practice Organizing Information In this activity, students use a chart to break down one day in their lives by hour, activity, and whether they were alone or with other people. This type of graphic organizer provides a way to analyze a complex whole by dividing and classifying its components. t Have students think about one day last week and fill out the chart with information about how they spent that day. t Divide the class into small groups and have the students use their charts to answer the set of five questions. t Conduct a class discussion generated by the last two questions focused on relationships and spending time with other people. Copyright © McGraw-Hill

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Vocabulary Preview 3

Vocabulary in Context t Go over the directions and the example. Point out that the example sentence includes context clues to the meaning of the term fields of interest in the form of examples: science, art, and literature. t Students should find plenty of context clues in the sentences and the answer choices. If they want to use dictionaries, ask them to make a best guess about the answers first. t Go over the sentences and vocabulary and answer any questions about meaning, usage, or pronunciation.

ANSWER KEY 1. A

2. A

3. C

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4. A

5. C

6. C

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Recognizing Digressions

Strategy Recognizing Digressions and Returns to the Main Topic t Go over the bullet points about why speakers use digressions. t Point out that a digression, by definition, moves away from the main topic, and might not be included in the plan or outline of a talk. t Explain that digressions can make a lecture difficult to follow and are therefore usually clearly signaled. t Point out that signaling the end of a digression is as important as signaling the beginning in terms of helping listeners follow the lecture. t Read the lists of expressions aloud, or call on students to read them. t Discuss any new vocabulary, such as stray, wander, or tangent. t Model the use of one of the “Expressions for Announcing Digressions.” Think of a topic you can talk to the class about and insert a digression. For example, you could start to talk about the educational requirements for becoming an English instructor, and then use one of the expressions and tell a funny little story about a professor you had. t Model the use of one of the “Expressions for Announcing a Return to the Main Topic” using the digression you made in the previous section. Repeat the funny little story you told and then use one of the expressions to get back to the subject you were originally talking about.

Student Book pages 147–153

Expansion Activity tThe goal of this activity is to provide additional exposure to the long lists of expressions involving digressions. tBefore doing the activity, give students time to read over the lists of expressions on page 148 and ask any questions they might have. Tell them they will need to remember as many expressions as possible for this activity. tDivide the class into pairs and have each pair take out a coin. Make sure that everyone is familiar with the idea of flipping a coin to get “heads” (the side of the coin with a portrait) or “tails” (the other side of the coin). (If the coins your class is using do not have portraits on them, any names for the two sides will be fine.) tOn the board, write “Heads: Announcing Digressions” and “Tails: Returning to the Main Topic.” tTell students to cover the lists of expressions in their books with a piece of paper. tCall on a student to flip a coin. If it’s heads, he or she must say one of the “Expressions for Announcing Digressions,” if tails, one of the “Expressions for Announcing a Return to the Main Topic.” tThe second student in each pair should take a look at the list in the book and check their partner’s expression. If it was somewhat inaccurate, he or she should say the expression from the book correctly and the first student should repeat it. tHave the students in each pair reverse roles and do the activity again. tTell students that they may use an expression only once. If a student cannot remember any of the expressions, his or her partner may say one from the list for the first student to repeat. tStudents will most likely have a hard time remembering the expressions from these lists, but the point of the activity is for them to remember what they can and refer back to the list to assist their partners.

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Student Book pages 147–153

Before You Listen 1

Considering the Topic

Best Practice

Making Use of Academic Content This activity makes use of sentences taken from an academic lecture on human behavior. Presenting realistic content such as this gives students a framework in which to interpret the language and learning strategy presented in the chapter.

Activating Prior Knowledge Whether they are preparing to listen to a lecture or read a chapter in a textbook, students benefit from instructional materials that use questions to activate prior knowledge. As they answer the questions, students recall previously learned information and become aware of gaps in their knowledge, which help them search for the new information they need as they listen or read.

t Go over the directions and the example. Point out that no expressions used to introduce digressions are included here, and students should only fill in the first column at this point.

t Explain that this activity will help students get ready to listen to the lecture.

t Have students add up the number of items they guessed were digressions and compare their totals.

t Divide the class into small groups to take turns reading a question aloud. Make sure all group members have a chance to speak. 2

Discussing Digressions t Keeping students in the same small groups, have them discuss these three questions about digressions in informal speaking situations, such as conversations among friends and family.

Making an Educated Guess about Digressions

Listen 4

Listening for Digressions t Play the audio of the lecture once all the way through as students listen for the main ideas. t Go over the bullet points and tell students to prepare to take notes on the chart. t Play the audio of the lecture again. You might want to pause after each of the statements in the chart to give students a moment to check their guesses and fill out the second and third columns of the chart for the statements that are digressions.

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ANSWER KEY

Statement

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Main point or digression

1. “This afternoon I’m going to talk about a topic that affects every person in this room—group dynamics.”

main point

2. “First, we’ll look at patterns of communication in groups, and then we’ll look at how groups affect individual performance.”

main point

3. “You all went to the discussion session yesterday, didn’t you?”

digression

4. “It doesn’t seem to matter how large the group is—only a few people talk at once.”

main point

5. “I must tell you that all the research I know about has been done in the United States and Canada.”

digression

6. “The research shows that in groups of eight or more, people talk to the people sitting across the table from them.”

main point

7. “If you’re planning to be a matchmaker and start a romance between two of your friends, don’t seat them next to each other at your next dinner party.”

digression

8. “The theory behind this type of research—research that demonstrates that people do better work in groups—is called social facilitation theory.”

main point

9. “In this way, we’re like a number of other creatures.”

digression

10. “As I mentioned earlier, there is also research that demonstrates the opposite—that individuals perform worse, not better, on tasks when other people are there.”

main point

11. “If you don’t already know how to do something, you will probably make some mistakes. And if you have an audience, you will continue to make mistakes.”

main point

12. “If you can manage it, you should take tests on a stage in front of a large audience.”

digression

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Phrase used to introduce the digression

Reason for the digression

By the way…

C; to connect abstract ideas to real experience

As an aside…

PAI; to provide additional information

To go somewhat off the topic for a moment…

AI; to keep the audience interested

Let me digress a bit…

PAI; to provide additional information

Let me mention in passing that…

R; to relax the audience (digression is humorous)

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AUDIOSCRIPT

Professor:

Lecture: Group Dynamics Professor: This afternoon I’m going to talk about a topic that affects every person in this room—group dynamics. Every person in this room is part of some group, right? For example, you belong to this class. And I’m sure that you belong to other groups too, don’t you? Your family, right? A social club perhaps? A soccer, golf, or tennis team? The international student association? What else? Help me out. Student A:

Student B:

Exam study groups. group.

Student C: Three? A few is three, right?

Film Club.

Professor:

Student D: Volunteers for a Clean Environment. Student E:

Professor:

Student B:

Good. Thanks. At any one time the average person belongs to five or six different groups. A large part of our sense of identity comes from belonging to these groups. In fact, if I asked you to describe yourself, you might say, for example, “I’m a student, a basketball player, and a member of the film club,” wouldn’t you? Well, today we’re going to look at two interesting aspects of group dynamics, or how groups function. First, we’ll look at patterns of communication in groups, and then we’ll look at how groups affect individual performance.

In groups, communication seems unsystematic, random, and unplanned, doesn’t it? Generally, we don’t see any pattern of communication at all. By the way, you all went to the discussion section yesterday, didn’t you? Well, what did you notice about the conversations? Everyone kept interrupting me.

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The first pattern they have found occurs in groups where there is a lively discussion. It seems like everyone is talking at once, but actually, only a few people are talking. And it doesn’t seem to matter how large the group is—only a few people talk at once. Do you know how many? What do you think?

Pi Phi sorority.

Student C: A business students’ discussion

Yes! And if you were having a good discussion, people kept interrupting each other and talking at the same time, didn’t they? I’ll bet students talked pretty much whenever they wanted. Well, let’s see what researchers have found concerning communication patterns and group dynamics or how groups function.

Students:

Students: Professor:

Three? Four? Two?

Yes, well, the answer is two. Two people do over 50% of the talking in any group.

Now let’s look at the second pattern researchers found in group dynamics. When we’re in a group, sitting around a table perhaps, who do we talk to? As an aside, I must tell you that all the research I know about has been done in the United States and Canada, so the results I have to share with you may only be valid for these countries. Well, as I started to say, who do people talk to when they’re sitting together at a table—people across the table, or people sitting next to them? Across the table. No, across. No, I’m sure it’s next to them. Next to them.

Well, the research shows that in groups of eight or more, people talk to the people sitting across the table from them, not to the people next to them. Why do we talk more to the people sitting opposite us? Probably because in our culture we usually

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make eye contact with the person we’re talking to, and it’s not as easy to have eye contact with someone who is sitting next to us. It’s much easier to maintain eye contact with someone across the table.

To go somewhat off the topic for a moment, if you’re planning to be a matchmaker and start a romance between two of your friends, don’t seat them next to each other at your next dinner party. On second thought, maybe seating them at a corner of the table would be best, wouldn’t it? Then they would be very near each other and would only have to turn slightly in order to look into each other’s eyes. (student laughter)

Well, back to business. Now there’s one more point that I’d like to mention regarding conversations in groups (and this might be important to the new romance at your dinner party. Who knows?). The research also shows that, in general, the person in the group who talks the most is regarded as the leader of the group. However, it’s true that this person is not usually the most liked in the group, isn’t it? D. J. Stang did some research that showed that the person in the group who talked only a moderate amount was liked the most. What use can we make of this information? A new romance would be affected by this aspect of group dynamics, wouldn’t it?

But enough of romance and dinner parties. I now want to discuss another important aspect of group dynamics—the effect a group has on an individual’s performance. The research tells us that sometimes the effect of the group on someone’s performance is positive, and sometimes it’s negative. It took quite a while for social psychologists to figure out why this is true. 146

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Student A: Professor:

Some research showed that people did better on a task when they were doing it in a group. It didn’t matter what the task was, whether it was slicing tomatoes or racing bicycles; people just performed better when other people were there. It also didn’t matter whether the other people in the group were doing the same task or just watching, so competition was not a factor. The first person to notice this phenomenon was Triplett.

Excuse me, but what was his first name? It wasn’t Tom, was it?

I’m sorry, I don’t remember. Please come by my office if you want the complete reference. Anyway, as I was saying, Triplett’s research was done quite a long time ago. In 1898, in fact. He watched bicycle racers and noticed that they did much better when they raced against each other than when they raced only against the clock.

This behavior surprised him, so he conducted a simple experiment. He gave a group of children some fishing poles and string. The children were told to wind the string around the fishing poles as fast as possible. Half of the children worked alone. The others worked in pairs. Interestingly, the children who worked in pairs worked faster than those who worked alone. Well, you’re probably not interested in winding string around fishing poles faster, but you are interested in doing math problems better, aren’t you? F. H. Allport had people work on math problems alone and also in groups of five to six. He found that people did better in the group situation than when they worked alone. The theory behind this type of research—research which demonstrates that people do better when they work in groups—is called social facilitation theory.

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Let me digress a bit on this matter of having an audience. In this way, we’re like a number of other creatures— ants, for example. Chen did a laboratory experiment with some ants as they were building nests. Chen had some of the ants work alone and some of the ants work with one or two other ants. Guess what! Ants worked harder when they worked with other ants than when they worked alone.

Students: Professor:

Another famous study was done with co*ckroaches. Zajonc, Heingartner, and Herman watched co*ckroaches find their way through a maze while trying to get away from a light. As you may know, co*ckroaches hate light. They are photophobic, right? The researchers had the co*ckroaches go through the maze alone and then had them go through the maze with an audience of four other co*ckroaches. The co*ckroaches reached the end of the maze faster when they had an audience. No way! Really? You’re kidding, right?

No, No! Really! This is true.

audience. He found that the presence of an audience facilitates or helps you with what you already know how to do. That is, if you know what you are doing, having an audience helps you do it better. But if you don’t already know how to do something, you will probably make some mistakes. And if you have an audience, you will continue to make mistakes. He pointed out that when you are first learning something, you are better off working alone than practicing with other people.

So to recap, the research shows that people generally perform better in groups, except if they are performing a new task. In that case they work better alone. And just let me mention in passing that if you can manage it, you should take tests on a stage in front of a large audience with a group of people who are also taking the test. Not very practical though, is it? And I wonder if it’s really true for every task we learn. What do you think? Well let’s start with that question next time. See you then.

Well, to continue, as I mentioned earlier, there is also research that demonstrates the opposite—that individuals perform worse, not better, on tasks when other people are there! The theory behind this research, which shows that people do poorly in groups, is called social inhibition theory. R. W. Hubbard did an interesting experiment on this. He had people learn a finger maze. This is a maze that you trace with your finger. The people who had an audience did worse than the people who did the maze alone. So how can we explain these contradictory results? Zajonc finally came up with a possible reason why people sometimes perform better and sometimes worse in front of an

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Listening for Returns to the Main Topic

t Play the audio of the lecture again as students make a check next to each of the expressions they hear.

Student Book pages 147–153

Listening for Specific Information t Have students read the five questions and answer as many of them as possible from memory. t Play the audio of the lecture again as students listen for any information they missed.

ANSWER KEY Expressions That Announce a Return to the Main Topic Anyway… Anyway, as I was saying… As I started to say… Back to our main topic… (But) Enough of… To come back to what I was saying… To continue with our main point… To get back to the topic at hand… To go on with what I was saying… To return to what I was saying… Well, back to business… Well, back to work… Well, to continue (with the main topic)…

ANSWER KEY 1. Differing amounts; two people do over

50 percent of the talking in any group. 2. They talk the most with people sitting across

from them. 3. They work better in groups when doing

something they already know how to do because having an audience is helpful in that situation. They work better alone when doing something for the first time because having an audience in that situation leads one to make mistakes. 4. They work better with an audience when

doing something they already know how to do because having an audience is helpful in that situation. They work better without an audience when doing something for the first time because having an audience in that situation leads one to make mistakes. 5. A person who talks a moderate amount is

best-liked. (Answers about why will vary.)

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After You Listen 7

Comparing Answers

Talk It Over 8

t Assign the activity as homework or make arrangements to attend a lecture or club meeting as a class.

Best Practice Interacting with Others One of the bases of the communicative approach to language learning is that students acquire language when they are faced with the need to use that language to communicate. In this activity, students must communicate with each other in order to compare answers, compile data, and answer questions. This interaction is a chance for students to improve their English by using it for a concrete purpose. t Divide the class into small groups and have students tally their answers from Activities 4 and 5 using the five questions in this activity. t Instruct the groups to compare their answers from Activity 6. t Tell students to go back and consider how well their answers to the discussion questions in Activity 1 matched the actual content of the lecture.

Reporting on Digressions

t Ask students to take notes on the digressions they hear. t Divide students into small groups to compare notes and fill out the chart in this activity. t Reproduce the chart on the board and call on students to give their groups’ answers to the questions. 9

Discussing Group Activities t Go over the directions as a class. t Divide the class into small groups to list the principles of group dynamics presented in the lecture. Students may find such a list useful as a reference during their discussions. t Ask the groups to choose and list three of the topics from this activity that interest them. t Make sure students have the list of “Expressions for Announcing Digressions” and “Expressions for Announcing a Return to the Main Topic” available to use as they discuss their three topics and how the principles of group dynamics apply to them. t Ask for volunteers to describe how their group discussions went.

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Using Tag Questions to Ask for Information or Confirmation, or to Challenge

Student Book pages 154–161

Best Practice t Point out that it sounds different from an uncertain rising intonation since the speaker is expressing anger or irritation.

Scaffolding Instruction This part of the chapter supports student learning by providing a logical progression of information and activities that allow students to work toward the goal of understanding the language point. First, students receive information about the types of tag questions, and then practice the pronunciation of intonation patterns modeled by the instructor. They go on to listen for the structures and intonation patterns in short conversations and a longer lecture. Finally, students use tag questions in roleplays they create. This series of steps supports students as they acquire the new language.

t The challenging tag question—an affirmative tag following an affirmative statement—may be new to students. Explain that the usage of this form is uncommon, and offer a few example situations in which they might hear it. For example, a husband might be angry upon hearing that his wife plans to buy an expensive new car without his knowledge. He might say, “She’s buying an expensive new car, is she?” A woman might be upset when she hears that her friend prefers the company of other people. She might say, “She likes her other friends better than me, does she?”

Strategy

t Review the expressions used as tag questions. Explain that these expressions have a rising intonation with the exception of “Huh,” which can function as a rhetorical question with falling intonation as well. Demonstrate the use of “Huh” with both rising and falling intonation.

Understanding and Using the Three Types of Tag Questions: Genuine, Rhetorical, and Challenging t Read the introductory material aloud or ask for a volunteer to read it to the class. t Go over the first type of tag question— the genuine question. Read the example aloud and have students repeat after you. Review both the affirmative and negative forms. Point out that a rising intonation indicates uncertainty; here, the speaker is uncertain about the answer and is asking for information. t Go over the second type of tag question— the rhetorical tag question. Read the example aloud and have students repeat after you. Point out that a falling intonation indicates certainty; here, the speaker believes they know the answer and just wants confirmation. t Go over the third type of tag question— the tag question used to challenge. Read the example aloud and have students repeat after you. Model the rising intonation of this type of tag question.

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Conveying Intention of Tag Questions with Intonation t Go over the directions and the bullet points. Model and have students repeat the examples. t Divide students into pairs to take turns saying the statements and tag questions all three ways. t Walk around the classroom and listen to students’ intonation, making suggestions and modeling the correct intonation when necessary.

Listening for Intonation Patterns t Go over the directions as a class. t Ask for a volunteer to read the introduction to each conversation. t Play the audio of the conversations, pausing after each to let students answer the questions. Copyright © McGraw-Hill

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Student Book pages 154–161

ANSWER KEY Conversation 1:

Conversation 2:

Conversation 3:

Conversation 4:

Conversation 5:

Steven:

Steven is asking a genuine question. He wants to know whether Tom will be at the practice.

Steven is using a rhetorical question. He wants George to know that Tom will be at the practice. Steven is using a challenging intonation pattern. He is annoyed by Karl’s habitual lateness.

The boss is asking a genuine question. He doesn’t know whether the report will be ready on Wednesday. He may also be making a very indirect request for the report to be finished early.

Huh? Right? and OK? are used as genuine questions.

AUDIOSCRIPT Conversation 1 Steven: Our team is having the first practice of the season this Saturday morning at 8:00. You’ll be there, Tom, won’t you? Tom:

What a drag. He’s always late. He thinks he’s coming at eight, does he? Well, I think he’s off the team then. He can’t come and go as he pleases and still be on the team.

Conversation 4 Boss: Charlie, I’ve got an unexpected merchandising meeting this week. The report won’t be done by Wednesday, will it? Charlie:

Well, I don’t think so, but we’ll work on it.

Conversation 5 Josie: Hi, Pete. How are you? Pete:

Josie: Pete: Josie: Pete:

Josie:

Fine, how ‘bout you?

Good. You’re not cooking tonight, huh? You got it. It’s Bill’s turn, right?

I think so, but he’s going to be late again. I know it.

In that case, let’s start the soup, OK? Otherwise, it’ll be nine o’clock before we ever get anything to eat.

OK, you’re right. I’m starving. You cut the carrots and I’ll do the potatoes.

Oh sure! I’ll be there early.

Conversation 2 Steven: Our team is having the first practice of the season this Saturday morning at 8:00, George. You’ll be there, Tom, won’t you? Tom:

Sure will.

Conversation 3 Steven: Soccer practice is at 6:30 this Saturday morning because another team has the field at 8:30. Tom:

Steve, Karl told me he couldn’t come to soccer practice until eight.

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Student Book pages 154–161

Listening for the Three Types of Tag Questions

t Go over the directions and the examples in the chart. t Play the audio of the lecture on group dynamics as students listen for the tag questions and classify each one according to its grammatical structure and purpose. t Divide students into pairs or small groups to compare answers. If they are unsure about the answers, play the audio again and pause after each tag question to check comprehension.

ANSWER KEY Genuine

Rhetorical

Affirmative

It wasn’t Tom, was it?

Not very practical though, is it?

Negative

… the discussion section yesterday, didn’t you?

… belong to other groups, too, don’t you?

Challenging

You might say, for example, “I’m a student, a basketball player, and a member of the film club,” wouldn’t you? … would be best, wouldn’t it? … random and unplanned, doesn’t it? … talking at the same time, didn’t they? … the best liked in the group, isn’t it? … this aspect of group dynamics, wouldn’t it? … math problems better, aren’t you? Other

You’re kidding, right?

… part of some group, right? Your family, right? … photophobic, right?

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Student Book pages 154–161

Using Tag Questions to Ask for and Confirm Information t Go over the directions and examples. t Divide the class into medium-sized groups and have everyone in the group ask one group member about his or her leisure activities before moving on to the next student.

Talk It Over 5

Using Tag Questions in Role-Plays

Best Practice Cultivating Critical Thinking Students will certainly have fun practicing and performing the role-plays in this activity. They will also synthesize and apply all of the information about tag questions presented in this part of the chapter to a contextualized conversation based on a situation they choose. In this way, students will develop their critical thinking skills as they apply their knowledge of the English language and their own experience to the creation of the role-plays.

t After each role-play, ask students for a quick summary of that group’s total. t After all the groups have performed, answer the questions about “Which group…?” as a class.

REPRODUCIBLE

Expansion Activity

tThe goal of this activity is to give students additional practice with the formation and intonation of tag questions. tDivide the class into pairs. Give one person in each pair a copy of Black Line Master 22 “Tag Questions: Student A” on page BLM 22 of this Teacher’s Manual. Give the other person in each pair a copy of Black Line Master 23 “Tag Questions: Student B” on page BLM 23 of this Teacher’s Manual. tExplain the procedure. First, all the students should add tag questions to their statements and draw rising or falling intonation lines based on the information given. tNext, the A students will say all of their statements with tag questions and the B students will respond. tThen, the B students will say all of their statements with tag questions and the A students will respond.

t Go over the direction line and the bullet points so that students understand the steps in the activity. t Divide the class into groups of approximately four students. t Give the groups time to choose one of the seven suggested situations or to invent their own. They should know who and where they are and what is happening. t Have the groups practice their role-plays. Decide whether you want students to write down what they plan to say or simply remember what they can and produce tag questions spontaneously. t As each group performs its role-play, have audience members keep a tally of the number and types of tag questions they hear.

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Student Book pages 161–163

Focus on Testing

Student 1: Professor: Student 1: Professor:

Transition Phrases: Lecture

t Have students close their books and prepare to take notes. t Play the audio of the lecture as students listen for the gist and take notes on the main ideas. t Have students open their books and answer the questions they hear. Pause for 20 seconds between each question.

Student 2: Professor: Student 2:

t Play the audio again, pausing after each section to discuss the correct answers. Professor:

ANSWER KEY 1. C

2. A

3. C

4. C

5. C

AUDIOSCRIPT Transition Phrases: Lecture Professor: Today we’re going to look at something very familiar to you all—group work. You know, what teachers tell you to do when the teacher wants to relax. No. Just kidding. Seriously, how many of you have done any group work in a class within, say, the last week? Wow. Almost everyone. Why do your teachers organize group work so much in their classes? 154

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Narrator: Professor:

Because it’s easy.

Easy for whom? The teacher? The students? Everyone.

Well, I can speak from the teacher’s perspective here. Group work is not especially easy to organize. By the way, we don’t do much of it here because there are about 100 of us and this room is like a theater. If I had a better room… Well, never mind. I can assure you that group work, serious group work, requires a lot more planning on the teacher’s part than lecturing does. Nothing could be easier than standing up here talking about anything I like. Now, from the student’s point of view, is group work easy?

Well… yes and no.

Could you give us some details? Why yes and why no?

Well, it’s easy because you don’t have to do everything yourself. The group is responsible, not just you. But then again, the group can be a pain if they’re not very good.

Beautiful. You’ve really brought up some important aspects of research on group work. Before we look at these, let me tell you where I stand on group work. I think it’s great. All sorts of instructional advantages. But let me get to that later, if we have time. As you said, group work can take pressure off the individual, but it can also cause problems. Let’s look at each of these points.

1. Listen again to part of the lecture. You know, what teachers tell you to do when the teacher wants to relax. No. Just kidding. Seriously, how many of you have done any group work in a class within, say, the last week?

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Student Book pages 161–163

Narrator:

Narrator: Professor:

Narrator:

Narrator: Professor:

Narrator:

Question 1. What does the professor mean when he says “just kidding”? Question 2. Why does the professor say “seriously”?

3. Listen again to part of the lecture. By the way, we don’t do much of it here because there are about 100 of us and this room is like a theater. If I had a better room… Well, never mind.

Question 3. Why does the professor say “by the way”?

Question 4. What does the professor mean when he says “well, never mind”? 5. Listen again to part of the lecture. Before we look at these, let me tell you where I stand on group work. I think it’s great. All sorts of instructional advantages. But let me get to that later, if we have time.

Question 5. What does the professor indicate by saying “But let me get to that later”?

tIf the class is small, call on students to read their lecture segments, questions, and answer choices aloud for the class to answer. In a larger class, divide students into groups to share their test items. tConsider having students write their answer choices on poster paper or the board to make them more accessible to classmates.

Expansion Activity tThe goal of this activity is for students to consolidate their knowledge of expressions used to signal digressions and a return to the main topic, and how those expressions might help students answer questions about a speaker’s purpose. tAfter students have done the listening activity, tell them that they will write a test item for their classmates. tHave students write a lecture segment on a topic of their choice in which the professor makes a digression and returns to the main topic. tNext, ask each student to write a question and four multiple-choice answers, similar to those in Part 4 of the chapter, based on their lecture segment.

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CHAPTER

Crime and Punishment In this

CHAPTER

Students will consider human beings’ responsibility for their own actions in everyday life and in the legal system. In Part 1, students will discuss their own transgressions and temptations and whether crimes are ever justifiable. Part 2 allows students to practice paraphrasing and presents a number of ethical questions. In Part 3, students will learn to express wishes, hopes, and desires, and perform a courtroom drama that explores the issue of temporary insanity. Part 4 introduces standardized test questions that require students to make connections among ideas from a lecture.

Chapter Opener t Direct students’ attention to the photo and the chapter title, “Crime and Punishment,” and ask what experience or knowledge students have of the U.S. and/or their country’s legal system.

willingness to accept responsibility for one’s own life—is the source from which self-respect springs.

”

Joan Didion U.S. novelist (1934– )

t Divide students into small groups to discuss the questions in the “Connecting to the Topic” section. Call on groups to share their ideas with the class.

t Discuss the quotation from Joan Didion. Ask students to share their own definitions of character. Compare students’ definitions with Didion’s, and ask whether they agree that character is the source of self-respect.

“Character—the

t Ask for volunteers to explain the possible connection between the chapter topic and the Didion quotation.

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Chapter Overview Features Lecture: Human Choice—Predetermination or Free Will? Learning Strategy: Paraphrasing Language Function: Wishes, Hopes, and Desires

Listening

Paraphrasing a speaker’s wishes, hopes, and desires Sharing hopes and wishes Role-playing characters expressing hopes and wishes

Critical-Thinking Skills

Listening to paraphrase parts of a lecture

Paraphrasing what an instructor says about predetermination and free will

Listening for expressions of wishes, hopes, and desires in conversations and lectures

Paraphrasing an instructor’s wishes, hopes, and desires

Listening to paraphrase wishes, hopes, and desires

Distinguishing the subtle difference between hopes and wishes

Speaking

Using graphic organizers such as tables and charts to organize information

Discussing if punishments fit their crimes Discussing whether “unfair” laws should be broken Discussing harsh punishments as deterrents to crime

Vocabulary Building Pooling knowledge with classmates to match words to definitions Understanding and using new vocabulary in discussions about predetermination and free will

Sharing personal experiences with “wrongdoing” Sharing prior opinions about predetermination and free will

Focus on Testing

Reading paraphrases aloud to classmates

Answering multiple-choice and table format questions

Answering idea-connection questions

Paraphrasing issues/problems for group discussions

Nouns ! ! ! ! ! !

free will karma predetermination reincarnation remorse violation

Adjective !

programmed

Idiom !

life-and-death

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Student Book pages 166–167

Building Background Knowledge

Did You Know?

Content Note

tGive students time to read the three bullet points about crime and punishment.

tThe Reverend Martin Luther King, Jr., who was born in 1929, was the key leader of the U.S. civil rights movement in the 1950s and 1960s until he was assassinated in 1968. Inspired by Christian ideals and Gandhi’s non-violent protest techniques, Dr. King was a dynamic speaker known for his 1963 “I Have a Dream” speech in Washington D.C. He led numerous marches and was arrested several times. At age thirty-five he became the youngest man to receive the Nobel Peace Prize.

tAsk students what they know about Rosa Parks, Dr. Martin Luther King, Jr., and the U.S. civil rights movement. tAsk students what they know about the case in Thailand. tIf appropriate, ask students whether their countries use capital punishment, and whether they think the death penalty is an effective deterrent to crime. 1

Content Notes tRosa Parks was born in Tuskegee, Alabama, in 1913. Before famously refusing to give up her bus seat, she had been secretary of the Montgomery chapter of the National Association for the Advancement of Colored People (NAACP) since 1943. Four days before the incident on the bus, in November of 1955, Parks attended a meeting to discuss the case of Emmett Till, an African-American teenager who had been gruesomely murdered in Mississippi after allegedly flirting with a white woman in a grocery store. tIn her lifetime, Parks received a number of honorary degrees, the Presidential Medal of Freedom, the Congressional Gold Medal of Honor, and many other awards. She eventually moved to Detroit, where she founded a youth development institute. On her death in 2005 at the age of 92, Parks became the first woman to lay in honor in the Capitol Rotunda in Washington, D.C.

What Do You Think? t Divide students into pairs to discuss the questions. t Ask for volunteers to share their thoughts with the class.

Sharing Your Experience 2

Wrongs You’ve Done or Considered Doing

Best Practice Activating Prior Knowledge This activity requires students to recall events from their own lives as they discuss wrongdoing. In this way, students activate their prior knowledge and prepare for the topic of crime and punishment, which helps them to understand and remember new ideas from the chapter. t Divide the class into small groups. Have each group choose a leader to read the questions aloud and make sure everyone shares at least one story about wrongs they’ve done or considered doing. t Call on group leaders to share one or two of their group’s stories with the class.

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Student Book pages 166–167

Vocabulary Preview 3

Expansion Activity

Guessing Definitions t Go over the directions as a class. t Model the activity using one of the vocabulary terms. For example, you could point out that predetermination has a noun suffix and contains the word determine. It also has the prefix pre, which means before. The meaning of the word should have something to do with determining before, and definition f says “already decided,” so that is the best answer choice. t Divide the class into small groups and have them discuss the vocabulary and match the terms with the definitions. t When the groups have finished, go over the list of words and call on groups to share the clues that allowed them to guess the correct definitions.

tThe goal of this activity is for students to share their world knowledge as they develop their understanding of the vocabulary terms predetermination and free will. tDivide the class into small groups and ask them to brainstorm a list of ideas based on any degree of belief in predetermination. Ideas include the zodiac, romantic compatibility based on blood type, and destiny. tCall on students to share their lists of ideas with the class. Write them on the board. tConduct a class discussion about predetermination. Ask, for example, whether students believe it’s a good idea to marry a person the zodiac describes as incompatible, or whether events in life are determined by free will or are “meant to be.”

t Answer any questions about the vocabulary, providing explanations and examples of usage as needed.

ANSWER KEY 1. e

2. g

7. d

8. c

3. h

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4. f

5. b

6. a

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Strategy Paraphrasing What an Instructor Says Go over the information about paraphrasing and ask students for situations in which they might need to paraphrase. For example, they could paraphrase information from the Internet for a report. They might also paraphrase a classmate’s words to share group ideas with the class, as in Part 1.

Before You Listen Considering the Topic

Student Book pages 168–172

Paraphrasing

Best Practice Organizing Information This activity presents a chart for students to use in classifying activities and conditions in their lives as examples of predetermination or free will, central concepts in the chapter. This type of graphic organizer gives students a way to understand the division into two categories visually, which helps accommodate different learning styles.

t Ask for volunteers to express the idea in the quotation using their own words, or have everyone in the class write a paraphrase and ask for volunteers to speak or write theirs on the board. t Emphasize that there are different ways to say the same thing, and that when paraphrasing, it is important to concentrate on meaning first, just as the class did with the example quotation. t Divide students into small groups to compare and discuss their paraphrases. Ask each group to choose one or two of their best paraphrases to share with the class.

ANSWER KEY Possible answers 1. It’s possible that our behavior is automatic— that we have no control over the decisions we make. 2. You might not feel responsible for the things

you do if you believe in predetermination. 3. What we do now is interconnected with past

actions as well as our future lives. 4. When we must make vitally important

decisions our choices become extremely significant. 5. Only people who commit crimes of their own

free will are punished. t Go over the bullet points to make sure students understand the directions. t Have students work alone to fill out the chart and add some ideas of their own. t Divide the class into small groups to discuss responses. t Call on groups to tell the class about their discussions using the questions in the third bullet point.

Practice Paraphrasing

REPRODUCIBLE

Expansion Activity

tThe goal of this activity is for students to critically examine sample paraphrases in order to better judge their own paraphrases. tPhotocopy and distribute Black Line Masters 24 and 25 “Paraphrasing” on pages BLM 24 and BLM 25 of this Teacher’s Manual.

t Go over the directions and the example paraphrase.

tExplain that there are two paraphrases for each original statement.

t Discuss the quotation from Socrates, making sure students understand the meaning and rephrasing the idea several different ways.

tAsk students to read each original statement and think about the meaning, and then read the two paraphrases and decide which is better. tDiscuss the good and bad points of each paraphrase.

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Listen 3

On the other hand, if you believe that we have free will, then you believe that we do really make all our own decisions. For example, Hindus and Buddhists believe that our choices are made freely and that these choices add up to either a good life or a bad life. This is called karma. They also believe in reincarnation. According to this belief, if we don’t make enough good decisions during one lifetime, we are reborn to try to do better in the next life.

Listening to Paraphrase Parts of a Lecture t Play the audio of the lecture once all the way through as students listen for the main ideas. t Ask students to read questions 1–4 so they know which ideas to listen for and paraphrase. t Play the audio again, pausing after each section so students can write their paraphrases.

AUDIOSCRIPT Lecture: Human Choice: Predetermination or Free Will? Professor:

OK, let’s get started. Today’s lecture about choice is in two parts. The first part of the lecture is about the difference between predetermination and free will. I hope that by the end of class that difference will be clear to you all, because I want to hear your ideas on these two very different views of the world. The second part of the lecture is about choice in the real world—when life-or-death decisions have to be made. So, do you believe that our lives are predetermined, or do you believe that we make choices that direct our lives? Basically, if you believe that our lives are predetermined, then you believe that everything we do is decided before we are born. Maybe you think we are programmed to do the things we do. Or perhaps you think a spiritual force makes all our decisions for us. But even if we believe our lives are somehow predetermined, we still appear to be making choices every day. We choose what to have for dinner or what movie to go to. We choose our friends from among the hundreds of people we meet. So the question is: are these really choices, or is the concept of free choice only an illusion?

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Student 1:

Student 2:

Professor:

These two opposing views, predetermination and free will, can have important effects on our lives. How do you think they can affect us? Yes, Craig?

Well, if you believe that everything is predetermined… then that might make you feel as if you have no control over what happens to you… you know… no control over your life.

And that feeling would certainly affect your behavior. For example, maybe you would feel that if you are not in control, then you don’t have to take responsibility for your choices.

Yes, that’s quite possible. Therefore, we should examine these opposing views about choice as a starting point in determining our own attitude toward life. You may recall that Socrates suggested this when he said that the “unexamined life is not worth living.”

How many of you have looked at your past actions and said, “I wish I had done that differently” or “If only I had decided to do this instead of what I did”? And certainly we all have worried about the future and thought, “I hope I can do the right thing.” Our relationship to the past and to the future seems to be connected with our present choices. That is, all our wishes and hopes for the future are very connected to what we choose now, in the present. Mosaic 1 Listening/Speaking

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his four victims recovered; the fourth suffered permanent brain damage.

Stop 1 Professor:

Students:

Professor:

Students:

Now let’s talk about choice in the real world. The practical implications of choice increase and intensify when life-or-death decisions have to be made. For example, if you were a judge and your job was to sentence a person to prison or even death for violation of rules or beliefs in your community, you might question the nature of right and wrong before finally reaching a decision. Do any of you recall the character Jean Valjean from Les Miserables, who was sentenced to seven years of slavery for stealing a loaf of bread for his starving family? What choice would you have made if you were the judge? I hope you are compassionate and would take time to consider all the possible choices and not decide too quickly.

Student 1: Student 2: Student 3: Professor:

Wow. That’s a tough one. I don’t know. I’m really not sure. I need to think about it.

And what if you were Jean Valjean? Would you have chosen to break the law to feed your family? Absolutely! Of course! I’d have to! You bet your life I would!

OK. All right then. But now I want you to think about this. Would you then say that you were not really responsible for the crime? Would you try to get off, be excused, by saying you did it because the society did not provide a job for you and that’s why you and your family were so hungry? This is not an easy question, is it? Now, what about this case? On March 30, 1981, the president of the United States, Ronald Reagan, and three other men were shot on a street in Washington, D.C. John Hinckley Jr., the young man who shot these men, admitted that he felt no remorse about his crime. Three of

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Wow! That’s incredible!

That’s terrible!

No kidding! I didn’t know that!

Well, it’s true. Naturally, many people were very angry that Hinckley received such a small punishment. However, Hinckley’s punishment is not my focus here. I want to focus instead on the choice Hinckley made. His actions came from his choice, and his actions injured four people.

Did you know that in the United States, only those criminals who made their choices consciously, willfully, and freely are punished? Yup, that’s the law. If it is proven in court that an act, no matter how evil, was caused by influences beyond the control of the person who did it, then that person is not punished for the act.

Stop 2 Professor:

Fifteen months later, after an eightweek trial that cost $3 million, Hinckley was found “not guilty by reason of insanity.” Think about that. Hinckley shot the president of the United States and three other people and was only sent to a mental hospital for counseling and treatment. When the psychiatrists decide that he is well enough, he will be released and sent home. He will not go to prison.

In other words, in American society, the law says that you are not responsible for choices you make if you are not aware or in control of your actions. This is called legal insanity. How about that!?

Stop 3 Professor:

We are faced with other questions— perhaps not as serious—every moment of our lives. Who will I go out with on Saturday night? Shall I go on a diet? Should I go to the movies tonight or should I study Copyright © McGraw-Hill

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for that biology test? Should I make long-range plans for my career? And more important, how should I treat other people?

ANSWER KEY Possible answers 1. Predetermination is the idea that our lives are mapped out before birth, while free will is the idea that we have control over and make choices about our lives. Believing in either of these ideas affects the way we feel about our lives.

The poetry, fiction, and theater of every culture reflect the drama involved in making these kinds of choices, but they do not offer simple answers. The only definite rule we are given about making choices is that we have to make them or they will be made for us. Ah, but if only we could make perfect choices, then there would be no problem, right?

2. Since decisions about crime have major

consequences, a judge must consider all aspects of a crime before assigning a punishment. 3. Since Hinckley was found to be legally

In summary, we have touched lightly on the extremely important matter of the nature of human choice and briefly examined the relationship between human choice, crime, and punishment. I hope this lecture has stimulated you to reflect on your own choices—what they are and why you are making them—and to consider how they shape your world view and what your responsibility is for their effects. And remember: whether you think your choices are predetermined or made freely, you cannot get away from making choices, for after all, to choose is to be human.

insane, his crime was considered to be out of his control by the U.S. legal system. Since he could not freely decide his own actions, he was sent to a mental hospital instead of prison. 4. As humans, we make major and minor

decisions every day and have no set rules for making those decisions. The professor hopes that he has caused the students to think about their own choices as well as the connection between choosing to commit crimes and being punished.

Stop 4

After You Listen 4

Comparing Notes t Play the audio again as students check their paraphrases and make any necessary changes. t Divide students into small groups to share their paraphrases. t When the groups are finished sharing their paraphrases, lead a class discussion about the differences they noticed.

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Talk It Over Paraphrasing Problems for Group Discussion

Best Practice Cultivating Critical Thinking This activity presents a number of ethical problems for students to discuss and solve in groups. To do this, students must reflect on their personal beliefs as well as the concepts from the chapter and apply both to determine the best course of action in realworld situations. This process allows students to synthesize new ideas with their personal codes of ethics.

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t Go over the information about making unpleasant choices in real-life situations. Ask students if they can think of a few examples, such as not going out with friends in order to study for a difficult class (sacrificing present fun for future success). t Go over the four guidelines students will use in their group discussions. You might want to note the guidelines on the board for students to refer to during the activity. t Divide the class into small groups to discuss the situations. t Call on groups to share with the class the solutions they chose and their reasons for them.

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Wishes, Hopes, and Desires

Content Note

Strategy

tThe expressions used to convey wishes, hopes, and desires can be used to talk about the past, present, or future.

Understanding and Expressing Wishes, Hopes, and Desires t Go over the information about the hopes, wishes, and desires expressed by the lecturer.

Past tI wish you had called me sooner. tI hope I didn’t keep you waiting long.

t Go over the expressions in the list.

Present tIf only I had more money.

t Review the conditional by asking students for examples of things they wish for and noting them on the board. For instance, students might say, “I wish I could skip the test next week,” or, “I wish I were the president of South Korea.” t Demonstrate the similarity in meaning between wish and if only expressions by transforming the students’ own examples. Using the examples above, you could say, “If only I could skip the test next week, I would be so happy,” or, “I would make my country a better place if only I were the president.” t Remind students that both wish and if only expressions indicate pessimism about the possibility of something actually happening. t Ask for volunteers to share some of their hopes. Write their sentences on the board to reinforce the grammar. For instance, students might say, “I hope to get a good grade in Chemistry,” or, “I hope Miguel isn’t at home sick today.” t Point out that expressions with hope indicate a more optimistic attitude about the possibility of something.

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tI hope you’re having a good time.

Future tI wish the voters would approve the referendum in the next election. tI hope scientists develop a vaccine soon.

Listening for Wishes, Hopes, and Desires t Play the audio of the conversation as students write the expressions of wishes, hopes, and desires that they hear. t Divide students into pairs or small groups to compare notes.

ANSWER KEY I hope I find one soon. If only I didn’t have to find something inexpensive. I wish I were making more money. I certainly hope you’re kidding.

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AUDIOSCRIPT Listening for Wishes, Hopes, and Desires Laura: Have you found a house to rent yet? James:

Laura: James:

Laura: James: Laura:

James:

Laura:

James:

No, not yet. I hope I find one soon. My family is arriving in a few days, and I want to have a house ready for them when they get here.

Sounds like you could use some help.

Well, maybe a little, but probably all I really need is more money. If only I didn’t have to find something inexpensive. I wish I were making more money. Then I would have more choices of houses.

Well, I may be able to help you out there.

You mean you know of a good house for us?

Not exactly. But I might know of a way for you to make some easy money making some quick deliveries.

Uh-oh. This sounds too easy to be legal. But I tell you, I’m getting really desperate at this point. I just might be tempted anyway.

Well, I certainly hope you’re kidding. But you don’t have to worry. It’s definitely legal. I heard that Pizza Time wants someone to deliver pizzas from 6:00 to 9:00 every night. And the pay’s not bad. Oh, is that all? Well, that sounds great! Who do I talk to?

Listening to Paraphrase Wishes, Hopes, and Desires

t Instruct students to read the six items before you play the audio again of the lecture on free will or predetermination from Part 2. t Play the audio again, pausing as necessary so that students may complete the lecturer’s sentences and paraphrase them. You may need to play some of the professor’s statements more than once.

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t Ask for volunteers to share their paraphrases. Discuss the attitude—optimism or pessimism— the lecturer expresses through his choice of expressions.

ANSWER KEY Answers may vary. 1. Lecturer: I hope that by the end of class that difference will be clear to you all. Possible paraphrase: The lecturer hopes that by the end of class, the students understand how the two ideas differ. 2. Lecturer: I want to hear your ideas on

these two very different views of the world. Possible paraphrase: The lecturer wants to hear the students’ ideas about free will and predetermination.

3. Lecturer: I wish I had done that differently.

Possible paraphrase: The lecturer asks students how many wish they had made a different choice.

4. Lecturer: If only I had decided to do this

instead of what I did. Possible paraphrase: If only I had taken a different course of action.

5. Lecturer: I want to focus instead on the

choice Hinckley made. Possible paraphrase: The lecturer does not want to focus on Hinckley’s punishment; he wants to concentrate on Hinckley’s decision to shoot.

6. Lecturer: I hope this lecture has stimulated

you to reflect on your own choices— what they are and why you are making them—and to consider how they shape your worldview and what your responsibility is for their effects. Possible paraphrase: In summary, he hopes the lecture will prompt students to examine the choices they make, how those choices affect their personal philosophies, and their responsibility for the consequences of their choices.

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Expressing Hopes and Wishes

tInstruct students to take turns reading their situations aloud to their partners. The partners should respond with an If only sentence to express a hope or wish that would be helpful.

Best Practice Interacting with Others In this activity, students complete sentences about their wishes, hopes, and desires and share them in small groups. The content is highly personal, and the activity gives students a chance to reveal facets of themselves not always seen in class. This type of self-expression is more common in Englishspeaking countries than in many other countries, so the activity provides practice with a speaking skill that may not come easily to some students. t Tell students that they are going to fulfill the lecturer’s wish for them to reflect on their own lives. t Give students time to think about themselves and complete the partial sentences. t After they have completed the sentences, have students read them aloud to each other in small groups and explain their wishes, hopes, and desires. t For this activity, you might not want to ask students to share their ideas with the whole class since they are of such a personal nature.

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Expansion Activity

tCirculate and monitor students’ grammar usage. tWhen the pairs are finished, ask for volunteers to perform some of their exchanges for the class.

Talk It Over 4

Expressing Your Hopes and Wishes, Optimism and Pessimism

Best Practice Scaffolding Instruction This role-play activity provides three opportunities for pairs of students to experiment with the language from the chapter before performing it in front of the class. This practice phase leading to a more challenging task supports learning as students develop the language and communication skills they need to function independently outside of class. t Go over the directions so that students understand the activity.

tThis activity aims to give students practice using the if only structure to express hopes and wishes about other people’s lives.

t Divide students into pairs to role-play all three situations before choosing one to present to the class.

tPhotocopy and distribute Black Line Master 26 “If Only… A” (page BLM 26 of this Teacher’s Manual) for half the students in the class and Black Line Master 27 “If Only… B” (page BLM 27) for the other half.

t Give each pair feedback on their expression of wishes, hopes, and desires.

tDivide the class into pairs. Give one student in each pair a copy of handout A and the other a copy of handout B. tGo over the example as a class.

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A “Wishes” and “Hopes” Drama

Best Practice Making Use of Academic Content This activity is centered upon real-world issues of the type that students will encounter in academic settings. As small groups prepare to act out a drama, they must consider the trauma experienced by soldiers in combat, a man’s failed personal life, murder, and the temporary insanity defense. Dealing with these issues helps prepare students for serious academic discussions. t Go over the direction line and explain that students will work in groups to plan and present a minidrama. t Divide the class into groups of 5–9 students. t Have the groups choose a “director” to read the situation aloud and assign or help classmates choose roles. t All of the roles must be assigned, so some students may play more than one character. t Give students time to plan and practice their dramas. Decide whether you want them to write a script or to simply talk about what they will say and then improvise. Remind students to use the language and ideas from the chapter. t Consider videotaping the dramas and watching them as a class. This gives students a chance to listen to and evaluate their own use of English after the pressure of performing the dramas is off. (It’s also a lot of fun!)

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Focus on Testing

AUDIOSCRIPT Professor:

Idea-Connection Questions: Lecture t Tell students to close their books and prepare to take notes. Mention that taking good notes can be especially helpful with this type of question since it asks about the overall lecture. t Play the audio of the lecture as students listen and take notes. t Have students open their books. t Play the audio of the questions through as students choose the correct answers. Pause for 20 seconds after questions 1, 3, and 4, and for 60 seconds after question 2 to allow students time to choose their answers. t Go over the students’ answers. If necessary, play the audio of the lecture again to clear up any uncertainty or to point out information the students missed the first time.

ANSWER KEY 1. C

2. free choice; no free choice; no free choice; free choice 3. B 4. C

I think you’re all familiar with the age-old debate over free will and predetermination. But recent medical research has added an entirely new dimension to it. In the past, it was mostly a question of whether (1) humans are free to make their own choices or (2) those choices are made for us by some higher power. Now, there’s a third choice: My chemicals made me do it. Neuroscience has identified about 35 chemicals—the neurotransmitters— that help carry messages throughout the brain. Let’s use one of them, serotonin, as an example.

One of the first clues pointing to some relation between serotonin and crime came from a large Dutch family whose males were known for particularly violent behavior. Researchers who analyzed the brain chemistry of some family members found a chemical problem. The men had very low levels of MAOA, a chemical that breaks down serotonin. This suggested that too much serotonin could lead to violent behavior. Later experiments indicated that too little serotonin might have the same effect. Violent and impulsive individuals were found to have brain cells that soaked up serotonin very fast. Since this neurotransmitter was known to calm certain people down, researchers reasoned that increasing serotonin levels would solve the problem. Drugs called SSRIs were developed to slow down the re-uptake, or absorbing, of serotonin. They seemed to work. In fact, I think you’ve all heard of one SSRI, Prozac. It was so effective that it became one of the largest-selling medications of all time. Anyway, the bottom line is that no one knows exactly how serotonin— or any of its 30-some chemical

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cousins—really works. It has some relation to criminal violence, but what? Is too much worse than too little? I suspect the answer will involve a lot of factors, a lot of interactions among chemicals, environmental conditions, and even personal experiences. But I’m just guessing.

young man, but some geneticallybased chemical problem is likely. His family’s history of criminal behavior goes back more than 100 years.

The one thing we know for sure is that scientific research into brain chemistry is already influencing the criminal courts. If you commit a violent crime because your brain chemicals are out of balance, are you really responsible? Judges have long ruled that a “legally insane” person, a person who cannot distinguish between “right” and “wrong,” is not necessarily responsible for his or her crimes. Neuroscience might simply be discovering the chemical reasons for this insanity.

The principle is being tested in the Nevada courts in the case of a young man whom I’ll call Jason. Jason was arrested in a hotel lobby, and he quickly admitted that he had, in fact, just committed a murder. A hotel video camera showed him at the scene of the crime. His defense lawyers do not dispute that, unfortunately, he killed someone. However, they have argued that Jason’s genetic background is to blame. Jason was raised by a loving and non-violent adoptive father and mother, but investigators found that his biological parents and two brothers lived disturbingly violent lives. All had histories of violently aggressive behavior, mental illness, or both. Jason himself had been diagnosed with serious attention deficit disorder, ADD. The disorder is very often found in people whose brains lack enough serotonin. Further tests of Jason’s brain chemistry will reveal more about this troubled 170

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Narrator:

Jason was 18 years old when he committed murder, so he is legally an adult. But is he legally responsible for the crime? Those who say no point out that he has no control over the chemistry of his brain. Under the influence of that chemistry, they say, he could not make a free choice about what he should do. They also point out that he was seeking medical help for his problems, which indicates a desire to get better. Those who do hold him responsible say that body chemistry can affect decisions but does not make them. After all, the definition of legal insanity is very narrow: Not comprehending the difference between “right” and “wrong,” and Jason, in seeking help, showed that he did understand that difference. Almost everyone has unfortunate influences in life. We have a social obligation, they say, to overcome those limitations, to choose wisely anyway. Question 1. According to the professor, what was one of the first indications of a connection between serotonin levels and violent behavior? Question 2. In the lecture, the professor mentions some support for the belief that people freely choose whether to commit a crime or not. She also mentions arguments for the opposite—a lack of free choice. Indicate which position each statement supports. Mark an “X” in the proper box for each statement. Question 3. According to the professor, why is it sometimes helpful to reduce the speed at which serotonin is absorbed by brain cells?

Question 4. Why does the professor start the lecture by mentioning free will and predetermination?

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Expansion Activity tThe goal of this activity is for students to make connections between the two lectures from the chapter and express their opinions on mental illness as a legal defense. tAfter students finish Part 4, conduct a class discussion about whether legally insane people are responsible for criminal acts they commit. Begin with the specific cases mentioned in the two lectures, those of Hinckley and Jason. Ask students what the two cases have in common. Ask them if they think the two men were responsible for their actions and what, if any, punishments they deserve. Encourage students to give reasons for and explain their personal opinions of mental illness as a legal defense.

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Name

Date

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BLM 1

Chapter 1 Part 1: Language Learning Survey DIRECTIONS: Take this paper and a pen or pencil. Stand up and move around the classroom. Introduce yourself to three different classmates. Ask them these questions about language learning and take brief notes on their answers. Example

A: Hi. My name is Yuki. B: Hello, Yuki. I’m Elena. Could I ask you a few questions? A: Sure. No problem. Name

Name

Questions

How long have you studied English?

How many languages do you speak? What has studying a new language taught you about your native language?

How has learning English changed you?

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For you, what is the most challenging part of learning English?

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BLM 2

Chapter 1 Part 2: Learning Styles DIRECTIONS: Work in groups of three. Assign one learning style to each group member. Use the Internet to learn basic information about your learning style. To find information, enter keywords in your favorite search engine or online encyclopedia. Write what you learn in the chart. Visual Learner Description:

Examples:

Auditory Learner Description:

Examples:

Kinesthetic Learner Description:

Examples:

What kind of learner are you? Give some examples:

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CH APTER 1

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BLM 3

Chapter 2 Part 1: Vocabulary Table DIRECTIONS: Complete the table using words from Activity 3 “Vocabulary in Context,” on page 28 of the student book, or choose any unfamiliar words from this chapter. NOTES: P.O.S. stands for “part of speech,” and should identify a word’s function, such as noun, verb, or adjective. The context might be part of a sentence containing the word, the name of the lecture where you heard the word, or anything else that helps you remember it. P.O.S.

Meaning

Context

Word

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BLM 4

Chapter 2 Part 2: Making an Outline DIRECTIONS: In Part 2 you used an outline to understand the organization of the lecture and take notes, and then to organize your own ideas and take notes to use during a presentation. Outlines can also be used to analyze and take notes on a reading, or to organize your ideas before you write. The Format of a Formal Outline Formal outlines use Roman numerals for main ideas. In reading and writing, these main ideas are often the topics of paragraphs or sections. Supporting details and examples are shown using capital letters, numbers, and lowercase letters, with each level representing an increasingly greater degree of detail. Topic (or Title) I. A. B. 1. 2. a. b. C. II.

The Roman Numerals: 1

III

VII

VIII

The Content of a Formal Outline: Depending on your purpose or what your instructor wants, your outline can include: !

Complete Sentences: Full-sentence outlines work well when someone else will read your outline. They can also be helpful when planning a piece of writing, because when you begin the first draft, you have already written several sentences.

Words and Phrases: If you’re making an outline for yourself, you only need to write enough to jog your memory.

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Chapter 2 Part 3: Making Excuses DIRECTIONS: Although excuses are a part of every culture, your ideas about which excuses to use depend on you as an individual and as a member of your specific culture. Think about yourself and learn about your classmates as you discuss the following questions for each situation below. 1. Is it appropriate to use an excuse in this situation?

2. Does your culture have a typical excuse that people usually use in this situation?

3. What excuse, if any, would you use in this situation?

Situations a. You were supposed to meet your friend at the library to study, but you forgot about it and

didn’t go.

b. A husband or wife has a great time with friends and gets home much later than expected.

c. A child doesn’t do the homework assignment and shows up for class empty-handed.

d. You go to a party and see that all the other guests have brought beautifully wrapped gifts for

e. On your vacation in Paris, you feel lazy and spend most of your time in the hotel room. You

don’t go to the Eiffel Tower or other popular tourist attractions. When you get back, your family asks about the Eiffel Tower.

f. Two co-workers get angry at each other at a meeting and exchange some heated words. They

see each other later as they are leaving work.

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the hostess. You didn’t bring a gift.

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Chapter 3 Part 1: Words on Family Relationships: Partner A DIRECTIONS: Below are some quotations about family relationships by famous people. Your partner has different quotations. Do not show your partner this handout. Working in pairs, take turns dictating quotations so that both you and your partner have all of them written down. Discuss the meanings of the quotations, as well as your opinions about them. Do you agree with all of the ideas?

Sometimes being a brother is even better than being a superhero.

—Marc Brown

—Mark Twain Siblings—the definition that comprises love, strife, competition, and forever friends.

—Byron Pulsifer

—George Moore

Rejoice with your family in the beautiful garden of life!

—Albert Einstein

—Maya Angelou Families are like fudge—mostly sweet with a few nuts.

—Author Unknown

—Jane Howard

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Chapter 3 Part 1: Words on Family Relationships: Partner B DIRECTIONS: Below are some quotations about family relationships by famous people. Your partner has different quotations. Do not show your partner this handout. Working in pairs, take turns dictating quotations so that both you and your partner have all of them written down. Discuss the meanings of the quotations, as well as your opinions about them. Do you agree with all of the ideas?

—Marc Brown My father was an amazing man. The older I got, the smarter he got. —Mark Twain

—Byron Pulsifer A man travels the world over in search of what he needs, and returns home to find it. —George Moore

—Albert Einstein I’ve learned that regardless of your relationship with your parents, you’ll miss them when they’re gone from your life.

—Author Unknown Call it a clan, call it a network, call it a tribe, call it a family. Whatever you call it, whoever you are, you need one.

—Jane Howard

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—Maya Angelou

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Chapter 3 Part 3: Venn Diagram: Family Relationships

DIRECTIONS: Label one of the circles “United States,” and label the other with the name of your country. In the “United States” circle, write two or three generalizations about sibling and family relationships that are only true for the United States. Use adverbs of time and other expressions for making generalizations. Do the same with the other circle, writing generalizations that are only true for your country. Where the circles overlap, write two or three generalizations about sibling and family relationships that are true in both countries.

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CH APTER 3

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Chapter 3 Part 4: Cloze Passage DIRECTIONS: Fill in the blanks as you listen to the short conversation. Man:

I’m late. I just finished a really difficult phone call and I needed a few minutes to figure out what to do about it.

Woman: Really? If you

saying... What happened? Maybe

I Man:

No, no, it’s OK. My dad that they aren’t going to be coming to visit us on their vacations anymore… that he and my Mom are going to my brother’s house from now on and if we wanted to see them, that we’d have to go there.

Woman: Are you upset Man:

No, I’m OK with that.

Woman: Well,

how much you argue with him when he comes to your

house, so maybe Man:

, right?

Sorry?

Woman: I mean, if he’s so difficult, then Man:

deal with him.

Wait a minute. That’s a little cold. This is my dad we’re talking about. I love the guy .

Woman: Why?

when you were little.

Man:

how much he always favored your brother over you

But that was a long time ago and it wasn’t really his fault.

Woman: Right.

that your brother was sick a lot and needed extra

attention. But missing your music concert? Come on! He the time. Why are you being so tough on him? It was only one concert.

Woman: But it really

. So… if he feels more comfortable at your

brother’s house… just let him go there and

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CHAPTER 3

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Man:

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Chapter 4 Part 1: Expressions from the Heart DIRECTIONS: Take a look at these idioms and expressions that use the word heart. Discuss the questions in small groups. !

to learn/know something by heart

When you learn something by heart, you memorize it. After that, you know it by heart. For example, you might learn a favorite poem by heart so that you can recite it from memory. to have a heart-to-heart talk with someone

You have a heart-to-heart talk with someone when you want to discuss something that is personal and perhaps difficult to say. For example, you might have a heart-to-heart talk with your friend about something he or she did that hurt your feelings. to have a broken heart/to break someone’s heart

This expression describes the terrible way we feel when a romantic relationship doesn’t work out. You might have a broken heart when someone ends a relationship with you, for example, or you might break someone’s heart when you end a relationship with him or her. to wear your heart on your sleeve

People who wear their hearts on their sleeves seldom hide their emotions. They let people see what they are feeling. to have a change of heart

When you have a change of heart, you change your mind about something. For example, you might decide to attend a certain university, but then you have a change of heart and decide to attend a different one. Discussion Questions: 1. Why would you want to learn something by heart? Think of situations when it is helpful to know

something by heart.

2. Describe a heart-to-heart talk you had with someone.

3. Talk about a movie or story in which someone’s heart is broken. How does the person’s broken heart

affect the plot?

positive or negative trait?

5. Describe a time you had a change of heart about something.

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CHAPTER 4

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Chapter 4 Part 2: Associations Map

DIRECTIONS: Choose four analogies from Activity 6, “Discussing Analogies,” on page 68 of the Student Book, and write them in the four larger circles. Then think about each analogy and write anything that comes to mind in the smaller circles.

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CH APTER 4

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Chapter 4 Part 3: Expressions to Introduce Personal Opinions I’m convinced…

I’m (almost) positive…

I’m fairly certain…

I’m pretty sure…

I (strongly) believe…

I bet…

I imagine…

I suspect…

I think I’d say…

In my opinion…

Not everyone will agree with me, but…

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CHAPTER 4

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Chapter 5 Part 1: Vocabulary Categories DIRECTIONS: Write each term from the vocabulary list under one of the headings in the table below. Be prepared to explain your choices. Nouns acceleration altitude astronaut atmosphere cargo bay friction mission orbit orbiter satellite shuttle

Verbs manipulate shuttle simulate

Adjectives remote solar

natural phenomenon

human activity

person

spacecraft or part of a spacecraft

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CH APTER 5

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Chapter 5 Part 4: Simple Note Formats

Detail

ain

Id e

DIRECTIONS: You learned in the chapter that guessing the possible relationship between ideas you will hear in a lecture can help you take notes. In addition to the two-column note format you practiced in the chapter, try the following:

Topic Concept Theme

A “Spider Map” shows how supporting ideas relate to a central idea. For example, you might write the result in the center and the causes on each of the spider’s “legs.” Chain of Events Event 1 Event 2 Event 3 Final Result A Chain of Events diagram shows the steps in a process starting with the first and ending with the final result. For instance, a seed sprouts into a seedling, uses sunlight and water to grow, and becomes a tree. Copyright © McGraw-Hill

Cycle 4

2 Use a Cycle format to show a repeating set of events such as the rain, evaporation, rain cycle.

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CHAPTER 5

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Chapter 6 Part 1: Internet Research on the World Bank DIRECTIONS: Search for information on the Internet about the World Bank. Locate at least one article or website with a positive view of the World Bank, and one with a negative or critical viewpoint. Complete the chart. Article or Website #1: Positive Viewpoint

Article or Website #2: Negative Viewpoint

Title of article or name of website:

URL: (Web address)

Clues about the article’s or website’s viewpoint:

One interesting piece of information from the article or website:

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Chapter 6 Part 2: Expressions Used to Link Pros and Cons

DIRECTIONS: Make as many copies of this sheet as you have groups of students. Cut out the cards and keep them in sets.

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although

but

however

instead

nonetheless

on the contrary

on the other hand

although

however

but

nonetheless

on the contrary

CHAPTER 6

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Chapter 7 Part 1: Researching a Remarkable Person DIRECTIONS: On the Internet, search for information about a famous person mentioned in the poster activity. Complete the form and be ready to give a short oral report about the person you researched. 1. Name of person: 2. Dates and places the person lived:

3. Most famous accomplishment:

4. Other accomplishments:

5. Your opinion/reaction:

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Chapter 7 Part 2: My Life DIRECTIONS: Think about your own accomplishments and the events that have shaped your life. Plot the accomplishments and events on the left side of the timeline and the dates on the right side.

My Life

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Chapter 7 Part 3: The Life of the Party DIRECTIONS: Cut out the expressions cards. Give one to each student in a group of 3–4 just before they role-play conversations at a party. Tell students to check off their expressions as they use them. ! ! ! ! ! ! ! ! !

I love…

I can’t tolerate…

I detest…

… irks me

I don’t really like…

I hate…

I don’t care for…

I’m thrilled…

What a terrific…!

I dislike…

I’m happy…

I can’t stand… That’s great! … bugs me

I’m delighted… I can’t take…

This is my idea of…

I don’t have time for… That’s super!

I enjoy…

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CH APTER 7

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Chapter 8 Part 1: Inventors and Their Inventions DIRECTIONS: Match the inventors with their inventions. Then write the year in which you think the invention was invented. INVENTOR

INVENTION

YEAR

Alexander Watson-Watt Mary Anderson Galileo Galilei Tokuji Hayakawa Bartolomeo Cristofori George Crum Ruth Wakefield Jonas Salk Johann Vaaler Tim Berners-Lee

the potato chip the windshield wiper the piano

the polio vaccine the paper clip radar

the mechanical pencil the World Wide Web the chocolate chip cookie the thermometer

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CHAPTER 8

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Chapter 8 Part 4: Writing Test Items DIRECTIONS: The script below is part of the lecture on creativity. Read the script and imagine it is part of the listening section of the TOEFL® iBT. Write three test items similar to the ones in Activity 1, Part 4 Focus on Testing. Each of the items should have a question that requires listening for signal words or information that is divulged and four answer choices. Do not mark the correct answers. Let me emphasize again that (1) everyone has creative abilities and (2) we are all creating our own realities at every moment. Let me illustrate this by having you look at the large “No Smoking” signs on the walls. Do you recognize the sign at one glance, or do you see it in parts, small sections, letter by letter? When I am being deliberately analytical, I feel I see the world in pieces. What is really going on is that the eye really does “see” things in pieces. It vibrates with great speed, taking brief, narrow pictures of the world. Then the mind combines, or fuses, those individual pictures into a larger picture—a creation. It’s this creation that gives us a sense of the whole. So the mind, then, creates an interpretation of what comes in through the senses.

Now I’ll explain how art is connected with this process of interpretation and ordering of the world. The artist sees a fragmentary, disordered series of events—pieces of light, color, parts of conversations—and brings them together into a work of art to make the world more understandable. But art is not just an activity for professional artists. The real story is that we do the same things as the artist every day, all the time. In this way, we are all artists and creators in our lives, without effort.

Now you may be wondering at this point why so many people want to be more creative if, as we said, human beings are naturally creative. I’m going to answer that by telling you that although the mind is spontaneously creative when we are very young, as we grow older, the mind tends to become caught in repetitive patterns. Then the mind operates imitatively—not creatively—seeing the world the same way day after day after day. In this state of mind, you are not creating anything new because your mind is not exploring new ways of looking at things.

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Chapter 9 Part 3: Tag Questions: Student A DIRECTIONS: ! ! ! !

Do not show your partner this worksheet.

Write tag questions for each statement and draw lines to indicate rising or falling intonation.

Say all your statements with tag questions to your partner using the appropriate intonation pattern and structure (affirmative or negative). Your partner will respond after each one. Listen to your partner’s statements with tag questions and respond.

1. You studied last night,

(You want to confirm that your partner studied.) 2. You enjoy going to school,

(This is a rhetorical question. You think your partner enjoys going to school.) 3. This class is awesome,

(This is a rhetorical question. You like the class.) 4. You didn’t look at the next chapter in the textbook yet,

(You want to check to see if this is true.) 5. You’re never at a loss for words,

(This is a rhetorical question. You admire your partner’s speaking ability.)

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CHAPTER 9

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Chapter 9 Part 3: Tag Questions: Student B DIRECTIONS: ! ! ! !

Do not show your partner this worksheet.

Write tag questions for each statement and draw lines to indicate rising or falling intonation. Listen to each of your partner’s statements with tag questions and respond.

Say each of your statements with tag questions to your partner using the intonation pattern and structure (affirmative or negative). Your partner will respond after each one.

1. This is great weather we’re having,

(This is a rhetorical question. You think the weather is great.) 2. You don’t have a little money I could borrow,

(You want to check to see if this is true.) 3. We don’t have any homework for tomorrow,

(This is a rhetorical question. You don’t think there is homework for tomorrow.) 4. You’ve traveled a lot,

(You want to check to see if this is true.) 5. The class party will be at your place,

(You want to check to see if this is true.)

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CH APTER 9

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Chapter 10 Part 2: Paraphrasing (continues on page BLM 25) DIRECTIONS: Read each original statement and think about its meaning. Then, read the two paraphrases that follow and decide which one is better and why. 1. Original

Just as in other degenerative diseases, heart disease is normally present long before we notice any drastic symptoms. Paraphrases

a. With heart disease, as with other diseases that worsen over time, major symptoms may not occur

during the early stages.

b. A long time before we notice major symptoms, heart disease is usually present, just as it is in other

degenerative diseases.

2. Original

A child learns language in a natural way and is not conscious of the process. An adult learning a new language relies more on rules and a conscious, disciplined approach to language learning. Paraphrases

a. Unlike children, adults learn language after studying the rules of a conscious, disciplined approach

to language acquisition.

b. Children automatically acquire language without being aware of it. As adults, we deliberately and

methodically use rules to learn a new language.

3. Original

Working to improve their economies, developing nations sometimes seek financial assistance from outside sources such as the World Bank. Paraphrases

a. Developing nations require economic assistance in the form of outside loans, sometimes from the

World Bank, as they work to improve their economies.

b. Developing countries may apply for a loan from the World Bank for the purpose of economic

development.

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CHAPTER 10

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Chapter 10 Part 2: Paraphrasing (continues from page BLM 24) 4. Original

Working as part of a small group may require us to compromise our own ideas to fit with the ideas the group agrees are important. Paraphrases

a. Members working in small groups sometimes adjust their ideas to conform with those considered

important to the whole group.

b. A small group working together inevitably experiences dissension because different members have

different goals for the group.

5. Original

Older people who are unable to care for themselves require differing levels of assistance ranging from help in their own homes to living in a facility with round-the-clock nursing services. Paraphrases

a. Care for elderly people needing assistance can be provided in their own homes or by nursing

homes, depending on what they require.

b. A facility with nursing services provides the level of assistance that older people require to be able

to care for themselves.

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Chapter 10 Part 3: “If Only…”: A DIRECTIONS: With a partner, take turns reading situations aloud. After you listen to a situation, use “If only…” to express a hope or wish that would be helpful to your partner. Example Student 1: “This paper is due today, and I’m just not happy with it. I think it really needs more information about climate change.” Student 2: “If only you had another day to work on it.” or “If only your professor would give you an extension.” Situations A: ! ! !

Can you believe it? My roommate ate all my food again.

There’s a great program on television tonight, but it’s on at the same time as my sociology class. My best friend is always asking to borrow my cell phone, but never offers to help me pay the bill.

I’m a little homesick. My whole family is getting together tomorrow for my mother’s birthday party, and I’m stuck here.

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CHAPTER 10

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Chapter 10 Part 3: “If Only…”: B DIRECTIONS: With a partner, take turns reading situations aloud. After you listen to a situation, use “If only…” to express a hope or wish that would be helpful to your partner. Example Student 1: “This paper is due today, and I’m just not happy with it. I think it really needs more information about climate change.” Student 2: “If only you had another day to work on it.” or “If only your professor would give you an extension.” Situations B: ! ! !

I’m thinking about getting a part-time job, but I’m worried that if I start working, I might not have enough time to study. I got a really low score on the midterm exam, and I’m not sure I’ll be able to pass the course. My apartment is so far from the bus stop that I got soaking wet walking to class in the rain.

I’m really thirsty, but I don’t see anywhere around here to get a drink.

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BLM

Answer Key

Mosaic 1 Listening/Speaking

BLM #9 Answer Key

BLM #20 Answer Key

Sorry; don’t mind; can help; just told me; about that; you’ve told me; it’s for the best; let your brother; no matter what; You’re always saying; We all know; could have found; hurt your feelings; forget about it

1. After your classmates fill in their charts, check

Chapter 3, Part 4

Chapter 8 Part 1

their answers. 2. When classmates correctly match an inventor with

his or her invention, let them tell the group what they know, such as the nationality of the inventor or how the invention was created. 3. Share the information below if classmates don’t

know it already. INVENTOR

Alexander Watson-Watt

INVENTION

YEAR

radar

1935

the windshield wiper

1903

the thermometer

1593

the mechanical pencil

1915

the piano

around 1700

the potato chip

1853

the chocolate chip cookie

1930

the polio vaccine

1947– 1955

the paper clip

1890

the World Wide Web

1989

— Scottish physicist; he invented radar to track storms in order to make it safer to fly airplanes. Mary Anderson

— American inventor; she invented a wiper that streetcar drivers could operate from inside the car. Galileo Galilei

— Italian astronomer; his thermometer consisted of water that rose and fell with the temperature inside a glass tube. Tokuji Hayakawa

— Japanese businessman; he invented “The Ever-Ready Sharp Pencil” and later became the CEO of Sharp electronics corporation. Bartolomeo Cristofori

— Italian instrument maker; his keyboard instrument could be played at any volume from very soft to very loud. George Crum

— Native-American/African-American chef; he cut potatoes into very thin slices and fried them until they were very crisp in order to please a fussy customer. Ruth Wakefield

— American hotelier; she owned the Toll House Inn and published a cookbook with her cookie recipe. Jonas Salk

— Russian-American researcher; his vaccine virtually eliminated the crippling disease. Johann Vaaler

— Norwegian patent office worker; his original clip had triangular or square ends. Tim Berners-Lee

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Answer Key

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BLM #22 Answer Key

Student A: 1. didn’t you; rising intonation 2. don’t you; falling intonation 3. isn’t it; falling intonation 4. did you; rising intonation 5. are you; falling intonation

BLM #23 Answer Key

Student B: 1. isn’t it; falling intonation 2. do you; rising intonation 3. do we; falling intonation 4. haven’t you; rising intonation 5. won’t it; rising intonation

BLM #24 Answer Key Chapter 10 Part 2

1. a is a good paraphrase; b uses language that

is too similar to the original and it changes its meaning of the original 2. b is a good paraphrase; a changes the meaning of

the original 3. b is a good paraphrase; a changes the meaning of

the original 4. a is a good paraphrase; b makes sense, but

changes the meaning of the original 5. a is a good paraphrase; b uses language that is

too similar to the original and changes its meaning

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Mosaic 1 Listening/Speaking

SECTION I Listening to a Conversation Answer these questions about the conversation. (3 points each) 1. The first student needs clarification on A B C

why interrupting the professor is impolite

how languages might affect the way we think

why languages have such different vocabularies

2. The second student suggests that A B C

it’s fine to interrupt a professor if it’s done politely it’s impolite to interrupt a professor

shy students should wait for brave students to interrupt a professor

3. The second student talks about bread because A B C

it’s an example of languages having different vocabularies having seven types of bread is very unusual

borrowing words for bread is a linguistic universal

4. “Are you following me?” means A B C

“Are you as confused as I am?”

“Are you taking notes on this?” “Do you understand me?”

5. The professor talks about eating a croissant in the lecture because

croissant is a word that is borrowed from French

A B C

the professor likes to eat croissant croissant is a type of bread

A B C

comparative linguistics historical linguistics language learning

2. When grouping languages into families, linguists study A B C

grammar structures

the sound system of a language vocabulary and phonology

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3. The professor implies that the Latin-based languages A B C

have very different words for basic ideas

have not changed as much as other languages came from an older language

4. Since “Hawaiian regularly transforms the /t/ sound to /k/”, we know that A B C

the Hawaiian language doesn’t use the /t/ sound

the Hawaiian language changes the /t/ sound to /k/ the Hawaiian language doesn’t have many letters

5. What can we predict about the Polynesian languages? A B C

They will be replaced by English.

They will borrow a new word for “blood.” They will continue to change over time.

SECTION III New Words Use the words in the box to complete the sentences below. (3 points each) capacity efficacious

in spite of integrated

obsolete paradigm

paradox revelation

shake things up transform

1. The fact that such a rich country has so many poor people is a(n) 2. Young children often have a great

for learning languages.

3. Finding out that my great-great-grandmother was a princess was truly a 4. Some people say that the most

English television.

way to learn English is to watch a lot of

5. Technology changes so rapidly that the computer I had in college is now 6. Art teachers try to

their students into painters and sculptors.

into one classroom.

8. I received an A in my Economics class

classes.

9. In order to keep students from getting bored, it is important to

different teaching methods.

10. My professor’s research on language acquisition provided a new

teaching English.

the fact that I had missed three and to use for

7. Some educators believe that it is better to have students of different abilities

CHAPTER 1 TEST

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SECTION IV Using Language Fill in each blank with a word from the box. (There are more words in the box than there are blanks.) (8 points each) repeat repeating

pardon interrupt

1. Excuse me. Would you mind 2. I beg your 3. May I 4. Excuse me. Could you 5. I’m sorry. Would you say that

understand clear

again catch

that? . What was that again? ? I didn’t get the last part. that, please? , please? /100 pts.

TOTAL

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SECTION I Listening to a Conversation Answer the questions about the conversation. (3 points each) 1. The first student isn’t sure about A B C

why anyone would want to learn about cultures the value of working in small groups getting a good grade in the course

2. In the first student’s country, students usually A B C

do a lot of small-group work just listen to a lecture do not take notes

3. The second student suggests that A B C

students don’t like listening to lectures

it’s OK not to pay attention during small-group work

instructors want students to learn more by cooperating

4. Which expression asks for confirmation of understanding? A B C

“I don’t know exactly what you mean. Are you saying …?” “Maybe you’re right, but this is a language class.” “Do you think it’s a good way to learn?”

5. Which of the following is an example of classmates cooperating? A B C

listening to the audio as a class taking notes during a lecture

listening to each other in small groups

SECTION II Listening to a Lecture Answer the questions about the lecture. (3 points each) 1. The lecture is about B C

African lions cooperating to get food African lions competing for mates

the African plains teeming with life

2. An example of lion cooperation is A B C

four lions hunting one zebra

male lions fighting over a mate

lions watching another lion hunt small prey

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3. The professor implies that A B C

lions are very intelligent animals

lions find it difficult to work together

lions don’t cooperate when they don’t have to

4. The student says, “I’m not sure I understand.” Another way to say this is, A B C

“Does that answer your question?”

“I don’t know exactly what you mean.” “I disagree with your idea.”

5. What prediction can we make? A B C

The next lecture will be about animal cooperation.

The next lecture will be about human competition. The next lecture will be about animal competition.

SECTION III New Words Fill in each blank with a word from the Word List. (There are more words in the Word List than there are blanks.) (3 points each) awkward desolate fast

Celsius Fahrenheit teem

The Antarctic

ecosystem migratory catastrophe

ferocious beachfront

battle disposition

, which includes only a few animal and insect species, is unique

on earth. To begin with, Antarctica is extremely cold. On a summer day, the temperature might reach zero degrees 4

, which is thirty-two degrees

, near the water’s edge, you may see large birds with a very

way of walking. They’re penguins, of course, whose enemies include the

leopard seal as well as

is that they must

birds that live part of the time in South America and

sometimes steal the penguin’s eggs. Penguins generally have a quiet males sometimes

. On the

, although

for a mate. One of the most interesting things about penguins for long periods because their nesting grounds are far from

their food source—the ocean.

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Mosaic 1 Listening/Speaking

SECTION IV Using Language Complete the conversation with the phrases from the box. (8 points each) Are you saying that because Mike got a new video game

I see what you mean that I don’t have to do chores on Saturday

I’m not sure I understand

Mother: Did you clean up your room like I asked you to? Child:

I didn’t clean up my room

Mother: I’m not sure I’m getting this. Child:

Mike’s new video

game is more important than your chores?

No, but it’s a really important game.

Mother:

. Do you mean to say that the video game is a big

part of your life, like your family and your home? Child:

. I’ll clean up my room right now.

Mother: That’s better. You can play video games with Mike on Saturday. Child:

Am I right? Are you saying

Mother: That’s right. Now hurry up and clean your room. /100 pts.

TOTAL

CHAPTER 2 TEST

han70492_ChTest_ch02-Rnd02.indd 6

11/29/12 11:32 AM

Name

Date

CHAPTER

Score

Test

Mosaic 1 Listening/Speaking

SECTION I Listening to a Conversation Answer the questions about the conversation. (3 points each) 1. The student didn’t understand the part of the lecture about A B C

why Americans live in extended families the increase in household size

Americans not feeling isolated

2. The professor implied that A B C

many Americans don’t like their relatives

Americans should live with their extended families

many people make an incorrect assumption about Americans

3. The average number of people in a U.S. household is A B C

1.9

2.5 2.9

4. The straw-man argument used by the professor was A B C

Americans feel isolated because of small household size

the size of households in the U.S. has decreased since 1991

where they can easily visit family members

with several relatives

alone

people outside the U.S. frequently live in extended families

5. According to the conversation, Americans prefer to live A

CHAPTER 3 TEST

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11/29/12 11:31 AM

CHAPTER

Test

Mosaic 1 Listening/Speaking

SECTION II Listening to a Lecture Answer the questions about the lecture. (3 points each) 1. The lecture is about A B C

options for care of the elderly

reasons to consider nursing homes problems with home healthcare

2. The professor implies that A B C

residents must share rooms in assisted living facilities elderly people are unhappy in nursing homes

home healthcare isn’t a good choice for seriously ill people

3. Families who hire nurses to provide home healthcare A B C

are still responsible for medications

have help with certain medical therapies don’t have to worry about meals

4. “By and large, these facilities look like ordinary apartment complexes.” In this sentence, the professor

means that A B C

assisted living facilities are seldom a good option

assisted living facilities usually resemble apartment complexes assisted living facilities are as big as apartment complexes

5. What assumption does the professor make? A B C

Learning about elderly care options will confuse the listeners. The listeners do not have any elderly relatives.

It’s better to learn about elderly care options before one needs to make a decision about them.

SECTION III New Words Match each word with its definition. Write the letter of the correct definition in the blank. (5 points each) 2. 3. 4. 5. 6. 7. 8.

statistics

a. people living under one roof, often a family living together

syndrome

b. a collection of numerical data

spouse

d. pridefulness or self-importance that is often offensive

siblings

f. a husband or wife

entitlement arrogance longevity

household

c. long life

e. brothers and sisters

g. a feeling of deserving or having a right to whatever you desire

h. a group of symptoms occurring together and characterizing a specific

disease

CHAPTER 3 TEST

han70492_ChTest_ch03-Rnd02.indd 8

11/29/12 11:31 AM

CHAPTER

Test

Mosaic 1 Listening/Speaking

SECTION IV Using Language Look at the statistics. Then circle the correct adverb of time in each sentence. (6 points each) 1. Seventy-seven percent of elderly Polish people have visited their children within the past week.

Elderly Polish people (rarely / typically) see their children at least once a week. 2. In Norway, 8 percent of the elderly live within ten minutes of their children.

Elderly Norwegians (by and large / seldom) live near their children. 3. Eighty-six percent of elderly Americans say they would prefer to live in their own homes.

(Hardly ever / For the most part) elderly Americans prefer to live in their own homes. 4. In Denmark, 58 percent of women and 32 percent of men have seen a sibling within the past week.

Danish women (normally / rarely) visit their siblings more than Danish men. 5. Six percent of elderly people in Great Britain have seen a grandchild within the past week.

(Seldom do / Generally speaking) elderly people in Great Britain see their grandchildren. /100 pts.

TOTAL

CHAPTER 3 TEST

han70492_ChTest_ch03-Rnd02.indd 9

11/29/12 11:31 AM

Name

Date

CHAPTER

Score

Test

Mosaic 1 Listening/Speaking

SECTION I Listening to a Conversation Answer the questions about the conversation. (3 points each) 1. The woman wants to run fast A B C

to rest her cardiac muscles to lose weight

to increase her heart rate

2. The man mentions writing a paper because A B C

he is not having a good time

he has a homework assignment due he wants to go home

3. The man’s opinion is that A B C

they should exercise more often

the woman wouldn’t enjoy the park

they would both enjoy going for a walk

4. The man says, “… and check out the gelato stand to see if there are any new flavors …”

Gelato is A B C

a newspaper

a frozen dessert

a type of bicycle

5. The woman does not think it is healthy to A B C

walk in the park run fast

eat ice cream

SECTION II Listening to a Lecture Answer the questions about the lecture. (3 points each)

A B C

present information about heart attacks describe two types of heart disease

outline ways to prevent heart disease

2. CAD stands for A B C

T10

cardiac arterial disorder coronary artery disease

1. The professor’s main purpose is to

cardiac arrest disease

CHAPTER 4 TEST

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11/29/12 11:31 AM

CHAPTER

Test

Mosaic 1 Listening/Speaking

3. The professor says, “… you should do everything possible to avoid a heart attack, which can cause

part of the heart to die when it’s deprived of oxygen.” “Deprived of ” means A B C

getting

carrying lacking

4. The professor compares heart failure to A B C

an inefficient heart

B C

fluid in the lungs

a leaky water pump

5. The professor implies that A

he doesn’t believe CAD is caused by high levels of fat in the blood

some people don’t share his opinions about preventing heart disease through diet exercising 30 minutes almost every day is too much for some people

SECTION III New Words Fill in each blank with a word from the Word List. (5 points each) cardiac muscles vary

peel hollow

tick-tock strip

chambers pump

1. You might get bored with your exercise routine if you never 2. Blood travels through the four 3. The

and closing.

it.

of the human heart. of the human heart is actually the sound of the heart valves opening

4. You need to remove the

before you eat a mango.

5. Some balls, such as basketballs and soccer balls, are

inside, while golf balls

and baseballs are not.

6. Weak

can cause the heart to work inefficiently.

7. He wrote his telephone number on a small 8. The heart is able to

of paper. blood throughout the entire body.

CHAPTER 4 TEST

han70492_ChTest_ch04-Rnd02.indd 11

T11

11/29/12 11:31 AM

CHAPTER

Test

Mosaic 1 Listening/Speaking

SECTION IV Using Language Fill in each blank with a word from the box. (There are more words than questions.) (6 points each) clam pretty

lamb ghost

positive nice

1. In some ways, the heart is 2. I am

to a water pump. that this information will not be on the test.

3. Her face turned as white as a 4. The eye is

free similar

when she heard the news. the lens of a camera.

5. The girls in their new dresses were as

as a picture. /100 pts.

TOTAL

T12

CHAPTER 4 TEST

han70492_ChTest_ch04-Rnd02.indd 12

11/29/12 11:31 AM

Name

Date

CHAPTER

Score

Test

Mosaic 1 Listening/Speaking

SECTION I Listening to a Conversation Answer the questions about the conversation. (3 points each) 1. The woman is talking about A B C

a television news story a radio news story

an Internet news story

2. According to the story, there was a problem with A B C

the space station a spacecraft

the earth’s atmosphere

3. According to the woman, A B C

more fuel

was needed in order to achieve orbit.

another Brazilian astronaut greater acceleration

4. The woman says, “The astronauts were told to return to earth …” which means that A B C

someone told the astronauts to return the astronauts did not want to return the astronauts decided to return

5. The man and woman will probably A B

ask a friend what happened

listen to the rest of the story

wonder if the spacecraft landed safely

CHAPTER 5 TEST

han70492_ChTest_ch05-Rnd02.indd 13

T13

11/29/12 11:31 AM

CHAPTER

Test

Mosaic 1 Listening/Speaking

SECTION II Listening to a Lecture Answer the questions about the lecture. (3 points each) 1. The tour guide’s main purpose is to A B C

discuss problems with the Apollo 13 mission and how they were solved defend government spending for the space program

describe the way mission control set the shortest possible course for Apollo 13

2. The tour guide asks if it seems strange to start the tour with the Apollo 13 exhibit because A B C

Apollo 13 did not land on the moon

the Apollo 13 astronauts made it back to earth the Apollo 13 spacecraft is not in the museum

3. The Apollo 13 astronauts had to travel A B C

2,000

miles with very limited power.

20,000

200,000

4. A student tells the tour guide, “… the mission of Apollo 13 wasn’t accomplished.” The student uses

the passive voice because A B C

the focus of the sentence is the mission, not the people who didn’t accomplish it it is uncertain who participated in the mission

the mission took place at an indefinite time in the past

5. One difficult aspect of returning the Apollo 13 spacecraft to earth was A B

mission control was unable to communicate with the astronauts the spacecraft was very remote at the time of the explosion

there had been an explosion in the lithium hydroxide canisters

T14

CH APTER 5 TEST

han70492_ChTest_ch05-Rnd02.indd 14

11/29/12 11:31 AM

CHAPTER

Test

Mosaic 1 Listening/Speaking

SECTION III New Words Match each word on the left with its definition on the right. Write the letter of the correct definition on the line. (3 points each) orbit

1. 2.

simulate

b. of or about the sun

acceleration

d. to control

friction

3. 4.

solar

mission

cargo bay

satellite

manipulate

shuttle

10.

a. travel back and forth frequently

c. copy the appearance or effect of something

e. the circular path one body makes around another body

in space

f. an object or vehicle that orbits the earth or another body

in space

g. the process of increasing speed

h. resistance to motion of two surfaces that are touching i. a special job or assignment given to a person or group

j. an area in an airplane or spaceship used to keep special goods

or materials

SECTION IV Using Language Fill in each blank with either the passive or active form of the verb in parentheses. (8 points each) 1. The space program 2. Some people

(fund) by tax revenue. (think) that the costs of the space program are too high.

3. Those people believe that money should

and education.

4. The communications satellites that make cell phones work

result of the space program.

5. A great deal of military technology also

(spend) on necessities such as food (invent) as a (come) from the space program. /100 pts.

TOTAL

CHAPTER 5 TEST

han70492_ChTest_ch05-Rnd02.indd 15

T15

11/29/12 11:31 AM

Name

Date

CHAPTER

Test

Score

Mosaic 1 Listening/Speaking

SECTION I Listening to a Conversation Answer the questions about the conversation. (3 points each) 1. The friends are talking about A B C

loaning money to friends

getting a new roommate spending twenty dollars

2. The woman says, “You can say that again!” which means A B C

“I disagree with you.”

“Please repeat what you said.” “I agree with you.”

3. According to the conversation, A B C

borrowed money from the man.

the woman

the man’s roommate nobody

4. The woman says, “You’ve got to be kidding!” which means A B C

“That’s really funny.”

B C

“I disagree with you.” “I agree with you.”

5. We can infer from the conversation that A

the woman has a job

the man doesn’t like his roommate

the man will loan the woman money

SECTION II Listening to a Lecture Answer the questions about the lecture. (3 points each) 1. Dr. Young’s main purpose is to B C

inform listeners about how to get microcredit describe the disadvantages of microcredit explain what microcredit is

2. The Grameen Bank was founded A B C

T16

in 1979

in Bangladesh by Dr. Young

CHAPTER 6 TEST

han70492_ChTest_ch06-Rnd02.indd 16

11/29/12 11:31 AM

CHAPTER

Test

Mosaic 1 Listening/Speaking

3. According to Dr. Young, one of the advantages of microcredit is A B C

people can repay the money with interest over time

poor people cannot borrow money from conventional banks poor people can improve their standard of living

4. The radio host says, “On the other hand, isn’t it difficult for poor people to repay even small loans?”

The man is implying that A B C

he thinks this is a disadvantage of microcredit

he thinks the Grameen Bank takes advantage of poor people he can’t see any “pros” to microcredit

5. Dr. Young says, “I guess you could say that, Mark, but the system seems to be working and

alleviating poverty all over the world,” which means A B C

she disagrees with the man

she thinks the peer pressure system is too harsh she agrees with the man

SECTION III New Words Fill in each blank with a word from the Word List. (There are more words in the list than there are blanks.) (3 points each) alleviate borrow invest

environmental insiders proposal

irrigation loan snail

1. The stated mission of the World Bank is to 2. Some countries

poverty in the world.

money from the World Bank for infrastructure

development.

3. A project in Cameroon built 4. Sometimes the World Bank is

environment.

free under fire breed

5. During part of the year, a species of 6. There are other types of animals that

systems for carrying water to fields. due to concerns about damaging the could carry a tropical disease. in warm water.

are people who work in or work closely with an organization.

8. The government of Thailand made a 9. Local people were worried about

species.

10. Eventually, the World Bank decided to

need for electricity.

to build a dam on a large river. problems such as loss of habitat for fish in the dam because of the country’s

CHAPTER 6 TEST

han70492_ChTest_ch06-Rnd02.indd 17

T17

11/29/12 11:31 AM

CHAPTER

Test

Mosaic 1 Listening/Speaking

SECTION IV Using Language Circle the correct word in parentheses. (8 points each) 1. Speaker 1: This pizza is delicious!

Speaker 2: That’s a laugh! Speaker 2 (agrees/disagrees) with Speaker 1. 2. Speaker 1: I’ll never pass this course. It’s just too hard.

Speaker 2: I’m sorry, but I don’t agree. Speaker 2 is being (formal/informal). 3. Speaker 1: This baseball team is the best in the league.

Speaker 2: You’d better believe it! Speaker 2 (agrees/disagrees) with Speaker 1. 4. Speaker 1: We should get together for coffee every week.

Speaker 2: You’re right. Speaker 2 is being (formal/informal). 5. Speaker 1: I just don’t have enough time to have a job while I’m in school.

Speaker 2: Yes, but isn’t it also true that you need more money? Speaker 2 (agrees/disagrees) with Speaker 1. /100 pts.

TOTAL

T18

CHAPTER 6 TEST

han70492_ChTest_ch06-Rnd02.indd 18

11/29/12 11:31 AM

Name

Date

CHAPTER

Test

Score

Mosaic 1 Listening/Speaking

SECTION I Listening to a Conversation Answer the questions about the conversation. (3 points each) 1. The couple is talking about A B C

which movie Julia Roberts is in which movie to see

which movie is a comedy

2. The woman says, “Ben Stiller bugs me,” which means A B C

she dislikes Ben Stiller she likes Ben Stiller

she thinks Ben Stiller is funny

3. The woman especially likes A B C

comedies dramas

James Bond movies

4. The woman suggests a movie that A B C

neither of them will like

takes place in Egypt

is a compromise between suspense and drama

5. The man says, “I just can’t take another movie starring Julia Roberts,” which means A B C

he doesn’t think he would enjoy seeing that movie

he would be delighted if Julia Roberts made another movie he thinks he already saw the Julia Roberts movie

A B C

explain what made Wauneka a remarkable person

compare Wauneka’s accomplishments with those of other remarkable people

describe how Wauneka tackled the tuberculosis problem among the Navajo people

2. The professor says, “Today, I am pleased to continue our series on remarkable individuals,”

which means A B C

he enjoys talking about remarkable individuals he is happy that the lecture is today

he is hoping the students don’t mind if he talks about remarkable individuals

CHAPTER 7 TEST

han70492_ChTest_ch07-Rnd02.indd 19

T19

11/29/12 11:31 AM

CHAPTER

Test

Mosaic 1 Listening/Speaking

3. Wauneka was elected to the Navajo Tribal Council in A B C

1910

1951

1959

4. The professor says that Wauneka “launched a battle against tuberculosis,” which means A B C

Wauneka became infected with the disease Wauneka began to fight the disease

Wauneka found a cure for the disease

5. Wauneka received the award for Outstanding Worker in Public Health A B C

before she had children

before she was elected to the Navajo Tribal Council

before she received the Presidential Medal of Freedom

SECTION III New Words Fill in each blank with a word from the Word List. (There are more words in the list than there are blanks.) (3 points each) battle be riding high hit-and-run

fluke chemotherapy vertebra

keep up with highlight bull

from scratch undisciplined endure

When I was younger, I thought of my father as a kind of superhero; he was as strong as a and as handsome as a movie star. I could barely

he ran. But that was before his

with cancer, which the doctor found just by a

. It was after my father was the victim of a

him when

car accident. He

was stopped at a red light when another car struck his car and then just kept going, right through the spot on a

that didn’t look good. It turned out to be a tumor, and it had spread to

his backbone from his liver. Soon after that, my father had to and

several surgeries

treatments. To make him feel better, I used to bake him chocolate chip

, and he always said that those cookies were the

his time in the hospital. I’m delighted to tell you that my father is still around and cancer-free, and

red light! My father wasn’t badly hurt, but when the doctor took an X-ray of his back, he saw a dark

to me, he’s still a kind of superhero.

T20

CHAPTER 7 TEST

han70492_ChTest_ch07-Rnd02.indd 20

11/29/12 11:31 AM

CHAPTER

Test

Mosaic 1 Listening/Speaking

SECTION IV Using Language Put the events in chronological order. (8 points each) a) When Richard left the restaurant, all of the employees had gone home for the night. b) He then caught a glimpse of something shiny under the streetlight. c) He locked the door and started walking toward his car. 1. Which event should be first? 2. Which event should be second? 3. Which event should be third?

d) By then, the dog had eaten almost all of it.

e) Jenna grabbed what remained of the chocolate bar. 4. Which event should be first? 5. Which event should be second? /100 pts.

TOTAL

CH APTER 7 TEST

han70492_ChTest_ch07-Rnd02.indd 21

T21

11/29/12 11:31 AM

Name

Date

CHAPTER

Test

Score

Mosaic 1 Listening/Speaking

SECTION I Listening to a Conversation Answer the questions about the conversation. (3 points each) 1. The friends are talking about A B C

the cost of air travel a friend’s problem a friend’s mother

2. The woman says, “… what’s really going on is… ” because A B C

she thinks the man already knows about Ian

she hasn’t seen the man in a long time she wants the man to know the truth

3. The woman says, “… maybe I should explain something… ” which means that the next thing she

says will probably be A B C

an example of something a reason for something

a repetition of something

4. The woman suggests A B C

talking to Ian about his problem going to class together

giving Ian money to buy a plane ticket

5. The man plans to make phone calls to A B

Ian’s family

Ian’s friends

T22

CHAPTER 8 TEST

han70492_ChTest_ch08-Rnd02.indd 22

11/29/12 11:30 AM

CHAPTER

Test

Mosaic 1 Listening/Speaking

SECTION II Listening to a Lecture Answer the questions about the lecture. (3 points each) 1. The main topic of the lecture is A B C

using creative writing exercises to increase vocabulary the value of poetry in prison settings

ways in which people use creative writing exercises

2. According to the lecture, language learners can improve their reading skills by A B C

writing a dialogue

making a word map releasing emotions

3. The professor says, “I want to describe one more case… ,” which means that the next part of the

lecture will contain

an outline of creative writing exercises

A B C

a definition of creative writing

details about a particular use of creative writing exercises

4. The professor says, “… but in fact, creative writing is also a process… ,” which means A B C

creative writing is never finished

the lecture will include an example this is little known information

5. According to the lecture, the prisoners use poetry writing “… as a tool of self-discovery… ,” which

means A B

they realize new things about themselves when they write they use poetry as a way to forget the past

they write poems as a way to pass the time

SECTION III New Words Match each word with its definition. Write the letter of the correct definition in the blank. (5 points each) 1. 2. 3. 4. 5. 6.

unethical

a. to look for and then hire workers

recession

b. wanting much more than you need

recruit

d. not behaving morally or following the agreed-upon standards

flaw

f. a period during which there is a decline in economic trade and prosperity

addictive greedy

c. something very wrong; a mistake or fault

e. so enjoyable that you want to do it all the time

CH APTER 8 TEST

han70492_ChTest_ch08-Rnd02.indd 23

T23

11/29/12 11:30 AM

CHAPTER

Test

Mosaic 1 Listening/Speaking

SECTION IV Using Language Fill in each blank with the best signal word from the box. (There are more words in the box than there are blanks.) (8 points each) answer repeat

describe illustrate

list continue

1. Welcome back, everyone. Today, we’ll

our look at modern architecture

with an introduction to the architectural designs of Frank Lloyd Wright. 2. First, I want to

Wright’s Prairie Style designs by telling you about some of

the features his houses from that period had in common. 3. Wright’s Prairie Style designs featured ground-hugging lines, expansive windows, and a central

fireplace, to 4. I can 5. Before I go on, I’d like to

just a few features. this style by showing you a picture of Taliesin, Wright’s own home. any questions you might have about the

Prairie Style. /100 pts.

TOTAL

T24

CHAPTER 8 TEST

han70492_ChTest_ch08-Rnd02.indd 24

11/29/12 11:30 AM

Name

Date

CHAPTER

Score

Test

Mosaic 1 Listening/Speaking

SECTION I Listening to a Conversation Answer the questions about the conversation. (3 points each) 1. The main point of the conversation is A B C

the woman wants to change volunteer jobs

the man will give the woman a ride to the food pantry the woman feels unappreciated at the food pantry

2. The man is surprised to see the woman because A B C

she has a class on Tuesday evenings

she has been very busy volunteering she usually volunteers at this time

3. The man thinks the woman will like working at the food pantry because A B C

she could help homeless animals

she could help people with children she could sleep late on Tuesdays

4. The man says, “You’d like a ride there, wouldn’t you?” because A B C

he knows she’ll want a ride

he assumes she would rather ride her bike he is checking to see if she wants a ride

5. The friends will probably work at the food pantry A

from 7:00 to 8:00

from 8:00 to 10:00 from 6:00 to 8:00

SECTION II Listening to a Lecture Answer the questions about the lecture. (3 points each) 1. The lecturer is talking about A B C

ways to improve campus organizations ways to keep volunteers happy ways to recruit volunteers

2. The professor says, “… to return to what I was saying …,” which means A B C

he wants to repeat the main points

he wants to get back to the main topic he wants students to take notes

CH APTER 9 TEST

han70492_ChTest_ch09-Rnd02.indd 25

T25

11/29/12 11:30 AM

CHAPTER

Test

Mosaic 1 Listening/Speaking

3. The professor says, “… many people volunteer in order to develop their skill sets,” which means that

A B C

they want to get better grades

they want to improve their social lives they want to learn to do new things

4. The professor says, “Let me just mention that …,” which means A B C

this is somewhat off the topic

the information is unimportant

he wants to get back to the main topic

5. According to the lecture, training and involvement in goal setting A B C

are important to idealistic volunteers

are important to volunteers who want to improve their social lives are important to volunteers who want to develop their skill sets

SECTION III New Words Fill in each blank with a word from the Word List. (There are more words in the box than there are blanks.) (5 points each) eye contact pretty much

wind field of interest

random recap

identity

1. The good news is that my old watch doesn’t need batteries. The bad news is that I have to remember

it.

2. Margaret Mead’s main

and art.

3. I think that professors should

was anthropology, but she also enjoyed music

their main points at the end of a lecture.

4. The police were suspicious because the suspect did not make

while they

were talking to him.

5. You can

are almost always tough ones.

6. Salvador Dali seemed to enjoy his

T26

assume that Ms. Royko’s final exam will be difficult. Her exams

as the “mad artist.”

CH APTER 9 TEST

han70492_ChTest_ch09-Rnd02.indd 26

11/29/12 11:30 AM

CHAPTER

Test

Mosaic 1 Listening/Speaking

SECTION IV Using Language Fill in each blank with a word from the box. (There are more words in the box than there are blanks.) (8 points each) continue digress

saying on

off reminds

As you can see, Galileo did not have an easy life. By the class been to Italy? To go

say way

, has anyone in the

the topic for just a moment, when I traveled there, I

saw the part of Florence where Galileo lived, and it was fascinating! Well, to come back to what I was

garden. Oh, that

, Galileo’s life was not glamorous. He grew much of his own food in a small 4

me, if anyone wants them, I brought a sack of tomatoes from

my garden. Just come up and help yourselves after class. All right, as I started to

we have to imagine that Galileo needed the financial support of the de Medici family. /100 pts.

TOTAL

CH APTER 9 TEST

han70492_ChTest_ch09-Rnd02.indd 27

T27

11/29/12 11:30 AM

Name

Date

CHAPTER

Score

Test

Mosaic 1 Listening/Speaking

SECTION I Listening to a Conversation Answer the questions about the conversation. (3 points each) 1. The purpose of the conversation is to B C

clarify a point made in a lecture

discuss the definition of legal insanity

compare free will and predetermination

2. The student says, “I hope you can help me understand something …,” which means A B C

the student is optimistic about the professor being able to help

the student is apologizing for not understanding last week’s lecture the student is pessimistic about being able to understand

3. The professor says that when people are legally insane, A B C

they are free to commit crimes they do not have free will

they are more likely to steal cars

4. The professor tells the student not to worry about interrupting because A B C

the professor is not busy

B C

the professor is supposed to help students at that time the student was absent for last week’s lecture

5. The professor says that the legal system A

punishes people who choose to commit crimes

encourages mentally ill people to commit crimes is not in control of a criminal’s actions

SECTION II Listening to a Lecture Answer the questions about the lecture. (3 points each) 1. The lecturer is talking about A B C

early ideas about physical characteristics of criminals Darwinism in the nineteenth century

early theories on causes of criminal behavior

2. We can infer from the lecture that phrenologists A B C

T28

studied unattractive people

examined people’s skulls

looked at numerous photographs

CHAPTER 10 TEST

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11/29/12 11:30 AM

CHAPTER

Test

Mosaic 1 Listening/Speaking

3. The professor says that Lombroso, “… hoped that scientists might be able to prevent crime …,” which

means that A B C

he believed the police were unable to fight crime effectively he was pessimistic about reducing the number of criminals he wanted scientists to help society

4. Which of the following facial features was not mentioned in the lecture? A B C

drooping eyes large nose

sloping forehead

5. The professor says, “If only it were that easy …,” which means that A B C

catching criminals was less difficult in the nineteenth century

the professor wishes scientists could prevent crime

the professor is pessimistic about using facial features to identify criminals

SECTION III New Words Match each word or phrase on the left with its definition on the right. Write the letter of the correct definition on the line. (5 points each) programmed

a. belief that all events in a person’s life have already been decided

life-and-death

b. philosophy that good and bad things we do determine what will

violation

remorse

free will

reincarnation

karma

predetermination

happen to us

c. regret or bad feeling for doing something wrong d. rebirth of spirits or souls into new bodies or forms of life e. very important, as if your life depends on it f. controlled to do a certain thing or behave in a certain way

automatically

g. a wrongdoing, a serious mistake or something illegal h. freedom that humans have to make choices

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Test

Mosaic 1 Listening/Speaking

SECTION IV Using Language Fill in each blank with a word from the box. (There are more words in the box than there are blanks.) (6 points each) hope use

knew will

know wish

need

I’m going to a lecture on world religions next week because I’m very curious about different philosophies of life. I

the lecturer talks about Buddhism because I want to

more about karma and reincarnation. I could also

reminder about John Calvin and his ideas about predetermination and how God has a plan for every aspect of people’s lives. If only I

what that plan was, I could stop worrying

about all my decisions! Well, maybe not. I think that according to most religions, people still have free

, and I’m choosing to go to that lecture to learn more about all of this. /100 pts.

TOTAL

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Test Answer Key

CHAPTER

Chapter 1 Test Answer Key Section I 2. A

3. A

4. C

3. I’m not sure I understand 4. I see what you mean 5. that I don’t have to do chores on Saturday

Listening to a Conversation 1. B

Mosaic 1 Listening/Speaking

5. A

Section II

Chapter 3 Test Answer Key

Listening to a Lecture

Section I

1. B

2. C

3. C

4. B

Listening to a Conversation

5. C

1. C

Section III

3. B

2. capacity

5. obsolete

3. revelation

6. transform

8. in spite of

4. efficacious

7. integrated

9. shake things up

10. paradigm

1. A

2. C

3. B

Using Language

1. b

1. repeating

2. pardon

3. interrupt

4. repeat

5. again

4. B

5. C

Section III New Words 2. h

3. g

4. f

5. d

Section I 3. C

4. A

1. typically

2. seldom

3. For the most part

4. normally

5. Seldom do

5. C

Section I Listening to a Conversation

Listening to a Lecture

1. C

3. C

4. B

5. A

2. A

3. C

4. B

Listening to a Lecture

New Words

1. B

1. ecosystem

2. Celsius

4. beachfront

5. awkward 8. disposition

2. B

3. C

3. Fahrenheit

Section III

6. ferocious

New Words

9. battle

10. fast

1. vary

5. hollow

Using Language

Section IV

1. because Mike got a new video game

Using Language

han70492_ChTestAnsKey-Rnd02.indd 31

1. similar

4. C

2. chambers

Section IV

2. Are you saying that

5. C

Section II

Section III

7. migratory

8. a

Section IV

Section II 2. A

7. c

Chapter 4 Test Answer Key

Listening to a Conversation

1. A

6. e

Using Language

Chapter 2 Test Answer Key 2. B

5. A

Listening to a Lecture

Section IV

1. B

4. B

Section II

New Words 1. paradox

2. C

5. B

3. tick-tock

6. cardiac muscles

2. positive

4. peel

7. strip

3. ghost

4. like

8. pump

5. pretty

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Test Answer Key

CHAPTER

Mosaic 1 Listening/Speaking

Chapter 5 Test Answer Key

Chapter 7 Test Answer Key

Section I

Listening to a Conversation

1. B

2. B

3. C

4. A

5. B

1. B

2. A

3. C

4. C

Section II

Listening to a Lecture

1. A

2. A

3. C

4. A

5. C

1. A

2. A

Section III

New Words

1. e

2. c

9. d

10. a

3. h

4. g

5. b

6. i

7. j

8. f

5. C

3. battle

6. vertebra

8. chemotherapy

4. fluke

7. endure

9. from scratch

10. highlight

Section IV

Using Language 2. think

4. were invented

4. B

2. keep up with

5. hit-and-run

Section IV 1. is funded

1. bull

3. B

5. A

3. be spent

Using Language

5. comes

1. a

2. c

3. b

4. e

5. d

Chapter 6 Test Answer Key

Chapter 8 Test Answer Key

Section I

Listening to a Conversation

1. A

2. C

3. A

4. B

5. A

1. B

2. C

3. B

4. C

Section II

Listening to a Lecture

1. C

2. B

3. C

4. A

5. A

1. C

2. A

Section III

New Words

1. alleviate 5. snail

2. borrow

6. breed

9. environmental

3. irrigation

7. insiders

4. under fire

8. proposal

10. invest

1. d

2. f

Using Language

5. answer 3. agrees

4. a

5. A

5. b

6. c

Using Language 1. continue

2. formal

3. e

4. C

Section IV

Section IV 1. disagrees

3. C

5. A

2. describe

3. list

4. illustrate

4. informal

5. disagrees

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Test Answer Key

CHAPTER

Mosaic 1 Listening/Speaking

Chapter 9 Test Answer Key

Chapter 10 Test Answer Key

Section I

Listening to a Conversation

1. A

2. C

3. B

4. C

5. B

1. A

2. A

3. B

4. B

Section II

Listening to a Lecture

1. B

2. B

3. C

4. A

5. A

1. A

2. B

Section III

New Words

1. wind

2. field of interest

4. eye contact

3. recap

5. pretty much

1. f

6. identity

2. e

3. C

3. g

Using Language

1. hope

2. off

3. saying

han70492_ChTestAnsKey-Rnd02.indd 33

4. reminds

4. B

4. c

5. C

5. h

6. d

7. b

8. a

Section IV

Section IV 1. way

5. A

2. know

3. use

4. knew

5. will

5. say

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Test Audioscripts

Chapter 1 Test Audioscripts Section I Listening to a Conversation Student 1:

Student 2:

Student 1:

Student 2:

Student 1: Student 2:

Student 1:

I’m glad we decided to go over the lecture notes together. I need clarification on a few points, but I’m too shy to interrupt the professor in class.

I know what you mean, but I really don’t think the professor minds if you interrupt as long as you do it politely. Why not give it a try next time? You’re right. I’ll be brave next time! Now, could we talk about what the professor said about languages affecting our way of seeing the world? That didn’t make much sense to me. Did you understand it?

I think the idea is that since languages have such different vocabularies, speakers of different languages can think in different ways. Are you following me? I’m not sure…

Well, if your language has seven different words for seven different types of bread that people in your culture usually eat, and my language has only two, then maybe people who speak my language think about bread in a more limited way. And if we start importing a new type of bread from your country, we have to borrow your word for it, too, since our language doesn’t have one. Got it? I see. That’s why the professor talked about eating a croissant!

Section II Listening to a Lecture Good morning! Today we will begin the next topic in the Introduction to Linguistics course: historical linguistics. As you probably know, most languages belong to a language family, which is a group of related languages. The reason these language families exist is that languages change over time. The interesting thing about historical linguistics is that when you try to determine which languages are in the same family, you have to travel back in time searching for the common language that all the languages in the family descended from.

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When grouping languages into families, historical linguists use a technique called “comparative reconstruction,” which means comparing modern languages to reconstruct an older “ancestor” language. The two most useful parts of languages to compare are vocabulary and phonology, which is the sound system of a language. Let’s start with vocabulary. In comparative reconstruction, linguists look for identical or very similar words for the most basic ideas, such as the natural world or family relationships. Latin-based languages, for instance, have very similar words for “moon”: luna in Spanish, Italian, Portuguese, and Romanian, and lune in French. This similarity means that these languages used to have even more in common than they do now, before all the changes occurred that made them separate languages. This common vocabulary is also a glimpse into the cultures and lifestyles of people in the past. For example, if there is an ancient word for “coffee,” we can assume people in a past time and place were familiar with that plant. The second method of grouping languages into families involves analyzing sounds. Phonological analysis looks for systematic changes in sounds over time, or systematic differences between languages. For example, most of the Polynesian languages have the identical word for “face”—mata. The Hawaiian language has a very similar word—maka, with a /k/ instead of a /t/. This might seem close enough for most of us, but linguists look for something systematic, and in fact, Hawaiian regularly transforms the /t/ sound to /k/. We can see another example in the word for “blood,” which is toto in most Polynesian languages, and koko in Hawaiian. This systematic difference convinces linguists that Hawaiian is part of the Polynesian language family. To summarize, the goal of historical linguistics is to reconstruct languages of the past. They do this by comparing the vocabulary and phonology of modern languages in order to find elements from their commonpast.

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Mosaic 1 Listening/Speaking

Chapter 2 Test Audioscripts

quite large—for example, zebras and water buffalo. Therefore, lions, more often the females, sometimes hunt in groups in order to share these sources of food.

Section I Listening to a Conversation Student 1:

Student 2: Student 1:

Student 2:

Student 1:

Student 2:

Student 1:

Hi, Danny. Let me ask you a question. Does it seem like we spend too much time in small groups in this class?

Lions are not designed for long chases, so when they hunt together, they start by carefully positioning themselves. One lion gets in front of the prey animal, while another lion attacks from behind and drives the animal forward. Other lions are usually on the sides so that the animal cannot escape in those directions. As soon as one of the lions has a hold on the animal, the others quickly join in, and the prey animal becomes a shared meal.

To tell you the truth, I never thought about it. Does the small-group work bother you?

Well, I’m just not used to it, I guess. In my country, we usually listen to the professor and take notes, but we don’t do much small group work. Do you think it’s a good way tolearn?

I think teachers here see it as a way for students to cooperate and learn more by working together.

I don’t know exactly what you mean. Are you saying that we can learn from other students? But they don’t know any more than we do, right?

Maybe you’re right, but this is a language class. When we do small-group work, everyone has a chance to talk and practice the new language. And I think we can learn things from each other if we listen carefully. For example, I can learn something from you about your culture, or something from another student who uses a lot of vocabulary words.

Student:

Professor:

I see what you mean. If we cooperate with our classmates, maybe we can all learn this language!

Section II Listening to a Lecture Professor:

Welcome back to Zoology 102 everyone! Last time, we talked about situations in which animals are likely to compete, for example, when they’re establishing their territory or battling for a desirable mate. Today we will turn our attention to a situation in which one particular animal, the African lion, cooperates in order to getfood.

The African plains are teeming with life, and you might think that food is easy to obtain for ferocious predators such as lions. But many of the prey animals are

han70492_ChTestAud-Rnd02.indd 35

Students: Professor:

Now, lions are famous for their somewhat lazy disposition, and it is not always in the best interest of lions to cooperate when hunting. If a lion is hunting a smaller animal, the other lions may simply watch and wait. Since the hunting lion is likely to be successful by herself, the other lions see no reason to waste their energy helping when they will all be able to share in the meal anyway.

Excuse me, I’m not sure I understand. Do you mean that lions are cooperative sometimes, but will take advantage of each other at other times?

That’s a pretty good summary. From a biological perspective, lions want to conserve their energy and avoid being injured, so not hunting makes sense sometimes. But they also need to eat, so a hungry lion will attack a small prey animal when the opportunity arises, or will hunt as part of a group if the reward is large. Does that answer your question? Yes, it does. Thanks.

As you can see, lions do cooperate when hunting, but only if the prey is large enough that another lion will probably not be able to kill it alone. Lions cooperate in other areas of life as well. Next time, we’ll talk about why male lions join together in groups, and why nursing females often share their milk.

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Chapter 3 Test Audioscripts Section I Listening to a Conversation Student 1: Student 2: Student 1:

Student 2:

Student 1:

Student 2:

Student 1:

Did you understand everything in the lecture today?

I think so. Was there something that was confusing to you?

Yeah, I was confused when the professor talked about Americans living in small households, and not in extended families.

Right. The statistics on the handout said that since 1991, the size of the average household in the U.S. has decreased to only 2.5 people. OK, and the professor told us that we couldassume Americans feel isolated from their families because of this small household size.

Well, the professor said that’s an assumption many people make, but according to statistics it’s not really true. Americans generally don’t feel isolated from their families because their families live nearby and they see each other pretty often. I guess Americans just like living in their own houses, but they still want to see their relatives. I see. I’m glad you understood that part!

Section II Listening to a Lecture When an elderly person becomes ill or simply unable to do many of the things required in daily life, family members might need to make a decision about the elderly person’s care. That difficult moment is probably not the best time to start gathering information on the topic of elderly care options, right? So today in the Seminar on Families and Aging we are going to look at several choices families should know about before deciding on the best situation for them. Caring for an elderly family member at home appeals to many people emotionally. And if the elderly person isn’t seriously ill, and if family members are usually at home and available, then it could be a good option. The important thing to remember is that while you can provide a lot of love, you can’t provide much in the way of medical attention. T36

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However, living with the family is still an option for some elderly people with health problems. In that situation, families can hire nurses to provide home healthcare. The family is still responsible for assisting the elderly person with daily activities such as eating and bathing, but the nurse can help with medications and certain therapies. The next level of elderly care is the assisted living facility. By and large, these facilities look like ordinary apartment complexes, with each senior in his or her own private space. But assisted living facilities offer meals in a large dining room, laundry service, organized activities, and help with daily living activities. As long as the elderly person does not require frequent medical attention, thisoption is a good one for many families. Finally, when an elderly person needs skilled nursing care around the clock, it may be time to think about a nursing home. Nursing homes provide the kind of medical therapies that can be difficult or impossible for family members to do, and they are able to assist elderly people with all of their daily activities, even if that means lifting them from a bed and lowering them into a bathtub. As you can see, deciding how to care for an elderly family member depends a lot on the family’s specific situation. If the elderly person is in fairly good health andcan still do daily activities by themselves or with a little help from family members, then home healthcare may be an option. But if a higher level of care is needed, families can also consider assisted living facilities and nursing homes.

Chapter 4 Test Audioscripts Section I Listening to a Conversation Man:

Woman:

Man:

Woman:

(out of breath) Hey! Can we slow down? I’m pretty sure I’ll die if we keep running this fast.

Okay, okay. But if we don’t run fast, we won’t get our heart rates up. You want to get enough exercise, don’t you?

Of course I do. But in my opinion, exercise is more beneficial if it’s fun, and this is about as much fun as staying up all night to write apaper. I guess you’re right. They say people exercise more often if the exercise is something theyenjoy.

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Man:

Woman:

Test Audioscripts

You know… I’m fairly certain that you would enjoy walking in the park with me. We can still get our heart rates up, but we can also have a conversation, and smell the flowers, and check out the gelato stand to see if there are any new flavors…

Alright, I get it. Let’s go over to the park and have a nice, long walk. But we’re not stopping to buy ice cream! Exercising is supposed to be good for your heart!

Section II Listening to a Lecture Good morning, everyone. I hope you had a good weekend. I’m sure you remember that we started our unit on the heart last week. Today we’ll talk about what can go wrong with the heart when people have heart disease. You might think of heart disease as one single problem. But in fact, there are several types of heart disease that are quite distinct. Today we’ll talk about two types of heart disease: coronary artery disease and heart failure. If you’ve ever heard about someone having a heart attack, it was probably caused by coronary artery disease, or CAD. In CAD, the coronary arteries, which supply blood to the heart itself, become narrow or even blocked, resulting in chest pain, or even worse, a heart attack. Believe me, you should do everything possible to avoid a heart attack, which can cause part of the heart to die when it’s deprived of oxygen. A heart attack can also cause you to die, so keep yourself healthy so that your heart keeps pumping blood the way it should. Another type of heart disease is called heart failure, which does not mean that your heart stops beating altogether. It means that the heart doesn’t pump blood efficiently, just like a leaky water pump that only moves some of the water it’s supposed to move. A failing heart doesn’t supply the body with all of the oxygen it needs, so it may cause people to become tired and short of breath, and in serious cases, fluid builds up in the lungs and other parts of the body. When this occurs it’s called congestive heart failure, and it can eventually lead todeath. Alright, no wonder everyone is talking about ways to keep the heart healthy. You’ve probably heard that you should exercise for at least 30 minutes almost every day, and I’m positive that’s an excellent idea for most Copyright © McGraw-Hill

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people. And you’ve probably heard that you should eat a diet that is low in cholesterol and saturated fat. After all, the narrowing and blockage of the coronary arteries in CAD are caused by those fats in the blood. Well, not everyone will agree with me, but if you have a family history of heart disease and other risk factors such as high cholesterol, changing your diet probably won’t help you much. I strongly believe that taking medications to control the level of cholesterol in the blood is much more effective than trying to control that level through diet. To sum up, heart disease has several forms, and coronary artery disease and heart failure are just two of them. Next time we’ll talk more about ways to prevent heart disease.

Chapter 5 Test Audioscripts Section I Listening to a Conversation Woman:

Man: Woman:

Man: Woman: Man:

Hi, Mark. I’m listening to a radio news broadcast about the space station. Would you like to join me?

Sure. What’s going on with the space station?

Well, the spacecraft carrying the first Brazilian astronaut in history was supposed to go to the International Space Station today.

That’s great!

Yes, but there were problems during takeoff. The spacecraft wasn’t able to accelerate enough to exit the earth’s atmosphere and go into orbit.

So what happened?

The astronauts were told to return to earth and make an emergency landing.

That’s pretty scary. Let’s listen and find out if they made it back to earth safely.

Section II Listening to a Lecture Tour Guide:

Student 1:

Hello, and welcome to the National Air and Space Museum. We’re going to begin our tour this afternoon with the Apollo 13 exhibit. Does that seem strange to any ofyou?

Well, if I remember correctly, the mission of Apollo 13 wasn’t accomplished. They never landed on the moon. CHAPTER TEST AUDIOSCRIPTS

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Tour Guide:

Student 2: Tour Guide:

Test Audioscripts

You’re right. The Apollo 13 mission was supposed to be NASA’s third moon landing, but one of the spacecraft’s oxygen tanks was damaged by an explosion and the crew had to return to earth. But the really interesting thing about the Apollo 13 mission is how the problems caused by the explosion were solved by the astronauts and mission control working together. Apollo 13 was launched on April 11, 1970, as two connected spacecraft: the lunar module that was supposed to land on the moon’s surface, and the command module where the astronauts would spend most of their time in space. The crisis began after two days in space with an explosion in one of the command module’s oxygen tanks. Of course, oxygen is critical for people, but it was also needed by the fuel cells that provided heat and electrical power to the spacecraft. The Apollo 13 astronauts were 200,000 miles from earth, and they were in big trouble. So what happened next? How did the astronauts survive without oxygen?

Well, fortunately, there was still a limited amount of oxygen aboard the spacecraft. From the ground, mission control worked quickly to help the astronauts set the shortest course back to earth and shut down everything possible to conserve power. The crew headed for home with very little oxygen or water in a dark spacecraft where the inside temperature had dropped to 38 degrees Fahrenheit, and they had a long way to go.

The best-known part of the return trip involved a very low-tech solution to the problem of removing carbon dioxide caused by the astronauts’ breathing. With the command module losing power quickly, the astronauts moved to the smaller lunar module for the journey home. But the square canisters of lithium hydroxide that were needed to remove the carbon dioxide buildup could not be attached to the round hoses in the lunar module. With the help of mission control, astronaut Jack Swigert used cardboard from the back of a notebook, plastic bags,

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and tape to connect the square canisters to the round hoses! Maybe not the most sophisticated technology, but it got the astronauts safely back to earth.

Chapter 6 Test Audioscripts Section I Listening to a Conversation Man: Woman: Man:

Woman: Man:

Woman:

Hey, Chris. Do you have a minute? Sure. What’s up?

I want to ask your opinion about something. My roommate doesn’t have enough money for rent this month, and wants to borrow the money from me. But I think it’s a mistake to loan money to friends. You can say that again!

On the other hand, we’re supposed to help our friends when they’re in trouble, right? So I should help my roommate. Absolutely!

But loans to friends can cause problems if they don’t get paid back. Now that I think about it, you never paid me back that twenty dollars I loaned you last month! ( jovial tone) You’ve got to be kidding! I gave you your twenty dollars as soon as I got my paycheck!

Section II Listening to a Lecture (Male) DJ Mark:

(Female) Dr. Young: DJ Mark:

Dr. Young:

Good morning, Rochester! You’re listening to Mark in the Morning on WRTT talk radio. With us today is economics professor Dr. Terry Young. Good morning, Dr. Young, and welcome to WRTT. Good morning, Mark. It’s nice to be here. Now, I understand that you’re a leading expert on microcredit. Could you tell us some of the advantages of microcredit over regular credit?

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DJ Mark:

Dr. Young:

DJ Mark:

Dr. Young:

DJ Mark:

han70492_ChTestAud-Rnd02.indd 39

Test Audioscripts Well, in 1976, a young economics professor in Bangladesh, Dr. Muhammad Yunus, realized that poor people in his country could not borrow money from conventional banks because their ability to repay a traditional loan was almost nil and they lacked the collateral to access credit. He founded the Grameen Bank, which makes very small loans, usually less than 100 US dollars, to poor entrepreneurs, who use the loans for everything from raising animals to weaving baskets to sell. That is microcredit, and with millions of borrowers, most of them women, using small loans to increase their own standard of living, I think it’s easy to see how microcredit helps alleviate poverty in the world. Absolutely! On the other hand, isn’t it difficult for poor people to repay even small loans?

It can be, so the Grameen Bank’s lending practices are quite different from conventional banks. For one thing, Grameen requires borrowers to make small weekly payments, which are easier to handle than larger monthly payments. That’s interesting, but Dr. Young, don’t a lot of borrowers still default on their loans and never pay them back?

Not as many as you might think, Mark. The Grameen Bank lends money to groups of five borrowers rather than to individuals. If one member of the group doesn’t pay back her loan, none of the members can borrow again in the future. With this system, the bank’s repayment rate is excellent. I understand what you mean, but isn’t that kind of peer pressure rather harsh? I mean, with the

Mosaic 1 Listening/Speaking

Dr. Young:

DJ Mark:

Dr. Young:

group members giving you dirty looks every time they see you…

(laughing slightly) I guess you could say that, Mark, but the system seems to be working and alleviating poverty all over the world. Since 1976, the Grameen Bank has expanded to more than 1,500 branches with projects underway in South Asia, Africa, and Latin America. Very impressive! I guess microcredit is here to stay, and I’m glad to know a little more about it. Thank you for being here, Dr. Young.

It was my pleasure.

Chapter 7 Test Audioscripts Section I Listening to a Conversation Woman: Man:

Woman:

Man: Woman:

Man:

Woman:

I’m bored. Hey! Why don’t we go see a movie!

Sure. I’m up for a movie. How about that comedy with Ben Stiller? It’s supposed to be good.

Hmmm… Ben Stiller bugs me. I don’t know why. And I don’t especially like comedies, to tell you the truth.

OK. What kinds of movies do you like?

Oh, many kinds! I like suspense movies, and I’m thrilled whenever a new James Bond movie comes out! What about you?

Well, I always appreciate a good drama. I love movies that make you think, you know? I’ve got it! You like drama, and I like suspense, so why don’t we go see that movie about the historian who uncovers some secret about the Aztec pyramids? Sort of a suspenseful drama!

That’s a good idea, but I’m sorry, I just can’t take another movie starring Julia Roberts. She’s in it, right? She is. Well, maybe we can go some other time. That is, if there’s a movie playing that we can agree on!

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Section II Listening to a Lecture Today, I am pleased to continue our series on remarkable individuals by talking about a woman whose name might be new to you. In 1963, Annie Dodge Wauneka became the first Native American to win the Presidential Medal of Freedom. We’ll get to that a little later. Annie Dodge Wauneka, born in 1910, was a member of the Navajo tribe, one of the largest Indian tribes in the United States. The Navajo Nation owns vast areas of land, covering parts of three states in the Southwest, but except for limited oil reserves, the land is poor and dry and the average income among the Navajo is low. As a young woman, Wauneka became aware of the health problems Navajo people suffered as a direct result of this poverty, and after raising her nine children, four of whom had disabilities, she resolved to address those problems by working within the tribal government system. In 1951, Annie Dodge Wauneka became only the second woman elected to the Navajo Tribal Council, the governing body of the Navajo Nation. Later that same year, she became the Chairman of the Tribal Council’s Health and Welfare Committee and launched a battle against tuberculosis, a bacterial infection of the lungs that affected the Navajo at a much higher rate than the general U.S. population. She concentrated her efforts on education about household sanitation and pushed for legislation in the U.S. federal government that provided funds for systems to carry potable running water to tribal homes. But Wauneka’s interest in public health issues did not end with tuberculosis. In her Navajo language radio show, Wauneka raised awareness among listeners of the detrimental health effects of alcoholism among Native Americans. She also worked to provide Navajo children regular medical, dental, and eye exams, and to give parents of newborns baby blankets and clothing. The result of Wauneka’s efforts could be seen in the 1960s and 1970s with a thirty-five percent drop in the tuberculosis rate among the Navajo and a twenty-five percent decrease in infant mortality.

Mosaic 1 Listening/Speaking

For her exceptional work, Annie Dodge Wauneka received many awards and honors, including one for Outstanding Worker in Public Health from the State of Arizona in 1959 and several honorary doctoral degrees. But Wauneka’s most notable award was the Presidential Medal of Freedom—the most prestigious non-military award given by the U.S. government—which she received in 1963 for her contributions to the Navajo Nation. The award recognizes a lifetime of service and is granted only by the president and only to remarkable individuals such as Annie Dodge Wauneka. Sources: National Women’s Hall of Fame (www.greatwomen.org) URL: http://www.lapahie.com/Annie_Dodge_Wauneka.cfm Creator(s): Harrison Lapahie Jr.

Chapter 8 Test Audioscripts Section I Listening to a Conversation Man: Woman: Man:

Woman:

Man: Woman:

Man:

Woman: Man:

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Hi, Linda. Did I just see you talking to Ian?

That was him.

Huh! I guess you’re one of the lucky ones then. I thought he wasn’t talking to anyone these days.

Well, maybe I should explain something. It might seem as if Ian is avoiding you, but what’s really going on is that he’s worried that he won’t be able to finish his PhD. His father is having health problems, and his mother wants Ian at home.

Oh, I’m sorry to hear that. Do you think there’s anything we can do?

In fact, there is something we can do. Ian said that he wishes he could go home for a visit and see for himself how his father is doing. But the reality is that visiting is just too expensive, so maybe we could get all of his friends to chip in for his airfare.

That’s not a bad idea, Linda. If Ian can go home for a visit, he can see what’s really going on and then make a decision about finishing his program or not. Exactly.

Well, I’m done with classes for today; I’ll start making some phone calls.

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CHAPTER

Test Audioscripts

Section II Listening to a Lecture Before I ask you to write anything, I’d like to begin our Creative Writing course by talking a bit about ways people use creative writing in their lives. I’ll be describing three types of people who use creative writing to accomplish very different things. First, let’s discuss the ways creative writing is a useful tool for writers. I know we usually think of creative writing as “products,” including poetry and fiction, but in fact, creative writing is also a process writers use to exercise their creativity and solve specific writing problems. Let me illustrate. Imagine a writer who uses the same words again and again and needs to expand her vocabulary choices. She looks up a word in the thesaurus and finds several synonyms and antonyms. She then chooses a synonym that interests her, and looks that word up in the thesaurus. While she’s doing all of this, she draws a word map showing vocabulary options inside circles connected by lines to related words. By the time she is finished, she has a visual representation of relationships between dozens of words. The next thing our writer does is make a list of the words from the word map that she likes. She starts playing with combinations of words in phrases and in sentences. Before long, she has accomplished her original goal of expanding her vocabulary usage, and she has done it through creative writing exercises. Other exercises help writers to generate ideas, describe things in detail, and develop fictional characters, to list just a few. Now, let’s consider language students. Can creative writing be of any use to them? I can answer that question with one word: absolutely! Let me explain. One challenge that language learners face is reading in the new language. Creative exercises, such as writing a dialogue between characters from a story, forces learners to use their imaginations, approach the story in a new way, and read it with a fresh perspective. Creative writing exercises also challenge language learners to find precisely the right words, structures, and idioms to convey their ideas.

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Mosaic 1 Listening/Speaking

I want to describe one more case in which creative writing can be used as a tool. In a women’s prison in Hawaii, inmates have recently published their first collection of poems. The volunteers who have taught the poetry writing course for the past two years say that the prisoners use poetry as therapy to release painful emotions, and as a tool of self-discovery as the writers acknowledge the facts of their lives that led them toprison. To summarize, creative writing exercises unlock creativity and encourage problem solving. We’ll pick up the topic next time with a look at art therapy.

Chapter 9 Test Audioscripts Section I Listening to a Conversation Woman: Man:

Woman:

Hi, Brandon. How’re you doing?

Not bad. Hey, it’s six o’clock. You usually volunteer at the animal shelter on Tuesday evenings, don’t you? [rising intonation]

Yeah, usually I do. But I’m getting a little tired of the way I’m treated there. I mean, volunteers want to feel like they’re appreciated, don’t they? [falling intonation]

Man:

Of course they do! Hey, maybe you should try volunteering with me at the food pantry. They’re really short-handed there, and you enjoy working with families, right? [rising intonation]

Woman:

Definitely! I’ll go with you the next time you volunteer.

Man: Woman:

Man:

Woman:

That sounds great. I’m signed up for Wednesday mornings from 8:00 to 10:00.

Hmmm… I usually sleep late on Wednesday mornings, but I do want to find a new volunteer job.

It’s a date, then. You’d like a ride there, wouldn’t you? [rising intonation] It would be a very long bike ride. I would definitely like a ride. Can you pick me up at 7:45?

CHAPTER TEST AUDIOSCRIPTS

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Test Audioscripts

CHAPTER

Section II Listening to a Lecture Lecturer:

Participant #1: Lecturer:

Participants: Lecturer:

Participant #2: Participant #3:

Lecturer:

I’m delighted to see so many people here today from campus organizations. And we’re all here for the same reason, right? We need volunteers!

Exactly! None of your organizations could run without volunteers, and today I’m going to suggest some effective ways to keep your volunteers working for you after you’ve recruited them. If you’ll let me digress for a moment, though, I want to ask how many of you have done volunteer work. Raise your hands.

[mild group laughter as many people raise their hands]

Wow! OK. Almost everyone here has done some volunteering. Now, think about one of your volunteer jobs and try to remember why you chose to do it. [pause] Now, what eventually made you quit that volunteer job?

For me, it was lonely work. There was nobody to talk to.

I guess at my volunteer job the work was just too easy. I got bored because I wasn’t learning anything. Good! Now, to return to what I was saying, you can keep your volunteers from having the same experience if you understand their reasons for volunteering.

Let’s first discuss people who volunteer primarily for social reasons. They want to make new friends, or belong to a group, or get involved in the

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Mosaic 1 Listening/Speaking

community where they live. You can meet those people’s needs in simple ways like making sure that everyone in your organization learns those volunteers’ names! You can also invite volunteers to participate in social activities that don’t involve work, such as holiday parties. Also, be sure to inform volunteers about everything your organization does in the community.

Second, many people volunteer in order to develop their skill sets. They want to learn something new, so you need to provide a variety of tasks for them to do, and don’t forget to utilize their creativity! Maybe your volunteers can think of new and better ways for your organization to function. Let me just mention that in my own organization, the staff is often just too busy to be very creative. Anyway, most of the volunteers you’ll recruit are people who share your goals, who believe in the ideals of your organization. If you want to keep those people coming back, you have to provide excellent training, which will show them how all your activities contribute to your mission. You also have to get them involved in goal setting, which gives volunteers a chance to direct some of their own efforts toward a cause they believe in.

Remember, if you can meet the needs of your volunteers, you can do much less recruiting at this time next year.

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Test Audioscripts

Chapter 10 Test Audioscripts Section I Listening to a Conversation Student: Professor:

Student:

Professor: Student:

Professor:

Student:

Professor:

Student:

Professor:

Excuse me. I hope I’m not interrupting. Do you have a minute?

Of course! Come in and have a seat. This is my office hour, so you don’t have to worry about interrupting. Good. Thanks. I hope you can help me understand something you said in last week’s lecture.

Sure. That was the lecture about free will, wasn’t it?

Yes, and I think you said that mental illness was sometimes used as a legal defense, and I guess I still don’t understand the reason for that.

OK. Within the legal system, a crime is something a person chooses to do. For example, if you have a car that I like, and I decide to steal it from you, I exercise my own free will, so I am responsible for the crime.

But isn’t a mentally ill person also responsible? I mean, if the jury decides that the person really committed the crime?

Under the law, a person who is legally insane is not in control of his or her actions and may not even know whether an action is right or wrong. In that case, they are given treatment in a secure mental health facility rather than prison time.

So if a person is found not guilty by reason of insanity, it means they were not acting of their own free will.

That’s right. At the time of the crime, at least, they were not able to choose or control their own behavior.

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Mosaic 1 Listening/Speaking

Section II Listening to a Lecture Good afternoon everyone. Let’s get started. You’ll remember that last time we talked about legal responsibility for criminal behavior, and we’ll continue today with theories about what causes criminal behavior. But if you’ll let me stray from the subject for a moment, it’s interesting to look at a few ideas that early anthropologists had about criminals. One predecessor of today’s criminology was called physiognomy, which can be traced back to ancient Greek philosophers who thought that healthy minds went hand in hand with healthy bodies, and therefore people with deformed or unattractive bodies must have some mental problem as well. Within this school of thought was phrenology, the idea that a person’s skull reflected characteristics of the brain underneath it. Since certain areas of the brain were thought to correspond to certain traits, phrenologists thought that by carefully feeling the shape of a person’s head, they could understand the person’s psychological tendencies. In fact, in the nineteenth century, some American prisons classified criminals according to the bumps on their heads, declaring them to be especially destructive or likely to steal, among other things. Yes, it’s pretty funny, and I’ll get back to the main topic, but let me just tell you about one more form of early criminology that I think you’ll find amusing. In Italy, again in the nineteenth century, a physician named Cesare Lombroso performed an autopsy on a wellknown criminal and noticed that the man’s skull reminded him of the skulls of animals he had seen. With Darwinism at the forefront of modern science at the time, Lombroso decided that criminals must be a form of under-evolved human. He hoped that scientists might be able to prevent crime if they could understand it better, or at least identify criminals before they had a chance to commit any crimes. I know, it sounds pretty crazy, but Lombroso assembled a collection of photographs of criminals and identified facial features he thought they had in common, such as sloping foreheads, large ears, and drooping eyes, which Lombroso thought were more animal than human. In theory, then, if police picked up a suspect, all they had to do was look carefully at his face to determine whether he was a criminal. If only it were that easy, right?

CHAPTER TEST AUDIOSCRIPTS

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CHAPTER

Test Audioscripts

Mosaic 1 Listening/Speaking

As you can probably guess, the only way to identify criminals is by their actions, not by looking at a person’s face or feeling their skull. Now, let’s get back to the topic at hand. (sources: http://human-nature.com/nibbs/03/gibson.html http://www.criminology.fsu.edu/crimtheory/week4.htm)

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Name

Date

Test

PL ACEMENT

Score

INTERACTIONS/MOSAIC Listening/Speaking

DIRECTIONS: Read these directions before listening to the recorded test. There are four sections in this test, each with a different type of listening and questions. There are a total of fifty questions to answer. You will hear the test questions only once; they will not be repeated.

SECTIONS: 1. Ten question items – after you hear each question, choose the best response. (questions 1–10)

2. Ten statement items – after you hear each statement, select the best conclusion. (questions 11–20)

3. Ten short conversations – after each conversation there is one question to answer. (questions 21–30) 4. Four longer selections – after each longer listening selection, there are five questions to answer

about the listening. (questions 31–50)

SECTION 1 Listen to the question and choose the best response. (2 points each) Example

(You hear:) Where’s your sister gone?

(You read:) A B C D

to Canada

without her friends

because she was late yesterday

Choice “a” is the best answer. 1.

A B C

just this morning the train

Yes, I must go there.

About five hundred dollars I’ll have a good time.

A few days

He’s been once.

B C D

to visit his sister

tomorrow

A B C D

She’s been there for three months. No, she’s still there.

She was there as a child. It’s not very fair.

It takes an hour. It’s two dollars.

It’s not very far from here. PL ACEMENT TEST

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PL ACEMENT

A B C

It’s a little too casual. They have three different sizes. It’s a bit tight.

They prefer going to the movies. I haven’t really thought about it. I have no references.

It’s either black or white.

I would be pleased if she finds a job that she enjoys.

B C

My mother hopes she will go on to college. I took her on a trip last year.

I want my legs to stop hurting.

Yes, the doctor told me to start drinking it more often.

B C

10.

Yes, the pants fit.

There is no way we could make it in time.

The bus stops near the theatre.

It’s too bad we missed the eight o’clock show.

Yes, I needed something to eat.

No, I still drink milk every day.

Sorry, I don’t have time.

I’m sorry I was late.

B C D

Listening/Speaking

Yes, they can.

Test

I couldn’t have come earlier.

Would you like me to come back in a while? Sorry we left so late.

SECTION 2 Listen to each statement and then choose the best conclusion. (2 points each) A B C

12.

Peter is a liar.

Peter’s mother is a lawyer.

The flight arrived at 2:30.

The flight took off at 2:30.

The flight will arrive in an hour and a half.

The flight arrived at 1:30.

Sixty students went on the sailing trip.

B C D

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Peter likes his mother.

13.

Peter’s lawyer likes his mother.

11.

No students went on the sailing trip.

Only a few students arrived to go on the sailing trip. Nobody signed up for the sailing trip.

PL ACEMENT TEST

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PL ACEMENT

14.

15.

16.

17.

18.

19.

20.

Test

Judy has to plan something for her birthday.

Someone gave Judy flowers on her birthday.

Judy intends to do something special on her birthday.

Judy bought some plants as a gift.

Peter is a fair player.

The match was relatively short.

Peter won the match.

Steve hit the ball fast.

Mary was losing her eyesight.

John won the argument with Mary.

Mary forgot why she and John were arguing.

Mary and John argued because it was very hot.

Gary preferred Robert to Peter.

Gary preferred Peter to Robert.

Robert liked Peter better than Gary.

Peter liked Gary better than Robert.

It’s time to plant things in the garden.

Soon it will be warm enough to start planting seeds.

You ought to visit the garden at the sea.

You should be considerate of the garden.

The dinner was very good in general.

Dinner was at a restaurant.

Everyone thought the dinner was very good.

Dinner was very good every night.

John’s brother lives near the club.

John’s brother owns the club.

John has never invited his brother to the club.

John’s brother has never invited John to the club.

Listening/Speaking

PL ACEMENT TEST

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PL ACEMENT

Test

Listening/Speaking

21.

22.

23.

24.

25.

26.

27.

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It hasn’t rained for many years.

It has rained an unusual amount this year.

It hasn’t rained much here.

It hasn’t rained this year.

He thought the restaurant could have been better.

He agreed with the woman.

He thoroughly enjoyed the restaurant.

It was impossible for the restaurant to be nice.

The wind hurt the man’s house.

The wind hurt the woman’s son.

Paint in the woman’s basem*nt was ruined.

Flood water damaged artwork in the woman’s house.

The man’s brother is not strong enough to lift things.

The man’s brother is not making any effort to find work.

The brother is unlucky.

The woman is surprised the man’s brother is still not working.

It’s not unusual for him to play in hot weather.

At an earlier time in his life, he played tennis in such weather.

Playing tennis in hot weather uses up his energy.

He’s concerned about playing in the heat.

It’s contradictory.

She doesn’t agree.

She wants the man to look at the ducks.

She’s angry.

He’s not planning to purchase anything.

He doesn’t need to get anything at this store.

He doesn’t agree about the prices.

He doesn’t like to buy cheap things.

SECTION 3: Listen to each conversation. Answer the question you hear after each conversation. (2 points each)

PL ACEMENT TEST

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PL ACEMENT

28.

29.

30.

Test

The city nearly burned down.

The mayor was rescued from a burning building.

The mayor was hurt and moved.

The mayor was criticized and left his job.

He thinks she should buy a large pizza.

He thinks she should ask for extra mushrooms and cheese.

He likes the mushroom and cheese pizza best.

He thinks the pizzas are too big.

The judge was very sure about handling the case.

The judge gave the man a severe punishment.

The judge was difficult to understand.

The judge couldn’t decide the theif ’s punishment.

Listening/Speaking

SECTION 4 Listen to each longer selection and answer the five questions for the selection. Listen to the first selection. Then answer questions 31–35. (2 points each) 31. What do you think T-A-L-K is? A

a radio station

a TV station

an animal rescue service

a movie studio

32. What animals are missing? A

one dog and two cats

two dogs and one cat

two dogs and two cats

one dog and one cat

33. Which of the animals were taken from a backyard? A

None of the animals

All of the animals

Oxen the German Shepherd

Winston the wire-haired terrier

PL ACEMENT TEST

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PL ACEMENT

Test

Listening/Speaking

34. Who had a seeing-eye dog? A

Mr. Wilson

Mrs. Lincoln

Mrs. Thompson

Oxen

35. What are the listeners supposed to do if they find one of the pets? A

Call the T-A-L-K phone line.

Call the police station.

Call the local animal shelter.

Wait a week to call.

DIRECTIONS: The following selection is a lecture in two parts. Listen to Part 1 and answer questions 36–40. (2 points each) 36. In what situation does this talk probably take place? A

nutrition class

business or marketing class

supermarket training

a one-day seminar

37. According to the speaker, what is true about product placement? A

It’s only important in supermarkets.

The concept is hardly used in the United States.

Children are not affected by it.

It’s an extremely important selling tool.

nagging and begging

petting or touching

wanting candy

grabbing food

39. What’s the speaker’s focus?

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product placement outside of the United States

product placement both in and out of the United States

product placement in the United States

products you shouldn’t buy

38. The speaker said that children often “pester their parents” in a supermarket. What does pester mean?

PL ACEMENT TEST

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PL ACEMENT

Test

Listening/Speaking

40. What specific examples did the speaker use? A

Candy was the only example.

Candy was one of the examples.

The examples were taken directly from the textbook.

The examples would be on the test.

DIRECTIONS: Listen to Part 2 of the lecture and answer questions 41–45. (2 points each) 41. What products did the speaker talk about? A

expensive products

headache medicine

tropical shampoo

shampoo for oily hair

42. What did the speaker say about U.S. stores? A

All U.S. stores follow the same process for placing items on shelves.

Most U.S. stores place pricey items at eye level.

Many U.S. stores place inexpensive items at eye level.

No U.S. stores place items at eye level.

43. What position was stated by the speaker? A

Inexpensive items are better than expensive ones.

Expensive items are better than inexpensive ones.

He didn’t endorse inexpensive items or expensive ones.

He doesn’t like candy or shampoo.

44. What did the speaker tell the participants? A

They didn’t have any homework.

They had to get ready for a test.

They had to do some research.

They had to finish an assignment in class.

45. When does the class probably meet? A

Tuesday and Thursday nights

Tuesday nights

Tuesday mornings

every other week

PL ACEMENT TEST

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PL ACEMENT

Test

Listening/Speaking

DIRECTIONS: The following selection is a lecture. Listen to the lecture and answer questions 46– 50. (2 points each) 46. What best describes folk wisdom? A

American folklore

jokes

sayings that give advice about life

different means of expressing oneself

47. Which expression of folk wisdom is not mentioned? A

myths

fairy tales

songs

poetry

48. What will the speaker probably focus on in the lecture? A

humorous sayings

legends

songs of joy and sorrow

famous American Presidents

49. What source of folk wisdom will be used in the talk? A

Abraham Lincoln

Mark Twain and Benjamin Franklin

students in this class

All of the above

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He loved to eat and drink.

People admired his wit.

He took the bitter medicine.

He told others not to overdo things.

50. Which is not mentioned about Ben Franklin?

PL ACEMENT TEST

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Test Answer Key

PL ACEMENT

Listening/Speaking

Interactions/Mosaic Listening/Speaking Placement Test Answer Key Section 1 1. c

2. d

3. d

4. c

5. c

6. d

7. b

8. a

9. a

10. c

Section 2 11. d

12. a

13. c

14. c

15. b

16. c

17. b

18. a

19. a

20. d

Section 3 21. b

22. c

23. d

24. b

25. a

26. a

27. c

28. d

29. c

30. b

Section 4 31. a

32. b

33. d

34. a

35. a

36. b

37. d

38. a

39. c

40. a

41. a

42. b

43. c

44. c

45. b

46. c

47. d

48. a

49. d

50. c

SCORING FOR INTERACTIONS/MOSAIC LISTENING/SPEAKING PLACEMENT TEST Score

Placement

0–27

Interactions Access

28–46

Interactions 1

47–65

Interactions 2

66–84

Mosaic 1

85 –10 0

Mosaic 2 This is a rough guide. Teachers should use their judgment in placing students and selecting texts.

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PL ACEMENT TEST A NSWER K E Y

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PL ACEMENT

Test Audioscripts

Listening/Speaking Placement Test Audioscripts Narrator: Narrator: Narrator: Narrator: Narrator: Narrator: Narrator: Narrator: Narrator: Narrator: Narrator: Narrator: Narrator: Narrator: Narrator:

Narrator: Narrator: Narrator:

Narrator:

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Section 1.

Number 1. When did Steve get in?

Number 2. How much time will you have to spend in Boston? Number 3. Has she ever been there before?

Number 4. How much is the subway fare?

Number 5. Should we try to get to the eight o’clock movie? Number 6. Do you think that this jacket fits?

Number 7. What are your preferences in art? Number 8. What are your hopes for your niece?

Number 9. On the way home from the doctor, did you stop for some milk? Number 10. Couldn’t you have arrived an hour later? Section 2.

Number 11. Peter is a lawyer like his mother.

Number 12. Mary’s flight was due at one, but it was delayed an hour and a half.

Number 13. Sixty students signed up for the sailing trip, but most of them failed to show up. Number 14. Judy’s got big plans for her birthday.

Number 15. Peter was beaten fairly quickly by Steve in the tennis match.

Number 16. In the heat of the argument, Mary lost sight of her original disagreement with John.

Number 17. Although Gary liked his uncle Robert, he was fonder of his cousin Peter.

Number 18. Considering the season, you really should plant the seeds in the garden before the frost.

PL ACEMENT TEST AU DIOSCRIPTS

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Listening/Speaking

Narrator: Narrator: Narrator: Narrator: Man: Woman: Narrator: Narrator: Woman: Man: Narrator: Narrator: Man: Woman: Narrator: Narrator: Man: Woman: Narrator: Narrator: Woman: Man: Narrator: Narrator: Man: Woman: Narrator: Narrator: Woman:

Number 19. On the whole, the dinner was great.

Number 20. John’s never been invited to the club by his brother. Section 3.

Number 21.

The weather has been so hot this summer…

And we haven’t had rain like this in years.

What does the woman mean? Number 22.

The restaurant wasn’t very good in my opinion.

I thought it couldn’t have been nicer.

What does the man mean? Number 23.

The storm sounded like it would blow the roof off my house. Wasn’t it terrible? The flood in our basem*nt ruined my son’s paintings.

What did the storm do? Number 24.

My brother is having a lot of trouble finding a job.

What a surprise. I haven’t seen him lift a finger.

What does the woman mean? Number 25.

Your serve. Whew. It’s gotten very hot.

I know, but I’m used to playing tennis in weather like this.

What does the man mean? Number 26.

The less I try to whack the ball, the farther it goes. Hmm, that’s quite a paradox!

What does the woman mean? Number 27.

Richard told me about this store. He said they have the lowest prices in town.

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PL ACEMENT

Man: Narrator: Narrator: Man: Woman: Narrator: Narrator: Woman: Man: Narrator: Narrator: Woman: Man: Narrator: Female Announcer:

Male Announcer:

Test Audioscripts

You think? I don’t necessarily buy that.

What does the man mean?

Female Announcer:

Number 28.

Did you hear that city hall almost burned down?

Right, and then the Mayor was removed under fire.

Narrator:

Number 29.

Male Professor:

What does the woman mean? How’s the pizza here?

Good, by and large, especially the mushroom and cheese.

What does the man mean? Number 30.

That young man got 20 years for stealing a bicycle.

Hmm. The judge sure handed down a hard sentence.

What does the man mean?

This is the T-A-L-K “Lost Pet Watch.” Tonight we are telling you about three missing pets.

Blacky is a black-and-white kitten, six months old, who ran away from her owner, Mrs. Lincoln. Her house is next to the high school.

And then, Oxen, a large German Shepherd, is a guide dog for John Wilson who’s been blind since birth. Mr. Wilson cannot get around without his dog. Oxen was last seen running through the Green Acres neighborhood. He’s wearing a black collar and has a big scar over his left eye. Also, Winston, a wire-haired terrier, was taken from Mrs. Thompson’s back yard. Winston is a prize-winning purebred worth about $3,000.

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Listening/Speaking

Narrator: Male Professor:

If you have any information, please call our studio at 1-800-PET-HELP. The police station no longer handles missing animal reports. The animal shelter’s phone is broken and won’t be repaired for a week. Stay tuned for news here at 103.7.

Part 1.

This evening I am going to talk about product placement. Product placement is probably one of the most important concepts I will cover this semester. In the United States special care is taken when placing items in different parts of the supermarket. For example, candy is generally placed next to the cashier or check-out counter. This is because customers are often likely to grab a candy bar while waiting in line. Children, who are waiting in line with their parents, often pester their parents to buy candy for them. Another example has to do with the placement of expensive products. Oh – Let me turn that off……

Part 2.

Now where was I… Right —

Well, many stores in the U.S., not all, will place expensive products at eye level. Imported shampoos, for example, are placed at a level where they are clearly visible and people can easily reach for them. Please note that I am not supporting or endorsing cheap items over expensive ones. Before we end this evening, I want to talk about your next assignment.

Though you might not think of it as homework, I expect each of you to go to a large supermarket before next Tuesday to see where the over-the-counter medicine is placed. I look forward to hearing about your findings in a week.

PL ACEMENT TEST AU DIOSCRIPTS

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PL ACEMENT

Narrator: Female Professor:

Test Audioscripts

Listening/Speaking

The final selection. Hello, class. Today we’re going to be talking about folk wisdom.

Every culture has many sayings that give advice about life. These sayings are part of what is commonly called “folk wisdom.” Of course, folk wisdom is also expressed in other ways, such as myths, fairy tales, legends, and songs. Often, however, folk wisdom is shared in the form of short sayings about the best ways to approach life’s joys and sorrows. Today, we’ll look at some of the humorous sayings of three famous Americans: Benjamin Franklin, Abraham Lincoln, and Mark Twain. Then I’ll ask you to share some examples of folk wisdom from your own communities. One characteristic of American folk wisdom is its humor. Humor makes the bitter medicine of life easier to swallow.

Ben Franklin was the first of many Americans to be admired for his humorous folk wisdom. Franklin himself loved to have fun. He liked to eat a lot, drink a lot, and be merry, but he always told others to practice moderation.

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PL ACEMENT TEST AU DIOSCRIPTS

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