Open Forum 1 - Academic Listening and Speaking (Tests Answer Key)

ACADEMIC LISTENING AND SPEAKING

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Answer Key and Test Booklet

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Contents Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Assessment Tests Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Test 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Test 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Test 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Transcripts Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Chapter 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Chapter 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Chapter 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Chapter 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

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Answer Key CHAPTER 1

5 Pronunciation

Communication

Exercise 1 (p. 7) When you’re listening to people, it’s interesting to pay attention to the gestures they’re using.

2 Listening Practice B Listening for Main Ideas (p. 2)

b

C Listening for More Detail (p. 2)

1. b 2. b 3. c

4. a 5. a 6. c

E Focus on the Listening Skill Exercise 1 (p. 3)

we’re she’s there’s they’re what’s

6 Speaking Skills Exercise 1 (p. 7)

She uses all four of the strategies.

2. Section B 3. Section C 4. Section D

CHAPTER 2

Literature

Exercise 3 (p. 4) 1. 2. 3. 4.

2. 3. 4. 5. 6.

Exercise 2 (p. 7)

Exercise 2 (p. 4)





She is describing a duplex and a kind of flower.

Answers will vary.

Exercise 2 (p. 7)

Chapters 2 and 3 Chapter 5 Chapter 8 Chapter 10

2 Listening Practice B Listening for Main Ideas (p. 10)

c

3 Vocabulary

C Listening for More Detail (p. 10)

Exercise 1 (p. 4)



They use the following verbs: talk, explained, say, and told

Exercise 2 (p. 5)

1. b 2. a 3. b

4. b 5. b 6. a



3 Vocabulary

4 Listening Practice B Listening for Main Ideas (p. 6)

1. F

2. T

3. T

C Listening for More Detail (p. 6)

1. b 2. b

3. b 4. a

1. 65 2. they prefer to watch TV or listen to music 3. songs 4. listen to the songs and then read the books 5. wrote their own songs about a novel they had read 6. performed a song she had written on the radio

5. b 6. a

Exercise 2 (p. 12)

2. 3. 4. 5.

e i a h

6. l 7. j 8. k 9. f

10. 11. 12.

b g d

Exercise 3 (p. 12) Answers will vary.

Open Forum 1: Answer Key  

4 Listening Practice

C Listening for More Detail (p. 19)

B Listening for Main Ideas (p. 13)







Answers may vary slightly. 1. The Joy Luck Club was important to Anne because it was the first book she could identify with. 2. Catcher in the Rye was important to Cora because she identified with the main character, and it described her experience. 3. Treasure Island was important to Brent because it appealed to his imagination and had good pictures.

C Listening for More Detail (p. 13)

1. 2. 3. 4.

T T T F

5. 6. 7. 8.

T F T T

9. F 10. F 11. T 12. F

Exercise 2 (p. 14) 1. 2. 3. 4. 5.

We visited my grandparents in Brooklyn. I found a great book. There were pictures of pirates. The illustrations were beautiful. I read it on Sundays.

Exercise 1 (p. 16) 2. 3. 4. 5.

e. d. a. c.

Taking time to think Expressing opinions Asking for further information Expressing interest

Exercise 2 (p. 16)

a. b. c. d. e.

7. a 8. b

3 Vocabulary Exercise 1 (p. 20) The Mediterranean, The United States

Exercise 2 (p. 20)

2. b 3. i 4. d

5. c 6. g 7. a

8. h 9. e

Exercise 3 (p. 20) Answers will vary.

4 Listening Practice

Asking for further information: Chapter 6 Asking for clarification: Chapter 3 Expressing interest: Chapter 7 Expressing opinions: Chapter 11 Taking time to think: Chapter 4

3. 5. 4. 1. 2.

How the bee carries nectar Bee communication Structure of the hive How many kinds of bees there are How bees make honey

C Listening for More Detail (p. 22)

7 Speaking Skills

4. a 5. b 6. b

B Listening for Main Ideas (p. 22)

5 Pronunciation

1. a 2. b 3. b

1. F 2. F 3. T

4. F 5. T 6. T

7. F 8. F 9. T

10. T

5 Pronunciation Exercise 2 (p. 23)

2. the 3. of 4. it

5. it 6. and 7. a

8. of 9. in 10. the

6 Speaking Skills Exercise 1 (p. 23) The students ask about how the worker bees carry nectar to the hive, how many worker bees there are, and the zoologist’s name.

Exercise 3 (p. 16) Answers will vary.

Exercise 2 (p. 23) CHAPTER 3

The students use the following expressions: Can you explain…?, How many…?, and Can you repeat…?

Life Sciences 2 Listening Practice

7 Speaking Practice (p. 24)

B Listening for Main Ideas (p. 18)

A



1. T

2. F

3. T

  Open Forum 1: Answer Key

1. 2. 3. 4. 5.

Africa 1/12th of a teaspoon two million two pounds 4000

B 6. 7. 8. 9. 10.

about one pound 55,000 50 and 100 15 miles red



CHAPTER 4



Psychology 2 Listening Practice



B Listening for Main Ideas (p. 27)



Examples of memory problems What happens at Boot Camp for the Brain Childhood memories A research study What other scientists think Using memory to prepare for college exams

C Listening for More Detail (p. 28)

1. a 2. c 3. c

4. b 5. a 6. c

5 Pronunciation Exercise 1 (p. 32) The prepositions in column 1 are stressed. The prepositions in column 2 are unstressed.

6 Speaking Skills Exercise 1 (p. 32) They are talking about a book and trying to remember its title.

Exercise 2 (p. 32)

3 Vocabulary

The speakers use the following expressions: Hmm…, Let’s see…, Give me a second…, and It’s on the tip of my tongue….

Exercise 1 (p. 29) participate in help (someone) with worried about optimistic about interested in surprised at

CHAPTER 5

Anthropology

Exercise 2 (p. 30)

2. in 3. about 4. to

5. in 6. at 7. about

8. with 9. about 10. about

4 Listening Practice

2 Listening Practice B Focus on the Listening Skill (p. 36)

✓



✓

B Listening for Main Ideas (p. 30)







3 2 4 1

3. Imagine a man in a field wearing a large red hat with the name “John” written on it. 4. You are more likely to remember it if it is silly or outrageous. 5. You can work out your brain by doing puzzles, like crossword puzzles and puzzles with pictures. 6. The tip of the tongue syndrome is when you’re trying to remember something and it’s very close, but you just can’t seem to remember it. 7. She suggest that you talk around it; for example, talk about the story and the characters in the movie. 8. It gives your brain time to work on it.

Ways to improve memory Forgetting names Tip of the tongue syndrome Stress and memory



✓



✓

C Listening for More Detail (p. 31)

Answers may vary slightly. 1. Worrying about your memory makes it more difficult to remember things. 2. The main goal is to make the name as memorable and meaningful as possible.

Anthropology is the study of humans now or at any time in the past. The field of anthropology is generally divided into four areas. One area of study for cultural anthropologists is the customs of groups of people. Dr. Tate studies early music in North America. Dr. Tate suggests taking an introductory course and talking to people to find out about the field. Dr. Tate says an anthropologist is unlikely to get rich, but that it’s a fascinating field.

Open Forum 1: Answer Key  

C Listening for More Detail (p. 37)

5 Pronunciation



Exercise 2 (p. 40)



1. The ways of life, traditions, and customs of different people 2. Human origins, genetics, and biological variation 3. People in the past 4. Language and the relationship between language and culture 5. Early music in North America 6. He thinks there will be more sub-fields of study.

3 Vocabulary



1. 2. 3. 4. 5. 6. 7. 8.

biology biologist archaeology archaeologist corporation observation personality quality

Exercise 1 (p. 37)

6 Speaking Skills



Exercise 1 (p. 41)



1. A professional is someone who works in a profession. 2. An archaeologist is an expert in archaeology. 3. An actor is someone who acts on TV or in plays or movies. 4. A musician is someone whose job is to play a musical instrument. 5. A manager is a person who manages an organization or part of an organization.

Exercise 2 (p. 38) -ist: anthropologist, artist, archeologist -ian: mathematician, politician, musician -al: official, professional -or: professor, director, actor -er: employer, manager

They are discussing the fact that an anthropologist is going to visit their office.

Exercise 2 (p. 41) They use the following expressions: No, I said…, In other words…, and I mean….

7 Speaking Practice Exercise 1 (p. 41) Answers will vary.

Exercise 2 (p. 41) Answers will vary.

Exercise 3 (p. 38)

1. 2. 3. 4. 5. 6.

mathematician artist director employer politician professor

4 Listening Practice B Listening for Main Ideas (p. 39)

1. She studies communities and people in the same ways, no matter what the setting. 2. Answers will vary: An anthropologist may study how workers interact in a factory or how people use technology.

C Listening for More Detail (p. 39)

1. b 2. a 3. b

4. c 5. a 6. c

  Open Forum 1: Answer Key

CHAPTER 6

Money 1 Introducing the Topic Exercise 3 (p. 43)

2. e 3. b

4. a 5. d

2 Listening Practice B Listening for Main Ideas (p. 43)

1. A local currency is a system of money that is issued and used in a local community. 2. Communities use local currencies to stimulate the local economy and to keep money circulating in the community.

C Listening for More Detail (p. 44)

1. A picture of a lake 2. Ten dollars 3. In businesses downtown and for local services 4. About 20,000 hours 5. More than 300



6. Pay part of their employees’ salaries, pay for local services, or cash in the money 7. Four 8. In Wilks we trust

6 Speaking Skills (p. 51) They use the following expressions: What about…?, Is that when…?, Could you tell us a little more about…?, and Can you tell us about…?

D Focus on the Listening Skill Exercise 2 (p. 45)

1. b The next sentence says, “It goes back into the community that way.” 1. a

2. b

3. a

3 Vocabulary Exercise 1 (p. 46)

2. 3. 4. 5. 6. 7. 8.

rent student loans mortgage lend interest owe pay back

1. a 2. b 3. a



7. b 8. b

D Working Out Unknown Vocabulary (p. 49)

1. a 2. b

3. b 4. a

1. c 2. b

3. a 4. c

5. b 6. a

1. 2. 3. 4. 5. 6.

speculative speculative speculative fact speculative fact

Exercise 2 (p. 55)

A common currency Examples of a common currency How credit cards came about The first coins, banks, and paper money The gold standard Investing in the stock market

4. b 5. a 6. b

✓

Exercise 1 (p. 55)

C Listening for More Detail (p. 49)



✓

Fidgeting can help you be in better shape. Tapping your foot is an example of fidgeting. Researchers think people may be born with a tendency to move or not move a lot. The people in the study wore special sensors that measured movement. The sensors took measurements every half second.

D Focus on the Listening Skill

B Listening for Main Ideas (p. 48)

✓ ✓

✓



rent payments loan bills credit interest debt paid back borrowed

✓ ✓



C Listening for More Detail (p. 54)

4 Listening Practice

2 Listening Practice



Exercise 2 (p. 47) 2. 3. 4. 5. 6. 7. 8. 9. 10.

Health B Listening for Main Ideas (p. 53)

Exercise 3 (p. 45)

CHAPTER 7

5. a



1. 2. 3. 4.

The speaker says apparently. The speaker says could. The speaker says might. The speaker doesn’t use any speculative language. 5. The speaker says they think and may be. 6. The speaker doesn’t use any speculative language.

3 Vocabulary Exercise 1 (p. 56) Researchers have new information about staying in shape. Almost any little movement could help you stay fit and take off some unwanted pounds. You don’t have to go out and run 10 miles! If you’re on the sofa, just get up . That’s right, stand up and stretch. If you do this several times a day, it will help. If you feel more ambitious, turn off the TV,

Open Forum 1: Answer Key  

put on your shoes and go out for a walk. Then when you sit down to watch TV again, don’t pick up the remote. In fact, throw it away . That way you have to move to watch TV.

CHAPTER 8

Social Studies 2 Listening Practice

Exercise 2 (p. 56)

B Listening for Main Ideas (p. 62)





2. 3. 4. 5. 6.

She picked them up. He put it on before he went out. Throw it away. Don’t forget to turn them off when you leave. Take them off when you come into the house, please.

4 Listening Practice B Listening for Main Ideas (p. 57)

b

C Listening for More Detail (p. 57)





Answers may vary slightly. 1. Robert Sapolsky came to conclusions about human stress after working with animals and studying primates in Africa for 20 years. 2. Stress that zebras might feel is caused by their being hunted by other animals. 3. Baboons have more free time because they only spend about four hours a day looking for food. 4. Some typical causes of stress in humans mentioned are money and job worries. 5. Long-term stress in humans causes problems because your body feels like it’s in an emergency for a long time. 6. To deal with stress, Robert Sapolsky suggests choosing a strategy that works for you.

D Working Out Unknown Vocabulary (p. 58)

1. a

2. b

3. b

4. a

5 Pronunciation Exercise 2 (p. 59) The second version shows interest with intonation. The first version sounds less interested.

6 Speaking Skills Exercise 1 (p. 59) They are discussing a book about stress and how to deal with it.

Exercise 2 (p. 59) They use the following expressions: Really? and That sounds interesting.

  Open Forum 1: Answer Key

1. less 2. less 3. less

C Listening for More Detail (p. 62)

1. b 2. c

3. a 4. c

5. a

D Focus on the Listening Skill (p. 63)

1. a 2. c

3. a 4. b

5. a

3 Vocabulary Exercise 2 (p. 65) fell: went down or decreased rise: an increase approximately: about or around steadily: in an even or regular way peak: the highest point leveled off: reached and stayed at the same level

Exercise 3 (p. 65)

1. 2. 3. 4. 5. 6.

increased steadily reaching a peak fell leveling off approximately

4 Listening Practice B Listening for Main Ideas (p. 66)

✓ ✓

knowing your neighbors attending a church, mosque, or synagogue attending local events reading or listening to the news volunteering getting together with friends and family

C Listening for More Detail (p. 67)

Answers may vary slightly. Kevin 1. about 10 2. once 3. yes 4. sometimes 5. no



6. all the time 7. once a week Lorraine 1. 7 2. 3-4 times 3. yes 4. yes 5. yes 6. once a year 7. couple of times a week Jay 1. 1 2. once 3. no 4. no 5. no 6. occasionally 7. almost every night

5 Pronunciation Exercise 1 (p. 67) c The speaker is talking about her parents and brothers, so the pronoun must be the plural “them.”

Exercise 2 (p. 68)

1. 2. 3. 4. 5.

you them her it him

6 Speaking Skills Exercise 1 (p. 68) The people respond by saying more than yes or no. They explain their answers, and this makes them sound more interested. It also makes their responses more informative and helpful.



1. It seems like you’ll get wetter if you walk in the rain because you will be in the rain longer. 2. You might get wetter when you run because the rain hits the front of your body more. 3. Wind could make a difference because it blows rain at you. 4. If you run in a light rain without wind, you stay 16% drier. 5. If you run in a heavy rain with a lot of wind, you stay 40 to 44% drier. 6. Two scientists found this difference by weighing their clothes after one walked and the other ran in the rain.

D Focus on the Listening Skill Exercise 1 (p. 72)

4 7 1 6

They waited for a rainstorm. Other people were interested in the results. They decided to do an experiment. They weighed their clothes to find out how much water was absorbed. 3 They measured a track outside their office. 5 One man walked around the track, and one man ran around it. 2 They bought identical clothes.

Exercise 2 (p. 72)

✓ ✓ ✓ ✓

First, Then, After that, After (they finished), In the end, Finally,

3 Vocabulary Exercise 1 (p. 73) I think it makes sense to run in the rain. How did they do the research? Wind makes a difference in the calculation. Two scientists in North Carolina decided to do an experiment.

Exercise 2 (p. 68) Answers will vary.

Exercise 2 (p. 73) make: a decision, a list, a living, a meal, a mistake, money, a profit do: business, housework, a job, the shopping, someone a favor

CHAPTER 9

Earth Science 2 Listening Practice B Listening for Main Ideas (p. 71)

a

C Listening for More Detail (p. 71) Answers may vary slightly.

Exercise 3 (p. 73)

1. 2. 3. 4.

make make make does

Open Forum 1: Answer Key  



5. 6. 7. 8.

CHAPTER 10

make do make makes

History 2 Listening Practice B Listening for Main Ideas (p. 80)

4 Listening Practice B Listening for Main Ideas (p. 75)

3 Rain barrels to collect water for gardens 1 Residents who built a water system for their town 2 Large ponds that use algae to clean waste water

C Listening for More Detail (p. 75)

1. F (They had no water system in the town of San Elizario.) 2. F (A typical family might have two buckets of water a day for the whole family.) 3. F (The water authorities said they would build the system, but they never did.) 4. T 5. T 6. F (The Calcutta Wetlands are on the edge of Calcutta.) 7. F (The water in the ponds is not clean enough to drink, but people can eat the fish that live there.) 8. T 9. T 10. F (The Vancouver project is important because it makes people more aware of wasteful water practices.)



2 3 1 4

The first people to come to North America Leif Erikson Christopher Columbus Zheng He

C Listening for More Detail (p. 80)

1. F 2. F 3. T

4. T 5. F 6. T

7. T 8. F

D Focus on the Listening Skill Exercise 1 (p. 81)

1. a

2. b

3. c

Exercise 2 (p. 81)

Answers may vary slightly. 1. The Chinese 2. They had large treasure ships that carried many sailors. 3. The Chinese had large treasure ships that carried a lot of sailors.

3 Vocabulary Exercise 1 (p. 82)

D Working out Unknown Vocabulary (p. 75)

1. a 2. b

3. b 4. b

5. a

5 Pronunciation

turned out: came in: got to: went back: went through:

a c f h j

7. 8. 9. 10.

got together: looked up: found out: went over:

The separable multi-word verb is look up.

(

(

( (

(

(

6 Speaking Skills

(

(

( (

1. She has overseen many projects around the world. 2. Vancouver is a city that gets a lot of rain. 3. Calcutta is in India. 4. I think it’s an important issue. (



2. 3. 4. 5. 6.

Exercise 2 (p. 82)

Exercise 2 (p. 77)



Exercise 3 (p. 83)

2. 3. 4. 5.

found out got together went over set out

6. go back 7. turned out 8. got to

Exercise 1 (p. 77)

4 Listening Practice



B Listening for Main Ideas (p. 84)

1. .3%

Exercise 2 (p. 77)

2. 2.5% 3. 3/4, 68.9% 4. 30.8%, 1/3

  Open Forum 1: Answer Key



4 2 5 1 3

The “kissing post” The dining hall Researching your family background Arriving at Ellis Island The inspections

b g d i

C Listening for More Detail (p.84)







Answers will vary. 1. musical instruments, tea pots, earth, plants 2. paid for by the steamship companies, food was good, food was strange to many, ice cream and some fruits were new to many immigrants 3. illness, old people and children traveling alone, held in the hospital, 20% held back, most released after a day or two 4. waited in line for hours, crowded, hot, very loud, many languages, inspectors asked questions like, “Where do you come from?” and “Where are you going?” 5. scene for family reunions, husbands and wives met there, parents and kids met there 6. Her aunt used Ellis Island records (ship records); she found out the name of her grandfather’s town in Ireland; she visited the town and met a relative.

D Working Out Unknown Vocabulary (p. 84)

1. b 2. a

3. a 4. b

5. a



Exercise 1 (p. 91) Fascinated ( –ed) describes how the person feels. Fascinating (–ing) describes what makes her feel this way.

Exercise 3 (p. 91)

were can was ’d OR would ’d OR had

CHAPTER 11

Math and Technology 2 Listening Practice A Preparing to Listen (p. 88) 1. The next numbers in the sequence are 34, 55, 89…

B Listening for Main Ideas (p. 89) 5 4 3 1 2

Discovery of the Fibonacci sequence The sequence in art and music The sequence related to the human hand Numbers in the sequence The sequence in the natural world

C Focus on the Listening Skill (p. 90)

7. F 8. T

3 Vocabulary





4. T 5. T 6. F

1. 2. 3. 4. 5. 6. 7. 8. 9.

interested interesting confusing bored intrigued fascinating exhausted surprised tired

B Listening for Main Ideas (p. 92)

Exercise 1 (p. 85)



1. T 2. F 3. F

4 Listening Practice

5 Pronunciation 1. ’re OR are 3. ’ll OR will 2. ’d OR would 4. were

D Listening for More Detail (p. 90)

Answers will vary. 1. flowers, pinecones, seashells 2. 2 hands, 5 fingers, 3 knuckles 3. Leonardo da Vinci’s paintings 4. patterns in Bach’s music

3 Human computers in World War I and World War II 5 A book about human computers 1 A mathematical model of the orbit of Halley’s comet 4 The kind of people who worked as human computers 2 Division of labor

C Listening for More Detail (p. 93)

Answers may vary slightly. 1. The history of the development of the computer 2. Three 3. For five months 4. He hired eighty human computers to do the calculations. 5. Six years 6. Calculations for maps and weapons 7. They were not math experts. They were often poor and couldn’t find other work. Many were women. 8. He found out that his grandmother had gotten a degree in mathematics in 1920.

5 Pronunciation Exercise 1 (p. 94) 1, 2, 4

Open Forum 1: Answer Key  

6 Speaking Skills

3 Vocabulary

Exercise 1 (p. 94)

Exercise 1 (p. 100)

They are discussing whether the computer is the most important invention of the 20th century.

Restorative justice is a different approach to the traditional court system. -al: traditional -ent: different -ive: restorative

Exercise 2 (p. 94) They use the following expressions: I think…, I’m not sure I agree, Maybe, but…, I see your point, but…, and I agree….

CHAPTER 12

Law Exercise 1 (p. 96) In headline 6, a person has been found guilty.

Exercise 2 (p. 97) 2. 3. 4. 5. 6.

offender release victim pleads not guilty convicted

2 Listening Practice B Listening for Main Ideas (p. 98)

✓



✓

To punish the offender To make the offender take responsibility for the crime To keep the offender out of prison To send the offender to prison To restore the victim of a crime

C Listening for More Detail (p. 98)

1. 2. 3. 4. 5.

T F (Restorative justice focuses on restoring the victim.) T T F (Victims often feel less afraid after they meet the offenders.) 6. T 7. F (Restorative justice is used in countries all over the world.) 8. T

D Focus on the Listening Skill (p. 99)

2. 3. 4.



2. current 3. political

Exercise 3 (p. 101)

1 Introducing the Topic



Exercise 2 (p. 100)

c But here’s the important point . . . b In particular . . . c One interesting point is . . .

10  Open Forum 1: Answer Key



4. 5. 6. 7. 8.

alternative effective positive criminal violent

Exercise 4 (p. 101) 9. federal 10. legal

4 Listening Practice B Listening for Main Ideas (p. 102)

1. b

2 b

C Listening for More Detail (p. 102)

1. c 2. c 3. a

4. b 5. b 6. c

7. a 8. c

D Working Out Unknown Vocabulary (p. 103)

1. a 2. b

3. b 4. a

5 Pronunciation Exercise 2 (p. 104)

1. 2. 3. 4. 5.

What did Patty find on the curb? How did she know it was valuable? How much was it worth? What was the problem in Andrew’s house? What should Andrew do?

6 Speaking Skills Exercise 1 (p. 104) The speakers use the following expressions: I mean…, And so you want to know…, You’re saying…, and You said that….

TEST 1

TEST 3

Chapters 1-3

Chapters 7-9

Part 1

Part 1



1. T

2. F



Part 2

3. a 4. b 5. b

1. b

2. a

Part 2 6. b 7. a 8. a

9. a 10. a



3. T 4. T

5. F 6. T

7. F 8. T

11. b

12. a

9. T

Part 3 10. a

TEST 2

Chapters 4-6

TEST 4

Part 1

Chapters 10-12



1. b

2. b

Part 1

Part 2

3. T 4. T

5. F 6. F

7. F

9. a

10. a

Part 3

8. b



1 3 4 2

How people first started to count The concept of zero The use of zero in Europe Societies that don’t have numbers

Part 2

1. a 2. b

3. a 4. a

5. a 6. b

7. b 8. b

Part 3 9. b 10. a

11. a 12. a

Open Forum 1: Answer Key  11

Test 1: Chapters 1–3 Name:

   Date:

   Score:

You are going to hear a radio interview with an expert on body language and nonverbal communication. Before you listen, think about what you already know about body language and nonverbal communication. What are some examples of it? How do you think it can affect communication?

1. Read statements 1 and 2. Then listen and write T for true or F for false for each statement.



7. Arms crossed across the chest a. can mean different things b. means that someone is angry



1. Nonverbal communication is about more than gestures.





2. A nonverbal signal always has only one meaning.

8. What does it usually mean when you look into the eyes of someone who is speaking? a. You are interested. b. You are not interested.



9. Nonverbal communication . a. is different in different cultures b. may be different in different cultures, but Ms. Young isn’t sure

2. Now read questions 3-10. Then listen again and choose the correct answer for each question.

3. How near we sit or stand in conversation . a. is an example of nonverbal communication. b. is not an example of nonverbal communication



4. What are two examples of paralanguage? a. accent and the words you use b. accent and tone of voice



5. Approximately how much communication comes from nonverbal signals? a. more than 50 or 60 percent b. less than 50 or 60 percent



6. The way a person shakes hands a. always has the same meaning b. can have different meanings

12  Open Forum 1: Assessment Tests

.

10. Paying attention to nonverbal signals . a. can help communication b. is too complicated to help communication

.

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Test 2: Chapters 4–6 Name:

   Date:

   Score:

You are going to hear someone give advice to college students about managing money and establishing a credit history. Before you listen, think of three pieces of advice that you might hear.

1. Read statements 1 and 2. Then listen to the interview and choose the correct answer to complete each statement.

3. Listen to the extracts from the interview. Listen for the words in italics. Choose the correct meaning for each word.



1. According to Karen Heller, many students . a. spend too much money b. have difficulty planning how to spend their money



8. A budget is probably . a. a type of checking account b. a plan for how an amount of money will be spent





2. Karen says it’s important to . a. have at least one credit card b. establish a good credit history

9. The balance is probably a. the money that you owe b. a small payment

2. Now read statements 3-7. Then listen to the interview again and write T for true or F for false for each statement.

3. Many students aren’t used to managing their own money.



4. Some students spend too much because they misjudge how much things will cost.



5. Students should not apply for credit cards.



6. Your credit record shows how much money you have in the bank.



7. Only your credit card company can look at your credit record.

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.

10. Debit cards are probably similar to . a. checks (the money comes out of your checking account) b. credit cards (the money is borrowed)

Open Forum 1: Assessment Tests  13

Test 3: Chapters 7–9 Name:

   Date:

   Score:

Look at the title of the news report you are going to listen to: “Stressed Women Would Rather Make Friends Than Fight.” What do you think the report might be about?

1. Read statements 1 and 2. Then listen to the news report and choose the correct answer to complete each statement.

3. Listen to the extracts from the news report. Listen for the words in italics. Choose the correct meaning for each word.



10. Implications probably means . a. the effects that something will have in the future b. the reasons for something



1. New research shows that . a. men and women both look for social contact to deal with stress b. women are more likely than men to look for social contact to deal with stress 2. Until recently, medical research . a. mainly focused on men b. focused on both men and women

2. Now read statements 3-9. Then listen again and write T for true or F for false for each statement.

3. Social contact includes contact with friends, relatives, and children.



4. Stopping to ask for directions when you’re lost is a kind of social contact.



5. “Fight or flight” behavior means that someone always acts aggressively.



6. Men seem to have more serious health problems than women as the result of stress.



7. On average, women live six more years than men.



8. Researchers looked at data from studies on both humans and animals.



9. Medical research that receives money from the government must represent both men and women.

14  Open Forum 1: Assessment Tests

11. Funding probably means . a. ideas given for a project b. money given for a project 12. To Broaden research studies probably means a. make them wider and include more topics b. cancel them

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Test 4: Chapters 10–12 Name:

   Date:

   Score:

You are going to listen to a conversation about the history of numbers. What do you know about mathematics in the past? How do you think people first started to count? What cultures do you think produced great mathematicians?

1. Listen to the conversation. Then number the topics in the order they are discussed.

How people first started to count



The concept of zero



The use of zero in Europe



Societies that don’t have numbers

2. Now read questions 1–8. Listen to the conversation again and choose the correct answer for each question.









1. The first type of counting was probably done by . a. making marks on bones b. using small stones or beads 2. It was better to count using small stones because . a. they were easy to find and to carry around b. people could use them to subtract as well as add 3. Some societies don’t have words for numbers because . a. exact numbers were never important to them b. they lived in cities 4. The symbols we use to count today came from . a. India b. Australia 5. The concept of zero originated in a. India b. North Africa

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.



6. The discovery of zero was important because . a. before that, people did not have a symbol for “nothing” b. it could be added to other numbers to make them ten times larger or smaller



7. Fibonacci discovered the new number system in . a. India b. North Africa



8. The Europeans adopted the new system . a. as soon as it was discovered b. slowly

3. Listen to the extracts from the conversation. Listen for the words in italics. Choose the correct meaning for each word.

9. Tokens are probably . a. a type of jewelry b. small items that represent a certain value

10. A breakthrough probably means . a. a development or an improvement b. a problem 11. Originated probably means a. began or started b. changed 12. Convert probably means a. change to a new system b. move to a new place

.

.

Open Forum 1: Assessment Tests  15

Transcripts Chapter 1

Communication 2 Listening Practice B Listening for Main Ideas (p. 2) A = Reporter, B = Joan Lee A: Good morning and welcome to the show. Today’s topic should be interesting to anyone who has ever had to deal with a screaming and frustrated toddler!

Most children start to speak somewhere around the age of two, but they often want to communicate well before that. So some parents are trying a new way to help their small children communicate earlier: using sign language.



I’m watching a baby sign language class at Parent’s Corner in Lower Manhattan, and I’m talking to Joan Lee, who’s the director of the program. Joan, good morning!

B: Good morning! A: So these babies are learning sign language? B: Well, we don’t…we’re not exactly teaching the babies. We’re teaching the parents some basic signs that they can use with their babies. A: What kind of signs are you teaching them? B: Well we start with signs for the most important things in babies’ lives…signs for things like “more,” “milk,” “up”…that kind of thing. A: The things babies need to say! B: Yes, exactly. A: Where did the signs come from? Did you make them up? B: Oh no. Most of the signs are taken from ASL… American Sign Language. A: How old are the babies? B: The youngest is four months, and the oldest is about eighteen months. A: That’s incredible! Now what are the advantages of doing this? B: Well, mainly it’s much easier for the parents, and actually for the babies too, if they can communicate. You can figure out what they want. It’s very frustrating when your child is screaming his head off and you don’t know what he’s…what he wants.

16  Open Forum 1: Transcripts

A: I see. Where did this idea come from? B: From watching deaf children. Some years ago, researchers noticed that deaf children learn to use hand signals earlier, much earlier, than hearing children learn to speak. So they wondered if all children could use hand signals before using words. And it seems that they can. A: Now that raises another question, though. How do children move into speaking from this? I mean, isn’t there a danger that they get so good at sign language that they don’t speak? B: No, actually the opposite seems to be true. Signing…um using hand signals…may actually help children develop language earlier. A: That’s interesting. B: There’s also some evidence that it raises children’s intelligence. There was one test done where babies that signed scored twelve points higher on an IQ test than babies that didn’t. A: That’s fascinating! If you would like to find out some more information about using sign language with babies, log on to our Web site at…

4 Listening Practice B Listening for Main Ideas (p. 6) Today I’m going to talk about gesture, and how we use our hands when we talk. Most of what I’m going to say is based on research done by Professor Susan GoldinMeadow. She’s written about her work in a book called Hearing Gesture: How our hands help us think. It’s on your book list. Now, Professor Goldin-Meadow has spent a long time studying gestures…and by that I mean the kind of small little hand and eye movements that we use when we talk. We usually don’t even notice how we’re using our hands when we talk. But try talking without hands! Our hands and our eyes and even how we move our bodies, they all help us to communicate. OK. The first point I’d like to make is that everybody gestures, including even people who have been blind from birth. So even someone who has never seen a gesture will use their hands when they’re speaking. So scientists have concluded that gesturing is not something that we learn from other people. It’s something that we do naturally, and that we’re all born with.

Now gestures usually support what we’re saying. For example, I might say, “I’m going upstairs” and I might point upwards with my hands at the same time. And when we talk to each other we’re paying attention to gestures as well, even though we don’t normally realize it. Actually, sometimes the gestures give us extra information. For example, if I say to you something like, “Professor Clark is in her office,” and I point “down” as I say it, you will automatically understand: “She’s in her office, and her office is downstairs.” In fact you will probably think that I said, “She’s downstairs,” where I never actually said that! I just said it with my hands. But you saw the gesture, so you think you heard it. So usually there’s a correspondence, or a…a match… between the gestures a person makes and what they say in words. The words and the hand movements go together. But sometimes, people use a gesture that doesn’t match their words. that’s called a “mismatch” and that’s very interesting, because it can show you when someone doesn’t understand. Professor GoldinMeadow worked with children trying to do mathematical problems, and she asked them to explain how they worked out the answer…and she watched their hands. She noticed that sometimes the hand movements would be different from what the child was saying. And she figured that that indicated where the child was confused. It can tell you a lot about what’s going on in their heads. Professor Goldin-Meadow believes that we actually use our hands to help us think, and to help us put things into words. I’m sure you’ve noticed that people use more gestures when they have difficulty with language. For example, when they’re speaking a foreign language, or when they’re explaining something complicated, or when they’re describing a painting, or something like that. So it seems that gestures are an important step between thinking and speaking…like a kind of bridge between ideas and words. So let’s summarize what I’ve said so far. Firstly, everybody makes gestures—it seems to be an ability that we’re born with. Second, gestures usually correspond to language—the gestures go with what a person is saying. When gestures don’t match the language, that can indicate that someone is still working out a concept. And finally, it seems that people actually use gestures to help them think. OK, any questions so far?







6 Speaking Skill Exercise 1 (p. 7) A = Woman, B = Man A: I went to visit Alicia and Marina yesterday. B: Oh, really? A: Yes. They live in this great place. B: They have their own house? A: No, they have half of a house. You know, when they live in half of it and someone else lives in the other half. It’s a, what do you call it…a du…something. B: A duplex? A: A duplex! That’s it. And it’s really nice. They have a garden in the back with lots of those flowers…you know those purple ones. Oh, I can’t remember what they’re called. You see them everywhere.

Chapter 2

Literature 2 Listening Practice B Listening for Main Ideas (p. 10) A: Host, B: Gwyneth Dunne A: Good morning. The topic for today is literacy and young people. Statistics show that a love of reading has a big influence on children’s academic success. The top two percent of students in the country read for 65 minutes a day; the top ten percent read for twenty minutes a day. In contrast, the bottom 10 percent read for one-tenth of a minute per day…that’s basically not at all.

Now the best way to improve students’ reading is to get them to read more. But teachers will tell you that motivating children to read can be difficult when they prefer to watch television or listen to music.



Today we’re going to learn about an organization that uses music to get students interested in

5 Pronunciation Exercise 2 (p. 7)

1. It’s something that we do naturally, and that we’re all born with. 2. And when we talk to each other, we’re paying attention to gestures as well.

3. You will automatically understand: “She’s in her office, and her office is downstairs.” 4. So usually there’s a correspondence or a…a match…between the gestures a person makes and what they say in words. 5. People use more gestures when they have difficulty with language. For example, when they’re speaking a foreign language. 6. It can tell you a lot about what’s going on in their heads.

Open Forum 1: Transcripts  17

reading. And here to talk about it is Gwyneth Dunne. Welcome to the studio. B: Thank you. A: Tell us about Artists for Literacy. B: Well, we collect songs that have been inspired by literature…for example, a song that has been written about a character, or a situation in a book…and then we make the song available to teachers. There are a lot of popular songs that have been inspired in one way or another by literature. A: Oh! Like The Beatles wrote “I am the Walrus.” Wasn’t that inspired by a poem by Lewis Caroll? B: Yes, it was, but also U2, Metallica, Sting…they all wrote songs that were inspired by a novel, or a story, or a poem that they had read. So we compile CDs of songs inspired by literature and the artists donate the songs. So, for example, we’ve got Suzanne Vega’s song, “Calypso.” That was inspired by Homer’s Odyssey. Bruce Springsteen’s song, “The Ghost of Tom Joad”…that was inspired by a Steinbeck novel. A: And teachers use the music in the classroom. I guess you’re looking at, what, middle school? high school? B: Both. Both middle and high school teachers use them. Teachers in adult literacy programs use them too, actually. A: What do the teachers do with the CDs? How do they use the songs? B: They play the songs and they study the lyrics, and that gives the students an idea of the plot, or the story, or the characters that are in the book. Sometimes there’s a video they can watch, and… oh, we have interviews with the artists too, on our Web site. It all helps to get students interested, and then they’re more ready to read the book. A: That sounds great! I guess reading is scary to a lot of kids. But music isn’t. B: Yeah. We also did a project where students read a novel. And then they wrote and performed their own songs about the story. So it works the other way around too! A: How did this organization come about? B: Well, the founder of the organization, Deborah Pardes, wrote a song that was inspired by the book Angela’s Ashes, and she performed the song on the radio. And after the performance, the radio station got a lot of e-mails from listeners, asking about the book. So she realized that listening to the song got people interested in reading the book. A: That’s an inspiring story. Gwyneth, thank you for being with us today.

18  Open Forum 1: Transcripts

B: You’re welcome. A: For more information about Artists for Literacy, go to the Web site at…

4 Listening Practice B Listening for Main Ideas (p. 13) A = Anne, B = Brent, C = Cora A: What are you reading? B: The Bone-Setter’s Daughter. A: That’s an Amy Tan book, isn’t it? B: Yep. A: Oh, I love Amy Tan! Have you read any of her other books? B: Yeah, most of them. I’ve read… C: Which one was your favorite? B: I don’t know. I like them all. This one’s pretty good. A: The Joy Luck Club was a really important book for me. B: That’s the one about the mothers and their daughters, isn’t it? A: Yeah. I read it when I was about fifteen, and I really identified with it! You know, when I was growing up, I didn’t know very many other Chinese Americans, and suddenly here was this book and it was like the story of my life! Here at last were some characters that I could identify with! It was great! A: Thing is, it actually got me interested in China… really for the first time. My father was born there, and he still has family over there, but he never really spoke very much about it, and after I read that book I started to get interested and I wanted to know more. So I suddenly started asking my parents all these questions, and I wanted to speak more Chinese at home. C: Wow. A: Yeah, and then we went there on a vacation shortly after that and it was like I discovered all this family that we had over there. It was so cool. C: All because of The Joy Luck Club. A: Yes, it was, really, in a way. B: Did you see the movie? A: Oh yes, I did, and I loved the movie too. C: I felt like that with The Catcher in the Rye. A: Really? C: Yes. I know it’s a really typical teenage book, that everybody has to read in high school, but it was a bit like what you felt. You know, you feel that no one understands you, and suddenly you read a book that just describes exactly your experience. C: The kid in the story…what’s his name? B: Holden Caulfield.

C: Holden Caulfield! That’s right. He was always going on about other people being phony, because adults just seemed so…what’s the word…so insincere and …kind of…like dishonest or something to him. That’s really how you feel at that age, I think. At least that’s how I felt. B: Did you read it in high school? C: Yeah, and I remember it was the first time I ever liked a book that I had to read for school! After that, I actually got interested in English classes. B: The first book that I remember was Treasure Island. C: Treasure Island? Really? B: Yeah. When I was little, we’d go to visit my grandparents in Brooklyn…on Sundays…every Sunday. And the adults would have a big lunch, and talk, and I’d be really bored. But they had a lot of books. So one day I started to look through the books and I noticed Treasure Island because it had these great pictures of pirates, and ships, and desert islands. The illustrations were beautiful. A: Yeah. B: And then I started to read the story, and I was hooked! And after that, I’d pull out that book every Sunday and read it. It must have been at least a year. When I was done I just started all over again because it was quite difficult, so a year later I understood a lot more. I can still see some of those pictures. C: I’ve never read… B: It just really appealed to my imagination. For years after that I used to play pirates and look for buried treasure. That was all I wanted to do. A: That’s why books are so great for kids. They open up a whole world of possibilities to you.

5 Pronunciation

Chapter 3

Life Sciences 2 Listening Practice B Listening for Main Ideas (p. 18) A = Guide, B = Whole Group, C = Group Member 1, D = Group Member 2 A: Hello, everyone. I know many of you have come from far away to visit us here in Cornwall in England, so welcome to the Eden Project!

B: Wow. That’s amazing. A: Yes, it is. Oh, I forgot to mention, feel free to ask questions at any time.

OK, you can see that we have some amazing gardens to walk around in. Three different areas in fact, including the two biomes. The biomes are the clear domes that you see from here. We’ll talk about the different areas and then you can explore on your own. If you move closer to the map, you’ll be able to see better.



As you can see, we have three different areas with different kinds of plants in each area: one is the outdoor landscape, another is the warm temperate biome, and then the third is the humid tropics biome. Each biome has different sections with different types or categories of plants, whether it be plants for food, plants for use in making fiber… clothes and things like that…and so on. There will be signs giving you information on each section.



Let’s talk about the outdoor landscape first. This has the natural landscapes and plants of temperate regions. This is like our region of Cornwall, like where we are now, and really most of Britain, as well as parts of Russia and parts of North and South America. This landscape will continue to change over time, and, of course, the plants here change with the seasons too. Oh, it’s quite a long walk down to the end of this

Exercise 1 (p. 14)

1. 2. 3. 4.

I read a good book. It was written by Amy Tan. I was interested in China. My father was born there.

Exercise 2 (p. 14)

1. 2. 3. 4. 5.

We visited my grandparents in Brooklyn. I found a great book. There were pictures of pirates. The illustrations were beautiful. I read it on Sundays.

To begin, let me give you a bit of background on the project. Our aim is to take horticulture…the science of growing fruits, plants, and flowers…and blend it with art, science, and education. We also work to find a balance between growing plants for our needs and conserving land worldwide. Overall, our aim is education…and not just for people already interested in plants and horticulture. We want to make plant-based issues interesting to the ordinary person. We have 100,000 different plants here, and 5000 different species of plant.

Open Forum 1: Transcripts  19

section, but there is a train that runs from here at the Visitor Centre. Any questions? OK, let’s go on to the warm temperate biome. You can see it here on the map. Think of the regions of the Mediterranean for this one, as well as parts of South Africa, Australia, and some of California in the United States. Plants in these regions have to live in difficult conditions: very dry and usually the soil isn’t very good. C: So, would these plants include things like olive trees and citrus fruits? A: Yes, exactly. OK, let’s talk about the second biome. This is the humid tropics biome. Think of tropical regions such as West Africa, Malaysia and tropical South America. It’s actually the largest biome in the world and has over 1000 plant species in it. And, of course, the temperatures are pretty warm in there, so bear that in mind. D: Can I ask how, or where, you got all these different plants? A: Yes, that’s a good question. First of all, they weren’t taken from the wild and most of them are not rare. Many were grown from seed in our nursery here and others came from botanic gardens or research centers around the world. Also, we consulted with people from the different regions represented here when we got plants. OK, that’s all. Thanks for coming and enjoy exploring the Eden Project! I’ll be around for a few minutes if there are any more questions. B: Thank you. That was great.

4 Listening Practice B Listening for Main Ideas (p. 22) A = Teacher, B = Student 1, C = Student 2, D = Student 3 A: Good afternoon. In today’s class we’re going to be talking about bees. What do you know about bees? OK, so you think you don’t know a lot. What, could you repeat that? B: All I know is that it hurts when they sting me. A: Yes, it does hurt. And that’s what most of us think about when we think about bees. But, in fact, bees play an important role in nature. Did you know that bees are mentioned in almost every religion and literature of the world? Imagine. You probably think of bees in warm places, but they actually survive in all kinds of places: the Himalayas and even in the Arctic tundra. So, they’ve been around for a very long time and live in most parts of our world. And, there isn’t just one kind of bee. Does anyone want to guess how many different species have been named? Yes?

20  Open Forum 1: Transcripts

C: Maybe a few hundred? A: No, there are more than that. Any other guesses? No? OK, there are 22,000 kinds of bees that have been named. Yes, there are a lot of different kinds, aren’t there?

Let’s talk about the kind of bee that makes honey, the honeybee. Who knows how the honeybee makes honey?

D: It starts with flowers, right? They go around to different flowers and take the nectar, but I’m not sure about the rest. A: Yes, that’s right. A female worker bee goes around to all different flowers and gathers nectar. Then, she goes back to the hive—we’ll talk about the structure of the hive in a minute. And, how is the nectar changed to honey? Anyone? No? OK, the worker bee passes the nectar on to another bee, and the nectar gets passed from one bee to another. Each bee works with it and gradually more and more moisture goes out of the nectar. And finally, it’s stored on the comb. And over time more nectar is gathered, more honey made and added to the comb. Now, you know that different honeys have different flavors. If you’ve never thought about it before, you can probably guess why. The bee picking up the nectar visits a lot of flowers, and each different flower adds a different flavor to the final product of honey. C: Excuse me, can you explain how the worker bee carries the nectar back to the hive? A: Yes, good question. She carries it in a bag on her stomach—not surprisingly called the honey sac. When this bag is full, she returns to the hive with all the nectar. Now, let’s talk about the structure of the hive. There are three kinds of bees in the hive —the female worker bees as we’ve talked about, then the male bees, called drones, and then the queen. There could be up to 200,000 worker bees in a hive, but more typically there are more like 50,000. Then, there are only a few hundred drones, and finally, there’s only one queen per hive. B: How many worker bees did you say? A: There can be as many as…as 200,000, but there’s more likely around 50,000. OK? Next let’s talk about communication among bees It turns out that bees can communicate to some extent They can actually let other bees know about the location of food, not just where it is, but how good it is and how much there is. The bees do a kind of dance, moving around in the air. It’s actually called a waggle dance because of the way they move their bodies. Apparently, the size and pattern of this movement is what gives the other bees the information. An Austrian zoologist named Karl von Frisch did experiments to learn about this.

D: A: D: A:

Can you repeat that zoologist’s name, please? Yes, it’s Karl von Frisch. Thank you. OK, let’s look at some slides…

5 Pronunciation Exercise 2 (P. 23) It turns out that bees can communicate to some extent. They can actually let other bees know about the location of food, not just where it is, but how good it is and how much there is. The bees do a kind of dance moving around in the air.

6 Speaking Skills Exercise 1 (p. 23) Can you explain how the worker bee carries the nectar back to the hive? How many worker bees did you say? Can you repeat that zoologist’s name, please?

Chapter 4

Psychology 2 Listening Practice B Listening for Main Ideas (p. 27) Many people worry about memory loss. It’s normal to lose memory as you get older. Iin fact, memory loss can begin when someone is in their twenties. But how much of your memory do you have to lose, and how quickly does it have to happen? Research on the brain and memory is a huge area these days. Doctors are looking for ways to help people improve their memory and possibly prevent loss. Today on the show, we’re looking at one program to help memory, called The Boot Camp for the Brain. What’s The Boot Camp for the Brain? It’s a two-week program developed by a psychiatrist named Gary Small. His program combines four elements: a special diet, daily physical activity, stress relieving exercises and, of course, memory exercises. The memory exercises take about 15 minutes a day. Dr. Small claims that this combination can improve your brain’s function. Michele Rubin is one of Dr. Small’s success stories. Rubin is a 46-year-old mother of three teenagers. At the start of the program, her memory tested as average for her age. When she took memory tests after the program, her memory was equal to a 20-year-old person. Rubin says that a few years ago she started to feel that she

was forgetting things and that her memory was not as good as it used to be. She says that the program was life-changing. Since the program, in addition to exercising more and improving her diet, she has started using memory strategies, reading non-fiction and doing crossword puzzles. She also helps her children with their math homework as a way to work her brain. Dr. Small says that he has evidence that the two-week boot camp program does in fact change the brain. He did a study with 17 volunteers. All of the volunteers had mild memory complaints. Dr. Small randomly chose eight people to participate in The Boot Camp for the Brain, and the remaining nine people did nothing different. They did brain scans on all 17 people before and after the program. Dr. Small says that the eight people who participated developed significantly more efficient brain cell activity in a front part of the brain that controls everyday memory tasks. The people who participated also said that they felt less forgetful after the program. Dr. Small emphasizes that this study was very small and that a larger study is needed. But, he still feels that the results are important. Other scientists say they are cautiously optimistic about Small’s approach. They feel more research is needed, but say it’s possible that The Boot Camp for the Brain could delay serious memory problems. Michele Rubin and many others who have participated in the program believe that it has definitely helped their memory. So, if you’re worried about your memory, The Boot Camp for the Brain might be worth looking into. Tomorrow, we’re going to look at some other programs and ideas for improving memory.

4 Listening Practice B Listening for Main Ideas (p. 30) A = Host, B = Dr. Phyllis Rae, C = Roberto, D = Tim, E = Lily A: Good morning and welcome to our show. Today we’re talking about memory. Our guest is Dr. Phyllis Rae. Dr. Rae has done quite a bit of research on memory and how the brain works. Hello and welcome, Dr. Rae. B: Hi, thanks for having me. A: Now, I’ll confess that I worry about my memory sometimes and I’m pretty sure that some of our listeners have similar worries, so I hope you can give us some tips. B: Well, I think I probably can. One thing that people often don’t realize is that feeling anxious or

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C:

B:

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B:

worried about your memory will definitely have a negative impact on your memory. So what I mean is that if you’re feeling stressed out because, for example, you always forget people’s names. Well, the stress of worrying about it will actually make it harder…harder to remember names. Really? So, we should try not to worry about it so much. Exactly. Well, we’re going to let our listeners get in on this conversation. Let’s see what they want to know about memory. First we have Roberto from Phoenix calling. Hello, Roberto, what’s your question? Hi! You mentioned forgetting people’s names. I have a terrible problem with this. So, I’m wondering if there are any little tricks that I can use to help me remember. Yes, there definitely are. With almost any trick or technique, the goal is to make the name you’re trying to remember as meaningful and memorable as possible. Try to associate the name with an image. Try to make the image as vivid as possible. For example, if you meet someone named John Hatfield, take a moment and come up with an image. Let’s see, I might picture the man standing in a field next to an enormous red hat, and the name “John” is written in large letters on the hat. You can picture anything that would be helpful, but make it really memorable. Actually, the sillier it is, the better, because you’re more likely to remember. Thank you. That’s really helpful. I think having a technique to use will help me feel less worried about this too. Good, so that will help with the stress factor we talked about. Thanks for calling, Roberto. Our next caller is Tim calling from Boston. Hi, Tim. Hi, this is a great topic. Thanks. Good. My question is about whether we can improve our memory or not. I’ve been hearing more and more about exercises to strengthen the brain and things like that these days. Well, It’s almost like people are saying that we have to work out our brain in a similar way to working out our bodies. Is this true? Should I be trying to exercise my brain? Great question. And, the answer is “Yes.” Research is definitely showing that exercise for our brains is beneficial. And yes, there is a parallel to exercise for our bodies. You can almost think about it as if the brain is a muscle and you have to work it to strengthen it just as we do with muscles in our bodies.

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D: So, how do you give your brain a work out? B: There are lots of ways. A lot of puzzles, for example crossword puzzles, are good for your brain. Puzzles that involve pictures and diagrams are also good. And there are actually a lot of good books available now with many different ideas on how to give your brain a work out. I recommend you find a book that looks interesting to you and then do the exercises. D: OK, I will. Thanks! A: Thanks for the question. B: I’d also like to add that giving the brain some exercise is a good idea as you get older. Age affects the brain just as it affects the body, so regularly working out the brain can help it stay healthy as you age. A: That seems like good advice, especially since we’re all getting older. OK, our next caller is Lily from Chicago. Hello, Lily. E: Hi! I think my memory is pretty good, but the thing that drives me crazy is when I have something on the tip of my tongue, but I just can’t remember it. B: Ah, the tip of the tongue syndrome! When what you’re trying to remember is so close, but you just can’t think of it, and the harder you try, the worse it gets, right? E: Yes, exactly. B: I’ve found the best approach is to talk around the topic. For example, if you’re trying to remember the name of a movie, talk about what the story is about, who the characters are and so on. This gives your brain time to work on it, and very often, if you don’t push too hard, it will come back to you. E: Thanks! A: OK, it’s time for a break. We’ll come back in a minute for more of your questions.

6 Speaking Skills Exercise 1 (p. 32) A = Male 1, B = Male 2 A: What’s the name of that book you recommended to me last week? B: I don’t remember. Do you remember the title? A: No, that’s why I’m asking. Let’s see, you said it was an adventure story set in Alaska in the early 1900s. B: Oh yes, now I remember. It’s called Northbound. A: Yes, that’s it! Who’s the author? B: Give me a second. It’s on the tip of my tongue… A: Never mind. I can find it with the title. Thanks.

Chapter 5

Anthropology 2 Listening Practice B Focus on the Listening Skill (p. 36) A = Interviewer, B = Anthropologist, Julian Tate A: We’re continuing our series on career options today. Each week, I’ve been asking people from different professions to describe their field or job a little. Today, I’m talking to Dr. Julian Tate, an anthropologist. Dr. Tate, I’m wondering if we can begin with an explanation, or definition, of anthropology. I’m not sure everyone knows exactly what it is. Well, I’m not sure I know. B: Don’t worry, this is a question I’m asked a lot. Basically, anthropology is the study of humans. And that means humans now, in the present, or at any time in the past. So, really, it’s a pretty broad field. A: I’ll say. That does seem broad. B: Yes, but, the field is typically divided into four different areas of study. One is cultural anthropology…this is the study of ways of life, traditions, customs, etc. of different groups of people. A: I think that’s probably what I imagined anthropology to be about. B: Yes, but as I mentioned, there are other areas. There’s also physical or biological anthropology…which looks at human origins, genetics, and biological variation. Then, another area is archaeology. A: Oh, archaeology is considered part of anthropology? B: Yes, it generally is. It’s the study of humans in the past, so…well… if you think of it that way, you can see how it would fit in. A: Yes, I see. And, what’s the last area of focus? B: That’s linguistic anthropology. As you can probably guess, this area focuses on language, and, of course, the relationship between language and culture. A: So there is really quite a lot of range in there. B: Yes, there is. A: And, what’s your area of specialty? B: Well, I started out in cultural anthropology, a long time ago! But then I actually moved into another sub-category in anthropology: music. I study early music in North America. A: Oh, Really? Music is part of anthropology too? B: Yes, if you think about it, music can be an important part of people’s everyday life and it can be very much related to their culture. I actually think that the field of anthropology will continue to broaden and expand. Human life is so rich and varied that it seems logical that there will be more sub-categories of study.

A: OK. Now, if one—or more—of our listeners think they might be interested in anthropology, what do you suggest they do? B: Well, my suggestion would be to check at the local college or university and see if they have an anthropology program, and see what the required classes are. As with any field of study, it’s a good idea to take an introductory course to find out if you really are interested in the field. So, I’d suggest that. Then, I’d also suggest talking to anyone you can find who’s in anthropology. A: And, last question, can you make a good living in anthropology? B: Good question. It depends on your specialty and what kind of job you get, but it’s pretty unlikely that you’ll get rich! However, it’s a fascinating field, so that’s why I’d recommend it. It’s always interesting.

4 Listening Practice B Listening for Main Ideas (p. 39) A = Molly, B = James, C = Sara A: When you think of an anthropologist, you probably think of someone who goes off to study a community that is far away and often very remote. That may have been true for anthropologists in the past, but things are changing. Today, while you still may find anthropologists who travel halfway around the world for their work, you might also be surprised to find one working just down the hall in your office. James Wu has a report. B: Thanks, Molly. Yes, it’s true, more and more anthropologists are being hired to work in the corporate world. It started out as an experiment in a few major companies but now it’s become a big trend. Companies use anthropologists to understand their workers and customers better and to help design products that work best for their customers. So, how do the anthropologists get this information? With detailed observation, careful interviewing and clear documentation. In other words, they use the same skills they would use in a remote village in the middle of nowhere.

Now, I have Sara Patton here. She is an anthropologist who has worked in a small Eskimo village up near the Arctic Circle, and she now works for a major telecommunications company. Are they two very different jobs and situations or not? Tell us about it, Sara.

C: Of course, there are some differences, but really, the way I study people and communities is the same, wherever it is. People often don’t realize

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B: C:

B: C: B: C:

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that corporate settings are usually very complex— really pretty much like a small community. I mean that there are all different kinds of people with different opinions and personalities who work—or don’t work—together in different ways. And, what is your job like in a company? What exactly do you do? Well, it depends on what the company needs at a given time. I’ve been working on a major project for a few months now, studying how workers interact in the factory. It’s very interesting because management tried to bring in a new program to check quality, but it wasn’t working very well. We’re not finished with the work yet, but I think that a large part of the problem was that management wasn’t paying attention to the dynamics of this group. Some workers were upset because they weren’t consulted about the change, and then they influenced the other workers who might have accepted this new program more easily. Management had no idea what was going on. They just knew the new program wasn’t accepted. That’s interesting. What other kinds of work might an anthropologist do in a corporate setting? Let’s see. A colleague of mine, in another company, looks at how people really use technology. I mean he goes in and observes them in their homes over a few days to see what they really do with technology. I think this is an example of how anthropology can really help business. In the past, people might have just asked people how they used e-mail or cell phones or whatever. Now when you ask people how they use something, they’ll give you an answer, but it may not give a completely accurate picture. You mean, for example, they might say they use email less than they really do or something like that? Yes, exactly. And that’s where direct observation can help. OK, and then a company could use this information as they improve old products or design new ones. Yes. They might also look at a certain population. For example, the focus might be on how teenagers use home computers or something like that. And, in that case the anthropologist might spend a lot of time with teenagers. I think I’d prefer the village near the Arctic Circle! Seriously, this is all very interesting. Do you expect this kind of work to continue to be in demand? Yes, definitely, I do. I think the business world is only going to get more complex, not less. And, as a result, I think companies will continue to need people who are trained

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to observe carefully. When I started out in anthropology, I never planned to work in the corporate world, but now that I’m here, I expect to be here for a while. B: Well, thank you very much for talking to us. Back to you, Molly. A: Thanks, James. I guess this means if we see someone with a notebook in the back of the office watching us carefully, we shouldn’t worry!

6 Speaking Skill Exercise 1 (p. 41) A = Man, B = Woman A: Someone told me there’s an anthropologist coming to our office? B: An archaeologist? Why would an archaeologist come to our office? A: No, I said an anthropologist. B: Oh. Well, why an anthropologist? A: I guess management wants them to observe things. In other words, they’ll probably watch us a lot! B: I wonder why…I mean, how can it help? A: I don’t know, but whoever it is will be here on Monday.

Chapter 6

Money 2 Listening Practice B Listening for Main Ideas A = Host, B = Tom, C = Adrienne Moore A: Hello and welcome to this week’s edition of Your Money or Your Life. First, we’re going to take a look at a movement that is becoming popular in small towns and communities across America, and that is the trend towards local currencies. That’s right. Some small towns are issuing their own banknotes that are valid only in the local community. We have a report from Tom, in Wilks, Nebraska. Tom? B: Hi there. I’m here in Wilks, and with me is Adrienne Moore, from the Chamber of Commerce. Hello, Adrienne. C: Hi. B: Now, I’m holding a beautiful banknote. I just bought this at City Hall. It feels just like a regular dollar bill…but it’s blue! And it has a beautiful picture of…I guess this is a lake? C: Yes, that’s right. It’s Lake Washington, about five miles from here. It’s done by a local artist.

C: Now, on the note it says “One Hour.” One hour is about ten dollars, is that correct? C: That’s right. B: What other notes are there? C: There’s a one, a five, and a ten…plus a half hour, and a quarter hour. B: OK, so where can I spend this money? C: You can use it just about everywhere—all the businesses downtown: coffee shops, bookstores, department stores. Plus you can use it for services: building contractors, painters and decorators, nanny services, artists, you name it! B: They’ll accept this just as if it was a regular dollar, or ten dollars? C: That’s right. The money is legal tender wherever it’s accepted. B: And how much money is in circulation? C: About twenty thousand hours so far. B: Why did you decide to do this here in Wilks? C: Well the idea is to stimulate the local economy and to keep move…keep money moving around the community. A lot of money was leaving town because people were spending it in chain stores that came from out of state. We wanted to encourage shoppers to shop locally. And if you use your own currency, that’s different from the dollar, then it’s easier for people to see where their money’s going. B: How many businesses accept these? C: Oh…more than three hundred. We publish a newsletter and we list all the businesses that accept the currency. B: And what do the businesses do with the money? I mean, can they cash it in or…? C: Well, they can cash it in, but that’s not the objective! What we want to do is to keep the currency in the community. Employers use it to pay part of their employees’ salaries. Or they pay for local services with it. So you see, it re-circulates. It goes back into the community that way. C: The idea of a local currency is not new. Americans have been doing it since before the American Revolution. And it’s still popular. Apart from Wilks, several other communities in the United States have also issued their own currency. There are Real Dollars in Lawrence, Kansas, Valley Dollars in Greenfield, Massachusetts, Greenbacks in Brooklyn, and in Canada they have Toronto Dollars. B: I see that on the back of the bills is written, “In Wilks We Trust.” It’s really about trust in the community, isn’t it? When you use these, you’re trusting that they’ll keep their value, and that people will continue to accept them.

C: I guess so, yes. We’re a very trusting community! B: From Wilks, Nebraska, this is Tom Cohen, for WXBC.

D Focus on the Listening Skill Exercise 3 (p. 45) B = Tom, C = Adrienne Moore

Extract 1 B: They’ll accept this just as if it was a regular dollar, or ten dollars? C: That’s right. The money is legal tender wherever it’s accepted.

Extract 2 Well the idea is to stimulate the local economy and to keep move…keep money moving around the community. A lot of money was leaving town because people were spending it in chain stores that came from out of state. We wanted to encourage shoppers to shop locally.

Extract 3 Apart from Wilks, several other communities in the United States have also issued their own currency. There are Real Dollars in Lawrence, Kansas, Valley Dollars in Greenfield, Massachusetts…

4 Listening Practice B Listening for Main Ideas (p. 48) A = Lecturer, B = Student 1, C = Student 2, D = Student 3 A: Today we’re going to talk about the history of money and banking. First of all, does anyone know how people shopped for the things they needed before money was invented? B: They traded things that they had for the things they needed? A: Right. One of the oldest types of trading between people was barter: I give you this animal skin, you give me that necklace. That’s a straight exchange. But that system isn’t always very convenient. Why do you think? C: You have to have something that the other guy wants, and he has to have something that you want. And that doesn’t always happen. A: Exactly. Let’s say you have lots of umbrellas, and you want to exchange your umbrellas for food. Well, if it’s not raining no one is going to want your umbrellas. So you won’t be able to eat because no one wants what you have to rade. On the other hand, if you have umbrellas to sell, and it’s a rainy day, well, everyone will

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want your umbrellas. You’ll exchange all your umbrellas for food, but then you’ll probably have too much food. See what I mean? So what you need, in that situation, is a common currency. A common currency is something that is valuable for everybody, no matter what the season is, and preferably something that will last, that won’t spoil. That way, you can sell your umbrellas in the rainy season, get currency, and spend that currency later when you need it. OK, now, what kind of things did people use as currency before they had money? Any ideas? Beads, shells? Jewelry? Yes, exactly. Decorative objects: shells, beads, teeth and feathers. They were all common currencies. Just about anything can be a common currency, as long as everyone in the community agrees that it has value. The Chinese used metal tools, like spades and knives. The Greeks used grain. They used grain in England too. How can you tell? How can you tell that the English used to use grain as money? What is their money called? Oh, the pound! Exactly. The English pound used to refer to a pound of grain. What about coins? When did people start to use coins? The first coins appeared in about 600 BC in Lydia. That’s about where Turkey is today. You also had coins appearing in China at about the same time. Is that when banks started up too? Actually no. Banks came about later. The first banks were actually warehouses, or depositories, for grain or gold. Let’s use gold as an example. People would keep their gold in this place—this warehouse—and they’d get a receipt. The receipt said something like, “You have so much gold on deposit with us.”That receipt could then be used to get the gold out of the warehouse. But eventually, when people had to make payments or to pay debts or whatever, instead of going all the way to the bank to get the gold, they started to use the receipts instead. Every receipt was connected to a certain amount of gold in the bank. The banknote really meant, “If you bring this to the bank, we’ll give you this amount of gold, anytime you want.” And that’s how paper money came about. Isn’t it the same now? Don’t banknotes represent an amount of gold that the country has? Could you tell us a little more about that? Yes, that was called the gold standard. That used to be the case, but not anymore. At one time, every dollar…represented an equivalent amount of real

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gold from the US gold supply. But the US left the gold standard in 1971. We don’t back our currency with gold any more. B: Can you tell us about that? What is our money backed by now? I mean, where does the value come from? A: Nothing! Absolutely nothing backs our money, except people’s trust in it. What keeps the value of our money up is simply the fact that people believe our money has value. So it does. Any other questions before we move on?

D Working Out Unknown Vocabulary Exercise 1 (p. 49) Extract 1 One of the oldest types of trading between people was barter: I give you this animal skin, you give me that necklace. That’s a straight exchange.

Extract 2 A common currency is something that is valuable for everybody, no matter what the season is, and preferably something that will last, that won’t spoil.

Extract 3 The Chinese used metal tools, like spades and knives.

Extract 4 The first banks were actually warehouses, or depositories, for grain or gold. Let’s use gold as an example. People would keep their gold in this place— this warehouse—and they’d get a receipt.

Extract 5 The banknote really meant, “If you bring this to the bank, we’ll give you this amount of gold, anytime you want.” And that’s how paper money came about.

6 Speaking Skills A = Lecturer, B = Student 1, D = Student 3

Exercise 1 (p. 51) Extract 1 A: The English pound used to refer to a pound of grain. D: What about coins? When did people start to use coins? A: The first coins appeared in about 600 BC in Lydia. That’s about where Turkey is today. You also had coins appearing in China at about the same time. D: Is that when banks started up too? A: Actually no. Banks came about later.

Extract 2 A: The banknote really meant, “If you bring this to the bank, we’ll give you this amount of gold, anytime you want.” And that’s how paper money came about. D: Isn’t it the same now? Don’t banknotes represent an amount of gold that the country has? Could you tell us a little more about that? A: Yes, that was called the gold standard. That used to be the case, but not anymore. At one time, every dollar represented an equivalent amount of real gold from the US gold supply. But the US left the gold standard in 1971. We don’t back our currency with gold any more. B: Can you tell us about that? What is our money backed by now? I mean, where does the value come from? A: Nothing! Absolutely nothing backs our money, except people’s trust in it.

A: B: A:

B:

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A: B:

Chapter 7

Health 2 Listening Practice B Listening for Main Ideas (p. 53) A = Man, B = Woman A: Hi! B: Oh, hi! How’s it going? A: Not bad. What are you doing? B: I was just reading the paper while I was waiting. A: Is there any interesting news? B: Well, yeah I was reading about some new research on physical fitness—how even little activities like fidgeting can make you fitter. A: Fidgeting? Really? So, if I tap my foot a lot or move around in my chair, I’ll be in better shape? B: Yes, seriously, it’s apparently true. There was a research study…let me see where it was. Oh, yes it was at the Mayo Clinic in Minnesota. Anyway, they found that all kinds of minor everyday activities like standing up to stretch or getting off the sofa to change the TV channel and even fidgeting could make a difference between being thin or being overweight. A: Maybe I should throw away the remote. B: Well maybe, because if you have a remote control, it keeps you from moving. They also found that overweight people are less likely to fidget than thin people, and that overweight people spend at least two hours more each day just sitting still. And, guess what, the extra activity of thinner

A: B: A: B:

people might make a difference of something like 10 to 30 pounds in weight per year. Wow! I’d better start fidgeting more! No, you don’t have to worry about your weight. But don’t some people just fidget more? Some people seem like they’re more nervous than others, or something. Yeah. That’s another really interesting point from this research: they think that people may be born with a tendency to either be fidgety or not fidgety. So, either you’re born to move around a lot or you’re not? That’s kind of discouraging, isn’t it? Well, you’d think so, but the lead researcher for the project says that he doesn’t feel it is. He says that the good thing is that you don’t necessarily have to go out and run ten miles. Just any little movement or activity could contribute to physical fitness. OK, that’s good to remember. I’m curious, does the article explain how they did this research? Yes, in fact it does. The people in the study wore special clothes that had sensors in them. The sensors took measurements every half second. There were twenty people in the study and they wore the special clothes 24 hours a day for 10 days as they went about their daily routines. They found through the sensors that thin people spent at least 150 more minutes moving in some way than the overweight people. That’s so interesting. Hey, can I read the article? Of course, here you go. Wait, maybe I should stand up and stretch before I read it. Maybe you should!

D Focus on the Listening Skill Exercise 1 (p. 55)





1. Yes, seriously, it’s apparently true. 2. They found that all kinds of minor everyday activities like standing up to stretch or getting off the sofa to change the TV channel and even fidgeting could make a difference between being thin or being overweight. 3. The extra activity of thinner people might make a difference of something like 10 to 30 pounds in weight per year. 4. No, you don’t have to worry about your weight. 5. …they think that people may be born with a tendency to either be fidgety or not fidgety 6. The people in the study wore special clothes that had sensors in them.

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4 Listening Practice B Listening for Main Ideas (p. 57) A = Kellie, B = Gordon A: Let’s turn now to our book reviewer, Gordon Park. Each week Gordon gives us suggestions for good reading about health and wellbeing. What are you going to tell us about this week, Gordon? B: Hi Kellie. I want to talk about a book called Why Zebras Don’t Get Ulcers by Robert Sapolsky. I’ll explain the title in a minute, but the book is about stress, and, well, I think stress is a topic that most of us are concerned about. A: Oh yes definitely. So, what does the author say about it? B: Well, basically that there are two different kinds of stress. One kind is worse for you than the other. And guess which kind of stress most people experience? A: The bad kind! B: Of course. Now, the author came to his conclusions about stress as the result of working with animals. Sapolsky is a professor of biology and neurology who has spent about 20 years studying primates in Africa—specifically baboons. A: Baboons are a kind of monkey, right? B: Yes, that’s right. So, Sapolsky studied stress in animals and then he made some parallels to stress in humans, and that’s what this book is about. A: Interesting! First, tell us about stress in animals. B: OK, remember the title of the book is Why Zebras Don’t Get Ulcers. Now it’s interesting because zebras might feel stress because they are being hunted by another animal. A: Obviously, that’s stressful. B: Yes, but the interesting thing is that this kind of stress is very immediate. It’s about living or dying within the next few minutes; it’s not about what’s going to happen in the next few weeks, months, or years. But, Sapolsky compares this type of stress that a zebra might experience to the baboon’s situation, and it’s different. Baboons only need to spend about four hours a day searching for food, so Sapolsky argues that this gives baboons a lot of free time to worry and get stressed about things beyond immediate needs and survival. So, you can see that this is a different kind of stress. A: Yes. So, our stress is more like the baboons’. B: Exactly. A lot of our stress doesn’t come from things that are essential for our immediate survival. Usually it’s more long-term issues like money and job worries. Our stress is much less often about whether we’re going to live or die in the next minute.

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A: OK, but why is this more of a problem than a zebra’s stress about the next two minutes? B: Well, Sapolsky points out that it is important for your body to react to an immediate crisis. You know, if you had to run from danger, adrenaline and stress hormones could save your life. The problem comes if that reaction never gets turned off. So if you’re worrying about long-term problems, that means your body could feel like it’s in an emergency state for a long period of time. Over time, this kind of chronic stress weakens the immune system, increases the risk of heart disease, and makes depression more likely. A: I see. So, can we do anything about this? B: The author seems to think so. Some of the strategies are ones that you may have heard about before. For example, exercise and having a good social support system with friends and family. It’s interesting though, he points out that you need to choose a strategy that works for you. For example, if you really dislike exercise, then it probably wouldn’t be a good idea to try that to relieve stress because doing something you don’t enjoy could cause more stress. A: I like this idea. It sounds like you would recommend this book. B: Yes, definitely. It gives a lot of interesting and useful information about stress, but the best part is that the information is presented in a clear, entertaining and often humorous way. You can learn a lot from it, but it’s not boring. A: OK, another good book to add to our reading list. Thanks, Gordon.

D Working Out Unknown Vocabulary (p. 58) Extract 1 He studied stress in animals, and then he made some parallels to stress in humans, and that’s what this book is about.

Extract 2 Baboons only need to spend about four hours a day searching for food. So Sapolsky argues that this gives baboons a lot of free time to worry about things beyond immediate needs and survival.

Extract 3 So if you’re worrying about long-term problems, that means your body could feel like it’s in an emergency state for a long period of time. And then your body will stop taking care of its everyday needs to stay healthy. Over time, this kind of chronic stress weakens the immune system, increases the risk of heart disease, and makes depression more likely.

Extract 4 It gives a lot of interesting and useful information about stress, but the best part is that the information is presented in a clear, entertaining and often humorous way.

Pronunciation Exercise 1 (p. 59) A = Kellie, B = Gordon

Extract 1 B: Yes, that right. So, Sapolsky studied stress in animals, and then he made some parallels to stress in humans, and that’s what this book is about. A: Interesting! First, tell us about stress in animals.

Extract 2 B: Over time, this kind of chronic stress weakens the immune system, increases the risk of heart disease, and makes depression more likely. A: I see. So, can we do anything about this?

Exercise 2 (p. 59) Interesting. First, tell us about stress in animals. Interesting! First tell us about stress in animals.

6 Speaking Skills Exercise 1 (p.59) A: I heard a radio program today about a book that sounded interesting. B: Really? What’s it about? A: It’s about stress and how to deal with it. B: That sounds interesting. A: Yes, it does. I think I’m going to pick it up. B: Well, let me know how it is, OK?

Chapter 8

Social Studies 2 Listening Practice B Listening for Main Ideas (p. 62) A = Host, B = David Lee A: According to sociologists, American society has changed dramatically over the last two generations. Statistics show that we are much less involved in our communities than we used to be, and here to discuss what this might mean for our society is sociologist David Lee. Welcome to the program. B: Thank you.

A: First of all, can you summarize the issue for us? B: Well, as you say, Americans—in the United States— they are less involved in their communities than they were in say, 1960. There’s less participation all around. We get together a lot less, even with friends. A: Can you give us some examples? B: Well, one statistic that comes up a lot is membership in the PTA: the National Parent Teacher Association. In the 1950s, almost half of parents with children under eighteen were members of the PTA. They got together and attended meetings and raised money for their children’s schools. Well, membership in the PTA went from fifty percent in the 1950s to under twenty percent in 1995. And that’s just one example. The number of people who attend other kinds of public meetings—meetings about local affairs, such as, I don’t know, improving bus service, or crime in a neighborhood—has gone down by about 60 per cent. A: It’s like people are less interested in the community. B: Yes, that’s what it looks like. There’s less interest in the political process as well. Look at newspaper readership, for example. Only about 25 percent of people aged forty and under read a newspaper every day. That contrasts with 80 percent of older Americans. That’s a big difference. A: It sure is. And what about the number of people that vote? That’s down too, isn’t it? B: Yes, voting is a really very basic measure of political participation. And voting is way down. At the turn of the century—I mean the last century, so in 1900—about 85 percent of eligible adults turned out to vote. In the last presidential election, less than 50 percent turned out. A: Yeah, I see the problem. But, you’re talking about political involvement and involvement in local organizations, but what about our social lives? You mentioned that we socialize less as well? B: Yes. We socialize less than we used to. In the 1950s, people had friends over to dinner more often. They visited with their neighbors more often. Generally, people seemed to have a much better social life back then, than they do now! A: That’s really interesting. So we’re becoming more isolated from each other. B: Yes. A: But is this such a big deal? I mean, you might say, “So what?” Are these kinds of social connections between people really important? I mean, these days, we have the telephone, we have the Internet… B: Yes. The telephone has replaced face-to-face contact a lot. But informal social connections are actually very important.

Open Forum 1: Transcripts  29

A: Why? B: There’s a high correlation between social connections in a community and crime, for example. The more people know one another’s name in a community, the less crime there is. A: I suppose that makes sense. Everybody knows who you are. B: Yep. And people living in communities where there are a lot of social connections tend to live longer. They have better health, and they’re generally happier. A: Wow. So I guess there is a need to make people feel more connected to their communities. But how would you do that? B: That’s the million-dollar question! Well, one way would be to encourage people to volunteer more. Volunteering is a great way to get involved in the world around you and build connections with other people. A: Maybe we should just all hold block parties and get to know our neighbors! B: Absolutely. Why not?

D Focus on the Listening Skill (p. 63) See underlined extract from the interview above.

4 Listening Practice. B Listening for Main Ideas (p. 66) A = Interviewer, B = Kevin, C = Lorraine, D = Jay A: Hi. We’re doing some research on social involvement. We want to find out how involved people are with their local communities. We’d like to ask you a few questions. Do you have a minute? B: Yes, OK. If it’s short. A: It won’t take long. First, How many of your neighbors’ first names do you know? B: My neighbors? Oh, lots. Let me see… I’d say about ten. Maybe more. I’ve been in my home for a long time, so I know them all. A: OK. How often do you attend parades or festivals? B: Not often. I did when the kids were younger, but now they’re not interested. Let’s say, once a year. Maybe even less. A: Do you volunteer? B: Yeah. We do a lot of fund-raising for the local hospital, for arts programs for kids and so on. My wife is very involved in that. We do concerts at Christmas, that kind of thing. A: Do you sign petitions? B: Sometimes, yes. But not often. I prefer to have more information before I sign things.

30  Open Forum 1: Transcripts

A: Do you go to neighborhood meetings? B: No, I’m afraid I don’t. I know I should, but, you know, it’s always easier to do something else. A: How often do you visit with friends and family? B: Family, all the time. My sister lives across the street, so we see her almost every day. I see my dad a couple of times a week. He lives pretty close. A: What about friends? B: We get together with friends about once a week. We usually go out for dinner. A: Hi, we’re doing a survey on social involvement—how involved people are with their local communities. Would you mind answering a few questions? C: Not at all. A: OK. Let’s see… First of all, how many of your neighbors’ first names do you know? C: First names? Let me see. There’s Don and Nancy, and Jack and Barbara, and Lourdes, Sammy, Gerry, and what’s her name…across the street. That’s about it. How many is that? Seven? Eight? A: Seven C: There’s others that I see pretty often, but I don’t know their names. A: OK. That’s fine. How often do you attend parades or festivals? C: You mean in a year? A: Yeah, let’s say in one year. C: Well, we usually go to the Cinco de Mayo festival, and the Fourth of July parade, then there’s usually a music festival in the park in the summer. I’d say we go to three or four every year. A: OK. Do you volunteer? C: Yes. I volunteer at my kid’s school. I’m in the PTA. I edit their newspaper and we help them out with maintenance work on weekends. That’s about all we have time for. A: Do you sign petitions? C: Depends what they’re for! But, yes, if I agree with the issue, I’ll sign a petition, yes. A: What about neighborhood meetings? C: Actually it’s funny you should ask that because I just went to one last night! I went to a meeting about improvements to the park down the street. A: How often do you visit with your family? C: Well, my parents and my brothers all live far away, so we only get to see them once a year. A: How often do you get together with friends? C: I don’t know, probably a couple of times a week. Maybe a bit more than that. A: We’d just like to ask you a few questions. D: OK. A: How many of your neighbors’ first names do you know?

D: Not many, because I just moved to this apartment. There’s a guy next door, I think his name is Tom. That’s all. I actually never see my neighbors. A: How often do you attend parades or festivals? D: Rarely. There’s a street festival in my neighborhood in…every summer. I usually go to that because I can’t avoid it. But, I don’t usually go to things like that, no. A: Do you volunteer? D: No. I give blood at work, sometimes. Or, you know, I might donate money or something, if there’s a disaster. But I don’t volunteer anywhere. I really don’t have time. A: Do you sign petitions? D: No. I won’t sign petitions because I don’t know what they’re about. I vote. That’s how I make my voice heard. A: Do you go to neighborhood meetings? D: Oh, no. A: How often do you visit with friends and family? D: Well, I see my mom once a month or so, and my brother, he lives nearby, so I see him on special occasions: Thanksgiving and Christmas, things like that. A: What about friends? How often do you see them? D: Oh, I’d say almost every night. I go out with friends or with people from work.

5 Pronunciation Exercise 1 (p. 67) Well my parents and my brothers all live far away, so we only get to see them once a year.

Exercise 2 (p. 67) Extract 1 We’d like to ask you a few questions.

Extract 2 My neighbors? I know them all.

Extract 3 My sister lives across the street, so we see her almost every day.

Extract 4 There’s a street festival in my neighborhood. I usually go to that because I can’t avoid it.

Extract 5 He lives nearby so I see him on special occasions.

6 Speaking Skills Exercise 1 (p. 68) A = Interviewer, B = Kevin, C = Lorraine

Extract 1 A: Do you go to neighborhood meetings? B: No, I’m afraid I don’t. I know I should, but, you know, it’s always easier to do something else.

Extract 2 A: OK. Do you volunteer? C: Yes. I volunteer at my kid’s school. I’m in the PTA. I edit their newspaper and we help them out with maintenance work on weekends.

Chapter 9

Earth Science 2 Listening Practice B Listening for Main Ideas (p. 71) A = Female Newscaster, B = Male Newscaster A: Well, here’s an interesting story. Have you ever been caught in a rainstorm without an umbrella and wondered how to stay driest? Should you run or should you walk through the rain? B: You mean, like if I’m in a parking lot, it’s raining and I have to get to the building, will I get less wet if I run versus if I walk? A: Yes, that’s right. B: I’ve always thought it made more sense to run. A: Well, that seems to make sense. It seems like if you’re out in the rain for a longer period of time because you’re walking, you’ll get wetter. But, it’s a little more complicated. When you run, rain hits the front of your body more, so then you have to calculate how much of your body is exposed and for how much time. B: I guess it is more complicated than it seems at first. A: And then there’s wind. If it’s windy, it seems like that would make a difference. B: I hadn’t thought of that. If the wind is blowing rain at you, then you’d probably get wetter. A: Well, some scientists have spent a lot of time on this question and they finally have an answer. If you run in light rain without a lot of wind, you stay, let’s see… 16% drier. B: Only 16 %? I expected more benefit. Maybe it isn’t worth the effort of running. A: Maybe not, but there’s more benefit to running if it’s a heavy rain, especially with a lot of wind. In those

Open Forum 1: Transcripts  31

conditions you stay 40 to 44% drier if you run. B: OK, that’s better. So it’s worth running when it’s windy. A: Yes, and when the rain is heavy. B: What I want to know is, how did they do this research? A: Well, at first they did equations to calculate the different conditions in a rainstorm. Scientists worked it out mathematically. But then, two scientists in North Carolina decided to actually do an experiment. First, they went out and bought identical clothes—shirts, pants, and hats—then they measured out a 100 meter track outside their office building and waited for a rain storm. When there was finally a good rainstorm with wind, they went out and one man walked around the track while the other ran. After they finished, they weighed the clothes to find out how much water had been absorbed, and they found that the person who ran got less wet. His clothes were 40% drier. You know, the two scientists actually say that the experiment was kind of a joke. They weren’t really taking it seriously. But, in the end, other people were interested in the results. B: That’s interesting! Of course, if you just carry an umbrella, you wouldn’t have to think about any of this. A: Yes, but who always remembers an umbrella?

4 Listening Practice B Listening for Main Ideas (p. 75) A = Man, B = Regina Garcia A: Good morning and welcome. It’s the final day of our conference on water issues around the world. In the past three days, we’ve heard many lectures on water and its effect on all of our lives, the importance of water, issues with water use, problems with availability of water, and so on. There’s been a lot to consider. This morning our speaker is Dr. Regina Garcia. Dr. Garcia has overseen many successful water projects around the world. She is going to tell us about a few interesting projects that are going on right now, and then she will take some of your questions. Welcome, Dr. Garcia. B: Thank you very much. I’m very happy to be here today. This conference has offered an incredible opportunity for concerned people to meet and exchange ideas on these important issues.

There are many positive water projects in progress around the world. I’m going to start with a quick overview of a few examples and then later we’ll consider them in detail.



The first is here in the United States, near El Paso, Texas in a small town called San Elizario. San Elizario is a very poor town, and until just recently, the residents did not have a water system in the town, so water for drinking, cooking, and toilets was difficult to get. A family might typically have two buckets of water a day to use. This was for the entire family and would be used for both… cooking and washing.



The water authorities had told the town repeatedly that water and sewage systems would be installed, but it never happened. Finally, the women of the town had enough, and they decided to do something about the problem. They got together and built a water system for themselves. Obviously, they had to learn as they went along. But they built things themselves and raised the money throughout the project, and they did it. The lives of the families in San Elizario have changed enormously because they now have enough water for everyday activities. People from nearby towns that still don’t have water systems have visited the town to get ideas about how they might set up something similar. This is a real success story.

D Focus on the Listening Skill Exercise 1 (p. 72) See underlined extract from the conversation above.

3 Vocabulary Exercise 2 (p. 73)

do business do housework do a job do the shopping do someone a favor make a decision make a list make a living make a meal make a mistake make money make a profit

32  Open Forum 1: Transcripts

Another example of a successful project is in India—in the city of Calcutta. Now, Calcutta is one of the most populated and polluted areas in India, but on the edge of the city there are some large ponds of sparkling water called the Calcutta Wetlands. These wetlands are made from the waste water of the city. The water is not clean enough to drink, but it is clean enough for fish to live in, and the fish provide food for people. The wetlands also offer some natural scenery in the city. So, how can dirty water, waste from the city, end up as pond water that is healthy enough for fish to live in? Well, it all has to do with algae, you know, seaweed and tiny plants that live in the water. The algae actually eat the waste, so eventually the water is changed into cleaner water that fish can live in. The person who figured out how this works and developed the project believes that this simple watercleaning system could be used in other places. There is no expensive technology involved. It’s just a matter of understanding the eco-system and helping it along. So, this fairly simple system of cleaning dirty water could potentially be used anywhere in the world. The last example is of a simple program in the city of Vancouver, in British Columbia, Canada. There, the city has designed and manufactured rain barrels for residents of the cit. The residents use the rain barrels to collect water to water their gardens. Now, this may not seem like a particularly important project— Vancouver is a city that gets a lot of rain, after all—but I believe it is indeed important. The main idea behind this program is to try to make people more aware of wasteful water practices. Historically, people didn’t feel that water conservation was important since the city does in fact get a lot of rain. But, people use a lot of water to irrigate their gardens during the summer, so the city hopes that this simple program will make people think a bit more about water use. I think this type of program, where people in places that don’t appear to have major water problems also learn about water conservation, is becoming more important in world-wide education about water use. Now, I’ll take a minute to answer any questions so far before we go into these programs in detail.

D Working Out Unknown Vocabulary (p. 75) Extract 1 …so water for drinking, cooking, and toilets was difficult to get. A family might typically have two buckets of water a day to use. This would have been for the entire family and would be used for both cooking and washing.

Extract 2 The water authorities had told the town repeatedly that water and sewage systems would be installed, but it never happened. Finally, the women of the town had had enough, and they decided to do something about the problem. They got together and built the system for themselves.

Extract 3 People from nearby towns that still don’t have water systems have visited the town to get ideas about how they might set up something similar.

Extract 4 So, how can dirty water, waste from the city, end up as pond water that is healthy enough for fish to live in?

Extract 5 But, people use a lot of water to irrigate their gardens during the summer…

6 Speaking Skills Exercise 1 (p. 77) Now, looking at the world’s water supply, 97.5 percent of the supply is saltwater. Only 2.5 percent of the water supply is freshwater. Of that freshwater, almost three quarters—68.9 percent—is ice, in glaciers, 30.8 percent—that’s almost one third—is groundwater, and then just 0.3 percent is in lakes and rivers.

Chapter 10

History 2 Listening Practice B Listening for Main Ideas (p. 80) A = Aidan, B = Sandra A: Hi. B: Hi. A: Are you working on something? B: Yeah, preparing a presentation for my History class. A: What’s it about? B: It’s about the different people that “discovered” America. A: I thought Christopher Columbus discovered America. B: Well, not… A: “In fourteen hundred and ninety two, Columbus sailed the ocean blue.” B: Yeah, well, he did. But it turns out that Columbus wasn’t the first person to get to the New World at all.

Open Forum 1: Transcripts  33

A: Was he the first European? B: No, not even that. A: Really? Sorry, I don’t mean to disturb you. Do you want to work? I’ll go. B: No, actually it’s OK! Actually, do you mind if I go over the presentation with you? It would help a lot. A: Oh, sure. No problem. Sounds really interesting. B: Well, my first point is that the Europeans didn’t really “discover” America anyway. The Native Americans were already here, so if anyone really discovered America, it was them. A: But then where did they come from? B: I’ll explain. It seems that the very first people to come to the American continent came from Asia, across the Bering Strait. They came in from the North and moved down the American continent, all the way down to South America. Those people became the Native Americans, the Aztecs, the Mayans and the Incas. A: Really? I didn’t know that. B: Well that was in pre-history, a long, long time ago. But, then I’m going to talk about some of the other explorers who reached the New World before Columbus did. A: I see. B: I’m going to talk about two of them in particular. A: OK. B: Well, Leif Erickson was the most famous. He was a Viking, probably from Norway. He colonized Greenland. And then sometime in the 10th century, he sailed from the southern tip of Greenland to Newfoundland, five hundred years before Columbus. There are remains of a Viking settlement there—in Newfoundland I mean. B: And what’s interesting is, Leif Erikson went to the New World because he’d heard stories about it. So it seems like people did know, or at least they suspected, that there was land there, even as early as the tenth century. In all of the Western European countries, there were lots of myths and stories about land in the West. It’s understandable really, because, take Newfoundland, for example. It’s not all that far from Western Europe. A: I never realized that, but it makes sense. B: But then apart from the Western Europeans, there was the Chinese. A: The Chinese? Really? B: Yeah. The most famous Chinese explorer was Zheng He. He was a very powerful commander in the Chinese army, during the Ming dynasty. It was the golden age of Chinese exploration—the early fourteen-hundreds. The Chinese had these beautiful, treasure ships. They were huge, much larger and way more sophisticated than anything

34  Open Forum 1: Transcripts

in Europe at that time, about ten times the size of Columbus’s ships. In one expedition they had like three hundred ships and twenty eight thousand men. Zheng He was in charge. He went all over the Pacific, the Indian Ocean, the Persian Gulf, Africa, opening up trade and taking treasure from different places. A: Really? B: Yeah. It seems that he might have reached Australia as well. And, well, some people believe that he got to America in 1421, well before Columbus. A: Wow! That’s really interesting. Sounds like a good presentation. B: Thank you. I need to get some pictures…

D Focus on the Listening Skill Exercise 1 (p. 81) Well, Leif Erickson was the most famous. He was a Viking, probably from Norway. He colonized Greenland. And then sometime in the 10th century, he sailed from the southern tip of Greenland to Newfoundland, five hundred years before Columbus. There are remains of a Viking settlement there—in Newfoundland I mean.

Exercise 2 (p. 81) The Chinese had these beautiful, treasure ships. They were huge, much larger and way more sophisticated than anything in Europe at the time, about ten times the size of Columbus’s ships. In one expedition they had like three hundred ships and twenty eight thousand men.

4 Listening Practice B Listening for Main Ideas (p. 84) A = Arnie, B = Grace, C = Melissa A: Our presentation is about Ellis Island. We went there last week and took a tour, and we’re going to describe some of the things that we found out. First, Grace and I’ll talk about the process—what it was like for immigrants to go through Ellis Island—and then Melissa’s going to talk about her family’s experience doing research into her background. OK? So, let’s go to Grace first. B: Hi. I’m going to talk about the first part of the process of going through Ellis Island, the different stages that the immigrants had to go through.

OK. First, one important thing to remember is that Ellis Island was only used for the poorest immigrants: the third class passengers. The first and second class passengers were processed on the ship.

Then they were taken to the docks, where they got off, and then the ship would sail on to Ellis Island, with the third class passengers still on board.





When they finally landed at Ellis Island, they’d put on all the clothes they owned, because they were allowed to bring in only one bag with their possessions from the old country. People brought in all kinds of things! Like, you would see musical instruments, or samovars—pots for making tea. Some people brought earth from the old country too, or plants—vines for example, for growing grapes. Then the first place they got to was the dining hall, where they were givena meal that…it was paid for by the steamship companies. People who came through Ellis Island always remember the meal. The food was apparently quite good, but it was also strange for many of them. Some people had never tasted ice cream, or seen an orange or a banana for example. And then after that, the inspections began. And Arnie is going to tell you about that part. Arnie?

A: Thank you. OK. After the meal, the passengers would leave their bags and go up a staircase to the Great Hall and, as they walked past, inspectors would watch them carefully to see if they were weak or sick. If someone was sick, they would send them to the hospital—there was a hospital on Ellis Island as well—until they got better. They also detained children, young women and old people traveling alone. About twenty percent of people were held back, often for health reasons, but most were released after a day or two, or when someone came to pick them up.



In the Great Hall they waited in line for hours, sometimes as long as five hours. They were crowded together, and it was often very hot and very loud—you can imagine—as many as two thousand people, all talking in so many languages. Then when they finally got to the top of the line, the inspectors asked them questions like, “Where do you come from?” and “Where are you going?” “Is somebody waiting for you?” That kind of thing. And there were social workers and interpreters waiting with the inspectors, like, helping people who needed to locate relatives, or whatever. Once they got past that part—the questions— people would go into one of three lanes behind the inspectors. The first lane was for the detention center, if you were being held back. The second lane was for the railroad ticket office, for the train

station. And the third lane was down the stairs to the area where people were waiting. There was a post there that was called “The Kissing Post” because that was the scene of so many reunions. Husbands met their wives, and fathers met their children they hadn’t seen in years. And then the immigrants went off to start a new life.

So now I’m going to let Melissa talk about her family’s experience tracing their ancestors.

C: Well, my great-grandfather came in from Ireland, and my aunt Joan actually used Ellis Island records to do research and find out where he came from. So, I’m going to talk a bit about that.

Basically what they have at Ellis Island is the ship’s records and the immigration information of every arriving passenger, with like, the date that they came in, their age, and the town they came from. So, if you know, for example, your ancestor’s name, the year they arrived, and where he or she came from, you can look them up.



So that’s what we did. My aunt Joan wanted to know more about her grandfather—my great grandfather. He died before I was born, but, apparently, he was a great musician. He’d play the fiddle and sing at family events. Well, Joan knew that he’d come from Cork, in Ireland, but she didn’t know where in Cork, because he never spoke about it.



So Joan went to the Ellis Island records, and she found my great grandfather’s name, and it gave the name of the town that he came from. So she went to Ireland and visited the town a couple of years ago. She got more information when she was there, and eventually she found a living relative—a cousin—that she didn’t know she had. It was great because she had always wanted to know more about where their grandfather had come from.

B: So, that’s all we have time for, but we hope that you enjoyed our presentation. Thank you.

D Working Out Unknown Vocabulary (p. 84) Extract 1 The first and second-class passengers were processed on the ship. Then they were taken to the docks, where they got off, and then the ship would sail on to Ellis Island, with the third class passengers still on board.

Extract 2 Some people brought earth from the old country too, or plants—vines for example, for growing grapes.

Open Forum 1: Transcripts  35

Extract 3 As they walked past, inspectors would watch them carefully to see if they were weak or sick. If someone was sick, they would send them to the hospital—there was a hospital on Ellis Island as well—until they got better. They alsodetained children, young women, and old people traveling alone.

Extract 4 My aunt Joan wanted to know more about her grandfather—my great grandfather. He died before I was born, but apparently he was a great musician. He would play the fiddle and sing at family events.

Extract 5

Warrick, in Rhode Island, will help you. Ms. Warrick asks, “I’ve heard a lot about the Fibonacci sequence lately. What exactly is it?”

B: Well, that’s a great question, especially since the sequence is around us in so many forms, and many people have no idea about it. It’s really very intriguing once you’re aware of it.

So Joan went to the Ellis Island records, and she found my great grandfather’s name, and it gave the name of the town that he came from. So she went to Ireland and visited the town a couple of years ago. She got more information when she there, and eventually she found a living relative—a cousin—that she didn’t know she had.

5 Pronunciation Exercise 1 (p. 85)

For an answer, we contacted Professor of Mathematics, Dr. James Quist. Hello, Dr. Quist. Can you tell us a little about the Fibonacci sequence to answer Ms. Warrick’s question?

First, what the sequence is. It’s a series of numbers, and in the sequence, each number is the sum of the preceding two numbers. In other words, you add two numbers together to get the next one. Let’s look at the start of it. The numbers are one, one, two, three, five, and eight. So, if we add the first two numbers—one and one—we get two, which is the third number. Then, one and two equal three, which is the fourth number. Then, two and three equal five, which is the fifth number. And so it continues.

Math and Technology

A: So, let’s see…each number is the sum of the previous two numbers, and the sequence can just go on and on? B: Yes, that’s right. And, what’s so amazing about this is that the sequence shows up around us in so many ways. It appears in the natural world. Natural forms tend to reproduce the sequence. For example, flowers, pinecones, or seashells. Look at the petals on a flower. They’re more likely to be five petals, than four. The spirals in a seashell also involve numbers from the sequence. It’s not as easy to see as with flowers, but the measurements of the spiral are numbers of the sequence. Some people even mention the human hand when talking about the sequence. We have two hands, each of these has five fingers, and each finger has three parts separated by two knuckles. All of these are numbers in the sequence. Maybe it’s just a coincidence, or maybe not.

2 Listening Practice









1. Our presentation is about Ellis Island. We went there last week and took a tour, and we’re going to describe some of the things that we found out. First, Grace and I’ll talk about the process… 2. When they finally landed at Ellis Island, they’d put on all the clothes they owned, because they were allowed to bring in only one bag with their possessions from the old country. 3. They were crowded together and it was often very hot, and very loud. You can imagine… 4. He died before I was born, but, apparently, he was a great musician. He’d play the fiddle and sing at family events. Well, Joan knew that he’d come from Cork, in Ireland…

Chapter 11

B Listening for Main Ideas (p. 89) A = Host, B = Dr. James Quist A: This is Pat Lee and you’re listening to Math World. Now, here’s a question: Can you guess how the human hand, the petals of certain kinds of flowers, and even some famous paintings could be related mathematically? Well, if you have no idea, our question of the day, from listener Lucy

36  Open Forum 1: Transcripts

And, it’s not just in the natural world; it’s also in the art world. It appears in a lot of art. Probably, the most famous is in the work of Leonardo da Vinci. You see a lot of spirals in his painting, and spirals are the form most associated with the Fibonacci sequence. It also appears in music. One of Bach’s pieces is based on this sequence, in the way the musical patterns repeat. Now, it’s not clear whether Bach did this consciously or not.

A: Interesting. Who discovered all this?

B: It was discovered by a mathematician in Italy in the early 1200s. His name was Leonardo of Pisa, but he called himself Fibonacci because his father’s name was Bonacci. Anyway, he was an extraordinary mathematician. He actually introduced the decimal system to other mathematicians of the time. A: So mathematicians have known about the sequence for a long time? B: Yes. Now, your listener says that she’s heard a lot lately about the Fibonacci sequence. It seems like interest in this area kind of comes and goes in popularity. Lately, it has been more popular. I think it’s great. It’s fascinating, and if it gets people interested in math and numbers, then all the better. A: It is fascinating. Thank you so much, Dr. Quist. B: You’re welcome.

mathematical model of the orbit of the comet. This is an early example of human computing.

B Listening for Main Ideas (p. 92) A = Lecturer, B = Student 1, C = Student 2 A: OK, so that’s some history in the development of the computer. Next week we’ll be talking about chapters 10 and 11 in your book, so please read those. Are there any questions? Yes? B: Thanks. I know that this might not be part of this class, but I’m just wondering about before we had computers. It seems like people must still have needed to calculate things. How did they do it before we had computers? A: That’s an excellent question, and I’m happy to answer it. It’s so interesting. Most of us don’t even remember what life was like before computers and technology became such a part of everyday life. Computers have been with us for so long now that many people—unfortunately not me—are just too young to have experienced life before computers. And many of us who are older have simply forgotten what it was like. But, yes indeed, humans had to work out large calculations before computers…think of all the progress made in astronomy for example…how did they do it? Well, people did it. Before computers, people did the computing. They were human computers—people whose job it was to do large calculations.

An early example of human computers was in the mid 1700s. A scientist wanted to make a mathematical model of the orbit of Halley’s Comet. You’ve heard of Halley’s Comet, right? Anyway, this scientist got two of his friends to help him, and they worked together, doing calculations, for five months to make a

Now, an interesting aspect of this is that people quickly realized that dividing the work—division of labor and specializing in different tasks—was really important. They just couldn’t do the work otherwise. For example, a French civil engineer who lived in the late 1700s and early 1800s wanted to prepare nineteen volumes—so that’s nineteen books— of mathematical tables. He started with a small group of mathematicians and they divided the work into a series of different tasks. Then he hired…I think eighty human computers to do the work. It still took six years to complete the work, but they got it done because they divided the work up. Another example of the work the human computers did was in the First World War. Actually they were used in both the First and Second World Wars. Both sides in the war used human computers. They used them to do calculations for maps and weapons. Now, you’re probably thinking of these human computers and imagining that they were all talented and very good—good at mathematics. One of the things I find most interesting about this is that most of them were not at all experts in math. Many of them only had basic skills. A lot of them were very poor and unable to find other work. Also, some of you might be surprised to learn that a lot of the human computers were women. In fact, one of the group of three who calculated the orbit of Halley’s Comet that I mentioned earlier, well, one of the members of that group was a woman. So, women were very much a part of this work.



If you find this topic interesting, I’d recommend a book called, When Computers Were Human by…let me see… Yes, its Grier, David Alan Grier. C: Could you repeat that please? A: Yes, of course. The title is When Computers Were Human and the author is David Alan Grier. The book talks about all the examples I’ve given and more, and it’s fascinating. He actually got into this topic because he found out completely by chance that his grandmother had gone to college around 1920 and received a degree in mathematics. No one in the family knew about this, so he started doing research, and that’s how he got into writing the book. Oh, we’re definitely out of time! I’ll be around for few minutes if there are any other questions. Otherwise, see you next week.

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6 Speaking Skills Exercise 1 (p. 94) A = Toby, B = Monica A: I think the invention of the computer was the most important event of the twentieth century. B: You do? I’m not sure I agree. I mean, it was an important invention, but… A: But, how many of us can even imagine living without it? Think of all the ways we use computers every day. And, what about the Internet, which we wouldn’t have without computers? B: Well, maybe, but people did manage to live without computers for quite a long time. And, they made a lot of progress. A: I see your point, but it was definitely an important invention. B: Yes, I agree with that.

Chapter 12

Law 2 Listening Practice B Listening for Main Ideas (p. 98) A = Radio Host, B = Robert Sherman A: Nowadays it often seems like the traditional approach to justice isn’t working. People who are convicted of crimes go to prison, but when they’re released, they often commit the same, or worse, crimes all over again. Today we’re going to hear about an alternative to prison for dealing with crime. It’s called restorative justice. My guest is Robert Sherman. Welcome to the program. B: Thank you. A: First of all, what is restorative justice? B: Well, it’s a different way of dealing with crime. The word restorative comes from the verb to restore, and the aim of restorative justice is to restore those who have been injured—to make things right for the victim and for the community. So, rather than focusing on the offender, and on likepunishing him or her, restorative justice focuses on the crime. What was done? Who was hurt by it? How can we make it right? And then we get the offender involved in making it right both for the victim and for the community. A: Can you give me an example?

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B: Sure. Let’s say, for example, a couple of young guys go out one night and go crazy. They break into cars, throw rocks through windows, and cause a lot of damage. They are arrested and they plead guilty. But here’s the important point: instead of going to prison, the boys meet with the victims of the damage, face to face. They meet the people whose cars and property they destroyed. They have to apologize to each victim and offer to do what they can to repair the damage. For example, they might have to work for a time to pay for the broken windows. A: That’s a real old-fashioned way to deal with crime, isn’t it? It’s like what my parents would have done! B: Yes, it is. The main thing is to help the offender realize what he did and to take responsibility for causing it. And this is really important, particularly with young people. Many people working with young offenders will say this: “They just don’t feel any responsibility.” A: Now what about the victims? How does participating in the restorative justice process affect them? B: It’s often a positive experience, because it allows them to give their side of the story. In particular, it often helps victims feel less afraid. It helps to meet the offender or offenders—to put a human face on it. A: And does this kind of approach help to reduce crime? Does it stop people from committing crimes again? B: It seems to, yes. There’s research that shows that restorative justice is often more effective than the traditional court process, particularly with young offenders. They are less likely to repeat the crime, and if they do get in trouble again, their crimes are less serious. A: Now, is restorative justice only used in the United States? Is it an American thing? B: Oh no! There are different kinds of programs in different countries all over the world. One interesting point is that in some places, restorative justice programs are based on traditional systems that the people have always used. Like, for example, in New Zealand. They’re using a program called community group conferencing. That’s something that the Maori people—the original inhabitants of New Zealand—have used for years. A: Really? B: Yes. Native Americans also had a similar way of dealing with crime. So, although it’s a new movement, it’s got old roots. A: All right. Well, when we come back, we’ll be taking some calls from listeners, and the number to call is…

D Focus on the Listening Skill (p. 99) A = Radio Host, B = Robert Sherman

Extract 1 A: That’s a real old-fashioned way to deal with crime, isn’t it? It’s like what my parents would have done! B: Yes, it is. The main thing is to help the offender realize what he did and to take responsibility for causing it.

Extract 2 B: They break into cars, throw rocks through windows, and cause a lot of damage. They are arrested and they plead guilty. But here’s the important point: instead of going to prison, the boys meet with the victims of the damage, face to face. They meet the people whose cars and property they destroyed.

Extract 3 A: Now what about the victims? How does participating in the restorative justice process affect them? B: It’s often a positive experience, because it allows them to give their side of the story. In particular, it often helps victims feel less afraid. It helps to meet the offender or offenders—to put a human face on it.

Extract 4 B: There are different kinds of programs in different countries all over the world. One interesting point is that in some places, restorative justice programs are based on traditional systems that the people have always used.

4 Listening Practice B Listening for Main Ideas (p. 102) A = Host, B = Patty, C = Sarah Cole, D = Andrew A: Hello, and welcome to It’s the Law—the show where listeners call in with legal questions. The number to call is (1-800) 563-2677. Now, let’s hear from our first caller, Patty of Santa Barbara, California. Patty? You’re on the line. B: Yes, I have a problem. I was walking past my neighbor’s house a few months ago and there was a bunch of stuff put out on the sidewalk in front of the house, on the curb, with the trash. You know, free stuff. I saw a piece of art that I liked, and it was in good condition, so I picked it up and took it home. It was an oil painting—a seascape—and it was signed.

A: OK. Go on. B: Well, a few weeks later I showed it to a friend who knows something about art, and he saw the signature, and he said, “Wait a minute! This was painted by Walter Mitchell!” I did some research, and apparently the artist is famous, and the painting could be worth about as much as ten thousand dollars. A: Wow! B: So my question is, did I steal this paining? I mean, they threw it out, but now I know it’s worth something, and I’m worried about it. A: And so you want to know if you’re breaking the law by keeping it? B: Yes. A: OK. Let’s ask our legal expert here, Sarah Cole. Sarah, what do you think? C: Well, I think there’s an ethical question here. But there’s no legal issue. Legally, you can keep the painting as long as it was definitely thrown away by the owners. You’re saying it was in the trash? B: Not in the trash, no, but it was next to the trash, with a bunch of other stuff: old furniture and junk. If no one had taken it, the trash collectors would have thrown it in the garbage truck. C: Looks like you were very lucky. A: But wait a minute. You said there was an ethical question? C: Well I do think there’s an ethical aspect here. And that is, you know who the original owners are. So you could give the painting back to them. A: But they threw it away. They didn’t want it. C: Yes! But do you think they knew what it was worth? And do you think they would have thrown it out if they knew what it was worth? B: I see your point. C: So, legally, the painting is now Patty’s. But ethically, I think the right thing to do would be to return the picture. But it’s up to Patty. A: So, it’s up to you, Patty. Not an easy decision to make. B: No, it’s not easy at all. But thank you for the help. A: All right. Andrew, from Portland, Maine, is on the line. Andrew? D: Yes. I have a problem. I’m renting a house with two floors, and there’s a hole in the staircase. A: A hole in the staircase? Indoors or outdoors? D: It’s indoors, going up to the second floor. C: How big is it? D: Not very big, but you could put your foot through it if you didn’t know it was there. I mean, we walk around it, but I’m worried that if we have guests, and someone doesn’t know about it… A: So if someone gets hurt, would Andrew be held liable. I mean, would he be responsible for the injury?

Open Forum 1: Transcripts  39

C: Well, there are definitely liability issues here. Have you told the landlord about the hole? D: Yes, I’ve talked to him about it. C: How long ago did you tell him? And did you put it in writing? D: I’d say it was about a month ago, but not in writing, no. I just told him about it. C: OK. I’d say, well, here’s one thing you can do. You need to put a warning sign on the stairs so that people know to go around the hole. You are legally obligated to warn visitors of dangers such as holes in stairs, or broken windows, or whatever. D: OK. C: And then you need to notify your landlord again, this time in writing. Tell him what you’ve told me, and mention that you are worried about liability. You don’t want to be held responsible if someone gets injured. A: Whose liability is it? C: If the landlord was clearly told about the hole and hasn’t done anything about it, then he is liable. But you could be held liable if the landlord claims you never told him about it. Or if someone said they weren’t warned. D: Thank you very much. C: You’re welcome. A: That’s all we have time for today. Next week, we look at consumer law. What happens when you buy…

D Working Out Unknown Vocabulary (p. 103) Extract 1 I was walking past my neighbor’s house a few months ago, and there was a bunch of stuff put out on the sidewalk in front of the house, on the curb, with the trash. You know, free stuff.

Extract 2 So, legally, the painting is now Patty’s. But ethically, I think the right thing to do would be to return the picture.

Extract 3 You need to put a warning sign on the stairs so that people know to go around the hole. You are legally obligated to warn visitors of dangers such as holes in stairs, or broken windows, or whatever.

Extract 4 And then you need to notify your landlord again, this time in writing. Tell him what you’ve told me, and mention that you are worried about liability. You don’t want to be held responsible if someone gets injured.

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5 Pronunciation Exercise 1 (p. 104)

1. How big is it? 2. How long ago did you tell him? 3. Whose liability is it?

Exercise 2 (p. 104)

1. 2. 3. 4. 5.

What did Patty find on the curb? How did she know it was valuable? How much was it worth? What was the problem in Andrew’s house? What should Andrew do?

6 Speaking Skills A = Host, B = Patty, C = Sarah Cole

Exercise 1 (p. 104) B: So my question is, did I steal this paining? I mean, they threw it out, but now I know it’s worth something, and I’m worried about it. A: And so you want to know if you’re breaking the law by keeping it? B: Yes. A: OK, let’s ask our legal expert here, Sarah Cole. Sarah, what do you think? C: Well, I think there’s an ethical question here. But there’s no legal issue. Legally, you can keep the painting as long as it was definitely thrown away by the owners. You’re saying it was in the trash? B: Not in the trash, no, but it was next to the trash, with a bunch of other stuff: old furniture and junk. If no one had taken it, the trash collectors would have thrown it in the garbage truck. C: Looks like you were very lucky. A: But wait a minute. You said there was an ethical question? C: Well I do think there’s an ethical aspect here. And that is, you know who the original owners are. So you could give the painting back to them.

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