Harrington David Lebeau Charles Discussion Process and Princ PDF

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Discussion
Process and Principles
Charles LeBeau / David Harrington
Produced and published by

Language Solutions Incorporated
O 2007 by Michael Lubetsky, Charles LeBeau, and David Harrington

All rights reserved; no part of this publication may be reproduced, stored in a retrieval
system, transmitted in any form, or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior written permission of the publisher.
Many of the persons, entities and events in this book are fictitious. Any similarities to
actual persons or entities, past or present, are purely coincidental.
Book Design: Language Solutions/Hiroaki Kawajiri

Production: Language Solutions
Cover/Interior Designs: Dammora Inc.
Illustrations: Ty Semaka/Hiroaki Kawajiri
Copyediting: Chris Bartlett
Recorded at Sound Moves Studios Hollywood California
Every effort has been made to contact all of the copyright holders, if any have been
inadvertently overlooked the publishers will be pleased to make the necessary
arrangements at the first opportunity.
This edition reprinted and distributed in Korea by

Compass Publishing
http://www.compasspub.com
email: info@compasspub.com
The authors and publisher would like to thank the following for permission to
reproduce their photographs and publications:
p. 2 ⑥ NASA Jet Propulsion Laboratory
p. 19 ○ Charles LeBeau
p. 19 ⑥ David Harrington
p. 51 TIME magazine 0 YEAR Time Inc.
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pp. 35, 77, 93, 109, 116 ⑥ shutterstock Inc.
ISBN 978-89-8446-519-0
O
1
一
O
97
1
8
Overview
1. The Big Picture
We have divided this book into three distinct Discussion Stages:
· STAGE ONE: Discussion as Sharing

· STAGE TWO: Discussion as Exploring
· STAGE THREE: Discussion as Decision Making
2. The Medium View

Each Discussion Stage contains two or three discussion cycles or Discussion Loops.
A discussion enters a ioop and continues around and around the loop until the
discussion goal or task is achieved. Each loop is governed by a different principle.
Different types of discussion require different loops or approaches.
Discussion ioop Discussion Principle

Loop 3 「 ExHIoni饉 Positions Seek First to Understand
Loop 4 Searching for the Best Position Separate People from Positions
3. The Close Up
The hook is divided into 7 Loops. Each Loop has 3 sections:
1 . Discussion Lab · Preparation
These are carefully designed The preparation exercises get the
activities for students to experience students thinking about their
for themselves key communicative positions before the discussion
skills related to the ㅣㅇ아〕． begins.
· Discussion Time!
2. Discussion Principle 래
The scussion topic invites 。
· Discussion Principle discussion of the type suggested by
Students are introduced to the Loop's the Loop and the Principle of the
Discussion Principle through two loop.
recorded discussions, one lacking · Let's Continue the Discussion
the discussion principle, and the
Here students learn by extending,
other practicing the discussion
reporting, and recycling the content
principle. of their discussions. Students and
· Discussion Phrase Bank teachers can choose from several
The Discussion Phrase Bank provides options. including poster

the words and phrases that help the presentations, panel discussions,
students achieve the goal of the conference simulations, interviews,
래iscussion. and class discussions.
3. Discussion Topic
· Model Discussion
A model recording of the start of a
discussion, similar to the one they
will be asked to do, helps the
students get started off right.
T。훵．
‘le 。fC。”ㅎ● ”ts
=m ，변뙈
Pre-stage IFirst D Iscusslon
騁驢泓
Stage `
0
1
Discussion as Sharing Your 1. Labi Discussion Dynamics
2 4
1
Sharing Experiences 2. Lab2 Diversity of Experience
1
3. Lab3 Depth of Experience
紬 oop 2
6
Z
1
Sharing Your Ideas Lab 1 mle 憑 ynergy 1Factor
I ne f,yner
2
8
CZ
Lab2 Brainstorming
Stage 2 Lor釀／以『
Discussion as Exploring Positions 1. Labl The Orange Story 44

Exploring
1 -: -
':OOP 4
8
1
S
Searching for Labi Possibility, Probability & Certainty
2
Lf냥
9
the Best Position Lab2 Everyone Knows...
■
盈
驪 핍
' .· .
軟毓
Stage 3
r以
훅 〕ㅓ
j
7
2
驪
Discussion as 十e
．
: Identi ing 1. Labi Identify Your Criteria
측a
7
2. Lab2 Define Your Criteria
.
Decision Criteria
퓨
ㅓ ·.
Making
cp6
.L
6
8
sting the Opt ions 1. Labi Thinking Outside the Box

8
6
2. Lab2 Assumptions
8
8
3. Lab3 Multi-Dimensional Thinking

4..4∼，,.-'',...．∼44∼，.''－…．…
oop 7
Choosin g : 1. Labi Easy Decisions 」 02
the Best S히 ution : 2. Lab2 Difficult Decisions 」 04
Fi” 。 ■ -stage Final D iscussion
Transc ，륩 pts 」 26
Introducing Our Global Village 2
to the Cosmos

Respect Every Voice 」6 Sharing Our Good Times 」9
and Our Bad Times
Be a good listener
스니
려Z
차닐
尸닐
Celebrate All Ideas Thinking Globally,
Be an active and supportive participant 4
OO Acting Locally
Seek First to Understand Who Are Your Heroes? 51

Ask questions: clarify and confirm
5
O
6
슥닢
Separate People from Positions The Entertainment Hall of Fame
Disagree without making the speaker wrong
8
7
Know All Your Criteria 74 Finding the Right Person
Know what you want, get what you need for the Right Job
9
nJ
Uncover Your Assumptions 90 Designing a Menu for the
Find your assumptions, multiply your options International Palate
Look to Your Values 」 06 Studying Abroad

Make decisions based on what you value most -Where to Go and Why
Introducing Ourselves to
Future Generations
Discussion P ，。． ess 。 ndP,.I"‘ ●．비 es
Discussion Process and Principles approaches discussion in a new way! Therefore, the
book uses special terms to describe its original discussion concepts.
1. Process
Discussion is a process that resembles a spiral
with several cycles or Loops.
2. Direction
A discussion can go up the spiral, or down the
spiral, or even skip a loop.
3. Loop
Each ioop is a different discussion stage. A
discussion might be only one loop, several loops,
or all the loops.
4. Function
A function is a speech act that takes place within
the loop. There are usually 3 or 4 functions
unique to each loop.
5. Principle ' Respect Every Voice

· Celebrate All Ideas
Each ioop is governed by a principle that should · Seek First To Understand
direct the behavior of the speakers and the · Separate Peo 힌 e From Positions
· Know All Your Criteria
listeners.
' Uncover Your Assumptions
· Look To Your Values
DISCUSSION PROCESS
PRE·STAGE
This is your first discussion.

At the end of this discussion,
you will do an initial self-
assessment of your discussion
ability. At the end of the
book, you will do a second
self-assessment to check your
discussion ability. You will be
able to check your progress
by comparing your initial
self-assessment to your final
self-assessment.
i● 戇i" l
끄호쬐맴J느
Introducing ㅇ ur Global Village
to the Cosmos
Does life exist on other planets? A spacecraft will be launched into deep space
to find out. What would you place on board the spacecraft to communicate the
diversity of Earth's culture? In this discussion, you will make a list of the items
your group would send.
꿰
輟
Messenger to Distant Worlds

Is there life on other planets? If there
is intelligent life on other planets,
what message would you send them?
鬱
In 1977, the U.S. space program,
‘결7
NASA, sent a spacecraft on a

7꾸죠
one-way journey to outer space. The 》ㅈ
spacecraft was named Voyager. Part 繰；丸 <>

of Voyager's mission was to carry
items that would communicate to
aliens the richness and diversity of
life on the planet Earth. Now, the
。 ’,.
United Nations is planning another

spacecraft in the Voyager series,
Earth Ambassador I. Your team has
been called upon to decide what to
send that best represents the diversity
of life on Earth. As with any spacecraft,
size and weight are limited. In your
selections, be specific.
2
■●
● ●
D ■ scuss ■ 0" Time
We co 미 d
send music.
·
How about. . . .
15 minu tes
Brainstorming
Get into small groups of 4 or S
people. Discuss items to put on
board the spacecraft, Earth
Ambassador I. How many ideas
can you think of? Make a list of
specific items.
cecsforteviststo ，맨닐 t ovecirth AvtbcsswAor1.
3
I think this is one
of the top 5 items.
苾J
꼰녕i ｀澈
따
l'm not SO SUre...
·
Isn't it too heavy?

15 m - n ute
Process of Elimination
Now continue your discussion.
Space and weight are very
limited in the cargo area. From
your list, your group can select
only five items to go on board.
Which ones will you select?
Why?
Ottr F.v\αL F1Ve I 沈ㅄ＄:
4
Finished? Now do the self-assessment on the next page.
蹴
1. Initial Assessment
How Did You Do?
Congratulations! You have finished your first discussion. How do you feel about your
performance in this discussion? Did you have a good time? How do you feel about
your group's performance? Was it a good experience for everyone? Check your individual
performance and your group's performance by taking this self-assessment quiz.
2. Group Assessment
O
1:＼컫씸！ 괄
g.
to
group.
particiPate
a . There were no quiet or shy members in our
b. 'Yes, we did.
c. NO,we didn't.
d. I didn't notice.
did your grouP come up with in Part I,
3. How many items
BrajnstOrmrng b. 10 to 15
a. 15 or more d. Less than 5
c. Stol0
each other?
b.
grOUP ask
4. How many questiofl5 did your Between 5 and 10
More than 10
a
0
d.
C
Between 1-5
inish the discussion within the time limit?
5. Did your groUP f
a. 'Yes.
b. We needed more time
c. We needed more time for
needed more time for Part
both2Iparts
oi:
of the
iu-
of --
discuSsiOfl.
the discussion.
d. 驪e
5
3. Individual Assessment
_ ,,^11 )
active we 뛴尸써； cfied with my partiCiPatbofl'
：꼼샀
b. Yes, I did.
c. No, I didn't.
d. I was a quiet, shy grouP member.
cipate?
group.'
participate
Part It, Bra jflstorming?

3. How many items did you suggebi
a. I suggested 6 or more items.
b. I suggested three to five items.
c. I suggested one or two items.
d. None.
did you ask?
many questions
4. In this discussion, how b. Between 3 and 8
a
More than 8 d. 0
二；
C
1 or 2 →→n 슴 ^n )
notes during the discuss1O .

5. Did you take any my ideas and everyu'l
wrote down
〔 니 J' ·
a. I
b.
wrote down some ideas.

TI
wrote down a few ideas.

TI
Cd
I didn't take any notes.

.
6
Now turn to page 124 for your Self-Assessment Scoring· 〔氓
DISCUSSION PROCESS
STAGE 1
●
' 닐
·，∼∼ ‘'
나’l,
ㄴ
D el
Discussion as Sharing
Discussion is a process that includes sharing, exploring, and decision making. In part
one of the discussion process, we look at sharing our experiences, and our ideas.
What do we all
\ 祗겯 bring to the table?
Our experiences!
α， tic
ㄴ灐
7 「i羈I
磎
닙
『苾
('
We can learn from each other by sharing our experiences, our stories.
By brainstorming!
How do we find
new ideas?
Everyone freely tosses out ideas, the serious and the silly. Everyone
lays their cards on the table.
8
빽‘瞰，公
층羸 α 鈐卜嚥
蟬
蠟騙
礪찬 糾祗腕빎衲
鏃狹公，下「
LOOP
X
`
Sharing Your
Experiences
^. Discussi ” Lab 。
Sharing Your Experiences
Sharing our experience is the simplest and most fundamental type of discussion.
Discover what you can contribute to a discussion, how to measure a group's
diversity of experience, and what the best size is for a discussion group. Learn
about the differences in levels and depths of experiences.

B. Discussi ” Princi。 비e
擄 Respect Every Voice. Be a Good Listener
When sharing experiences, the group learns to value and appreciate diversity. To
appreciate diversity, a participant must become a good listener.
。
C. Iscuss''”· Topi'
Sharing Our Good Times and Our Bad Times
What do we all have in common? We have all had good times. We have all had
bad times. Share yours with the group.
輟飇《
A. Discussion Lab
` . Lab `
What do you bring to the table? What can you contribute to your discussion group?
Everyone has something to contribute to a discussion. Everyone brings something
different and useful to the table. However, there seems to be an optimum, or best size,
for a discussion group. In the following discussion activity, let's find out how many
heads are better than one!
●1'I·1. I've got a stapler and a highlight

marker. What have you got? -'ye got a penci-.
Pairs [
Work with a partner. Look at
the collection of items on the
following page. Which of these
items do you have with you
right now? Check off the items
that you or your partner have.
Count the items and write that
number on the clipboard under Tell your partner what you have.
Round 1 Result.
Ask your partner what they have.
.1·l·I ●
We have a Stapler We have a ruler
and a Pencil. and a cellphone.
Groups of Four
Work with another pair. Now,
as a group of four, find out
what additional items your new
partners bring to the table.
How many more items can you
check off? Mark the clipboard
under Round 2 Result.
●】■ I· ●
【
Does anybody have
a rubber band? Who's got an eraser? still need a.
Larger Groups -
Form groups of 6 to 8. Find out
what additional items your new
partners bring to the table. How
many more items can you check
off? Mark the clipboard.
」0
Round l
U pencil u key U cellophane
Result
颯孵
∼
ape
伊
U pen
：楡
`,.
"sci
"glass
U felt marker
·eZ
U mechanical
Round 2
U Result
"tissl;:::::
益
highlight J
□stapler U handkerchief
嚼
marke/
瀝
U eraser
"paper cli 코 U pack of gum

How many more items
U rubber band U ruler
囑 could you check off?
,' r緇 7 Round 3
Result
"cell phone/ "ring Q
"wristwat ''
닙 reiteE
1.In what round did you find the most items? In what round did you find the
least items?
2. In round 3 were many new items added? If you doubled the size of the
group size, do you think there would be many new items added?
3. For this discussion lab, what do you think was the best, or optimum, size
for a discussion group? Do you think that this number is the optimum size
for every discussion? Why or why not?
4. What, if anything, did you learn about the members of your group from
this lab? (None of us uses a felt marker; we all have black cell phones, etc.)
S. What, if anything, did you learn about discussion?
11
2. L b Z。
it x
"What do you bring to the table?" doesn't mean things that you actually bring. It really
means your experiences. In this lab we measure your group's collective experience, or
diversity of experience.
.1·1.
Your Travel Experiences

Where have you been in the world? Make small groups. Each group should have the
same number of members. Where have you been? Find out the travel experiences of
your group. Write the names of the countries your group has visited on the card on the
next page.
】 2
What countries have
you been to?
Co"vtrt.es o.r sro 呻 hα＄ v's'tec(:

3 수
-'ye been to.

5
｀櫛
보
노-
2夕
，
Have you been to...?

0 1
1
l l e
2-
,_;jcrO
ls
3
t쑤 What about you?

15
1，心
ㅉ L
12
兮「_
20
.1.
1. How many countries has your group been to? The group with the most countries has the
greatest diversity of experience.
2. Look at the list of countries. Have several people been to the same place? What countries
would your group be best at answering questions about?
13
3. La' 3
Visiting a country for a few days and living there for several years are different levels
of experience. In addition, there is a significant difference between the experiences of a
5-year old child and a 25 year-old adult.
Overseas Experiences
In this lab, we measure the depth of experience in your group. Interview each other
about where you have been, when you were there, and how long you stayed. Fill out
the form on the next page.
Where have you

been again?
-'ye been to England.
How long did you

stay there? I was there for 2 years.
When were you there?
About 3 years ago..
When I was 17 years old.
14
Name
What country did you visit? When were you there? How long did you stay?
Name
__ _ ____ _ __ l
Name
Name
쎄 l
,．…
●1.
1.Look at your group's depth of experience. What countries would your group be best at
answering questions about? Is your answer the same or different from your answer to
question number 2 in the Lab 2 Analysis? Why or why not?
2. Which do you think is more important for discussions, diversity of experience or depth
of experience?
】 5
．●．비
Discussion Principle
● ●
` . D ■ scuss ■ on Pri" e #`
ResDec V
Be a Good Listener
Most people think of discussion as people talking. But in a discussion group of S people
how much time does each person spend talking? How much time does each person spend
listening? Probably each person only spends 20% of the time talking and 80% of the
time listening. Being a good listener is even more important than being a good speaker!
Attitudes and Actions

Your attitudes are reflected in your actions. Look at the actions in the picture. Listen to the
attitudes on the CD. Match the voices with the people below. The first one is done for you.
」 The Dictionary Checker 펴 The S

」 The Clock-Watcher
」 The Comparer
」 The Preparer
U The Are the following statements true or false? Circle T or F.

S pi discussion, some listeners were:
thinking about how long the speaker has been talking.
thinking about their weekend.
comparing their English ability to the speaker's.
worrying about what they were going to say in their turn.
U The Daydreamer worrying about the meaning of every word.
T
playing with their pen.

T
F listening carefully to the speaker.
翩『】．
1.Do you think the listeners had a good attitude toward the speaker?
2. Have you ever been a Clock-watcher, a Daydreamer, a Comparer, a Dictionary
Checker, a Pen Spinner, or a Preparer?
16
Better Attitudes, Better Actions
Look at the picture below. Listen to the voices on the CD. Do you notice any
difference in their attitudes and actions?
Are the following statements true or false? Circle T or F.

-n this discussion, the listeners were:
T F listening to the speaker instead of thinking about the weekend.
T F looking for good points about what the speaker was saying.
T F listening without judging the speaker.
T F giving the speaker all their attention.
T F looking for similarities instead of differences.
T F listening carefully to the speaker.
翩『1.
1.What is different between the two discussions? What are the differences in their body
language, their actions? What are the differences in their thoughts, their attitudes?
2. What do you think listeners need to do when the speaker is sharing their experience?
In other words, what kind of behavior should the listeners practice in this discussion
lo叩？
17
● ●
2. ■S 뱁 USS ■ O" Phrase Ba"k
Study the five functions of this Discussion Loop. Use these phrases, attitudes, and actions
when sharing your experiences and showing respect for every voice.
●I● ●■ . .
1
/!
Let me tell you about one of my best experiences...

1
r`
Let me tell you about one of my worst experiences...

r `,
One of my best experiences was when...

r`
One of my worst experiences was when...

r`
I remember when...
r
,Z
There was this time I was...

.`
r희 『：
(Who was it with?)
"It was with a taxi driver."
(Where was it?)
"It was in New York."
(When was it?)
About 6 months ago I took a taxi...
(What happened?)
I was able to answer all his questions.
(Why was this one of your best experiences?)
I felt good about my English ability.
O.K. I want to hear

. 1 즘』 .
what she has to say..
Make eye contact
Nod your head
.【O
Me tOO 니 haVe
●I● 】 : . ' . done the
same thing.
】 8
C. Discussion Topic
Sharing ㅇ
。 nd ㅇ ur Bad Times
ur Good Times
What do all of us have in common? We have all had good times. We have all
had bad times. In this discussion, you will share one of your best experiences
and one of your worst experiences with your classmates.
F-
,r1','. ’ 노
巍’탭비
쵭二盆므‘Y써爵
｀【耉
然흽
( 鹹 y
「逡··
…
……
Sharing Our Stories

…
It is the first day of class! It is time to

get to know your classmates. How
can you best get to know them? By
覇 E驕嶝크‘:
共糠台쬔」“톨
learning their names? How much do
you really know about a person
when you learn their name or where
they are from? We learn what a person
is really like from their experiences,
from their stories. When you share
successful experiences, you inspire
others to believe in success. When
논쑈·송＊
you share difficult experiences, you

inspire others to overcome difficulty.
In this discussion, you are going to
share one of your best and one of
your worst experiences with your
classmates.
`-
● M。 Je■ D ■ scuss ■ on ● ●
Best 。 nd Worst ExDeriences
Sharing Your Experience

In this discussion, you will be sharing one of your best experiences and one of your
worst experiences. In the following model, you will hear one student sharing one of her
best language learning experiences and one of her worst language learning experiences.
Best Experience
Listen to this student's story about one of her best experiences. Take notes and answer
the questions.
1. Who was her experience with?

2. Where was it?
3. When was it?
4. What happened?
5. In summary, what was one of her
best experiences?
6. Why was this one of her best
experiences?
Worst Experience
Now, listen to this student's story about one
of her worst experiences. Take notes and
answer the questions.
1. Who was her experience with?

2. Where was it?
3. When was it?
4. What happened?
5. In summary, what was one of her worst
experiences?
6. Why was this one of her worst experiences?
20
2· Prep
Pre 。。 re for Youi
。，。ㅎ ■ ●
on
■
Sharing One of YOUR Experiences
Now ir 15 your turn. Think about your experiences. Ten us a Story about one of your
best experiences.
Consider These Questions
What was one of your

best experiences?
jpe'e 寸Jas ·祗
爀
輿
Who was it with?
When was lt?
Why
best
was this one of your
expeflence5? 쬔 iv , What happened7
Show and Tell

In the Model Discussion, the speaker used pictures to
tell her stories. It is much easier to tell a story if you h
something to show people. In fact, we even call it sho
tell. Draw a rough sketch of your experience. You can
draw various objects and small pictures to illustrate yo
story as the speaker did for her best experience, or
you can draw a scene as the speaker did for her
worst experience.
21
3. D!scuss' ” r.me 。 므
1
Sharing Your Experiences
This ioop is your discussion guide. The five functions of Loop 1 will help you to share
your best and worst experiences and to be a good listener. 눙즐
뜅∼
프。稶
- have done
the same
thing·
Let me tell you

about one of my
best experiences..
Look for
Similarities
Introducing
Your
Experience
○． K. I want to hear
what she has to say.
About 6 months
ago . . .
〈순솥
Listen Non-
Details of
Judgmentally Your
Experience
，鷺
11
Discussion Challenge
쨍露
How many different phrases can

쇰
you use from the Discussion

II
22 Phrase Bank on page 18.

J
·－
．·．.-'－·‘
2) S
It's Your Turn!
G ■ 55■
Get into small groups of 4 or 5 people and tell your stories. Use the pictures that you
-
-
-
drew to help explain your best experience and your worst experience. Have fun sharing!
When everyone has competed this discussion task, turn the page and let's continue the discussion. 『氓
4. Le.'sC ”ti"ue the 。 ● ●
■ scuss ■ 0"
●r訂『乙
Mix It Up
Make new groups and share youl experiences again.
24
겪쪼ㄹ
컫，삡｀｀恥
LO이튿 ㅅ
4
。탠
2
Sh ring
Your Ide 。 S
。
A. Discussi ” Lab
Sharing Your Ideas
Now that we have learnt how to share our experiences, we will now focus on
sharing our ideas. Experience how a group can develop more ideas together than
if each group member worked separately. Discover the best ways in which a
group can develop ideas together.
B. 。츨 scussion Pri"'.I 비 e
Celebrate All Ideas
When sharing ideas, the group learns how to reach for synergy. To create
synergy, every participant should welcome and celebrate each idea.
。
C. Discussi ” T 3i. 이
Thinking Globally, Acting Locally
A killer tsunami wrecks havoc through parts of Asia. How can your group help?
A. Discussion Lab
`.L ‘ ` 。
r tor
In the last unit, we saw that each participant brings something different to the table.
When the total of everything on the table adds up to something even greater than the
sum of what the participants bring, we call this synergy. In this lab, we will attempt to
□
experience some synergy.
Here is a box. What could you imagine it to be?
Add a handle and it could be a coffee cup.
Add some ribbon and it could be a present.
·刃m―囹．
Thinking on Your Own
□
□
□
□
□
□
□
Now, how many other ideas can you imagine? Here are some more boxes. What can you
imagine them to be? In one minute, sketch as many ideas as you can.
The number of ideas is

important, not the
□
□□
□□
□□
□□
□□
quality of your drawing!
□□□
□
□
□□
□□
□□
□□
□□
□□
26
·汕mnD
Brainstorming in a Group
Now, form groups of 3 to S people. As a group, brainstorm more ideas for the boxes.
Try to let one idea lead to the next. In other words, use one idea as a springboard for the
next idea. Sketch the new ideas that your group comes up with.
- drew a coffee cup. Hey, that gives me an idea! If you move the
handle to the top, it could be a bucket.
《乙
슁
Yeah! Draw that!
□□ □
□ □ □□
□□ □
□□ □ □
□□ □
□□ □
□□ □
□□ □
□□ □
Sketch ONLY the new ideas that your group brainstorms here.
□
□
□
□
□
□
□
● 1.
1.How many ideas did you think of by yourself?

2. Did the other members of your group have the same ideas or different ideas?
3. How many new ideas did your group think of in your brainstorming session, 3 ideas?
S ideas? 8 ideas? More?
4. Do you feel that your group experienced synergy in this Lab? Why or why not?
27
2. L b Z 。
Bra nstor ■n
Coming up with many ideas quickly in a group is called brainstorming. There are no
mistakes or incorrect answers when brainstorming. We do not judge or criticize the
ideas. We just try to create as many possibilities as we can. There are many ways to
brainstorm in a group. Here are four techniques to try.
Verbal Vertical Horizontal

M apping
Brainstorming Brainstorming Brainstorming
· 1 · I · IS
Verbal Brainstorming
The first brainstorming technique is called verbal brainstorming, or thinking out loud. By
listening to each other freely tossing out ideas you can come up with even more ideas. In
60 seconds name as many colors as you can. Shout out the colors!
Red!
Blue!
Green!
∼∼＼
1. Could you brainstorm continuously for
1 minute or did you run out of ideas?
28
.1·1.1 ●
Vertical Brainstorming
Another brainstorming technique is called vertical brainstorming, or listing. By listing
ideas on the whiteboard or a piece of paper, you can see your ideas and come up with
more ideas.
Now You Try It! - Cities -

In 2 minutes, list as many cities as you can. Choose one person to write. Shout out the
cites! Write them down.
…．．…
) 0
VertLo 砒 경’r& t.vstorvvtt1 匹O: 盼t沈＄ 1ot''t won'- 넝
αbovt t1ie 斗祗 L"O’·
픈， 핀Z
戮野
1. How many cites could your group brainstorm?
2. Which group brainstormed the most cities?
29
·因m매D
Horizontal Brainstorming
The next brainstorming technique is called, horizontal brainstorming, or following a line
of thought. Here is an example.
c4 짇 L I-e
Toㅒ닝＂ wnsh .tig 勿匹 i.a. → 枕 U'L 屹 → Lo“ 材 OVv
CtLes &ecr the 엶α
yoo 臟 vc → MLrni4 → .5k'α 匹Ok'楙 → 蜘颱“匹

드
Pc rs → Rov,te → McwM4 → Frc隣바“仕

7
N.Y → L.A. → 'S.F → a 咸c& go

lS
를
The first line of thought capital cities. The next line of thought is cities in near the sea.
·lS
The next line of thought cities in Europe. Can you guess what the next line of thought is?
Now You Try It! - Animals -

Choose a new person to write. On the whiteboard or on a piece of
paper use horizontal brainstorming to list as
many animals as you can in 2 minutes.
Make sure to tell your group members
your line of thought.
toriz-othl 6 r
Y”付γ今m贓｀ →人驪
汎凡M낭 춈 八＾M\ → N
써 c+orri ；驪‘
愛― 乙
k仍샨VfÌ伊 슥b勿＾匈
How about
farm animals!
(72
\ -
체커 /
1. How many animals could your

group brainstorm?
2. Which group brainstormed the
most animals?
30
Mapping
The final brainstorming technique is called mapping. Here is an example.
C此 2s
"^' Ei-trope
⑩
aLtL
O-
The cities are grouped around different themes or areas. For example, capital cites, cities
in the United States, cities in Europe, cities near the sea.
Now You Try It! - Countries -

Choose another person to write. On the whiteboard
or on a piece of paper use mapping to brainstorm as
many countries as you can in 3 minutes.
1. How many countries could

your group brainstorm?
2. Which group brainstormed
the most countries?
Countries in
South America.
●■O
In this lab, you used four brainstormin g techniques, verbal, vertical, horizontal, and
mapping. Which one did you like best? Why?
31
` . Discussion Pri" pie #2
Celebrate All Ideas
Be an Active and Supportive Participant
．●
In a brainstorming session, the group needs to create a supportive environment.

Everyone must contribute ideas, encourage ideas, and expand on the ideas. Welcome
all ideas, silly and serious! Synergy can turn silly ideas into great ideas!
Silence Is NOT Golden

Listen to these students discussing their global issues project. Answer the questions below.
□ -0`
Answer these questions about the discussion.

1 . What is the discussion topic?
2. How many participants were there?
3. How many ideas were contributed?
' 翩『헛．.
1. Would you want to be in this group?

2. Do you feel this group had synergy?
3. How would you feel if you were this discussion leader?
4. Do you think this group will be successful in brainstorming a lot of ideas?
S. How could this group improve their brainstorming?
6. Have you ever been in a discussion group that acted like the group above?
32
Celebrating Ideas
Listen to what happens when a group celebrates all ideas. When every member of the
group is an active participant, the synergy inspires the group to generate more and
greater ideas. Listen to these students discussing their global issues project and answer
the questions below.

1 . How many participants were there in this group?
2. How many ideas were contributed this time?
3. What was the first idea? How was it expanded?
릍1 『1.
1. What is different in this discussion?

2. Would you want to be in this group?
3. Do you feel this group had synergy?
4. Do you think this group will be successful in brainstorming a lot of ideas?
S. Have you ever been in a discussion group that acted like this group?
33
● ●
2. D Iscusslo Phrase Bank
Study the three functions of this Discussion Loop. Use these phrases to share your ideas
and be an active and supportive participant. How many phrases can you use in your
discussion?
●I 즙』 ●
r씻
,7
How about...
l
,7
Maybe we could...
r`
Z
You could...
'
l
What about this...

■｀
,
r씻
What if we...
Z
.1 ■ 1 . 0 i ● 0 1 즙』 '
r`
Good idea!
1
Yeah, yeah, yeah!

1
I like that!
.` 1
Yeah, way to go!!

1
Wow!
1
Sounds good!
.` r ■｀
Yeah, that's brilliant.

r 힛
Good thinking!
. . . ● l 즐』 ●
I
,7
That gives me an idea...

r`
And another idea would be...

1
1
1
Yeah, and we could also...

Yeah! And...
34
C. Discussion Topic
Th1nking G-obally, Acting Loco--y

A killer tsunami wrecks havoc through parts of Asia. When a disaster strikes
how can your class help? In this discussion, you will brainstorm ideas to help
the tsunami victims.
崍
5撚密：
盼즈뻬
·’
｝솎來 r『＊괌
7`1 緘［독긴으
饅毓
，踐“‘【 ';'
Tsunami!
On December 26, 2004 an undersea
earthquake with a magnitude of 9.0
occurred off the northwest coast of
／迦볍
the island of Sumatra, Indonesia.

The earthquake set off a tsunami that
destroyed parts of Indonesia,
Sri Lanka, southern India, western
Thailand and eastern Africa. Between
228,000 and 310,000 people were
killed, and many thousands more
眸펭 injured. Many children lost their

parents and are now orphans. The
disaster left survivors without food,
water, shelter, or medical supplies.
',,`/F
The infrastructure, the roads, power

논， lines, phone lines, and hospitals were
毛猛
｀定눙
．
destroyed. This is one of the worst

natural disasters in history. Imagine it
is December 27, 2004. What can you
畔싫 do to help?
。
` . M de■ D ■ scuss ■ on ● ●
Sharing Your Ideas

d iscussion, you, as college students, will be brainstorming ways to help the
In this discl
victims and survivors of the December 2004 Tsunami.
What Can We Do to Help?

Listen to this group in action. Working in groups of three, record the ideas you hear. One
person should record the ideas using vertical brainstorming, the second person records
the ideas using horizontal brainstorming, and the third person records the ideas using the
mapping technique. Suggested starting points are written on the whiteboards below.
●
呱 r wc 드 h
Vertical
Brainstorming
Technique
Horizontal i:o t 떼f c,c:wcsh

Brainstorming
Technique sell s 떼f
C,
Mapping whcft o 尸凶 we
Technique GO to ke 釀 tue
TS 巳 v.4 VLM V 驪 Cttvi.,c.
●1....1●
Which Brainstorming Technique Did You Prefer?

Now compare. Did everyone have the same ideas? Which brainstorming technique was
easy? Which was most useful?
36
2. Prep
Preoare for Youi
。’。ㅎ■ ●
0"
■
What Are YOUR Ideas for Helping the Tsunami Victims?
Now it is your turn! Think about your experiences helping others. Use your experiences
to help you come up with ideas for your discussion.
Your Experience Helping Others

What experience do you have helping others? Check the boxes.
Experience Checklist Yes No
U UUUUUU
Dㅡ
1. Have you had any experience raising money for charity?
U
2. Do you know anyone who has?
UU U U U
3. Have you ever raised money for your club at school?
4. Have you ever read about someone who raised money for charity?
5. Have you ever seen a charity event on television?
6. Have you ever been a volunteer?
7. Do you know anyone who has done volunteer work?
Consider These Questions

Before beginning your discussion consider these questions.
When are we going

to do it?
Where are we going
to do this?
Who is going to do it?
塚
疏
지
縷
醯
’飜嶠
戇
What exaCtlY are we going
Ho〃 areWe going to do it?
to do?
37
● ●
3. D ■ scuss ■ 0" Time 므
Sharing Your Ideas

This loop is your discussion guide. The three functions of Loop 2 will help you to brain-
storm and share your ideas to help the tsunami victims. 홑
’
쿄‘泗
r」
Maybe we could.
以，
汀
That gives me
0。
an idea. ,.
■
Contribute
Ideas
Good Idea
Expand on
Ideas
風
I like that!
硼
Celebrate
Ideas
嘴《一－一
cr./
辭 몌‘· 蠟·· 。 . 。 . 曲‘ 蠣 . . . *
: Discussion Challenge
Phrase Bank on page 34.
(8 珊 . . . . - - - . - - 」
－빨
2) S G ■ 55■
·■．·■． Brainstorm Ideas to Help the Tsunami Victims

-
첵무，
-．뱁·■－
Now it is your group's turn! Get into small groups and brainstorm ideas to help the
tsunami victims. Use one of the brainstorming techniques you have learned. Write your
group's ideas on the white board below. Think of as many ideas as you can. Be specific.
Be sure you can answer the Who, What, When, Where, and How for your ideas.
'
Continue on a separate sheet of paper if you need more space.
When everyone has competed this discussion task, turn the page and let's continue the discussion· 〔氓
4. Let's C ”ti"ue the 。 ● ●
■ scuss ■ 0"
●r爵什：
Share Your Ideas
Share with the class or members from another group:
1.How many ideas did your group brainstorm?
2. What brainstorming technique did your group use?
3.What was the strangest idea your group came up with?
4.What was your group's best idea?
●r訂「『7
Best in Class
Each group writes their 3 best ideas on the board and the class votes on the best idea.
●r訂『『：
Poster Presentation: How We Can Help

Each group selects one of their ideas and makes a poster and presents it to the class.
珏〉驪 aㅣ c6 Movie"
〃 for
"am; W4iric
…샤
―
，
窈
Z
7
,,`l
r 7n
■．
lee
‘ ㅣ 시”
40
DISCUSSION PROCESS
STAGE 2
In Discussion Process Stage 1, brainstorming generated many ideas.
In Stage 2, Discussion as Exploring, members of the group choose some of those ideas
for further exploration. We call this taking a position. Then, the group carefully
explores, or maps the position.
Mapping a position requires asking questions, clarifying, and confirming. From that,
we can begin searching for the best position.
42
∼，∼히틸衿
탄舫7튕T길
γ LOOl
섰
。
II 3
EipI ring
p。。
siti ns
A. Discussi ” Lab 。
恥辦
Exploring Positions
輧
This looks at the stage at which a participant states a belief, or a position. Take
part in an example and learn how to explore and clarify the position by asking
what exactly the position is, what the extent of the position is, and what the
reasons for the position are?
B. Discussion Prin pie

Seek First to Understand
．츨
Before agreeing or disagreeing with a position, participants must first understand
it. To reach understanding, participants must set aside their own positions, and
first try to understand the speaker's position.
C. Discussi'”· Topi.
Who Are Your Heroes
Nominating inspirational people for the cover of Hero Magazine. Who has
inspired you to believe, or to do, more than you thought possible? A new
magazine wants your input.
A. Discussion Lab
`.L b` 。
Ihe ㅇ ranae Sto
Have you ever been in a dilemma, a problem that seems to have no solution? Listen as
Dianne struggles with a dilemma.
The Dilemma
Listen to the Orange Story and answer the questions.
1.How does Dianne feel? Is she tired? Why·》
2. What is Dianne's position, in other words, what does she want? Why·》
3. What is her dilemma?
44
What Should She Do?
Make small groups and discuss the following.
1.What should Dianne do? Give her some advice!
2. How many suggestions can your group brainstorm in 3 minutes?
걋 겯 ·-- 녹 ,, 7
걋‘
걋 겯 ---·` 쵱녹
，녹 군
.,
걋∼ ' - - ` ,
`
`
Dianne should... 긱 r` They7 outht to...

'
( Why don't they... )

- ' · …’ ‘ LZ I
' , 7
· ''
녹걋
·녹 _ 겯
·’_ 괠괏
-`--·,
괄
` `
` `
｀
겸，
'
- - . -
겯
.
멩
` I
,
'
'
'
솔
45
The Question
The Orange Story continues. Listen and answer the questions:
1. What is different this time?
2. Why does the man need the orange?
3. What part of the orange does he need?
4. What part of the orange does Dianne want?
숭 r귓
纏
(/ ,
疊l”叱戚
A Win/Win Solution?
1. Can you see a win/win solution that would satisfy both people?
2. Is your new solution on your list of ideas from the previous page? Why not?
46
The Solution
Listen to the conclusion of the Orange Story and answer these questions:
1. What is Dianne's solution?
2. Who is going to pay for the orange?
Z
5
●.●
Look at the original list of suggestions you brainstormed.

1. How many of the suggestions you originally brainstormed on page 45 were solutions?
2. How many of the suggestions were questions about the problem?
3. Do you usually ask questions before disagreeing, arguing or offering a solution?
47
` . D 】 scuss' 。 ” p,!"r. 비 e #3
Seek First To Understand
Ask questions: clarify and confirm
Discussion is based on a community of respect. Mutual understanding is reached
through mutual respect. If you want others to respect your position, you need first to
respect their position. If you want someone else to listen to your position, you should
first listen to his or her position. Don't argue. Listen! Ask questions! Understand!
Seeking First to Speak

Listen to this group discussing the subject of their school report.
柄欠｀`
d緘潑
7 ＊노，→
(

1 . What was each person's position, who did they
report on?
1st speaker: 디－e－즈－아－－唾→
2nd speaker:
3rd speaker:
2. Do you know the reasons why the 1St speaker chose Gandhi?
3. Do you know the reasons for the 2nd speaker's choice?
4. Do you know the reasons for the 3d speaker's choice?
翩『1.
1.Do you think they understand each other's choices? Did they attempt to understand
each other?
2. Was this a discussion or an argument? Why do you think so?
3. Have you ever experienced a situation like this with friends, co-workers, or family?
48
. 1 0 1 .
Seeking First to Understand

Listen again to this group discussing the subject of their school report.

1 . How many positions were presented in this discussion?
2. What reason did the first speaker give for recommending Gandhi?
· 翩『던［.
1.By the end of the discussion, do you think everyone understood the speaker's
position?
2. Do you think that the speaker was satisfied with this discussion?
3. What is the difference between the first discussion and this discussion?
49
2. Discussi ” Phrase B ”k 。。
r'
Study the four functions of this Discussion Loop. Use these phrases to explore and
understand positions. How many of these phrases can you use in your discussion?
,7
r`
I think that...
1
r`
I believe that...
I
In my opinion...
l
My position is...
1
r
I would like to...

`
，걋
r`
We should...
r'.
r`
Why do you need the orange?

'
1
What about the inside of the orange?

2
Who is baking a pie?

.`` r`
When does she need the orange?

1
1
,7
Where is she baking the pie?

1
How much of the orange does she need?
.■O■널 .
r
,Z
맬｀
What I meant was...

l
r`
What I imagined was...

l
What I was trying to say...

l
l
Well, I think the answer is...

l
r`
The reason is that...

l
r
힛
Because. . ·
f
. . ●■ 닐 .
,7
/‘
So, what you are saying is...

짓
1
Z■｀ l
So, what I'm hearing is...

1
...is that right?
50
C. Discussion Topic
Who Are Your Heroes?

Who has inspired you to believe or to do more than you thought possible? A
new magazine wants your input. In this discussion, you will nominate people
for the cover of Hero Magazine.
琴潗
一錢갱
鬱
Our Greatest Heroes
Time magazine recently published a
pecial issue featuring the world's
100 most influential pe 叩 le. In
addition, each year Time magazine
selects The Person Of The Year.
People magazine does People Of The
Year. Forbes magazine features The
Most Influential Business people of
the Year. The new magazine Hero is
seek ing nominees for the cover of
their Greatest Heroes orAll Time
issue. If you were asked to nominate
three people, who would they be?
。
` . M de■ D ●■ scuss ●■ 0"
ㅇ urH' ies
Exploring Positions
Each of you will be asked to nominate three people for the Greatest Heroes of All Time
cover. Then, in the discussion you will take turns asking each other questions about
your choices. The group will consider your answers and choose one of the three to be
your final nominee.
Listen to this model discussion. Write down the speaker's three nominees, and the
groups' final choice
Name 威ㅄ
Gro 叩 Member 1
Final Nominee
Nominee 3
52
. 1 · · O
2. PreP
PreDare for Youi
。’。ㅎ ■ ●
0"
■
Who Are YOUR Heroes?
Now it is your turn. Write your 3 nominees for Greatest Heroes of All Time in the
spaces below. They can be famous heroes or your personal heroes. Make notes about
your reasons for choosing them.
My Nominees for Hero Magazine

Nominee 1
Reasons
Nominee 2
Reasons
,'，핫，1 ,
Nominee 3
53
■●
3. Discuss 륩 onT 츰 me
uss ■
Exploring Positions
oo3
This ioop is your discussion guide. The four functions of Loop 3 will help you explore
the reasons for choosing the nominees for the cover of Hero M agazine.
磅乙
．
--
-
So, what you

are saying is...
...right?
鮮
Confirming
a Position
Position
What I meant was. . .
Why do you
think that...?
I
Clarifying
a Position
Asking
Questions
~
驪
f碧釀孼 텁 騙竇”
,1
1
맥

1騙
,

I
54
■■
Phrase Bank on page 50.

·
J
－솥
2) S G ■
--' －·
·．■－ Our Nominees for the Greatest Heroes of All Time! -
，날鷹．
Now it is your group's turn! Form small groups and discuss your nominees for the cover
of Hero Magazine. Ask questions and narrow each person's nominees down to one final
nominee. The group listens to each individual's answers about their three nominees and
then the group votes to decide which of the three nominees will be the final nominee for
that individual. Write each group member's name, their three nominees and the group's
choice for each member's final nominee in the boxes below.
Name Nominee 1
Group Member 1 Nominee 2 Final Nominee
Name
「 Nominee 3_
Group Member 2
Nominee 3
Name 1
Group Member 3 Nominee 2 Final Nominee

'L
Nominee 3
Name
Gro 叩 Member 4
Name
Group Member S
Nominee 3
When everyone has competed this discussion task, turn the page and let's continue the discussion. 啄
4. Let's C ”ti"ue the 。 ● ●
■ scuss ■ 0"
●r訂汁：
聊
Announcing the Nominees
Listen to this model and then try it yourself!
Group one's nominees for Hero of the

Year are
, and
Congratulations to all nominees.
Next, please welcome from group
number two and
●rwr섭
Final Nominees
Each group lists all of its nominees on the board. The whole class asks each group
questions about their nominees and then the class chooses one final nominee for each
group·
●r訂『乙
Panel Discussion
Each group selects one of its hero nominees for the panel. The heroes on the panel
introduce themselves. The class asks each "hero" questions. The teacher can serve as
moderator or emcee.
●r翩汁：
Presentation on One Nominee
Each group researches one nominee and makes a short presentation with pictures, DVD
clips, etc.
56
鎰컥
혁뺘여씸ㅋ∼∼嘶

논｀尸牢
夔；「腕
r르
*Z^'
靴
i LOOP ㅆ
采 4
Sedrching for
the Bes. p Si. ■ on 。 ●
^. Discuss 춥。 ” Lab
Searching for the Best Position
In these labs, we will learn how a group can agree, disagree, and support each
other's positions. We will look at degrees of certainty available when taking a
position and the possible problems with collective opinion.
B. Discussion P ”dpie ，츨
Separate People from Positions
While looking for the best position, participants learn how to respect the person
when disagreeing with the position.
。
C. Discussi ” Topic
The Entertainment Hall of Fame
What movies, songs, books, and TV programs deserve special recognition? The
new Entertainment Hall of Fame wants your recommendations.
A. Discussion Lab
` . Lab `
ㅎ
I y, Pr 。b。。
, nd Certa ■ n ㅎ
Some things in life are certain, some are probable, and some are possible. This lab asks
about your level of certainty.
. ` .
Count the Squares Write your answer here

A square has 4 sides of equal length. Number of squares: _
Look at the illustration Certainty Check
below. How many squares How sure are you of your answer?
do you see? Count the Check one.
U
number of squares. 100炙， I'm positive.
ㅡㅡ
7오％ I'm pretty sure.
UUes U
Turn to page 2珏％ I'm not really certain.
」 25 to check
0% I'm not confident at all.
your answer.
●】●
The Sum of the Angles... Write your answer here

LA+LB+LC=
How many degrees in a triangle?
Is this always true? UAlways true U Not always true
Certainty Check
B How sure are you of your answer?
Check one.
r
100炙， m positive. U
ㅡ
7됴％ m pretty sure. U

r
Turn to page
2珏％ I'm not really certain. U
」 25 to CheCk
A C 0% I'm not confident at all. U
yOUr anSWer.
1.Were your answers correct?

2. How certain were you of the answers?
3. Certainty is a dangerous position to take. There are very few certainties in life. New
information and new experiences can change your mind. Can you think of some things
in life that are certain? Some things that are probable? Some things that are possible?
58
2. L ‘ 2 。
ye ws
Sometimes common sense does not make sense. Listen to these examples of when
common sense was wrong.
Everyone Knows the Earth Is

Listen to this discussion.
1. Who was the story about?

2. What was the reaction of
the King's ministers?
Everyone Knows People Can't Fly!

Listen to this discussion. _
1. Who was this story about?

2. What was the bank
manager's reaction?
●■●
1. Keep an open mind! Be open to new ideas! Can you think of two or three other
examples of people having closed minds?
59
B. Discussion Principle
uss' 。 ” Pri"‘ ●．비 e #4
`
●
Dis.us.
e
S
le Positi
Disagree Without Making the Speaker Wrong

In this Loop, we look for the best position. As we do this, disagreement is common and
even necessary. A participant should always remember to respect the person while
disagreeing with the position. Compare positions, not people. Say, "I like this position
better than that position." Don't say, "I like Hanna's position better than Man's." Talk
about the weak points of positions, not of the participants. Say, "This position is not
.
logical." Don't say, "You are not logical!"

驪聊
You Are W
ron
Listen to this discussion about an advertising campaign for sports shoes. Answer the
questions below.
iN, 觸아＼）蹶幡 업
7홱「r ／∼돈
'vi r ／훨
1 , What is Charlie's idea for the new ad campaign?
2. Who agreed with him?
3. Which of these phrases were used to show disagreement?
a. You always come up with the strangest ideas.
b. Your idea is really not very good.
c. Larry's idea is much better than yours.
d. Larry is right and you are wrong.
믈1 『1.
1.Were they attacking the person or the position?

2. If you were Charlie, how would you feel?
60
You are Right about that, but...
Match the phrase on the left with the phrase on the right. Note how the speaker agrees
before disagreeing.
A greeing D isagreeing
A. but don't you think that a rap artist

1 . That's an interesting idea...
will appeal more to young people.
∼ /,,，∼ _ → , ∼ 7 ，→노
2. You are right. Young people do need B. but - don't see how an opera singer
more culture... will appeal to young people.
翩『1.
1.This time were they attacking the person or the position?

2. Now, if you were Charlie, how would you feel?
61
2. D ■ scuss ■ 0"
● ●
Ph，。 seBa"k
Study the four functions of this Discussion Loop. Use these phrases to look for the best
positions while keeping people and positions separate. How many of these phrases can
you use in your discussion?
·f7규5
1
l`
That certainly is one possibility but...

1
1
I
I don't see how/why...

r`
I'm not so sure about that because...

I
,7
I don't think that is true in this case because...

1
t
That might he true but...

``
I
A lot of people might agree with that but...
● · ■I·l ●■닐●
1
I agree that _ is important. But what about _?

1
You are right about that. But I don't understand _.

1
I like . I don't like

,
1
I see the point about _ but I don't see the point about...
Z
r뜨 . II · I. ■ 닐 ●
r`
, 7
Let me put it another way...

r`
,7
I think the point I'm trying to make here is...

I
,'
I don't think that I am saying...

Z
I
,7
I'd have to agree that...

I
I think that's a good point.
62
C. Discussion Topic
The Entertainment Hall of 「。 me

What movies, songs, books, and TV programs deserve special recognition?
The Entertainment Hall of Fame wants your recommendations! In this
discussion, you will select three movies to go into the Hall of Fame.
〔枷낌蔘■！毓
穗i）欌i'，맬섶痲7搖．
跡，」
The Hall of Fame

Have you heard of the Baseball Hall
of Fame? How about the Rock and
穩卜
Roll Hall of Fame? Did you know
‘珊꽜 that there is even a Robot Hall of
盼 ,렛
Fame? A hail of fame is a museum

츤癬 that celebrates the best of the best.
．｀
rE硼 For example, The Rock and Roll Hall

<
of Fame was founded in 1983 to

celebrate the greatest musicians,
汁｀孕
songwriters, DJs, and others in the
珊｀[｀격，｀즈』
music industry. Every year the

紬죙쟌 nominating committee selects between
S to 7 people to be added to the Hall
of fame. A new museum, The
Entertainment Hall of Fame, is opening
현璨
next year. If you were on the nominating
committee, which three movies would
you recommend for The Hall of Fame?
璇
痲
。
` . M de■ D ■ scuss ■ 0"
● ●
Hall of Fame N minees 。

A new museum, The Entertainment Hall of Fame, is opening next year and you are the
nominating committee. This Hall of Fame will feature the best movies of all time. Listen
to this nominating committee discussing their choices. Answer the questions below.
Seeking First to Understand

Write Mia's three nominees for best movie in the spaces below.
Mia's Nominees
誾 1.
歇。
2.
죠 3.
Disagreeing with Positions

Listen to Al, Mia, and Eddie, and answer the questions below.
1. What is Al's position? In other words, what movie does he think should be in the
Entertainment Hall of Fame?
2. How does Mia respond? What movie
does she think would be better?
3. How does Al defend his position?
꾀尙－ㅡ렷
4. How does Mia evaluate that

position? What part did she
agree with? What part did
she disagree with?
S. Who does Eddie agree with
and why?
64
Reaching Agreement
Listen and cross out the movies the group eliminates. Circle the group's third nominee.
D璵s유姚什怖醵 q琺12乙怜극缶샅ㄴC
근，/', ' ,
`Sㅇh「凶伏 Lcr, 卄tα匹「c

St&n- Wcws oo{e i sr&7wcW
緇 LO V니엡니出
巍‘즉械卄跏坪耐4
Lorc of tie RLiig$ The 稅·功W輞
殃 ;
2. Prep
Pre
。，。ㅎ ■ ●
rYour D Iscuss'
0"
What Do YOU Think Are the 3 Greatest Movies of All Time?

Now it's your turn. Write your 3 nominees for the greatest movies of all time on the
cards below. Make notes about your reasons for choosing them.
MY NOMINEES
!o Q Q Q Q 0 0 0 ㅇ ○ 0 이 00000 ○○ 0000 ㅇ IQo ○ 0000 ㅇ ㅇ 00 이
0000000
00000
0 Nominee 1 이이이 0 0 0 0 0 0 0 Nominee 2
이
이이이이이·
이이이 0 0 0 0 0 0 0 0 0 0 0 0 0 Nominee 3
00 이
이이이이이
이이
이히’이이
Reason Reason Reason
0000000000 ㅇ 01 to ㅇ 00000000 ㅇ C Ic ㅇ 0000000 ○ ㅇ Cㅣ

65
● ●
3. D ■ scuss ■ 0.` Time 므

This ioop is your discussion guide. The four functions of this ioop will help you in your ，훌
search for the 3 greatest movies of all time.
-/,
■■鬱： I ＃乷
That certainly is
one possibility but.
Disagreeing
with
Positions
느
l
빼 `
- agree that _
is important. But
what about
Agreeing
with
Positions
Let me put it
another way...
1毓
Ev 이 uating
Positions
Defending
·‘ ·· ··‘ ··‘ ·‘· ·· …… `
「밉騙孵
Positions
촘竇

螺驢랄驪一

2) S G
.
탭－
I
-－·－'-
-
-
Our Nominees for the Three Greatest Movies of All Time.
Now it is your group's turn to discuss nominees for the Entertainment Hall of Fame!
-
In small groups, write everyone's nominees on the whiteboard below. Feel free to ask
each other questions about the movies nominated.
O驢tr Novttw7ees 卄 r the 3 즉 recftest MoV卜es

0fALL TL峰Le
O
O
Continue on a separate sheet of paper if you need more space.
Our Finalists
Discuss until your group can agree on three movies to nominate for inclusion in the
Entertainment Hall of Fame. Write those three movies in the boxes below.
ㅇ
ㅇ
흐l)3.
000
0우
01 。
o1 '
O
ㅇ
ㅇ
0ㄴ 000000000 戚 OI (oLooooooooO 戚o 0 ㅇ ㅇ ㅇ ㅇ ㅇ ㅇ 000 ㅇ ㅇ

ㅇ
ㅇ
ㅇ
When everyone has competed this discussion task, turn the page and let's continue the discussion. 嚼
。
4. Let's C ”ti"uetheD ■ scuss ■ 0"
● ●
●r訂「『：
Share Your Results
Each group puts their nominees on the board and class chooses the best three.
●r翩『乙
Nominate 3 Musicians
Each group nominates three singers or bands for the Entertainment Hall of Fame.
國園國
●ri 『 r
Nominate 3 Books
Each group nominates three books for the Entertainment Hall of Fame.
●r訂什：
Nominate 3 Television Shows
Each group nominates three TV shows for the Entertainment Hall of Fame.
68
'
·一
'
날，
킵． 뱃
' 흽 ./
.~
7r蠟·
늬
lj ,
7〃
r?9 `
.
l,
니／
D Iscuss ■ Process Staae 3
Thinking Inside and Outside the Box
In Part 3, the discussion process leads to making a decision. In Loop 5, the decision
making process begins with thinking about what a solution might look like. In other
words, we build a box that defines the problem, and then, in loop 6, we look for
solutions that might fit the box. Finally, in loop 7, we choose the best solution.
Look for solutions

that fit the box.
Identify and define the

criteria that give shape
and size to the box.
70
떫盼
羈궁 ‘瀞
잼돈 r嘶「
W LOOl ㅅ
斟 5
Identifying
.he Cri.en 。
^. Discussi ” Lab 。
Identifying the Criteria
麝樓ㅏ
In these Labs, we take the first step in problem solving. A problem is like an
empty box. The solution to a problem is what we can find to fit within that box.
We will learn how to identify the criteria for the solution and then how to define
the criteria.
B. 。.s.us
Iscuss' 。
S ” Principle
Know All Your Criteria
To build a box that is satisfactory to all participants, the group must find the
key criteria or requirements for all members.
C. Discussi ” Topi' 。
Finding the Right Person for the Right Job
What are your values? What are your needs? Can you find a company that
matches your values and needs? Do you match theirs?
獗 ∼ 饌＊鞭돌》 이날｝견j 叉ㅇ히珊오協

置爀

「颯鄒닝殲뱁
Discussion Lab
섬 ● Lab `
Idenhfv Your Criteria
How do you make decisions? What factors, or criteria, do you consider? For example,
if you are looking for a partner, a boyfriend or a girlfriend, what do you look for?
What is important to you? Age? Appearance? Education? When making a decision we
begin by identifying the criteria.
．祗1.
Which Criteria Do I Think Are Important?
What do you look for in a partner? Check the characteristics, the criteria, that you think
are important in choosing a partner.
UUUUUU
UUUUUU
UUU
U그 UUUU
Age Body Shape Hair Style Car

Height Voice -ncome/Money Weight
C-
Job Health 테 ood Type Cleanliness

○ rde r
L
Personality Nationality Birth Sense of Humor

닐'
U
Religion Hobbies -ntelligence Face/Looks

Education Fashion Sense Race Smoker
．祗꽈
C
h
I Think the Five Most Important aracteristics in a Partner are. . .

Now write the S that you think are most impo rtant in the spaces below:
.■.
1. Compare your S criteria with a partner? How many did you have in common?
2. We use tables similar to this everyday to make decisions. In this case, the horizontal
axis, along the top, lists your criteria for choosing a partner. What do you think goes
down the other axis?
72
2. L ‘ 2 。
Define Your Criteria
Now that you have identified the criteria, do you really understand the criteria? For
example, if age is the criterion, how old is too old? How young is too young? What
range of ages is acceptable to you? The criteria we each consider may be similar but
everyone is different and everyone has a different range of what is acceptable within
that criteria.
Interview a classmate. Find out their criteria for an ideal partner from Lab 1. Write their
S criteria next to the hearts below.
빻
빻 V '
.．
·
-’'
'.
..0 . 0 " ',. .* ‘· · · . , . · 빽． ‘… …

.,
For age, For personality, I like someone

he sho 미 d be with a good sense of humor.
Now, continue your interview. between 」 9 and For example, I like someone
Ask your classmate to define who enjoys comedies.
their criteria with numbers and
examples. Write them in the
white boxes below the hearts.
O■ ●
1.Which criteria were easy to define? Which criteria were difficult to define?
2. Some criteria can be measured. We can define them with numbers. We call these
objective criteria. Were some of your criteria objective? Which ones?
3. Other criteria can't be defined by numbers. We define these by giving examples. We
call these subjective criteria. Were some of your criteria subjective? Which ones?
73
．●．비
` . Discussi'"` Pri" e #5
Know All Your Criteria
If You Know What You Want, You Can Get What You Need.
The box you build now determines what the solutions will look like. Think carefully about
your own criteria. Find out the criteria of the other group members. Otherwise, the
solution you find might not be acceptable to you or others in the group. Know all your
criteria to make better decisions.
The Only Criterion

Listen to the husband shop for shoes for his wife. Answer the questions below.
닙Z
囊．
Answer the following questions.

1 . What criteria did the man use to buy the shoes?
a. Comfort
b. Price
,聊 c. Brand
d. Material
Know All your Cri teria 2. Can you think of criteria the man missed?
翩『】．
1.Was the husband successful?

2. Why or why not?
74
Identify Your Criteria
What were the criteria? Can you fill in the chart below?
Size C이 or Price
」
Style Heel” ■∥ ’ll)
L Formal
rZ갰
순
’
‘`
즛：珊；鏤
'
侈
伊
尸 Il. cr. 輦
LI1rrr· 聊
Better Solutions Th rough
Better Criteria
言1 『1.
1.Was the husband successful this time?

2. Why or why not?
75
2.
● ●
■ scuss ■ 0.` Ph，。 seBa"k
Study the three functions of this Discussion Loop. Use these phrases to identify, narrow,
and define the criteria. How many of these phrases can you use in your discussion?
Brainstorming Positive Criteria

OThey have to be black, formal shoes.
OThey ought to have at least a two-inch heel.
OThey need to be a size 7.
OThey've got to be...
OThey should have...
(）니
Brainstorming Negative Criteria

They can't have rubber soles.
They shouldn't be too expensive.
The Process of Elimination

0I don't think price is so important.
0I think price is more important than color.
0Isn't price more important than color?
·r
Defining Objective Criteria
oIt needs to be between $75 and $100.
ONo more than $100.
ONo less than 2 inches.
OAt least 2 inches.
OAt most $100.
Defining Subjective Criteria

,7
/1
For example, a style like in this picture.

1
1
1
Just like the color of my old shoes.

1
Similar to the ones we saw last week.
76
C. Discussion Topic
Finding the Right Person

for the Right Job
What are your values? What are your needs? Can you find a company that is
your match? In this discussion, you will identify criteria from two points of
view, the employer and the employee.
and Career Fairs

universities and high schools
sponsor job fairs or career fairs
where employers can find employees,
and employees can find employers.
In other words, companies can find
workers, and students can find jobs.
For a company, finding the right
is a constant challenge.
For a student, finding the right job
most important decisions
their life. In this discussion you
will prepare for a job fair. F irst, you
will think about what is important to
the employer, then you will think
about what is important to the job
seeker.
` . Mode D IS.USS10 ■ ● ●
■n
In this discussion, you will prepare for a job fair interview. Listen to these students
discussing the upcoming job fair. Your discussion should follow the same stages as theirs.

Listen. What two criteria did they mention? Write them in the boxes below.
Criteria 2
Narrowing the Criteria

Listen. What criterion did they eliminate? Cross out the box above.
훈
Defining the Criteria
Listen. What question did they think of? Write it below.
Considering Both Sides

Listen. One side of the issue is the employer's criteria for employees. What is the other
side of the issue‘》 Write it below.
2. Preparat Ion
●
PreDare for Your D ■ scussion

What Do THEY Want 。》 What Do YOU Want?
n
Now it is your turn. Th k about both sides of the issue. Fill in the table below. Make
.
1
11
notes from the emp oyer's point of view, and from yo ur point of view.
O
’땐쌩댔
Employees have
to have. . , I gottobe...
Employees have
\rnckc 빠。脛쁘쓰므스艸嶼‘
&kc神石廻璽과
,,,,,,,-,,/,/
The company
」，,,,,,,,,,,/
needs to have. . .
● ●
3. D ■ scuss ■ 0.` Ti"è 므
I
This loop is your discussion guide. The three functions of the criteria loop will help you 騙
.－－
identify what both employers and employees are looking for.
■■■ ,
．■·－■■l.．■ 11.
，斷執
Brainstorming
Positive
Defining the Criteria
Criteria
Identi 玆 ing the Criteria
I don't think that is

so important.
7, "
Defining
츤놀
,J r.
U
U f`
ective
teria
Brainstorming
7
Negative
。？
Criteria
·夕
Narrowing
· …… `
r 幟淋 ∼ 鞠· 큔
the Criteria Discussion Challenge

.
뱃

驢爬 . 躪。 : 糾緇。 - . . - - - 』
－·－
G
튜－
I
·－--‘■－
What Employers Really Want ...
Now it is your group's turn to discuss what a company really looks for in an employee.
Form small groups. Imagine that you are a company hiring new employees. Follow the
-
steps below.
Identify the Criteria

From an employers' point of view, brainstorm criteria for hiring new employees.
Narrow the Criteria

Choose the top , criteria and enter below.
'
．··＝솥졉
Criteria 1 Criteria 2 Criteria 3 Criteria 4

겯엣〃’
눙’．.．
’·
· · · · · · . · · · · · · . . . . . . . · · … · · . 맣 . … · · ' · . · · · . · . . . · · . · · · · 。 . · · · 솥 · · · · · . . . . . . ● · ' · · . . . . . . . . . · … . . . 。。·。 · … 솥 · · · · · · · · · · · · · · · ·

`=
놀'.
.
Criteria 5!―·1 :
Define the Criteria

To help you define the criteria, imagine specific questions an employer would ask about
each of the criteria.
Questions about criteria 1
Share Your Results

Now compare your criteria with other groups. Are your criteria similar? Are they
different? How many criteria do you have in common? 81
3) S G O Iscuss ■
What Employees Really Want
Now it is your group's turn to discuss what job seekers look for in an employer. Form
small groups and follow the steps below.
Identify the Criteria

From an employee's point of view, brainstorm criteria for choosing a company to work for.
Narrow the Criteria

Choose the top S criteria and enter below.
--l"
긺
Criteria 1 Criteria 2 Criteria 3
놓 t'’
..-.--, ．■．,/［·夔，쑈’，·‘··－ ..LCriteri■a 5-－。‘-.,.

쎄鱗 쫴羸鱗 쫴鱗 '．라 뒹｀치勅緇轍새ㄹ
Define the Criteria

To help you define the criteria, imagine specific questions you would like to ask the
employer.
questions about criteria 1
questions about criteria 3
Share Your Results

Now compare your criteria with other groups. Are your criteria similar? Are they different?
82
How many criteria do you have in common?
The Job Interview
In the previous two small group discussions, you identified and defined criteria from both
the employers' point of view and the employees' point of view. This experience is good
」
preparation for a ob interview. Listen to this job interview and complete the chart. One
of the applicants is well prepared the other is not. What questions did the interviewer
」
ask? What answers did each of the ob seekers give? What questions did each job
applicants ask?
굿一
＼玖
笭－
‘
Questions Job Applicant 1 Job Applicant 2
Which applicant do you think will get the job? Why?
When everyone has competed this discussion task, turn the page and let's continue the discussion. 嚼’
4. Let'$ Co” ㅎ ■ nue
●
∥｀ e ● ●
■ scuss ■ 0"
●r訂『乙
Job Fair
Let's practice attending a job fair. Hold a job fair with interviews.
eturn to your original discussion groups.

alf of each group will take the role of
nployers looking for employees, the other
ilf will be students looking for jobs.
학
Employers set up company booths around
the room.
나
Job seekers move from booth to booth
interviewing for jobs. In your interviews,
use the criteria and questions from your
small group discussions.
84
7∼
恪楙쁘「컨 짹鬱款
騙柯
稶
繃 궉塗
X
·『 γ L0 이한 X
l6
Listing
●
the
■ ons
揄痲
^. Discussion Lab
Listing the Options
In the previous Discussion Labs, we identified and defined the criteria. In these
Labs, we will focus on how to determine possible solutions that fit within our
criteria. We will do this by learning how to think outside of the box, uncover
濂 assumptions, and think multi-dimensionally.
B.D ■ scussio" Pri"'.I 비 e

Uncover Your Assumptions
Sometimes the best options, the best solutions do not seem to fit inside the box.
To look outside the box, each participant must examine their assumptions, and
be willing to discard them. We call this ability thinking outside the box.
C. Discussi ” Top .。 ●．
Designing a Menu for the Interi,ational Palate
The planning committee for the International Student Welcome Party must come
up with a single menu for students from S continents.
Discussion Lab
`.L b ` 。
■ n kin。 ㅇ utside the B
―·
In the last unit we focused on building the box by identifying and defining the criteria.
In this lab we will explore thinking outside the box.
，●끄 ㄷ
Connect the Dots 締
Can you connect these nine dots using only 4 straight

lines, and without lifting your pencil from the paper?
Work together in small groups. You have 3 minutes.
● ● ●
.1.
1. Could you connect the dots?
2. Are you thinking inside the box or outside the box? What if you could extend the lines
beyond the square formed by the nine dots?
3. Try again. Now could you connect the dots? If not, see page 125.
2. L b Z 。
To think outside the box, you need to find your assumptions. An assumption is
something that you think is true but is not necessarily true. In this lab we will try to
uncover our assumptions.
● ● l · ●
Plant the Orchards
Get into small groups. Imagine that you are farmers. You are planting an apple orchard,
a pear orchard and a cherry orchard.
. Each orchard has a different set of criteria.
' Plant the orchards to satisfy the criteria given in the Planting Instructions.
' These are the only criteria.
The apple orchard is already planted for you.
86
缶
The Apple Orchard
'4pplC Orchard
nanting InstrUct1O끄 '
祗乂〈磁，，솥 珏見，
Number of
l，노
treeS: 모
Number of
rows: J
Number of
trees per row: 3
The Pear Orchard

Pcar Orch:ard
ctwnS
planting Instru
Number oftrees: 12
Number of
rows: 4
Number of
trees per row: 3
The Cherry Orchard

，廊 erryorchard
planting Instructions
Number of ,
trees: 10
Number of
rows: J
Number of
trees per row: 4
●I●
1. Could you plant all of the orchards? Which one was difficult?
2. Are you assuming the trees need to be planted in parallel rows? Was that one of the
criteria?
3. Are you assuming the trees need to be evenly spaced? Was that one of the criteria?
4. Try again. Now could you plant all the orchards? If not, see page 125.
87
」● Lab3
T
h
Mult·I) ■ mens ■ on ■ n k■ n
Another way of thinking outside the box is to explore different directions or different
dimensions. Don't limit yourself to one or even two dimensions. Become a
multi-dimensional thinker! Be creative! Increase your options!
●l ■I ●
Arrange the Squares

Here are 4 squares of paper. You must arrange them on the grid so that each square
touches no more than two other squares. How many different configurations can you
think of?
Work in small groups. How many options can your group think of? Tell your partners
where to place the squares. Record your group's configurations (options) on the
following page.
Put the squares on B-i ,

B-2, B-3, and B-4.
Put the squares on A-2,

A B-3, 0-3, and D-3.
D
/Z
C
D
큔
88
l
A A A
l
D D D
」 2
A A A
D D
l
1 2 l 2
A A A
D D
2 3 4 2 3 4 2 3 4
l
D
1.How many configurations (options) did your group think of?

2. Which configuration was the most creative?
3. Did you think of any 3-dimensional configurations? If not, see page 125.
89
．
■
●
。
Discussi ” Prin.iple #6
ye r ur urn Dt
Find Your Assumptions, Multiply Your Options

To think outside the box, we redefine the box by challenging its dimensions/specifications.
In other words, we find our assumptions and make the box bigger or different. Increase the
number of options, by challenging your assumptions!
Thinking Inside the Box

Listen to these students planning their school picnic. Answer the questions below.
think of?
2. Why were coffee and tea rejected?
7I 『1.
1.What is this group assuming?

2. Can you think outside of the box and find a solution?
90
Thinking Outside the Box
Now listen to the same students planning the school picnic. See what happens when
they find their assumptions and go beyond them.
How many options did they think of now?
· 믈1 『고．.
1.What assumption did they uncover?

2. In the days of Christopher Columbus, what assumption did many people make?
91
3. D s'us. 】
scuss' ” Phrase Ba"k 。
Study the four functions of this Discussion Loop. Use these phrases to list options and
uncover your assumptions. How many phrases can you use in your discussion?
.【●

Tiirirn
r첫
Would this be OK?

1
1
Would this work?

1
1
,7
Would this fit our criteria?

.`
Z`
,2
Would this fit?

1
r 힛
What if we did this?

(）너
r’●r訂『乙
I don't think that would work because...

But that doesn't fit our criterion of...
● ■ . ● ● l ■ 1 .
Does it have to be hot?

2 .`
l
,2
Z
What are we assuming here?

`` 1
We are assuming that. . .

1
Are we assuming that... ?

2
1
Is it really necessary that...?

■■｀1
,,`7 ' ,` 7
Do we really have to...?

1밋
What would happen if we...?
翩 ㅠ7[［●r翩卄7
l
r`
That would work!

l
1
That might be good!

Z
1
That's perfect!
1
j
i
That's a possibility!
92
C. Disc 〃 ssion Topic
Designing a Menu
for the International Pa-ate
What would you serve to a multi-national, multi-cultural group of students?
The planning committee for the International Student Welcoming Party must
come up with a single menu for students from , continents. In this discussion,
you will need to design a menu that satisfies everyone.
A Welcoming Party
Does your school have an international
exchange program for foreign
students? How does your school
welcome them? Eating a meal together
is a universal human ritual. One of
the great joys in life is learning about
other cultures through food. What
we eat helps define who we are. Food
reflects our culture, diet, and even
our religion. If you had to plan a
menu for a party of international
students, what would you serve?
Imagine that your class is hosting the
International Student Welcoming
∼’
Party. There will be students from
贓
FZ7' 騙，螺蟲‘」
첵．隧ㅗ｀> r簒겯慽 over 30 different countries, including
India, South Africa, China, Korea,
‘沅：
一윅t
Indonesia, Iran, Brazil, Canada, and
釵꽈‘凍
驪
Australia. Your job is to plan the

menu. The menu should feature your
「’푸 ''
겯 ' 수 괘．츠
．驪
찬
차■ J밟
country's food, but be satisfying to

∼．〕嫩」 '
, 뽄 / 꽈 솔
，홱 , 너蠟
슬 』‘
everyone at the party. Bon Appbtit!

驕 '
驪然 활굳
슐L
t /,
녹，／꺌 M驪Lt’눠
＾締驪，』璥軌，
。
` . M de■ D ■ scuss ■ 0"
● ●
。
Discussi n Model
In this discussion, you will plan a menu for the International Students' Welcoming
Party. Listen to this group identify criteria for the menu (the criteria loop), and suggest
various dishes (the option loop).
Criteria Loop
What two criteria did the group mention?
Write them in the boxes below.
．
∥

…■
…‘
·
一
Criteria 1 Criteria 2
' ' ' ' ' '' ' ' ' ' ' 二，· … · 쑈 … ' ' 읗추 ·‘ ' ' ' ' ' ‘ 츠 … …
「 ‘'‘ 륩‘'''"'‘ 닙…‘굻‘珊써轍蘇굻i ｀ ··…J… 눠뺐令緘‘
!
V『 팠 섈
Option Loop
Listen to the group suggest options and fill in the blanks below.
1.What food was suggested?
They suggested serving _.
2. Why was it initially rejected?
Because it is too
3. What was the assumption?
They were assuming that it was a _ lobster.
4. What solution did they find outside the box?
They decided to serve the lobster in a
씨尸瞭
「聊糟
94
2. Prep 。，。ㅎ ■ ●
0"
What Food Would YOU Serve?

Now it is your turn. Take a few minutes to think about the menu for an International
Students' Welcoming Party.
YOUR Own Gastronomic Experience

What foods from other countries have you tried? Were there some foods that you liked?
Some you didn't like? Why? Are there any foods that you can't eat? Are there any foods
from your own country that you don't like. Make notes below.
’叱｀ 눠＾ㄵ노 , 驪ow노 山聊．-
c^t ` L’더邵： ock, 令 ow' 齒쓰쁘
Dt,X CM 驪w노r騁’딩
物o嫩＄令o呱
…
鞭 ockc 슝 ow 馱
盼사v』 C0 앉，α无 \ 仇ow，无山珊：
__,,,,, ，…，…，
FOD 砲 , 呱 w, e.ckt. 변竺坐쓰므
Consider These Issues

Before beginning your discussion consider these issues.
Which foods from my

country would foreigners What. foods from. my country
wo미 d be reauy u"u 。u녜
probably not like?
jtereSting to people from
other countries?
of
are
'remy
there
especially
country?
somerepresentative
foods that
締獅
Which foods from my

countr y Would for
elgners
Are there any
foods that Probably like?
can't eat?
some people
95
■ ■ F ●■
2. D 】 scuss 륩。 ” T :■ ■ .^
I
Listing the Options
This ioop is your discussion guide. The four functions of Loop 6 will help you list the
options for your International Student Menu.
쿤瑤
Would this be OK?

We co 미 d...
That co미d work! 」/ 驪

楓
iggesruri
Accepting Options
An Option
(A
I don't think that would

work because. . .
Looking for
Assumptions
ng
『『 ∼ 轢 뽄 聊 ∼ 9 ,

驢 . ∼ 幽 . . 曲麗蠟 , . . . . . , 刪 . , - - . . - - 」
● ■ . ● i 0i ·
Just as you did in the discussion in Loop 5, in this discussion you will have to first
brainstorm and identify your criteria. Then narrow your criteria to those that you think
are the most important and define those criteria. Write your criteria on a sheet of paper.
값썹■■■．
r－驢，
r
!／
Z／쓰‘蝦
Criteria Criterion 1 1 Criterion 오 1 Criterion 3 」 Cri

狩
0 …
i,
.;
Defining
·
the Criteria
;
l
一
놉l
"
Nt
ln
一
뀀 -*
鐵珊
-
h
―H'IH
ah
The food will

/ 1-I J
?
re
have to be...
X
익！
｀룐，''!
一 ll
Identifying
the Criteria
伊U
rl
,7/^
그 죤／
Narrowing
Identifying 1 －∼∼－l- the Criteria
∼→＝∼군굽／∼∼，
the Criteria l ＇∼∼‘ he

Defining
Criteria―
●r訂『乙 .1.1 ●
After you have identified your criteria, brainstorm and suggest options that fit the criteria.
Analyze the options, accepting the options that best fit the criteria and rejecting those
options that do not. Be sure to look for your assumptions so that you can consider all of
the options.
…
l
Accepting Criterion I Criterion 2 ] Criterion 3 l
An Option -
l Criterion 4,' -
Looking for
流
Options ∼ -
l
》 긴딨，*.＊긺，.;＊ …‘.,* 弘
Assumptions
,:［뜨…「［［」
麗 L'
Rejecting
An Option
岑큇
Suggesting
Options
Ull■
- don't think that would Does it have

,6,4.,,'+'',,，。，.,！【【1【【
work because... to be... ?
l
？노’,
［』』：［그
∼＼//\／견｀，→Z∼／ --,
官
＼∼／入
When everyone has competed this discussion task, turn the page and let's continue the discussion. 『氓
● ● ●
3. Let'sCo"t ■ ”ue theD Iscusslo
●r翩什7
Make a Menu
Make a paper menu describing your dishes. Then make new groups composed of members
from other groups and explain your menus.
'X
繃〔／스옥
I,驪搔姃
＝卞 ` →→∼「’∼∼” 聊r伊 넋 緇’ 十샅什＝〃나 논 山〃α 냇 ∼｀。b ` 논 빽媤‘∼∼＊*H 힁上盼＊甲∼ ∼■ , 鮮→‘냑｀6什 .，수6‘。∼
＿」＿∼
헨·＊,
' 4 _____,/,,,,'',*4,,*,,. ∼，否
贓｀
Write your
menu here.
98
●r訂『7:
What is that?
Do you know what Palak Paneer is? Do you know what goes into Haggis? Would you
want to eat Croque Monsieur? Probably your guests won't know what some of your
dishes are? Help them by making menu cards like the example here. Each member of the
group makes a card for one or two items from your menu.
닙
aZ
乙쐼돠
``
ㅡ -，∼
S&W-
sV&k\Jec& \04tO
ok
&WC'--i
-S
l
,
딩
∼
99
●r訂『『7
International Food Fair
Have an International Food Fair. Put the menus on posters on the wall and walk around
the room and decide where you would like to eat.
0 恪w〃伽惻人0
,WWJ
武
盼
반＾
굼rf
,
松 U
갇
녹！
rr!
―
r夕
7
令
Z
7'
,l
leeee
시
//
】 00
瞬슨씩 爀猛辭댜
굿少｀
腕
慫
LO이튿 「…
h
e
'
츙
Choosing
■
O
Best S 이 U.
.-
n
^. Discussion Lab
Choosin.. the kiest Su1ution
L7
Now that we have determined the possible solutions, we will see how to make
a decision on the best solution and what the differences are between easy and
difficult decisions.
B. Discussion Princip ■ e
Look to Your Values
Sometimes the best decision is not always the easiest decision. To reach the best
decision, each participant must decide first what they value most.
C. Discussion Topic
Studying Abroad - Where to Go and Why
連 A year of study abroad is a once in a lifetime opportunity but in which country
do you spend it? A rich country? A developing country? An Asian country? An
English-speaking country? How do you decide?
똔娜촌·
Discussion Lαb
1 . L..b `
●●
Easy Oec Islons
Aloha! You and your friends are planning a vacation to Hawaii. You a deciding
where to stay. You have narrowed the options down to the following 4 resorts; The
Eastin, The Bilton, The Two Seasons, and the Holiday out.
In groups of four, compare information and make your final decision. Each member of
the group should choose a hotel to represent. Write your name next to your hotel and
turn to the page given. The other members of your group will ask you questions about
that hotel.
竝錨嘶
뎁 Turn to the Hotel information

on page 120.
l出，
。 110 ' 1.
締珏빈0 G ㅁ
愉
On
ㅁ
O
0
耐。□
O
O 0
디 OOq
O
디
ㅁ0
디
O
O
00
ㅁ
*
Turn to the Hotel information
on page 121.
聊懷〔
）군딧스l
久∼ ^ ^
∼ /`
` ^
Z닛
／느，군겯
】 02
Name

on page 122.
Name

on page 123.
祗輕＊聊···「· 螂，』놀

즈 죠 씨
八〕 ’< "
ㅅ ㅅ 人 /X 力｀
八｀ /\
●■ .
The No-Brainer Factor

1.Did your group make a decision?
2. Did every discussion group make the same decision?
3. Was it an easy decision, a no brainer? Why or why not?
】 03
Lab 2
,.n-icult
- , - Decisions
… , ' ,， →→→ ， ‘→ 。 ‘.'‘·－'-, ，…
Consider Jamaica... Study the table below. Decide which one your group is going to
stay at. Discuss with your group and decide which Jamaican resort you prefer.
螂跏江｛Y
乙 ILTO N
一그 D ㅁ
$132
all- inclusive
7e 易Z
package
切畛 ㅉ스갇」，；」 n: 71c ，갇棚；縊e伊 &eut
,,‘∼·∼∼，,Z，∼·，.,，∼∼ ‘..
尤＼ Z섯 ㅅ ㅅ＆ㅅㅅ /^ ∼ 。 놀7八＊- 7쑈／ ^
Z노 / ｀성
ZX
$207
all-inclusive
package
T囹峰呱峰幢幢獅峰
叭峰昉峰硼대
$205
all-inclusive
식헥
쟈에醵’ package
心
>
Q 凸
白凸
翟9짜卵
O
心

。
The H 이 iday
흗굼一
心～ 첩
O
D》
Rasta M n
f
7
-
l
】｀
-
r
＼∼∼
$212
all-inclusive
乍he Yamon
package
Exce 戱 or
」 04
鬱銖
·■ 뽈
솥
驪
.
'
」톤／…
쵸－
Overlook ing
1
Features the
…；'''.‘。‘.-
5 Palm Tree
■
1.깁.'■긔■..■.맣■1■'■1■`■.■1.11
400 sq. ft Swimmiflgg the beautiful
tennis famous Rating
pool-side white sands and
Bob Marley
Restaurant and 芋孝兮孝芋 : blue waters of
Montego Bay
Grill ---，극，,,,,,,,,,,,,,-
l
· .'빼놀ÌIL..■''''■뱁.'■'■'.■■..·'■별■뱁'`'`.`
---/'-,---,―…
On scenic
·
`..·.
■
Two Restaurants: 5 Palm Tree

'
■1■■·■■''.■'■퀼'■■■'`맬■1■■■...■'·'■'■■Ies
IScuba diving
’■■`.1■.·■...1■1■.■1..솔■
1410 sq. ft Rating Montego Bay
The Italian
luxurious ocean 1Swimming
· view room - Para-sailing
IHorseback riding
Espresso Food
and Drink 芋芋芋芋芋
- Golf Trattoria;
’뱀■'■1.ㅔ■.■
ITennis The Jamaican
IReggae lessons Steak House -,,,,，수－,-,--,,,,,,,
' '
5 Palm Tree I Montego Bay,

■
· 춈·1
ISwimming; 7 gourmet
g
restaurants, includin
떼■궁
400 sq. ft.

Rating 1 Jamaica
`■
mini-suite \ Golf and tennis the world famous

'
■
. `■■.
five star 芋芋伊芋芋 !

.
' `..`.
경·
Matsumoto Sushi
. ■.
.
'■■'■'■`'l·1·l■’■1..■`·`·'■1
and Crab House.

■
.■
탭 ■
All meals, snacks,

궁驪■■.■
and unlimited
.'황'
drinks, included.
.
.
■ ' ■
Everyday is a party
■.■뱀■ㅏ
at the Rasta Man!

On beautifu
츙 .'
90 minute show 5 Palm Tree

..'■..'■.·…
600 sq. ft. Swimming; and historic

beach-front deluxe Golf and tennis with all yo u can Rating
eat buffet ontego Bay
suite; private
■`■'■츨■1''.`..'I
whirlpool bath; :,,,'' ''' ；·꼰

free in-room l l
movies l __ ，ㅗ．..
All Things Being Equal Factor

1. Did your group make a decision? Why or why not?
2. Did every discussion group make the same decision?
3. Was it as easy as in the first lab?
4. To make a decision, did you have to assign more weight or value to some of the criteria? `C
D 1SCUSS1Ofl Principle
.
S
。
`.
쁘으브 oYour Values
。
ISCUSSI ” Fri"‘·● pie #7
Make Decisions Based on What You

Value Most
Decisions are based on
values, and values are
criteria. What criterion do you your
value most, time or money? Q
luxury? Exp erlence or ability? To reach the best decision, first uantity or quality? Speed or
decide what you value most.
What am I going to do?

Listen to Charles describing his dilemma. Answer
1.Wh at is Charles ' dilemma, what does he the questions.
2. Look at Charles reasons in the table below. need to decide?
Check whether it is
reason to stay. The first one is done for you. a reason to go or a
Reasons to go
back to the US Reasons to
es es … … es es es es [ es [ es
stay in Japan
Have a really good job back home.
紬 do if I stayed here.
□－□－□－□□－□－□
Don't even know what work I wo
□－□－□百 l□
Supposed to get a promotion soon.

祈 bought a new condo 갼
All my furniture is in th e United States.
，【【【【【【【【［
--：엥‘,',-,，【【，，【【―
es es es es es es es es es es es es es es
All my stuff is there.

IDon't ！ㅐye 。 1,1。갇p ∼ I:-’ 』 "4 T …r…
□
…＼ ---,．눋【―…
Nobuko.
3.What is his decision and why?
1.Do you think he made the right decision?

2. Why or why not?
06
Look to Your Values
Listen as Charles makes a decision. Answer
the questions below.
1.What is his decision now?
2. What does he value most, what was his decision based on?
1.Do you think he made the right decision now?

2. Why or why not?
】 07
.'."''''6 ㅏ． - .....'．…
2. D 륩 scuss 륩。 ” Phrase Ba"k
Study the functions of this Discussion Loop. Use these phrases as you choose the best
solution based on what you value most. How many phrases can you use in your
discussion?
Restating the Options

1
) This one has...

) The advantages of this option are ．·．
1
1`
) The disadvantage of this one is...

/r`
) One good thing about this one is...

r`
) The biggest drawback of this option is..
Comparing the Options

OThis one has more _ than that one
OThis one has better _ than that one
OThe _ is - er than the others
OThis one has the biggest.··
Prioritizing Criteria
What is more important to you, _ or -?
,
-
Z
,7
r`
What do you value more?

,7
What criterion is most important to you?

l`
r`
,. 2
Which is the least important?

1
/`
Which do you think is more important - , or -?

/
Stating Values
OTome, _ is more important than -
OTo me, that doesn't matter.
OTo me, that is really important.
108
C. D1's 楸 ss1'O'2 Topic
Studying Abroad
. Where to Go 。 nd Why
A year of study abroad is a once in a lifetime opportunity but in which country
do you spend it? A rich country? A devel 叩 ing country? An Asian
country? An
English-speaking country? How do you decide? In this d iscussion, your group
will choose where it should go for its year abroad.
憂
臘 L蠟
銹f幻
rc
棚轎
．轍
驃鱗）
Year Abroad Programs

灘蘭
A year abroad
S
a once in a lifetim
l
-
C놈
Opportunity. It a chance to
l
exp erience other cultures firsthand.

It
y〕놀，綱더
긴
a chance to use your foreign

nguage skills. You could do a ho
la
瑚＿ stay in a rich developed country to

improve your language skills or yo
‘擧F죙｀닝‘츤뀁輾닌
could do volunteer work in a
developing country and help other
Imagine that your group is the Selection
Committee. Your discussion group
needs to choose one place for everyone
to go for a year of study abroad.
` . M 。de탭 D .ISCUSSI 。 ”
Decidinci Where to p 흐F으으뜨쁘h

Choosing the Best Solution
In th is discussion, your group will decide where to go for its year abroad study ．《
prog ram. Listen to the model discussion of one group of students as they identity
criteria, list their options, and choose where to go for their year abroad.

Listen and answer the following questions.
1. What criterion did they identify?
2. How did they define the criterion?
Listing the Options

What three countries were suggested?
1· ,
긱
3.

What was most important to each of the members of this discussion group ? Complete the
chart below.
Mc r넝
ii。hn漱
CO(4
Ph 妃 be
110
2. Prep
Pre
。，。∥●。”
Where Do YOU Want to Go?
Now it is your turn! Think about the
Countries you are interested in and think about
what you would like to accomplish during your year
abroad. Look to your values to
help you come up w ideas for your discussion.
\M'ict covvtres ewe Ijo(c Lv.,terestec L 耐
- ,[ - … - ； … …―
… - - ……… ,
Wkcit wotcLa 孚뜨 ,e to 쁘璽璽 avrI.vtcj L4Qtr 「““「 "broe“ 「

―……
- ; - … , - …… ，
- … … , … - - … … ,
＝… - - - - - - …
- - …… - - - -- [
111
.".． ··．.....'- _
■
3. D .1SCUSSI 。 ” Time 므
→‘
This loop is your discussion guide. The functions of this final Loop will help you make
a decision about where to spend your year abroad.
二饍
What is more important

to you, _ or _?
This one has...
Restating
the Options
Reviewing the Options
To me, is more
important than _.
빪 This one has more

than that one.
軌
痲痲
Stating 濂 Comparing
Values the Options
＿꽉癒
논＼∼∼‘,:_
`
嘗藪
뺑
: Discussion Challenge
·
「網坤聯 .，靡饍縊嶼「 ' (
< How many different phrases can

[ you use from the Discussion
: Phrase Bank on page 108.
Just as in Loops S and 6, in this discussion you will have to first
brainstorm and identify
your criteria for your year abroad. Then you will need to narrow and define those criteria.
[ ／硼＝聊ㅉ［큐：二：礪rFp＝핏l：∥
>v－興」슨
Defining 腕얾‘
the Criteria
「V
Narrowing
the Criteria
Identifying
the Criteria
the
Identifying
Criteria Narrowing
the Criteria
Defining
].4=.....
the Criteria
After you have identified your criteria you will need to brainstorm and
suggest options
―l
the same as you did in Loop 6. Accept the options that best satisfy the criteria and reject
the rest. Again, be sure to uncover your assumptions so that you find all of the best
驪
possible options.
rte
X
亥『틀굻 （訂i訂七枋鬱豪篒葉 쥡賊〔 Crofl ,

Accepting
An Option
-11
)flS
·

Looking for
ㅣ ‘''‘·……
《
?zr
中르
蠟

…士
Assumptions
一一
lI
,.,,l,,!,,,,,', ‘,,,
L,,'*,,,.
',,,:,,,,
'F '
一
珊
/
―겯
，【［，【，【，‘『，,，【
!
Rejecting 卜，!,，』， ,,! __ _ ` __ _ . 」 _

An Option -
‘斟 l
Suggesting l 쯔
Options
After you have identified your criteria and listed your options look to
your values to help
you choose the best solution. Weig h the criteria. Which criteria are most important to
your group? What are your group's values? Carefully review each
option comparing it
with the other options. Finally, make your decision! Choose the best place for your group
to spend their year abroad.
Reviewing the Options
To me, is more
Restating \｀노 important than
濊가 ’
the Options 1s
Comparing
the Options
驪．
Prioritizing
Criteria
醵
Stating
V이ues
1' 【楓＼y／』 r,,0 ，스”T[L 簿驢 ‘l,l『
the
Restating
Options -` Comparing
the Options - Prioritizing
Criteria j_
Weighing the Criteria
ing
When everyone has competed this discussion task, turn the page and let's continue the discussion.
【氓
。
3. Let'sC ”ti"uetheD ISCUSSI 。∥
●r訂 규긍
A Poster Presentation
Affix the posters to the wall.

…쀼··．．·－■．.;.：「
착 Each group divides into visitors and booth

personnel.
Visitors check out the various booths while

booth personnel remain at their booth to
explain their choice to visitors.
：∼，.`,―…―,'-.
샤 Each visitor votes for where they want to

go for their year abroad.
Visitors cannot vote for their own booth's
choice.
. . ●
Visitors and booth personnel switch roles

and continue until everyone has had a
chance to vote.
】 14
」－．■．'－■．..｀멈．.,
DISCUSSION PROCESS
「 INAL.STAGE
This is your final discussion.

At the end of this discussion,
you will have the opportunity
to do a self-assessment of your
discussion ability. When you
finish your self-assessment,
you will be able to check the
progress you have made by
comparing this self-assessment
to your first self-assessment.
.J【긍．'"．쟁
”·Y ●
瀟뻤．
낌．뱀I쵸뻐→
Introducing urselves to ㅇ
「
uture Generat Ions
you place in a time
Every generation is special and so is yours. What would and beliefs?
capsule to best represent your g eneration's values, likes,
In this final discussion, you will make a list of items to put into such a time
capsule.
乞떼磻
쓰乙蠟‘→
．脯珊灌：．旒익
술繃ㅗ
큐釜괘， .i1i.
卞컥
'［腕渣 궁스！舊
A Message To the Future
Time capsules are a way of
communicating with future
generations. Th e term Time Capsule
was first used at the 1939 World's
Fair in New York. A Time Capsule
usually consists of a container that is
filled with items that represent a
certain place and time. The container
is sealed for twenty, fifty, one
hundred years or more. When it is
opened, it serves as a window to the
past. Imagine your discussion group
is preparing a time capsule to be
opened by students one hundred
years from now. What items would
you choose to put in a 60 cm square
box that would best represent your
world?
1】6

Your Time Capsule
What Goes into Your Time Capsule?

Get into smal- groups of 4 or S people. Discuss items to put into the time
capsule. Remember, your items must fit into a 60 cm square box!
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Finished? Now do the self-assessment on the next page. 『氓 117

1. Final Assessment
How Did You Do?
Congratulations You have finished your final discussion. How do you ufeel about your
노
1d
0
feel about
h
) yo
t탔
performance in is discussion? Did you have a good time? How Ch(eck your
，。r，尸p》
,,_,n *`n,f^''Y
your gro UP 놈 Was it a good experience for everyone?
Pc_i iji i11ct11''-'
performance and your group's performance by taking this

final self-assessment quiz.
2. Group Assessment
O
1●：［긷 ;roup.
α‘ , , 1 r 」
ii. Yes, we Q1Lt. ,
c. No,wed"
d. i didn't notice.
뜨 t. __ ,‘뱁 ㅑ卜 >
groUP come up WIL"·
3. How many items did your b. 10tO 15
5
a. 15 or more d. Less than
_ '1` 。 t' >
c.5 to 10 eactl O1I1c_L ·
b.
estiofl5 did your group ask

Between 5 and 10
4. How many qu
More than
10
a
0
d.
Between i-S
C
inish the discussion within the time limit?

5. Did your grOU 따
a. Yes. 枉깃 )re
劤 nutes.
needed about 2 m(
b. We 劤 nutes.
needed about 5 m,
HIore
c. 珊e
needed more than 5 minutes.
d. We
118
…
3. Individual Assessment
__' ， → ,, r11 )
「 y'-J 냐 ..
1. How active welam satls fied with my participation.
more.
didn't participate.
[.I should
I should
was embarrassed
have
havetalked
talkedby
more.
less
myand
English
listened
and
shy members to participate?
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a.
There were no quiet or

Yes, I did.
N0, 1 didn't.
b
c.
member.
d
I was a quiet, shy group
3. How many items did you suggest?

a.
or more items.
to five items.
i suggested 6
i suggested one or two items.

I suggested three
b
c.d
None.
estions did you ask?
4. In this discussion, how many qu b. Between 3 and 8
More than 8
a
d. 0
1 or 2
C
notes during the discussion?

S. Did you take any my ideas auu cv-'''1, ,
a.
I wrote down
I wrote down some ideas.
I wrote down a few ideas.
b
c.d
I didn't take any notes·
Now turn to page 124 for your Self-Assessment Scoring. 嚼 119

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123
Self .Assessmen ㅎ Sc 。 ri ∥ g
1. Initial Self-Assessment Scoring
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every "a" answer
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circled.
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Give yourself 1 point

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Write your score here the Group Assessment -
겯b
Write your score here the Individual Assessment _
Step 2: Analysis
Compare your scores for the Group Assessment and the Individual Assessment.
If yo ur Individual score is larger than your Group score:

Congratulations! You are a Strong Discussion Group Participant.
If your Individual score is the same as your Group score:
OK! You are an Average Discussion Group Participant.
If your Individual score is less than your Group score:

Try a little harder! You are a Weak Discussion Group Participant.
2. Final Self-Assessment Scoring

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Step 2: Analysis
Compare your results wit h your initial self-assessment. Do you feel that you are a
stronger participant now compared to your first discussion?
124
Answe, Keys
Answer to page 58 Problem 1
1,16 (16 squares) 17-25 (9 squares) 26-29 (4 squares) 30 (1 square)
-
ㄱ
- fㄱ
Total: 30 squares
Answer to page 58 Problem 2

The sum of the angles of a spherical triangle can be anywhere
between ㅠ and 3it radians or in other words between 180 and
540. A spherical triangle is formed on the surface of a sphere by
the intersection of 3 great arcs. The amount by which the sum of
the angles exceeds 180 is called the spherical excess and is
denoted E or A.
A=R2[(A+B+C)- ㅠ ]=R2E
Answer ㅎ。 page 86 Puzzle

Start with your pencil at point 1 and draw a straight line
to point
2 then without lifting your pencil draw a line at a
45o angle and
continue past the 3 dot finally forming a right triangle. People
tend to assume that the lines cannot go past the 3 dot that forms
the box... thus when we do, we are thinking outside of the box.
Answer to page 87 Puzzle

There are several other asymmetrical possibilities as well. Can you
find any of them?
Answer to page 89 Puzzle

Were you assuming that only the dimensions of length and width
exist? By adding a 3rd dimension, height, we can configure the
心샤
squares into one stack of four squares or two stacks of two
squares. Can you think of any other 3 dimensional
configurations?
】 25
.
T，。∥ Sc,.pts 찧뻐
'
Track 4 (p.2O)
Moc' D; ∼ uss ion
Listening 1: Best experience
Track 2 (p.lo) Let me tell you about one of my best language learning
Dis;ion Principle ' experiences. My company sent to work in New York.
listening l: Attitudes and actions Back in Tokyo, I always take taxis. But I hate taking
1.The Speaker: Let me tell you about one of my best taxis in New York because I am worried that I will get a
languages learning experiences. My company sent me talkative taxi driver. I am not really very confident about
to New York... my English. And I'm afraid he'll ask lots of questions
2. The Clock Watcher: Jeeeeez, What time is it now? This that I won't understand and I'll fee! stupid. So, about 6
is S0000000 boring 니 Sigh) How much longer is she months ago I took a taxi, and the taxi driver wanted to
talk. He asked me where I was from. I could answer. He
gonna to talk...?
3. The Daydreamer: Hmmm.. .What do I wanna do this asked me how long I had been in New York. I could
weekend...surf's up... cool waves.. .yeah.. .sunshine at answer again. He asked where I lived in Japan. I could
the beach.. .dude. . .I'm so there... answer again. He asked me what I thought of New York.
4. The Comparer: Wow.. .her English is better than mine. I told him. We talked and talked, and I forgot we were
I'm sure everyone will like her story better. speaking in English. 1 felt so good about my English
5. The Dictionary Checker: What was that word? I ability that I looked forward to my next chance to take a
wonder how to spell that.. .t-e-r-r-i-f...that doesn't seem taxi!
right...
6. The Pen Spinner: 287, 288, 289 So, that makes 290
successful spins without dropping my pen. I wonder Track 5 (p.2O)
what the world record is? Listening 2: Worst experience
7. The Preparer: Ok I'm next.. .what am I going to say? One of my worst experiences was when I took private
Let's see... I can tell them about that time in New English lessons a few years ago. I had lived in New York
Zealand...Yeah, yeah, they'll all be really impressed for about 2 years and I had always been too busy to take
with that... lessons. But one summer I was free and I wanted to
The Speaker: So, those were my best and worst study. On the first day of class the teacher asked me
experiences. Thank you. "How long have you studied English?" I answered in my
best English "For about 8 years." She said "No, no, no.
You must mean 8 months." I said "No, 8 years." She
Track 3 (p.I7) said "No, no, no. You mean 8 weeks." I said "No, 8
Listening 2: Better attitudes, better actions years." She said "No, no, no. 8 days?" I said, "No, I
1.The Speaker: Let me tell you about one of my best mean 8 years!" She looked at me and said how could
languages learning experiences. My company sent me anyone study for 8 years and have such poor English
to New York... ability!" I felt hopeless. I wanted to leave the class and
2. The Clock Watcher: OK, Let see what she has to say... never come back. But I did! I came back the next week,
3. The Daydreamer: Wow! New York... and the next week after. And I kept coming back.
4. The Comparer: Hey! That happened to me, too. We
are really very similar!
5. The Dictionary Checker: I guess I don't really need my
dictionary for this. I'll just focus on the speaker.
6. The Pen Spinner: I am not going to take notes, so
maybe I should put my pen down and give the speaker
all my attention...
7. The Preparer: Hey, this is really good. Those were
great stories! Oh...am I next?
The Speaker: So, those were my best and worst
experiences. Thank you.
】 26
Track 8 (p.36)
Model F ：α죠 sion
Track 6 (p.32) Listening 1: What can we do to help?
cuss ion Pririd 柳 r Chairperson: OK. Are we ready? Let's get down to
business. Let's brainstorm some ideas to help the tsunami
Listening 1: Silence is not golden
victims. Who has an idea?
Chairperson: OK everybody. Shall we get started? Let's
try to brainstorm some w ays to Improve recycling. Mickey: We could do stuff to raise money?
Anybody have any ideas? Anybody...anythjng?...Steve? Male: Yeah, we can hold a car wash!
All: (Celebrate ideas: Great idea! Yeah, Yeah, Yeah! I like
How 沁 out yo u. Do you have any ideas?
that! Wow! That's good! Yeah, That's brilliant! All
Steve: (frightened voice) Ahhh... Well...maybe later... right!)
Female: Oh! That gives me an idea. I saw on TV, some
maybe someone else should go first.
Chairperson: Tomoko, how about you? kids were washing people's dogs to raise money
Tomoko: (Clears throat) I have no idea. Chairperson: Yeah, we could have a "Pet Wash "
Chairperson: OK. Ah...well How about you Marc? All: (Laughter and joy all around!)
Marc: Uhmmm, I don't know. Chairperson: All right. Anybody else?
Male: What if we sell stuff...like drinks or food?
Chairperson: Jack! What do you think?
Jack: Well...1 guess we could collect the aluminum cans in Mickey Rooney: Yeah!...Here's an idea...we could sell
lemonade!
the bushes by the station?
Chairperson: OK! OK! Good! Kini whir dn ，泊，, ，ㅣ， :]: 4: Judy Garland: Oh, Mickey that's a wonderful idea!
that idea...Kjm? Mickey Rooney: Thanks, Judy.
Kim: Hum? Me? Ahhhhh. What was the Uuestion? Chairperson: Hey! We could also sell coffee, like
Starbucks!
Lnairperson: Yeah.. .AlI right, then. Vivian, do you have
All: (Celebrate ideas: Great idea! Yeah, Yeah, Yeah! I like
anytrling to add?
Vivian: Ahhhhhhh. Nope. that! Wow! That's good! Yeah, That's brilliant! All right!)
Female: Yeah! And along with the coffee we could sell
cookies!
Track 기 p.33) Judy Garland: That's great! I can bake the cookies! It'll
be wonderful!
Listening 2: Celebrating ideas!
Chairperson: OK everybody. Shall we get started? Let's
try to brainstorm some ways to improve recycling.
Anybody have any ideas?
Jack: Um, how about collecting the aluminum cans in the
bushes by the station...?
Marc: Yeah! Track 이 p.44)
Kim: Hey, I like that! The Orange Story
Vivian: And we could also pick up the pet bottles, too!
iviarc: (Yicking up enthusiasm and momentum) Great Listening 1: The dilemma
iuea! Storyteller: Dianne is a senior. In order to graduate, she
needs to finish her senior paper by Monday at 9:00 AM.
Steve: Sounds good!
Her teacher is very strict and does not accept late papers.
Jack: All right!
Steve: What if we put recycling bins near the station? It is now Sunday. 10:00 PM. Dianne has been working
People would throw their cans and bottles in the bins on her paper all weekend without a break. She feels
instead of the bushes? tired, but is almost finished. Suddenly, her computer
crashes! And she loses all her data! So, she starts over
Jack: I like that!
and works all night long. Dianne gets no sleep and
Vivian: Good thinking!!
Kim: (Cooing and flirting) Oh, yeah, Steve, that's continues to write until 8:00 AM. She is EXHAUSTED
brilliant! Yeah! but she prints out her paper... and runs to the camniis
ane arops Ott her paper at 8:55 AM. Dianne is so tired
she is feeling sick. She remembers that she hasn't eaten
anything since lunch yesterday. Suddenly, she has an idea.
(Sound effect idea for idea)
Dianne: I need an orange! I must have an orange! If only
I can get an orange I'll feel refreshed!
Storyteller: Dianne goes to the closest store. There is only
】 27
one orange left! Dianne looks at the orange on the counter. Track 12 (p.48)
Dianne: Ahh, my orange, my beautiful, beautiful orange. Discussi" 「 Prjnci 이 P3
It's mine, mine, all mine. Listenina 1 : Seeking first to speak
Storyteller: Suddenly, a man picks up the orange and Suzic: OK. Let's discuss our assignment. We have to ao a
walks away. report on a famous person from the 20th century. Who
Dianne: (surprised, pleading?) Wait a minute, ttiat's my has an idea?
orange. Michael: Ummm, well, I think...that...probably Gandhi is
Man: No, I'm sorry...I'm buying this orange. the best choice because, Gandhi, you see, was...
Dianne: No, I'm sorry. I'm buying that orange! Ted: (Cuts of speaker) I have an idea. Bill Gates. We have
Man: No way! I need it. I really need it! to do it on Bill Gates.
Dianne: But I need it Michael: Ummm, But, you see, I think Gandhi...
Storyteller: What should Dianne do? There is only one Malcolm: No, No, No, Not Bill Gates. We have to do it
orange. But two people want it. Give her advice. How on Martin Luther King. Do you wanna hear my reasons
many suggestions can you think of? why?
Ted: No. Bill Gates is my choice.
Michael: Gandhi was, he was a spiritual.. .(Kind of a
Track 1 이 p.4o)
whine)
Listening 2: The question Malcolm: Who cares about Gandhi!
Dianne: Wait a minute, that's my orange. Ted: Yeah, who cares about that guy! Anyway...Well, I
Man: No I'm sorry...I'm buying this orange. think that...
Dianne: No, I'm sorry. I'm buying that orange! Malcolm: As I was saying...I was just telling you.··
Man: No way! I need it. I really need it!
Dianne: Well. ..WHY do you need it?
Man: You wouldn't understand! It's a matter of life and Track 13 (p.49)
death. Listening 2: Seeking first to understand
Dianne: Life and death? Wow! What do you mean by Suzic: OK. Let's discuss our assignment. We have to do a
that? report on a famous person from the 20th century. Who
Man: Well, What I meant was my wife is baking a has an idea?
special pie. And the recipe requires one orange peel. And Michael: Ummm, well, I think...that...prohably Gandhi is
she would KILL ME if I didn't bring home an orange. the best choice.
Dianne: Ok. So, what you're saying is that your wife Ted: Oh? Why?
needs just the orange peel, the outside of the orange, is Michael: Well, because he was one of the most influential
that right? people of the 20t1 century.
Man: Yes...(Suspicious) Ted: Hmmmm. Who did he influence?
Dianne: Well, what about the inside of the orange. Does Michael: Ahhhh, well, for one example, Martin Luther
she need that? King Jr. And Nelson Mandela
Man: No...(Suspicious) How
Malcolm: (Suspicious) Really? for did he influence
another.
Dianne: Well, I've got an idea. What if you... Martin Luther King?
Michael: Well, what I was trying to say is that the whole
idea of ahh non-violent protest came from Gandhi's
Track 11 (p.47) experience in, where was it.. .yes, South Africa and India.
listening 3: The s 히 ution Malcolm: Hmmm. I didn't know that.
Dianne: Well, I've got an idea. What if you take the peel Ted: Ok. So, what you are saying is that we should do
of the orange because that's what you need... our report on Gandhi because of his widespread influence
Man: Yeah? on human rights, is tbit it?
Dianne: And what if I take the inside of the orange Michael: (You can feel the smile in his voice) Yes, exactly!
because that's what I need...
Man: Yeah? (Being won over)
Dianne: And what if I pay for the orange? Track 14 (p.52)
Man: Yes! That's a great idea! Let's do it! By the way, my M^J 恐 r釀 ss
name is Robert Richards...
Listening 1: I'd like to nominate...
Chairperson: Who's next?
Kim: I will go next.
128
Chairperson: OK. Kim. Who are your three nominees?
Kim: I'd like to nominate Yao Ming, Ichiro, and Michelle
Yeoh.
Female questioner: Who was that last one? Track 16 (p.59)
Kim: Michelle Yeoh.
「 eryone Knows
Female questioner: How do you spell her last name?
Kim: Y-e-o-h. Listening 1 : Everyone knows the earth is flat!
Male questioner: Ahhh, who is Michelle Yeoh? King's Minister 1: Ok, Mr. Columbus, could you tell us
Kim: She is the actress that was in Crouching Tiger, your idea again?
Hidden Dragon, and Memoirs of a Geisha? Columbus: I am going to take some ships, sail west from
Male questioner: Oh. Why is she your hero? Spain, go around the world, and reach India.
Kim: Because Crouching Tiger won an Academy Award King's Minister 2: And which way are you going to sail?
for... Columbus: West.
Chairperson: Excuse me. Academy Award? Do you mean King's Minister 3: In ships?
Oscar? Columbus: Yes.
Kim: Yes. King's Minister 1: And you think you are going to reach
India?
Female questioner: What did it win an Oscar for?
Kim: It was the first Asian film to win the Best Foreign Columbus: Yes.
Language Award and the first Asian film ever to be kllc,'
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nominated for Best Picture. stupidest thing we have ever heard! !!!
Male questioner: So, the film won an award, but not hei King's Minister 2: You will fall of the edge of the earth.
is that right? King's Minister 3: Indeed! Everyone knows the earth is
Kim: Well, what I meant was she... flat!
Narrator: Approximately 5 minutes later... King's Minister 1: Reach India by sailing west!
Chairperson: OK. Let's vote on Kim's nominees. How
many people think that Michelle Yeoh should be the final
Track 1 지 p.59)
nominee? Raise your hand. OK. One person. How many
people think that Yao Ming should be the final nominee, Listening 2: Everyone knows that people can't fly!
raise your hand. OK. One. How many people vote for Bank clerk: (Knock on door) Sii there are two brothers
Ichiro? OK one, two. So, Ichiro is your final nominee. here to discuss our bank's investment in their project. I
Ok. Who is next? believe they said their name wis "Wriah: "
Wilbur Wright: Good morning. My name is Wilbur and
this is my brother Orville.
Track 15 (p.56) Orville Wright: Hello!
Let's Continue 出e 「） ;,r 「魯 Wilbur Wright: We are bicycle mechanics and we are
building an aeroplane.
Option 1: Announcing the nominees
Bank President: Excuse me? An aeroplane? What exactly
Male emcee: Ladies and gentlemen... We'd like to
is ttiat 르
announce the nominees for the first annual Hero
Wilbur Wright: Why it's a flying machine. We believe
Magazine Awards.
Female emcee: Here are two well-known members of people can fly.
Bank President: In a machine?
group number 1 to announce their list of nominees. Let's
Wilbur Wright: Yes, sir.
give a warm welcome to Kim and Marc...
Male celebrity: Thank you! May I have the envel ope Bank President: In the sky?
Wilbur Wright: Yes, sir.
please... Group one's nominees for Hero of the Year are:
Bank President: So. ..you would like us to invest this
Female celebrity: Ichiro Suzuki, Tiger Woods, and
Mother Teresa. Congratulations to all nominees. bank's money in a machine that will carry people into
Male emcee: Thank you Marc and Kim. Next, please the sky? Is that correct?
welcome from group number two Ray and Jay. Wilbur Wright: Yes, sir.
Bank President: How dare you come into this fine
establishment and waste our precious time with your
impossible dreams about a flying machine. Everyone
knows that people can't fly. Good day gentlemen!
Wilbur Wright: But sir it is possible...
Bank President: Good day gentlemen!
】 29
Track 18 (p.6O) Track 21 (p.64)
Discussior ' rincir ' Listening 2: Disagreeing with positions of
Al: that's why I think Lord of the Rings: The Return ot
listenina 1: You are wrong! the King should be in the Entertainment Hall of Fame.
Larry: So, that's my idea tor the new sport snoes
Mia: OK...A1...you are right that Lord of the Rings had
campaign. I think the teenagers are going to love it!
great computer graphics. But I still don't see why Lord of
Chairperson: Thanks Larry. OK, Charlie, do you want to the Rings is better than Star Wars Episode One.
show us your idea for the sport shoe campaign? Al: Well, Lord of the Rings won a lot of Academy
Charlie: Well, I was thinking of getting an opera singer
Awards. It won best picture...
as our spokesperson. Mia: That certainly is true, but there are lots of great
Female 1: Oh, Charlie you always come up with the movies that didn't win Academy Awards.
strangest ideas. Eddie: I'd have to agree. Akira Kurosawa's The Seven
Female 2: Yeah, Charlie, your idea is really not very good Samurai never won an Academy Award. Another point is
at all. that...
Male 1: Yeah, Larry's idea is much better that yours.
Chairperson: Sorry Charlie, I'd have to say that Larry is
right, and you are wrong. Track 22 中 .65)
Listening 3: Reaching agreement
Track 1 이 p.61) Chairperson: OK. So, Sta. r Wars is out. (Sound
(Sound or
of cr
c'ialk
crossing out) And Lion K ing is out. (Sound of chalk
listening 2: You are right about right that, but... crossing out) We all agree on these two, Schindler's List
Larry: So, that's my idea for the new sport shoes and The Seven Samurai, right?
campaign. I think the teenagers are going to love it! All: Yeah, right, OK.
Chairperson: Thanks Larry. Chairperson: Now what about the 3' movie? Should we
OK, Charlie, do you want to show us your idea for the make Titanic the 3d choice? Does everyone agree?
sport shoe campaign > All: Yeah, right, OK.
Charlie: Well, I was thinking of getting an opera singer So, that means Lord of the Rings is out. That's our list.
as our spokesperson. All: Yeah! Great!
Female 1: (apologetically) That's an interesting idea. ..but
I don't see how an opera singer will appeal to young
people.
Charlie: Let me put it another way. Young people need
more culture. They need to know about opera.
Female 2: Yeah, you are right. Young people do need
more culture. But don't you think that a rap artist will Track 23 中 .74)
appeal to more young people? )isCuSsion Pr;ncip
Charlie: Yes... I see your point.
Listening 1 : The only criterion
Sales Clerk: Good afternoon, sir. May I help you?
Husband: My wife sent me here to buy her some shoes.
Track 20 (p.64) Sales Clerk: All right. So, what do you have in mind?
Model Discussion Husband: Ahhh, I don't know.
Listening 1 : Seeking first to understand Sales Clerk: Well, these new sport shoes are very
Chairperson: Ok. Who is next.. ．〕 Mia? comfortable.
Mia: OK. I chose Titanic, The Lion King, and Star Wars. Husband: Huh... OK.
Al: Which Star Wars movie? Sales Clerk: And these new light green sport shoes are on
Mia: The first one. sale for $12.99. This week only.
Chairperson: You mean the one released in 1977? Husband: OK... That sounds very reasonable. I'll take
Mia: No, no, I mean Episode One from 1999. them.
Eddie: Oh, why did you choose that one? Clerk: Excellent, sir. Will that be cash or charge?
Mia: Well, when I was watching that movie...
Track 24 (p.74)
listening 2: Know all your criteria
Husband: Honey, I'm home!
】 30
Wife: Did you get my shoes? (Distant from the other Jennifer: Wow, great! I like that! Write that down...
room)
Brad: How about job experience?
Husband: Sure did. And they were on sale... Jennifer: Yeah, great! Write that down.
Wife: (running down stairs) Good. The wedding is in an
hour. Let me see... What are these! I can't wear these to
the wedding! These are not what I needed. I needed some Track 28 (pJ'8)
blac 什， formal heels! I can't wear green jogging shoes to Listening 2: Narrowing the criteria
the wedding!... And they're the wrong size, so they won't Jennifer: OK. Great! We have about 20 ideas. Now, let's
even fit!
narrow them down to the four criteria that the employer
Husband: Sorry, honey, but they were on sale... is really looking for.
Wife: Honey, when are you going to learn to think of Phoebe: Ok. So, how about job experience?
things from my point of view? Ross: I don't think they will be looking for job experience.
Most students don't have much job experience yet.
Brad: Yeah, that's true.
Track 25 (p.?'5)
Ross: So, I think that communication skills are more
Listening 3: Identifying your criteria important.
Sales Clerk: Good afternoon, sir. Can I help you? Jennifer: Yeah, good point. What else is on our list?
Husband: My wife sent me here to buy her some shoes.
Sales Clerk: All right. So, what do you have in mind?
Husband: They have be black, formal shoes. Track 29 (pJ'9)
Sales Clerk: Uh-huh, anything else, sir? Listening 3: Defining the criteria
Husband: They ought to have at least a two-inch heel. Jennifer: Now, let's define our criteria. We need to be
Oh, and they need to be size 7. more specific.
Sales Clerk: Very good. Phoebe: Yeah, let's imagine what questions the employers
Husband: (Half whispering) And I would be really happy will ask us about these criteria.
if they were less than $100. Ross: For communication skills, they will probably ask
us how many presentations we have given...
Track 26 (p.?'5) Jennifer: Good. Let's write that down.
Brad: For leadership skills, they might ask us about...
Listening 4: Better solutions through better criteria
Husband: Honey, I'm home!
Wife: Did you get my shoes? (Distant from the other Track 30 (pJ'9)
room) Listening 4: Considering both sides
Husband: Sure did. Just what you wanted. Black, formal Jennifer: Ok. We brainstormed the criteria, we narrowed
shoes, two-inch heel. And you won't believe this- they them down to the top 4, and we defined the criteria by
were only 79.95. thinking of questions that the employers might ask.
Wife: 이〕， honey, they are just what I needed! Oh, a Phoebe: Yeah! Now, let's think about the job fair from
perfect fit! our point of view.
Ross: Well, I think all of us want...
Track 27 (pJ'8)
Model Discussion Track 31 (p.83)
Listening 1: Identifying the criteria Discussion Time
Jennifer: So, what are we going to do for the job fair? Listening: The job interview
Brad: Well, let's think about it from the employer's point (sound of door opening and closing, maybe footsteps
of view, and then lets think about it from our side.
chair scraping?)
Jennifer: Ok, from the employer's point of view, what do
Interviewer: Good morning. Please take a seat. Thank
they want, what do they need. what ar 。 rhiv lnnt-inα ㅄ， you both for coming in. We'd like to ask you a few
Phoebe: Yeah, let's brainstorm!
questions... Ok, applicant number 1. We are looking for
Ross: Well, they probably want to have someone with someone with a lot of energy. Are you energetic?
good communication skills? Applicant 1: Uh-huh
Phoebe: What does that mean?
Interviewer: (A little pause as if waiting for more)
Ross: You know, skills like presentation, debate, discussion. Applicant number 2, how about you? Are you energetic?
Like that.
Applicant 2: (Maybe a little apologetically) Well, I get up
】 31
at 5:00 every morning and go jogging. I play tennis 3 Male 1: OK. Would this work? We could serve juice?
times a week. And I had 2 part time jobs while I was Phoebe: Yeah, that would work.
Male 2: Could we serve soda? Would that work?
school. So, I think I'm energetic.
going to Scr
Interviewer: (Very pleased) OK. Good...Back to applicant
Phoebe: That's a possibility.
Male 1: Would tea fit our criteria?
number 1. Do you have any computer experience?
Chairperson: I don't think that would work. We don't
Applicant 1: Sure do.
Interviewer: (A little pause as if waiting for more) have any way of keeping it hot.
Male 1: Oh yeah... I forgot. So, I guess coffee is out, too.
00000Kay. ..Applicant number 2, computer experience?
Applicant 2: I've had some programming experience with Chairperson: Hmmm.
Java, PHP, and SQL. And, uh, of course I am comfortable
with Microsoft Word, Excel, and PowerPoint...
Track 33 (p.91'
Interviewer: (Smiling/feeling that they have a winner)
Listenina 2: Thinking outside the box
Thank you...0k! Applicant 1, Are you able to speak any
Chairperson: Let's talk about the school picnic. What are
foreign languages?
Applicant 1: (Coughs or snuffles) Ahhh...Yes. we going to serve for drinks?
Male 1: OK. Would this work? We could serve juice?
Interviewer: (Slightly irritated)Well!? What language?
Phoebe: Yeah, that would work.
Applicant 1: (Mumbles) French. Male 2: Could we serve soda? Would that work?
Interviewer: (Feeling :thank you for sharing.. .you loser")
I see... Applicant number 2? Do you speak any foreign Phoebe: That's a possibility.
Male 1: Would tea fit our criteria?
languages? Chairperson: I don't think that would work. We don't
Applicant 2: My Spanish is pretty good. I lived in
Ecuador for two years. And I'm studying Chinese now. have any way of keeping it hot.
Male 3: Does it have to be hot? Couldn't it be iced tea?
Interviewer: (Likes this answer) OK! ...Let's find out
Chairperson: Yeah! And then we could also serve iced
about your presentation experience.
Applicant 1, Could you tell us about your presentation coffee, too!
All: Great idea, Good thinking, Yeah.
experience?
Applicant 1: Yes, I do have some presentation experience.
Interviewer: (Thinks there might be hope for this guy
after all) Oh? How many presentations have you given? Track 34 (p.94)
russ 翩 on
Applicant 1: A couple.
Interviewer: 000KAY...Applicant 2? listening 1: Criteria loop
Applicant 2: Well, I've taken two presentation courses, A: Ok. Why don't we do this? First, let's brainstorm
and 1 have completed the well-known LeBeau-Harrington criteria, then we'll narrow them down and define
presentation seminar. Last week I gave a presentation on them.
Marketing Theory to the Business Department. B: Yeah, and then we can think of options!
Interviewer: OK! . . .Do you have any questions for us? C: Good! Let's brainstorm!
Armlicant 1 ? D: Well, a dish has to represent our country...
Applicant 1: (Scratching sounds) AITIh, no, nothing, reauy. B: Good idea. Yeah. I agree.
Interviewer: Applicant 2? A: What else?
Applicant 2: Yes, Can you tell me something about your D: It shouldn't be anything difficult to eat..
company's opportunities to work overseas? C: Yeah. That's true. What else?
Interviewer: Why certainly! We have offices in London,
Paris, Singapore.
Track 35 (p.94)
Listenina 2: Option loop
A: Ok. We narrowed it down to five criteria. INow, lets
think of what kind of foods we can serve that will fit
that criteria.
B: OK. What if we served lobster! This is such a special
Track 32 (p.90) event! That would work!
Disct ＾꺽 Princi 힌 e / C: Ooooh! That might be good. This region is famous
Listeninci 1 : Thinking inside the box for lobster!
Chairperson: Let's talk about the school picnic. What are D: You're right. We are famous for lobster but, I don't
think that would work. It's too difficult to eat. This
we going to serve for drinks?
】 32
isn't a sit down dinnei right? Chris: Is your job really so important to you?
A: Yeah, lobster is messy! Charles: Well, it is a great job?
C: Wait a minute... Are we assuming that it has to be a David: Which is more important to you, Nohuko or your
whole lobster?
job?
A, B, D: (In unison) Yeah...? Charles: Well, Nobuko,
C: What would happen if we served the lobster in a David: What do you value more, your job and your stuff,
salad!
or the love of your life?
B: Oh, that's perfect. Charles: I'm going to stay. (Wedding March and fade)
D: That would be easy to eat.
A: OK, great! What other dishes?
C: Oh, I know! How about some... Track 38 (p.1 10)
44 f) 蝦헤 ssjofl
Listening 1: Identi 什 ing the criteria

Richard: (Overly enthusiastically) For a year abroad
there are so many cool places we could go. We could go
to Thailand, we could go to Bali, we could go to Nepal,
Track 36 (p.106) we could go to Kenya...oh, I know...
Discussion Principle Lou: Ok. Those are interesting options. But let's be
systematic about this. Let's identify our criteria first.
Listening 1: What am I going to do?
Phoebe: Yeah, let's brainstorm!
Dave: Hey, Charles!
Chris: What's the matter? You look kinda down. Mary: Wel-, what about weather?
Richard: What about the weather? (Bit of an attitude.
Charles: 미lh, I just can't decide what to do.
David: 'Bout what? Nursing hurt feelings...)
Charles 건 (7e1l, I'm supposed to go back to the States next Mary: We want to go to someplace warm, right?
week... Richard: Well, what do you mean by warm?
David: Yeah? Mary: At leastl5 degrees Celsius the year around.
Chris: So? Lou: Hey, do we want to go someplace where we can
Charles: Well, I met this girl. And I really like her.. .1 help people or just someplace to have fun?
think she might be the one. All: Well, I think /It is important to take into
David: Yeah? consideration! Someplace to help people but/I don't
Charles: Yeah, But.. .T've got a really great job back know. (jumble of voices overlapping)
home. If I stayed here I don't even know what work I'd
do...and I am supposed to get a promotion soon... Track 39 (p.1 10)
David: Yeah?
Charles: Yeah. But she sure is beautiful... Listening 2: Listing the options
David: Uhuh... Lou: Ok. We've identified our criteria. And now, let's list
our options. Richard, you mentioned Thailand before...
Charles: (sigh) but I just bought a new condo. ..all my
Richard: Yeah, And Bali and Nepal...
rurniture is back in the States. I got all my stuff there.
Mary: Don't forget about Kenya. Kenya would be a great
Here, I don't even have a place to live! nl 。 r,P
David: Yeah?
Charles: But this girl, Nobuko, is so sweet! We have had
so much fun these last two weeks.
Track 4 이 p.1 1 이
David: Yeah?
Charles: Well, there are so many reasons I should eo Listening 3: Choosing the best solution
Lou: OK we've got the criteria and we've got some
DacK. I-nu there is only one reason to stay-and that's
options. Let's go through them and decide. Mary, what
Nobuko. I guess it looks like I ought to go back, but...
do you think?
Mary: Well, Nepal had the school building programs.
Track 37 (p.lO7) That was good...and it was very cheap to live there.
Richard, what do you think?
Listening 2: Look to your values
Richard: Well, the Philippines are also cheap, and most
David: So...do you really think she is the one you might
want to marry 》 people speak English. That is important to me. Lou, you
Charles: Yeah? I do... haver i't given your opinion...
Lou: Well, I agree with you. I think we need to go
】 33
someplace where they speak English.
Mary: To me, it is more important that we go someplace
where we can help people.
Lou: Which criterion is most important to you, Phoebe?
Phoebe: Well, I think that cost of living is very important
hut another factor would be...
Narrator: Approximately five minutes later...
Lou: Ok, after weighing all the options we have decided
that for our year abroad we are going to go to... (fade/or
music American in Paris)
134
Acknowledgments:
basket. This is even

.,:..
This book is dedicated to our children:
: ,Ray an
-
련 JayLBeau
r'dklyo, isuKasa, lyler, and Kilan H arri ngton
The legendary UCLA basketball coach, John Wooden, once said it takes 10 hands to make a
。
u L7 -- - -
California for an unforgettable recording experience. The staff at the Sheraton Universal
∼－∼
following people and organizations for their invaluable help during the writing of this book:
The University of Oregon Academic Learning Services and the Eugene Public Library for help
during the initial stages of the book. Gayle Pellicano, Miguel Sosa, Paul del Rosario for their
corrections, ideas and inspiration. The flexible and accommodating staff at the Yokohama
Bay Sheraton Hotel and Towers where the bulk of the first draft was written on consecutive
weekends during 2005. Michael Woodrum and Soundmoves Studios in Hollywood
Hotel and the Hilton Universal City and Towers for taking care of family and friends while
we toiled in the studio. The staff at IPI for their interest and support for this book. The
Japanese Association of Language Teachers, JALT, for its national conferences where this and
other books started as but a glimmer in its authors' eyes.
Charles LeBeau would like to thank: Bill, Satoru, and Angelo in Tokyo, and Bob, Gus, Jenny
and Jerry, and Sue in Eugene. In addition, a special thank you to Rieko for her friendship,
and to my students at Yokohama City University and at Kyoritsu Women's University. And
most of all my family: my brothers who put up with me; my sons who inspire me; and my
``T 즘 4a IY:1, ^ l rY ：。 n ^ ji ^r … +1` n 。＾n계 ^ " 』 ㅑ 1` 。 [,^ 』
David Harrington would like to thank: M ami Ushida Harrington,

Tsukasa James Harrington, Tyler
teaching me what love has to do with it.
Hiroaki Kawajiri would like to thank: K yoji and Masumi Udo

ikiyo Marie Harrington,
Patrick Harrington, and Kilan Masami Harrington for
O
y wife's parents) and my

parents for taking care of my family while I was away from home rthis
Nami Udo (7) and Fuki Udo (S) for being with me as part of my life. project. Shoko Udo,
β f
匡
O
" l 11 ㅗ｀ L`/ LilalliN LIIL
135
-
―
■

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」． .... ．■．，『∼ -..

Produced and published by

O 2007 by Michael Lubetsky, Charles LeBeau, and David Harrington

Book Design: Language Solutions/Hiroaki Kawajiri

This edition reprinted and distributed in Korea by

· STAGE ONE: Discussion as Sharing

2. The Medium View

Discussion ioop Discussion Principle

The Discussion Phrase Bank provides options. including poster

Pre-stage IFirst D Iscusslon

Stage 2 Lor釀 ／以『

Discussion as Exploring Positions 1. Labl The Orange Story 44

: Identi ing 1. Labi Identify Your Criteria

sting the Opt ions 1. Labi Thinking Outside the Box

3. Lab3 Multi-Dimensional Thinking

Seek First to Understand Who Are Your Heroes? 51

Look to Your Values 」 06 Studying Abroad

5. Principle ' Respect Every Voice

This is your first discussion.

Messenger to Distant Worlds

NASA, sent a spacecraft on a

one-way journey to outer space. The 》ㅈ

spacecraft was named Voyager. Part 繰；丸 <>

United Nations is planning another

cecsforteviststo ，맨닐 t ovecirth AvtbcsswAor1.

Isn't it too heavy?

Ottr F.v\αL F1Ve I 沈ㅄ＄:

active we 뛴尸써； cfied with my partiCiPatbofl'

Part It, Bra jflstorming?

notes during the discuss1O .

wrote down some ideas.

wrote down a few ideas.

I didn't take any notes.

●1'I·1. I've got a stapler and a highlight

"paper cli 코 U pack of gum

Your Travel Experiences

Co"vtrt.es o.r sro 呻 hα＄ v's'tec(:

-'ye been to.

Have you been to...?

t쑤 What about you?

Where have you

-'ye been to England.

How long did you

When were you there?

About 3 years ago..

When I was 17 years old.

Attitudes and Actions

」 The Dictionary Checker 펴 The S

U The Are the following statements true or false? Circle T or F.

playing with their pen.

F listening carefully to the speaker.

Are the following statements true or false? Circle T or F.

Let me tell you about one of my best experiences...

Let me tell you about one of my worst experiences...

One of my best experiences was when...

One of my worst experiences was when...

There was this time I was...

O.K. I want to hear

Sharing Our Stories

It is the first day of class! It is time to

you share difficult experiences, you

Best 。 nd Worst ExDeriences

Sharing Your Experience

Stage 2 Lor釀／以『