Listening/Speaking: Sixth Edition

2
SIXTH EDITION
Listening/Speaking
TEACHER’S
MANUAL WITH
TESTS
Jami Hanreddy
Elizabeth Walley
Teacher’s Manual by
John Chapman
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Mosaic 2 Listening/Speaking, Teacher's Manual with Tests, Sixth Edition
Published by McGraw-Hill ESL/ELT, a business unit of The McGraw-Hill Companies, Inc.

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Table of Contents
Introduction
Welcome to the Teacher's Manual iv
The Interactions/Mosaic Program v
Best Practices vii
Student Book Teaching Notes and Answer Keys

CHAPTER
1 Language and Learning 2
CHAPTER
2 Danger and Daring 20
CHAPTER
3 Gender and Relationships 36
CHAPTER
4 Aesthetics and Beauty 52
CHAPTER
5 Transitions 66
CHAPTER
6 The Mind 84
CHAPTER
7 Working 102
CHAPTER
8 Breakthroughs 118
CHAPTER
9 Art and Entertainment 136
CHAPTER
10 Conflict and Resolution 152
Black Line Masters BLM 1

Black Line Masters Answer Key BLM 27
Copyright © McGraw-Hill
Chapter Tests T1
Chapter Test Answer Key and Audioscripts T29
Placement Test T43
Placement Test Answer Key and Audioscripts T51
iii
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Welcome to the Teacher's Manual
The Teacher's Manual of Interactions/Mosaic provides support and flexibility to teachers using the
Interactions/Mosaic 18-book academic skills series. The Teacher's Manual provides step-by-step
guidance for implementing each activity in the Student Book. The Teacher's Manual also provides
expansion activities with photocopiable masters of select expansion activities, identification of activities
that support a Best Practice, valuable notes on content, answer keys, audioscripts, end-of-chapter
tests, and placement tests. Each chapter in the Teacher's Manual begins with an overview of the
content, vocabulary, and teaching goals in that chapter. Each chapter in the Student Book begins with
an engaging photo and related discussion questions that strengthen the educational experience and
connect students to the topic.
• Procedural Notes
The procedural notes are useful for both experienced and new teachers. Experienced teachers can use
the bulleted, step-by step procedural notes as a quick guide and refresher before class, while newer or
substitute teachers can use the notes as a more extensive guide to assist them in the classroom. The
procedural notes guide teachers through each strategy and activity; describe what materials teachers
might need for an activity; and help teachers provide context for the activities.
• Answer Keys
Answer keys are provided for all activities that have definite answers. For items that have multiple
correct answers, various possible answers are provided. The answer key follows the procedural note
for the relevant activity. Answer keys are also provided for the Chapter Tests and the Placement
Tests.
• Expansion Activities
A number of expansion activities with procedural notes are included in each chapter. These activities
offer teachers creative ideas for reinforcing the chapter content while appealing to different learning
styles. Activities include games, conversation practice, presentations, and projects. These expansion
activities often allow students to practice integrated language skills, not just the skills that the
student book focuses on. Some of the expansion activities include photocopiable black line masters
included in the back of the book.
• Content Notes
Where appropriate, content notes are included in the Teacher's Manual. These are notes that might
illuminate or enhance a learning point in the activity and might help teachers answer student
questions about the content. These notes are provided at the logical point of use, but teachers can
decide if and when to use the information in class.
• Chapter Tests
Each chapter includes a chapter test that was designed to test the vocabulary, reading, writing,
grammar, and/or listening strategies taught in the chapter, depending on the language skill strand
being used. Teachers can simply copy and distribute the tests, then use the answer keys found in the
Teacher's Manual. The purpose of the chapter tests is not only to assess students’ understanding of
material covered in the chapter but also to give students an idea of how they are doing and what they
need to work on. Each chapter test has four parts with items totaling 100 points. Item types include
multiple choice, fill-in-the blank, and true/false. Audioscripts are provided when used.
• Black Line Masters (Photocopiable Masters)
Each chapter includes a number of expansion activities with black line masters, or master
worksheets, that teachers can copy and distribute. These activities and black line masters are
iv
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optional. They can help reinforce and expand on chapter material in an engaging way. Activities
include games; conversation practice; working with manipulatives such as sentence strips; projects;
and presentations. Procedural notes and answer keys (when applicable) are provided in the Teacher's
Manual.
• Placement Tests
Each of the four language skill strands has a placement test designed to help assess in which level
the student belongs. Each test has been constructed to be given in under an hour. Be sure to go
over the directions and answer any questions before the test begins. Students are instructed not to
ask questions once the test begins. Following each placement test, you’ll find a scoring placement
key that suggests the appropriate book to be used based on the number of items answered correctly.
Teachers should use judgment in placing students and selecting texts.
The Interactions/Mosaic Program

Interactions/Mosaic is a fully-integrated, 18-book academic skills series. Language proficiencies are
articulated from the beginning through advance levels within each of the four language skill strands.
Chapter themes articulate across the four skill strands to systematically recycle content, vocabulary, and
grammar.
• Reading Strand
Reading skills and strategies are strategically presented and practiced through a variety of themes
and reading genres in the five Reading books. Pre-reading, reading, and post-reading activities
include strategies and activities that aid comprehension, build vocabulary, and prepare students for
academic success. Each chapter includes at least two readings that center around the same theme,
allowing students to deepen their understanding of a topic and command of vocabulary related
to that topic. Readings include magazine articles, textbook passages, essays, letters, and website
articles. They explore, and guide the student to explore, stimulating topics. Vocabulary is presented
before each reading and is built on throughout the chapter. High-frequency words and words from
the Academic Word List are focused on and pointed out with asterisks (*) in each chapter’s Self-
Assessment Log.
• Listening/Speaking Strand
A variety of listening input, including lectures, academic discussions, and conversations help
students explore stimulating topics in the five Listening/Speaking books. Activities associated with
the listening input, such as pre-listening tasks, systematically guide students through strategies
and critical thinking skills that help prepare them for academic achievement. In the Interactions
books, the activities are coupled with instructional photos featuring a cast of engaging, multi-ethnic
students participating in North American college life. Across the strand, lectures and dialogues are
broken down into manageable parts giving students an opportunity to predict, identify main ideas,
and effectively manage lengthy input. Questions, guided discussion activities, and structured pair
and group work stimulate interest and interaction among students, often culminating in organizing
their information and ideas in a graphic organizer, writing, and/or making a presentation to the class.
Pronunciation is highlighted in every chapter, an aid to improving both listening comprehension
and speaking fluency. Enhanced focus on vocabulary building is developed throughout and a list of
target words for each chapter is provided so students can interact meaningfully with the material.
Finally, Online Learning Center features MP3 files from the Student Book audio program for
students to download onto portable digital audio players.

• Writing Strand
Activities in each of the four Writing books are systematically structured to culminate in a Writing
Product task. Activities build on key elements of writing from sentence development to writing single
paragraphs, articles, narratives, and essays of multiple lengths and genres. Connections between
writing and grammar tie the writing skill in focus with the grammar structures needed to develop
each writing skill. Academic themes, activities, writing topics, vocabulary development, and critical
thinking strategies prepare students for university life. Instructional photos are used to strengthen
engagement and the educational experience. Explicit pre-writing questions and discussions activate
prior knowledge, help organize ideas and information, and create a foundation for the writing
product. Each chapter includes a self-evaluation rubric which supports the learner as he or she
builds confidence and autonomy in academic writing. Finally, the Writing Articulation Chart helps
teachers see the progression of writing strategies both in terms of mechanics and writing genres.
• Grammar Strand
Questions and topical quotes in the four Grammar books, coupled with instructional photos
stimulate interest, activate prior knowledge, and launch the topic of each chapter. Engaging
academic topics provide context for the grammar and stimulate interest in content as well as
grammar. A variety of activity types, including individual, pair, and group work, allow students
to build grammar skills and use the grammar they are learning in activities that cultivate critical
thinking skills. Students can refer to grammar charts to review or learn the form and function of
each grammar point. These charts are numbered sequentially, formatted consistently, and indexed
systematically, providing lifelong reference value for students.
• Focus on Testing for the TOEFL® iBT
The TOEFL® iBT Focus on Testing sections prepare students for success on the TOEFL® iBT by
presenting and practicing specific strategies for each language skill area. The Focus on Testing
sections are introduced in Interactions 1 and are included in all subsequent levels of the Reading,
Listening/Speaking, and Writing strands. These strategies focus on what The Educational Testing
Service (ETS) has identified as the target skills in each language skill area. For example, “reading
for basic comprehension” (identifying the main idea, understanding pronoun reference) is a target
reading skill and is presented and practiced in one or more Focus on Testing sections. In addition, this
and other target skills are presented and practiced in chapter components outside the Focus on Testing
sections and have special relevance to the TOEFL® iBT. For example, note-taking is an important
testtaking strategy, particularly in the listening section of the TOEFL® iBT, and is included in
activities within each of the Listening/Speaking books. All but two of the Interactions/Mosaic titles
have a Focus on Testing section. Although Interactions Access Reading and Interaction Access Listening/
Speaking don’t include these sections because of their level, they do present and develop skills that
will prepare students for the TOEFL® iBT.
• Best Practices
In each chapter of this Teacher's Manual, you’ll find Best Practices boxes that highlight a particular
activity and show how this activity is tied to a particular Best Practice. The team of writers, editors,
and teacher consultants has identified the following six interconnected Best Practices.
* TOEFL® is a registered trademark of Educational Testing Services (ETS). This product is not endorsed or approved by ETS.
vi

Interactions/Mosaic Best Practices
Best Practices
Each chapter identifies at least six different activities that support six Best Practices, principles that
contribute to excellent language teaching and learning. Identifying Best Practices helps teachers to see,
and make explicit for students, how a particular activity will aid the learning process.
M aking Use of Academic Content

Materials and tasks based on academic content and experiences give learning real purpose. Students
explore real world issues, discuss academic topics, and study content-based and thematic materials.
O rganizing Information
Students learn to organize thoughts and notes through a variety of graphic organizers that
accommodate diverse learning and thinking styles.
S caffolding Instruction
A scaffold is a physical structure that facilitates construction of a building. Similarly, scaffolding
instruction is a tool used to facilitate language learning in the form of predictable and flexible tasks.
Some examples include oral or written modeling by the teacher or students, placing information in a
larger framework, and reinterpretation.
A ctivating Prior Knowledge

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

Activities that promote human interaction in pair work, small group work, and whole class activities
present opportunities for real world contact and real world use of language.
C ritical Thinking
Strategies for critical thinking are taught explicitly. Students learn tools that promote critical
thinking skills crucial to success in the academic world.
vii

1 Language
CHAPTER
and Learning
In this Students will learn about the English language and its
CHAPTER global status. They will listen to a lecture about English as
a lingua franca, and discuss effective language-learning
methods. In Part 1, they will discuss their own language-
learning experiences and practice determining the
meaning of words from context. In Part 2, they will listen
for main ideas and details in a lecture about the English
language and its role as a lingua franca and create an
English-language-learning autobiography. In Part 3, they
will practice requesting the main point. In Part 4, they
will practice role-playing conversations and answering
listening questions on the TOEFL® iBT.
Chapter Opener
• Ask students to comment on the photo. Ask them to

talk about where it was taken, and who the students
are. Encourage students to ask about anything they
don’t understand.
• Divide the class into small groups. Have each group
discuss one of the two “Connecting to the Topic”
“One language sets you in questions. Set a time limit, perhaps five minutes.
Ask each group to choose a reporter to share their
a corridor for life. Two
findings with the class. Read each question aloud and
languages open every allow each reporter two minutes to summarize the
door along the way. ” group’s opinions. If time permits, ask other students
to comment on each question.
Frank Smith • Read aloud the quote by Frank Smith. Ask students to
Psycholinguist, Professor explain the quote in their own words. If possible, elicit
of Education and author examples and personal experiences from students
Received PhD in Psycholinguistics which illustrate the quote.
from Harvard in 1967
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Chapter Overview
Features Comparing main points in English-language-

Lecture: Why English? Henry Hitchings’ learning autobiographies
Views on the Current Lingua Franca Requesting the main point during lectures
Learning Strategy: Listening for Main Ideas and situation role-plays
Language Function: Requesting the Main Critical-Thinking Skills

Point
Speculating about why the number of world
languages is decreasing
Listening
Listening for main ideas in a lecture about Utilizing introduction, body, and conclusion
English as the new lingua franca to discern the main ideas in a lecture
Listening for details in a lecture about Evaluating a lecturer’s style

English as the new lingua franca Evaluating speakers’ effectiveness in
Listening for the main points of your getting to the main point
classmates’ English-language-learning Evaluating appropriateness of expressions
autobiographies and tone of voice
Listening to evaluate whether speakers get Selecting context-appropriate expressions
to the point or beat around the bush for requesting the main point
Listening for appropriate expressions and
tone of voice for requesting the main point Vocabulary Building
Using definitions and context to place new
Speaking vocabulary into appropriate sentences
Expressing ideas and opinions on the role Understanding and using new vocabulary in
of English as a world language discussions about language learning
Recollecting language-learning experiences
Focus on Testing
Comparing answers to questions about
Taking notes to answer basic-
main points
comprehension questions
Presenting your English-language-learning
autobiography
Vocabulary
Nouns Adjectives Verbs
capacity lingua franca diluted bound to
contender royal decree exponentially neutralize

devotee settlers insatiable usurp
diplomacy symptoms prestigious
hare sheer
TOEFL® is a registered trademark of Educational Testing Service (ETS). This product is not endorsed or approved by ETS.
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PA R T
1 Building Background Knowledge Student Book pages 4–6
Best Practice 1 What Do You Think?

Activating Prior Knowledge
The prelistening activities activate students’ prior
Best Practice
knowledge. These types of activities will help Making Use of Academic Content
students make connections between their own
This activity encourages students to think about
experiences learning English and other subject
the wide variety of educational programs that
matter topics and the ideas in the chapter.
are available in the world, and then asks them to
Activating their own prior knowledge prepares them
relate this information to their own knowledge and
to understand the new language and concepts that
life experience. Asking students to compare and
are presented. It also motivates them by showing
contrast their own experiences with what they are
them how the material relates to their lives.
reading about creates an authentic connection with
the topic.
Did You Know?

• Have pairs of students read and discuss the
• Ask a confident student to read aloud the first questions. After several minutes, ask volunteer
bulleted paragraph. Tell students to follow along pairs to share their ideas with the class.
in their books. Allow students to ask about • Continue the discussion of each question as a class
anything that they do not understand. while pairs share their ideas. Encourage students
• Repeat this process with the rest of the to share examples and personal experiences that
paragraphs, asking a different student to read illustrate the information in the Did You Know? box.
each aloud. Students will discuss this information
with a partner in the next activity.
Sharing Your Experience
Content Note 2 Recollecting Language-Learning

Experiences
The term black gold refers to oil or petroleum.
• Ask students to read through the questions silently.
When oil is drilled from the ground it is black. It is
Help them form small groups and set a time limit of
called “gold” because it is worth a lot of money
about ten minutes for the group work.
and has made people who discovered, drilled, and
sold the oil very rich. • When they finish talking, ask several students from
different groups to share their group’s responses
with the whole class. The small-group format allows
more students to get a chance to speak and is
especially effective if you are teaching a very large
class. If students are reluctant to speak, you might
assign this activity for homework so that they will
have a chance to do some planning and rehearsing
before they discuss the topics with their groups
in class.
• Call attention to the photo and ask a volunteer
student to describe it. Ask if this student looks to
be a typical age to be learning a second language.
4 CHAPTER 1 Copyright © McGraw-Hill
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Student Book pages 4–6
Content Note
ANSWER KEY
There are many different methods of language 1. settlers
teaching used all over the world. Students do not
2. capacity
have to be familiar with the technical name of each
method to describe how they were taught English. 3. contender
Students can simply describe the activities that 4. prestigious, neutralize
they did most often, such as study word lists, 5. lingua franca, diplomacy, royal decree
read books, do dictations, copy texts, talk with a
conversation group, etc. 6. insatiable, exponentially
7. bound to, sheer
8. hare
9. diluted, symptoms
Vocabulary Preview
10. devotee, usurp
3 Determining Meaning from Context
• Explain that the words in this activity will be heard

in the audio and that this preview will make it easier REPRODUCIBLE Expansion Activity
for students to understand what they are going • The aim of this activity is to give students
to hear. additional practice in using context to determine
• Read or have a student read the words and the meaning of a word.
definitions aloud. Don’t discuss meaning at this • Copy and hand out Black Line Master
point, but ask students to fill in the blanks on “Determining Meaning from Context” on page
their own. BLM 1 of this Teacher’s Manual.
• Another approach is to have pairs of students work • Read the instructions and model the activity on
together to fill in the blanks and raise their hands if the board. Choose an example from a textbook
they have any questions. or newspaper, or use this example: Mario’s job
• Discuss the correct answers with the whole class, became redundant when toll collectors were
going over any definitions that were especially replaced by machines. Point out the underlined
difficult. Encourage students to make up original word redundant. Ask students to guess what it
sentences using these same expressions. means (no longer needed, unnecessary).
• Have students complete the activity on their own
and bring their papers to the next class. Have
students share their findings in small groups.
Copyright © McGraw-Hill Mosaic 2 Listening/Speaking 5
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PA R T
2 Understanding Main Ideas Student Book pages 7–12
the main ideas. You may wish to do the first item

with students as an example and then let them do
Strategy
the rest of the activity independently.
Listening for Main Ideas in a Lecture • Call students’ attention to the photos at the bottom
• Read the material and lecture explanation of page 8. Ask a volunteer to read aloud the caption
aloud or have several students take turns and explain how the photos illustrate it.
doing this. Put the key points on the
board. Afterward, discuss any questions
students may have. ANSWER KEY
• You may want to give students Possible answers:
concrete examples of the content of an Stop 1
introduction, thesis statement, body, and
Thesis statement: Why is it English and not some
conclusion of a lecture.
other language that has become so widespread
and commonly used as the lingua franca?
The desire to learn English seems insatiable.
English is the lingua franca of business and popular
Before You Listen culture.
Stop 2
1 Considering the Topic
Over the last two centuries, many people have
• Read the questions aloud or ask a student to do tried to devise a new language to take the place of
this. Give students about five minutes to make English as a lingua franca that is simpler to learn
notes on their responses to each. and does not have negative associations.
• Divide students into small groups to share their Stop 3
notes and ideas. If possible, group students by
English has both positive and negative
native country to focus their discussion. When they
associations. It is the language of oppressive
finish, ask several different students to share their
colonialism, but it also holds the promise and
answers to each question with the class.
power of economic opportunity.
Stop 4
Listen English is most likely to remain the global lingua
franca of the future, although it will continue to
2 Listening for Main Ideas change regionally to reflect the culture of the
people who embrace it.
(The Audioscript for this activity follows Activity 3.)
• Play the lecture once all the way through. Tell
students to close their books and just listen to
3 Listening for Details
understand the gist of the lecture. • Play the audio again, all the way through.
• Then tell students to open their books and read the • Have students work individually to answer the
sentences on pages 8 and 9 where you will stop the questions and complete the statements in
audio. Tell students they will listen to the lecture in the activity.
segments, stopping to write the main idea of each
segment on the lines provided. • When they finish, have students compare their
answers with a partner, discussing any answers that
• Replay the lecture one segment at a time up are different and working out the best answer. Play
through Stop 4. Listen to each segment one or the audio a second time if necessary for pairs to
more times as needed in order for students to write check their revised answers.
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• Call students’ attention to the photos at the top

of page 10. Ask a volunteer to explain how these Marc Okrand developed the language of
photos relate to the lecture. (These are the native Klingon to be used in the Star Trek films.
people of America and Australia whose language 10. Pennycook says that English “is at the
was dominated by settlers.) same time a language of threat, desire,
destruction, and opportunity.”
11. McCrum says that English has “the
ANSWER KEY
capacity to run with the hare and hunt with
1. Henry Hitchings is a best-selling author the hounds” and that “English is both the
who writes about language issues. language of rock’ n’ roll and royal decree.”
2. The adoption of English as the lingua franca 12. Spanish and Mandarin Chinese are the top
of business and popular culture is just a contenders because they each have more
symptom of the world becoming more native speakers. However, this is not likely
urban and more middle class. to happen since most Mandarin speakers
3. computing, education, medicine, shipping, live in one country and most Spanish
transportation, diplomacy, online shopping speakers live in the Americas.
4. Hitchings says that English has spread 13. Writers whose first language is not English
around the world because of a complex are changing English from the inside out
set of circumstances which includes British by managing to capture the flavor of their
colonialism, the advances of the Industrial culture and native language in English, while
Revolution and the American economic still reaching the widest possible audience
and political dominance that followed, and by writing in English.
further technological developments in
America after that.
5. the language of the settlers
AUDIOSCRIPT
6. English is still the dominant language of
the media, administration, education, and Lecture: Why English? Henry Hitchings’ Views
on the Current Lingua France
business, and the number of its uses
and speakers continues to increase even Lecturer: Good afternoon everyone. How’ re y’all
though it is associated with the negative doin’ today? OK?
aspects of colonialism. Students: Fine. Yeah. Sure. Great.
7. Lingua franca originally referred to the Lecturer: That’s good, ‘cause we have a lot to cover
mixed language that was used as the before the midterm exam next week. Last week we
language of commerce in Mediterranean introduced the idea of English as the global lingua
ports for centuries. franca, right? And some of you raised the question
of “Why English?” Why is it English and not some
8. Globish is a form of English that was other language that has become so widespread and
invented by Jean-Paul Nerrière that has commonly used as the lingua franca, hmm? So
only 1,500 words to make it easier to learn. today I want to dig deeper into this question by
9. Volapük was devised by a Bavarian named sharing with you some of the thoughts of Henry
Schleyer in 1879 as a lingua franca and Hitchings, one of my favorite writers on language
issues. Some of you may have heard of him. He’s
was popular for a couple of years.
written a couple of bestsellers. Let’s see… there
Ludwik Zamenhof developed Esperan to in was Doctor Johnson’s Dictionary… and then there
1870 to be a universal language, and it is there was The Secret Life of Words… and his latest
still spoken by a small number of people.
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PA R T
2 Student Book pages 7–12
book, The Language Wars… Well, that’s the one Stop 1

that I’ll be referring to most today. So… let’s get Having a global lingua franca to ease
started, shall we? communication between peoples is not a new idea.
In The Language Wars Hitchings says that, And English is not the first language to be used for
internationally, the desire to learn English seems this purpose. In fact, as those of you who read the
insatiable. No language in history has ever spread homework assignment may have discovered, the
as widely as English. But why should this be term lingua franca originally referred to the common
so? And the big question is: Will this romance language consisting of Italian mixed with French,
with English last? Will English hold its place as Spanish, Greek, and Arabic that was used as the
the global lingua franca or will it be replaced by language of commerce in Mediterranean ports for
another language within our lifetimes? First off, centuries. Now, of course, it’s come to mean any
Hitchings explains that the adoption of English language that we have in common that helps us to
as the lingua franca of business and popular communicate and understand each other.
culture is just a symptom of the world becoming In the early decades of the twentieth century,
more urban and more middle class. While native science fiction writer H. G. Wells imagined that
languages may still be associated with tradition, English would become known as World English,
home, religion, culture, early schooling, arts, and the international language of communication. Not
social sciences, English has become the language too long ago, Jean-Paul Nerrière conceived of a form
of higher education, commerce, economics, of English that he called Globish. It consists of only
science and technology in many, many countries 1,500 words and thus is intended to make it possible
around the world. This may not surprise you, but for everyone in the world to understand everyone
think about it. English has become the dominant else. Needless to say, it has not caught on yet. But
language in so many, many areas… you may perhaps we shouldn’t laugh. Madhukar Gogate, a
be aware of its use in computing, education, retired Indian engineer, has come up with a way to
medicine, and all the other sciences… but there’s use only phonetic spellings in English and thereby
also shipping, transportation, diplomacy, online make English much simpler to learn. And a German
shopping, Facebook… I could go on and on. linguist named Joachim Grzega has invented
Hitchings tells us that English has become something he calls Basic Global English which has
so widespread because of a complex set of only 20 grammatical rules, and 750 basic words.
circumstances which includes British colonialism, Hitchings suggests that these new Englishes
of course. Then there were the advances of the are trying to do more than just simplify the
Industrial Revolution, and the American economic language to be learned. They are also trying to
and political dominance that followed, and then neutralize the language, that is, take away all of
the further technological developments in the the negative aspects associated with colonialism,
second half of the twentieth century that took or military dominance, and at the same time to
place in America. And wherever English was establish a community… and I quote… “without
used, it lasted. Why is this? We know that in the territorial boundaries,” a community “of people
colonial period of Britain and then in the United who use English, to make its use seem not just
States that the language of the settlers dominated normal, but also prestigious and to market it as
the languages of the native peoples whose land was a language of riches, opportunity, scholarship,
taken. But now, the fact that English has endured democracy and moral right.” Ah… but isn’t this
through the struggle to be free from British exactly what’s happening with English as it is?
rule, for example, remains a mystery to some. Increasingly, English is not just a foreign or a
Yet, even in India, where English is definitely second language. Instead, in many countries it is
associated with the negative aspects of colonialism, becoming something like a second first language.
it is still the dominant language of the media, When education for life skills and careers, all
administration, education, and business, and modern technology, transportation, commerce, and
the number of its uses and speakers continues to negotiations are increasingly conducted in English,
increase exponentially. how could it be anything else?
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Hitchings tells us that there were many invented language of power and authority as well as the
languages proposed as lingua francas in the 19th and language of the people. He says… and you’re gonna
early 20th centuries. There was Volapük, devised by love this… “English is both the language of rock’ n’
a Bavarian named Schleyer in 1879 that was popular roll and royal decree.”
for a couple of years. And, even earlier, in 1870,
Ludwik Zamenhof began his work on Esperanto, his Stop 3
version of a universal language, and even though it is So… let’s finish up today with the question of
still spoken by a small number of devotees, it never possible challengers in the language dominance
did catch on. Indeed, all of you in this room are game. There seem to be only two possible
more likely to be familiar with Klingon, which was contenders… Spanish and Mandarin Chinese. Both
originated by Marc Okrand for the Star Trek films, have more first language users, or native speakers,
or the wonderful language… oh, I’ve forgotten than English. However, most Mandarin Chinese
the name… but it was spoken by the blue-skinned speakers, so far, live in one country. And with the
Na’vi in the 2009 film Avatar. Remember? exception of Spain, most Spanish speakers are in
the Americas. It does not seem likely, although it
Stop 2 is possible in a more distant future, that either of
Students: Right. So cute. Loved it. Sure. That these languages will usurp the position of English
was amazing. anytime soon. Instead, Hitchings suggests, the
Lecturer: But even though you loved Klingon main challenges to English may come from within.
and the Na’vi languages, I don’t hear you speaking For instance, many writers whose first language is
them, do I? So what’s up with that? Why not? It’s not English have managed to capture the flavor of
still English, English, English everywhere you go, their culture and native language in English, thus
right? Ah… but will it last? parading their heritage while still reaching the widest
possible audience by writing in English. Almost all of
Well, Hitchings says that even though some might the fiction or memoir writers who were born or grew
resist the dominance of English around the world, up in the U.S. but whose parents came from other
there are still far more of the world’s citizens countries fall into this category as they write about
eagerly jumping on board the English train rather their family cultural experience in English.
than looking for alternatives. In fact, he says many
speakers of English as a second language “perceive And then, of course, we cannot forget the challenges
it as free from the limitations of their native from without. As English is embraced in the world’s
languages.” Even though their native languages two most populous countries, there are bound to be
are deeply connected to their cultural roots and the changes made to the language that will persist simply
warmth and beauty that lie therein, they associate because of the sheer number of speakers. English
English with power and social status, and as a is being diluted, changed, mixed with Hindi or
symbol of choice and liberty. On the other hand, Chinese, at this very moment, somewhere in India
there are still those who still perceive English as an and China. And certainly it is being mixed with
instrument of oppression. So English has a kind Arabic and Urdu and all of the African languages,
of paradoxical status, which the Australian scholar and on and on. But yet… as long as it remains
Alastair Pennycook clearly explains. He says that the language we hold in common I think it will
English “is at the same time a language of threat, maintain its status as a global lingua franca, don’t
desire, destruction, and opportunity.” It’s no wonder you? And as I told you last week, while the number
then that there are mixed feelings about English, eh? of languages in the world is diminishing overall,
the number of different Englishes is increasing.
Robert McCrum, I think, has the coolest way of
describing the World English paradox. He says Stop 4
that English has “the capacity to run with the hare So… that’s it for today. We’ll pick up next
and hunt with the hounds.” What he means is that time with the differences between the various
English is not only the language of the little people, Englishes. Have a great evening… and don’t forget
the hares, but also the language of the people in to answer the questions at the end of the chapter
power, the hunters. English can articulate both the and put them in my box before our next class, OK?
ideas of government and its opposition; it can be the
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After You Listen REPRODUCIBLE Expansion Activity
4 Evaluating a Lecturer’s Style • Copy and hand out Black Line Master “Organizing
Information: Using a Timeline” on page BLM 2
• Have students discuss the lecturer’s style in groups. of this Teacher’s Manual. Point out the places for
• Then conduct a whole-class discussion. Ask students dates and key events.
to share the ideas they discussed in their groups. • Encourage students to use this timeline to
organize their notes before presenting their
English-language-learning autobiographies.
5 Comparing Notes
• In the same small groups, have students compare

notes on the main ideas they wrote in Activity 2 before 7 Comparing English-Language-Learning
discussing their responses with the whole class. Autobiographies
• Give students a brief amount of time to read the

questions silently and think about their answers.
Talk It Over
• Go through the three questions one by one and
ask volunteers to share with the class some of the
6 Sharing Your English-Language-
experiences of the members of their group. Focus
Learning Autobiography
on personal feelings and help students discover
• Before beginning the activity, encourage students to any similar feelings they experienced during the
make brief notes outlining all the experiences they language-learning process. For example, some
have had learning English. Refer to the Expansion students may have been afraid to talk in class while
Activity that follows this activity for a graphic organizer others may have felt frustrated because they couldn’t
students can use to help them organize their notes. express themselves clearly in English at first.
• Go over the directions with the class and help
students form small groups. Set a time limit of 10 to Content Note
15 minutes for all of the students in each group to
present. Remind students periodically how much time Aside from a small minority of Native Americans,
they have left. Also, remind them to take notes on all Americans are immigrants, and many of them
the main points made by other students in the group. had parents or grandparents who had to learn
English later in life. Although there are some native
• Students will have a follow-up discussion about
speakers of English who are not very tolerant
their autobiographies in the next activity.
of “foreign accents” and the “mistakes” made
by people who are learning to speak English, for
Best Practice the most part, Americans understand that it is a
challenge to learn to speak a second language well,
Organizing Information and they will do their best to understand what is
The aim of the following Expansion Activity is to being said.
give students practice using a graphic organizer
(a timeline) to put information in the correct
chronological order. Graphic organizers provide
a way for students to process and categorize
information that helps them understand it better
and see the relationships among the various pieces
of information.
han70522_ch01-Rnd04.indd 10 11/29/12 1:51 PM

• Read and discuss the steps in this activity with

Expansion Activity students. Ask students to define long-winded
• The aim of this Expansion Activity is to give (talking about a single idea for a long time), gist
students additional practice listening for main (main idea), and beat around the bush (avoid making
ideas and details. a clear statement) in their own words. This activity
starts as a homework assignment and it may take
• Ask volunteers to reorganize their English-
students several days to collect the necessary
language-learning autobiographies in the form of
information outside of class.
oral presentations with an introduction, a body,
and a conclusion. The presentations should be a • Chart on the board the information presented
maximum of three minutes long. by students to see if there are any relationships
between such things as profession and long-
• Volunteers give their presentations to the class
windedness. Discuss any topics that seemed to
as students take notes on the main idea of the
cause the speaker to avoid getting to the point.
person’s story (learning English is tough, good
teachers make learning easy, etc.) as well as • Read aloud or ask a student to read aloud the
several significant details. information in the FYI box. Ask students to
comment on the information and provide examples
• Ask about the main idea and details of each story
as appropriate.
and ask students to pool the information they have.
8 Evaluating Speakers in Context
Best Practice
Cultivating Critical Thinking
In this activity, students listen to examples of
several public speakers and then evaluate
the performance of each according to several
criteria. This process of careful listening, followed
by comparing and contrasting the speakers’
performances, helps develop critical thinking skills.
Critical thinking skills are further sharpened as
students share their discoveries with other students
and come to understand differing points of view.
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3 Requesting the Main Point Student Book pages 13–16
Expansion Activity
Strategy
• The aim of this Expansion Activity is to increase
Requesting the Main Point When a students’ repertoire of ways to request the main
Speaker is Unclear or Long-Winded point and to help them find language they are
• This part of the chapter presents a comfortable with.
language function (requesting the main • Write the headings Formal and Informal on the
point) that generally complements the board. Brainstorm expressions that students
function taught in Part 2 (understanding typically use when they ask others to get to the
main ideas). point. Write each sentence exactly as the student
• Read aloud the paragraphs in the presents it.
Strategy box as students follow along. • When you have four or five expressions in each
• Read the expressions aloud and have column, review them one by one. Ask students
students repeat each one. Then discuss to comment on each one in terms of its level of
the difference between formal situations formality, politeness, and grammatical correctness.
(e.g., large lectures, speaking to Help students revise the lists as needed.
someone you have never met before) and Encourage them to copy into their notebooks the
informal situations (e.g., small discussion expressions they find particularly useful.
groups, speaking with friends).
• Go back and have students experiment 1 Listening for Appropriate
with saying each expression using
Expressions and Tone of Voice
different tones of voice. You may also
wish to have students practice gestures • Read aloud the direction and discuss the difference
and body language that go with each between a polite tone of voice and an impolite one.
expression. Give students feedback
• Play the audio of Conversation 1. Pause for
on their tone when using the informal
students to write answers to the questions in their
expressions as these could sound rude
books. Repeat for Conversations 2 and 3.
with the wrong tone.
• Have students compare their answers in small
• Present the information in the FYI box
groups.
by reading it aloud or asking students to
read it silently and then ask questions
about anything they didn’t understand.
Ask students to comment on the
information or share personal experiences
about themselves being long-winded or of
other long-winded people.
han70522_ch01-Rnd04.indd 12 11/29/12 1:51 PM

ANSWER KEY Conversation 2

Conversation 1 Professor Robinette: Well, students, I want to
reorganize our schedule and change the date of
1. friendly the midterm. You know, we had scheduled the
2. informal readings of Hitchings and McCrum for the 16th.
3. impolite (but in a friendly way)
Then the midterm was going to be right after that
on the 18th, and the readings by Pennycook and
Conversation 2 Gorham were due earlier on the 14th and those by
McVey and Gill were on the 12th. Well, I want
1. impolite
to move Hitchings and McCrum to the 14th, the
2. Answers will vary. Any of the formal midterm to the 12th, Pennycook and Gorham to
expressions to request the main point would the 16th, and McVey and Gill to the 18th.
be acceptable. Student: So what are you driving at? I don’t get
it. Are you trying to tell us that we only have two
Conversation 3
more days until the midterm? And what about
1. yes all those readings? They’re not going to be on the
2. polite midterm, are they?
Conversation 3
Professor Salerno: OK, now students, let me
explain how we’ll organize this fact-finding
AUDIOSCRIPT
expedition. You’ll want to have a buddy of the
Conversation 1 opposite sex and to keep your buddy with you at
Robert: Did you catch the late breaking news all times. You are to knock on as many doors as
last night? possible during the afternoon, and get as many
questions answered about the languages and
Elizabeth: No, what about it?
dialects used in these households as possible, but
Robert: Well, they showed the “English only” remember… men… always wear your jackets, never
law protest march that I participated in with my offer your hand to a woman, and drink whatever
friends from my linguistics class. You know, the beverage they offer you unless it’s alcoholic… then
one where we went to the state capitol building and you can say no thanks. And women… remember
we protested, and there were some people dressed to keep your heads and your ankles covered, talk
up as immigrants from the early 1900s and stuff, only to the women unless the men talk to you first,
and anyway, I was really surprised at the way the politely refuse anything to eat or drink… we might
newscaster handled it. Remember I told you about be able to accept their hospitality on a second visit,
how it was raining really hard that day and some but not now. And all of you… be sure to make
people were even throwing things at us and I forgot friends with the kids, because they might be the
my umbrella—most people did—and we all got only ones who speak English.
drenched, absolutely soaking wet. Well, the march
Enrico: Excuse me, Professor Salerno? I don’t
was picked up by the major news networks, and
quite understand what you’re getting at. Could you
boy, did their reports surprise me! I didn’t think
explain, please?
that the march was going to be so controversial. It
didn’t feel like a very daring thing to do at the time. Professor Salerno: Well, Enrico, I think my
point is that these families have very specific
Elizabeth: Get to the point, would you? How did
cultural rules and if we’re going to have good
the networks handle it?
communication with them and get the information
that we need to help them, we certainly don’t want
to offend them in any way, right?
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PA R T
2 Requesting the Main Point another language within our lifetimes? First off,
Hitchings explains that the adoption of English as
• Review the instructions and explain that the main
the lingua franca of business and popular culture
points of the lecture have deliberately been left out. is just a symptom of the world becoming more
This activity gives students a chance to practice urban and more middle class. While native
asking for the main point. languages may still be associated with tradition,
• Model the activity once for students before they home, religion, culture, early schooling, arts, and
continue by asking for the main point on their own. social sciences, English has become the language
of higher education, commerce, economics,
• Accept all attempts to ask for the main point. science and technology in many, many countries
Encourage students to use a variety of expressions. around the world. This may not surprise you, but
You may wish to call on several students each time think about it. English has become the dominant
you stop the audio so that many students get an language in so many, many areas… you may be
opportunity to speak. aware of its use in computing, education, medicine,
and all the other sciences… but there’s also
shipping, transportation, diplomacy, online
AUDIOSCRIPT shopping, Facebook… I could go on and on.
Lecture: Why English? Henry Hitchings’ Views Stop 2: Request the Main Point
on the Current Lingua France Hitchings tells us that English has become so
Lecturer: Good afternoon everyone. How’re y’all widespread because of a complex set of
doin’ today? OK? circumstances which includes British colonialism,
of course. Then there were the advances of the
Students: Fine. Yeah. Sure. Great.
Industrial Revolution, and the American economic
Lecturer: That’s good, ‘cause we have a lot to cover and political dominance that followed, and then
before the midterm exam next week. Last week we the further technological developments in the
introduced the idea of English as the global lingua second half of the twentieth century that took
franca, right? And some of you raised the question place in America. And wherever English was
of “Why English?” Why is it English and not some used, it lasted. Why is this? We know that in the
other language that has become so widespread and colonial period of Britain and then in the United
commonly used as the lingua franca, hmm? So States that the language of the settlers dominated
today I want to dig deeper into this question by the languages of the native peoples whose land was
sharing with you some of the thoughts of Henry taken. But now, the fact that English has endured
Hitchings, one of my favorite writers on language through the struggle to be free from British rule,
issues. Some of you may have heard of him. He’s for example, remains a mystery to some. Yet, even
written a couple of bestsellers. Let’s see… there was in India, where English is definitely associated
Doctor Johnson’s Dictionary… and then there was with the negative aspects of colonialism, it is
The Secret Life of Words… and his latest book, The still the dominant language of the media,
Language Wars… administration, education, and business, and the
number of its uses and speakers continues to
Stop 1: Request the Main Point increase exponentially.
Well, that’s the one that I’ll be referring to most
today. So… let’s get started shall we? Stop 3: Request the Main Point
In The Language Wars Hitchings says that, Having a global lingua franca to ease communication
internationally, the desire to learn English seems between peoples is not a new idea. And English is
insatiable. No language in history has ever spread not the first language to be used for this purpose.
as widely as English. But why should this be so? In fact, as those of you who read the homework
And the big question is: Will this romance with assignment may have discovered, the term lingua
English last? Will English hold its place as the franca originally referred to the common language
global lingua franca or will it be replaced by consisting of Italian mixed with French, Spanish,
han70522_ch01-Rnd04.indd 14 11/29/12 1:51 PM

Greek, and Arabic that was used as the language work on Esperanto, his version of a universal
of commerce in Mediterranean ports for centuries. language, and even though it is still spoken by a
Now, of course, it’s come to mean any language that small number of devotees, it never did catch on.
we have in common that helps us to communicate Indeed, all of you in this room are more likely to
and understand each other. be familiar with Klingon, which was originated
In the early decades of the twentieth century, by Marc Okrand for the Star Trek films, or the
science fiction writer H. G. Wells imagined that wonderful language… oh, I’ve forgotten the
English would become known as World English, name… but it was spoken by the blue-skinned
the international language of communication. Not Na’vi in the 2009 film Avatar. Remember?
too long ago, Jean-Paul Nerrière conceived of a form Students: Right. So cute. Loved it. Sure. That
of English that he called Globish. It consists of only was amazing.
1,500 words and thus is intended to make it possible
for everyone in the world to understand everyone Lecturer: But even though you loved Klingon
else. Needless to say, it has not caught on yet. But and the Na’vi languages, I don’t hear you speaking
perhaps we shouldn’t laugh. Madhukar Gogate, a them, do I? So what’s up with that? Why not? It’s
retired Indian engineer, has come up with a way to still English, English, English everywhere you go,
use only phonetic spellings in English and thereby right? Ah… but will it last?
make English much simpler to learn. And a German Well, Hutchings says that even though some might
linguist named Joachim Grzega has invented resist the dominance of English around the world,
something he calls Basic Global English which has there are still far more of the world’s citizens
only 20 grammatical rules, and 750 basic words. eagerly jumping on board the English train rather
than looking for alternatives. In fact, he says many
Stop 4: Request the Main Point speakers of English as a second language “perceive
Hitchings suggests that these new Englishes are it as free from the limitations of their native
trying to do more than just simplify the language languages.” Even though their native languages
to be learned. They are also trying to neutralize the are deeply connected to their cultural roots and the
language, that is, take away all of the negative aspects warmth and beauty that lie therein, they associate
associated with colonialism, or military dominance, English with power and social status, and as a
and at the same time to establish a community… symbol of choice and liberty. On the other hand,
and I quote… “without territorial boundaries,” a there are still those who still perceive English as
community “of people who use English, to make its an instrument of oppression. So English has a kind
use seem not just normal, but also prestigious and of paradoxical status, which the Australian scholar
to market it as a language of riches, opportunity, Alastair Pennycook clearly explains. He says that
scholarship, democracy and moral right.” Ah… but English “is at the same time a language of threat,
isn’t this exactly what’s happening with English as desire, destruction, and opportunity.” It’s no wonder
it is? Increasingly, English is not just a foreign or a then that there are mixed feelings about English, eh?
second language. Instead, in many countries it is
becoming something like a second first language. Stop 6: Request the Main Point
When education for life skills and careers, all Robert McCrum, I think, has the coolest way of
modern technology, transportation, commerce, and describing the World English paradox. He says
negotiations are increasingly conducted in English, that English has the “capacity to run with the
how could it be anything else? hare and hunt with the hounds.” What he means
is that English is not only the language of the
Stop 5: Request the Main Point little people, the hares, but also the language of
Hitchings tells us that there were many invented the people in power, the hunters. English can
languages proposed as lingua francas in the 19th articulate both the ideas of government and its
and early 20th centuries. There was Volapük, opposition; it can be the language of power and
devised by a Bavarian named Schleyer in 1879 authority as well as the language of the people. He
that was popular for a couple of years. And, even says… and you’re gonna love this… “English is
earlier, in 1870, Ludwik Zamenhof began his both the language of rock ’n’ roll and royal decree.”
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PA R T
Talk It Over
Stop 7: Request the Main Point
So… let’s finish up today with the question of
possible challengers in the language dominance
3 Role-Playing Conversations
game. There seem to be only two possible
contenders… Spanish and Mandarin Chinese. Best Practice
Both have more first language users, or native
speakers, than English. However, most Mandarin Interacting with Others
Chinese speakers, so far, live in one country. Activities like this provide students with a
And with the exception of Spain, most Spanish collaborative learning experience that promotes
speakers are in the Americas. It does not seem fluency and confidence. In role-plays such as
likely, although it is possible in a more distant these, fluent communication is more important than
future, that either of these languages will usurp
grammatical accuracy. Always encourage students
the position of English anytime soon. Instead,
to switch roles to give them additional practice with
Hitchings suggests, the main challenges to English
may come from within. For instance, many writers the material.
whose first language is not English have managed
to capture the flavor of their culture and native
• Read and discuss the instructions with the class.
language in English, thus parading their heritage
Answer any questions students may have.
while still reaching the widest possible audience
by writing in English. Almost all of the fiction or • Do Conversation 1 with the class as a model. Ask a
memoir writers who were born or grew up in the student to play the A role while you play the B role.
U.S. but whose parents came from other countries Finish the conversation appropriately as you role-
fall into this category as they write about their play it for the class.
family cultural experience in English.
• Help students form pairs to complete the rest of the
Stop 8: Request the Main Point conversations together.
And then, of course, we cannot forget the • Call on volunteer pairs to present a conversation to
challenges from without. As English is embraced the class at the end.
in the world’s two most populous countries, there
are bound to be changes made to the language that
will persist simply because of the sheer number of
speakers. English is being diluted, changed, mixed
with Hindi or Chinese, at this very moment,
somewhere in India and China. And certainly
it is being mixed with Arabic and Urdu and all
of the African languages, and on and on. But
yet… as long as it remains the language we hold
in common I think it will maintain its status as
a global lingua franca, don’t you? And as I told
you last week, while the number of languages in
the world is diminishing overall, the number of
different Englishes is increasing.
Stop 9: Request the Main Point

So… that’s it for today. We’ll pick up next
time with the differences between the various
Englishes. Have a great evening… and don’t forget
to answer the questions at the end of the chapter
and put them in my box before our next class, OK?
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4 Focus on Testing Student Book pages 17–19
AUDIOSCRIPT
Lecturer: Increasing globalization has created
a need for people in the workforce who can
communicate in multiple languages. Areas of
need include international business and trade,
technology, media, and science as well as peace
negotiations and diplomacy. Many countries
such as Japan and China have instituted policies
requiring students to study at least one foreign
language at the primary and secondary school
levels in order to fill this need. However, some
countries such as India, Singapore, Malaysia,
Pakistan, and the Philippines, who use a second
official language in their government operations,
1 Taking Notes to Answer Basic- must assume that a large portion of the population
Comprehension Questions need to eventually become fully bilingual.
According to Wikipedia, although the need to
Best Practice learn foreign languages is almost as old as human
history itself, the origins of modern-language
Scaffolding Instruction
education can be found in the teaching of Latin
Some students may not be able to complete this in the 17th century. Latin had for many centuries
listening activity as outlined in the Student Book. been the dominant language of education,
You can provide these students with additional commerce, religion, and government in much of
supports that will help them learn the skills the Western world, but it was displaced by French,
required and allow them to succeed on their own Italian, and English by the end of the 16th century.
level, instead of failing completely. For example, With the rise of Italian and the like, the study
review the questions thoroughly with them before of Latin diminished from the study of a living
playing the audio. Make sure they understand language to be used in the real world to merely a
all vocabulary words and the meaning of each subject in the school curriculum. It was kept in the
curriculum because proponents then claimed that
question. Another support might be to allow them
the study of Latin developed intellectual abilities,
to listen to the audio more than once.
and the study of Latin grammar became an end
in and of itself. Thus, “Grammar schools” from
• Before playing the audio, remind students that they the 16th to 18th centuries focused on teaching the
grammatical aspects of Classical Latin.
will have only one chance to hear the material before
answering the questions. You may wish to go over John Comenius was one of many people who tried
the questions with students before they hear the to reverse this trend. He composed a complete
lecture. Review the correct answers at the end. course for learning Latin, covering the entire
school curriculum, culminating with his Opera
• Pause for 20 seconds between each question to Didactica Omnia, in 1657. In this book, in addition
allow students time to answer. to a complete curriculum for learning Latin,
Comenius also outlined his theory of language
acquisition. He is one of the first theorists to write
ANSWER KEY systematically about how languages are learned
and about the appropriate methodologies that
1. C 2. D 3. B 4. C 5. D 6. A should be used to teach language. He believed that
TOEFL® is a registered trademark of Educational Testing Service (ETS). This product is not endorsed or approved by ETS.
han70522_ch01-Rnd04.indd 17 11/29/12 1:51 PM

PA R T
language acquisition must be allied with sensation REPRODUCIBLE Expansion Activity

and experience, that teaching must be oral and • The aim of this activity is to give students
not just written and that the school room should
additional practice in listening for main ideas and
have real things or the models of things, and
failing that, pictures of them. As a result, he also
details. Since they will be hearing the information
published the world’s first illustrated children’s only once, it provides a particularly useful practice
book called Orbis Sensualium Pictus. for the listening section of the TOEFL® iBT.
The study of modern languages did not become • Copy and hand out Black Line Master “Basic-
part of the European school curriculum until the Comprehension Questions” on page BLM 3 of
18th century. It seems that Comenius’ theories this Teacher’s Manual.
were forgotten because just as with the curriculum • Read the instructions and make a list on the board
for Latin in the traditional grammar schools,
of the programs students plan to listen to or
conversation practice was minimal, and students
watch. Suggest that several students listen to or
were instead required to memorize grammatical
rules and apply these to translating texts in the watch the same program to that they can compare
target language. This method became known as notes during the next class.
the grammar-translation method. • Have students complete the activity at home.
There have been numerous innovations in During the next class, ask volunteers to tell the
language teaching over the last two hundred years, class what they watched or listened to and to share
however, and the grammar-translation method one main idea and one detail from the program. If
has all but been discarded, or at least regarded as several students listened to or watched the same
having very limited use if the goal of the study of a program, have them pool their information.
particular language is true fluency. These days the
current methodology is focused on total immersion
of the student studying a language in the listening,
speaking, reading, and writing skills necessary
to gain native-like fluency in that language. Less
attention is paid to the study of grammar per se,
and the main focus is on using the language in
real-world contexts. The current methodologies, if
applied appropriately, can certainly help to produce
the multiple-language speakers so desperately
needed in today’s world.
Question 1: Which countries conduct much of their
government business in English?
Question 2: When was Latin replaced as a spoken
language by modern European languages?
Question 3: Why was Latin kept in the school
curriculum until the 18th century?
Question 4: What did John Comenius include in
his Opera Didactica Omnia in 1657?
Question 5: In the grammar-translation method,
what are students required to do a lot of?
Question 6: What is the main focus of current
language acquisition methodologies?
han70522_ch01-Rnd04.indd 18 11/29/12 1:51 PM

Self-Assessment Log
• Explain to students that thinking about their
learning can help them decide what to focus on
in their lessons and homework and help them
chart their progress.
• The Self-Assessment Log at the end of each
chapter helps students track their own strengths
and weaknesses and also encourages them to
take ownership of their own learning.
• Read the directions aloud and have students
check the vocabulary they learned in the chapter
and are prepared to use. Have students check
the strategies practiced in the chapter (or the
degree to which they learned them).
• Put students in small groups. Ask students to
find the information or an activity related to each
strategy in the chapter.
• Tell students to find definitions in the chapter for
any words they did not check.
• If possible, meet privately with each student on
a regular basis and review his or her log. This
provides an opportunity for student to ask key
questions and for you to see where additional
help may be needed and to offer one-on-one
encouragement.
han70522_ch01-Rnd04.indd 19 11/29/12 1:51 PM

2 Danger and
CHAPTER
Daring
In this Students will read and talk about a variety of exciting and
CHAPTER dangerous activities that people engage in just for the fun of it.
In Part 1, they will read about some dangerous exploits and learn
new words to describe such activities. In Part 2, they will practice
taking notes in outline form and learn how to use their notes to
prepare for tests. They will also practice listening for specific
details. In Part 3, they will practice different ways of saying yes
and no and complete a risk-taker survey. In Part 4, they will
practice using notes to answer basic-comprehension questions
about specific details on the TOEFL® iBT.
Chapter Opener
• Ask students to guess what the person in the photo is

doing. Ask someone who knows to explain that he is
wearing a parachute and that, instead of just jumping
out of a plane, he is using the board like a surfboard or
snowboard to make his descent to Earth more exciting.
This activity is called skyboarding, or skysurfing.
• Encourage students to share any dangerous activities like
this they have seen or participated in. If students don't
have firsthand experiences, ask them to recall any stunts
they may have seen on television or in the movies.
• Read aloud the Helen Keller quote. Explain, or have a
student explain, that Helen Keller became blind and deaf
“Life is either a daring

at an early age. Through bravery and hard work she
eventually learned to speak, read, and write. Ms. Keller
adventure, or nothing. ” lived a full life, getting a college education, traveling
around the world, and becoming world-famous.
Helen Keller • Divide students into groups to discuss the “Connecting
Deaf and blind U.S. author to the Topic” questions.
and speaker (1880–1968)
20
han70522_ch02-Rnd04.indd 20 11/29/12 1:50 PM

Chapter Overview
Features Critical-Thinking Skills

Lecture: Hooked on Thrills Identifying thrilling experiences and
common reasons for thrill seeking
Learning Strategy: Noting Specific Details
Choosing a note-taking strategy that works
Language Function: Saying Yes and No
best for you
Listening Speculating about which people are more
Listening to note specific details in one of likely to be thrill seekers than others
seven outline formats Using a graphic organizer to reorganize
Listening for ways of expressing yes and no information from your notes that might be
and the feelings that are revealed on test
Using a prepared outline to give a
Speaking presentation
Sharing prior knowledge of thrill-seekers Using a graphic organizer to rate strength
and thrill-seeking activities of yes and no expressions
Sharing opinions about reasons for thrill Selecting yes and no expressions that
seeking match feelings
Sharing personal thrilling experiences
Sharing speculations about which people are
Vocabulary Building
more likely to be thrill-seekers than others Using definitions and context to place
vocabulary words into appropriate sentences
Comparing note-taking methods and results
with classmates Understanding and using new vocabulary in
discussions about danger and daring
Giving a presentation about a daredevil stunt
Responding to questions with a variety of Focus on Testing
yes and no expressions Using notes to answer basic-comprehension
Giving and taking a survey on risk taking questions about specific details
Vocabulary
Nouns Verbs Adjective
daredevil motivate irresistible
hullabaloo pull off
seeker take up
stunt
21
han70522_ch02-Rnd04.indd 21 11/29/12 1:50 PM

PA R T
Did You Know? Best Practice

• Have students count off around the room from Cultivating Critical Thinking
one to four. Have students match their number to In the What Do You Think? section, students
the number of one of the four bulleted items. Ask are asked a series of open-ended questions.
students to read their item once or twice, look There are no right or wrong answers to any of
up any words they don’t know, and prepare to these questions. Students are required to think
summarize the information for the class. carefully about what they know and feel about each
• Ask a volunteer to read aloud to the class the situation, and then come up with their own unique
item he or she studied. Then ask another student answer to each question.
who focused on that item to summarize what it
said. Invite other students to ask the “experts”
questions about the activity. Continue the same
way with other students and the remaining items. Sharing Your Experience
2 What Is Thrilling to You?

Content Note • Read through the questions with the whole class
and make sure everyone understands all the
In recent years, a whole new industry has
vocabulary used.
developed around extreme sports. Hundreds
of books about bungee jumping, hang gliding, • Help students form small groups. Set a time limit of
sky diving, and other dangerous endeavors are about ten minutes for the group discussions.
published each year. Rock climbing and scuba • When they finish talking, invite several students
diving equipment is available in sporting goods from different groups to share their group’s
stores everywhere. Sales of mountain bikes, on responses with the whole class. If students are
which riders careen up and down hills on unpaved reluctant to speak, you might assign this activity
trails, are at an all-time high. Even such formerly for homework so that they will have a chance to do
impossible-to-locate equipment as parasails and some planning and rehearsing before the class.
bungee jumping cords and harnesses are available
for sale on the Internet. They can be found by using
the search term extreme sports.
1 What Do You Think?
• Have pairs of students discuss the questions. After

several minutes, invite volunteer pairs to share their
ideas with the class.
han70522_ch02-Rnd04.indd 22 11/29/12 1:50 PM

Vocabulary Preview Expansion Activity
3 Vocabulary in Context • The aim of this activity is to give students

additional practice with the new vocabulary.
• Explain to students that the words in this activity will • Ask students to write a paragraph or two in which
be heard in the recording and that this preview will they use all of the vocabulary words introduced in
make it easier for them to understand what they are this section. Allow them to write about any sport
going to hear. or activity they wish. Invite several volunteers to
• Read or have a student read the words and read their paragraphs aloud to the class. Comment
definitions aloud. Don’t discuss meaning at this on the use of the key vocabulary words.
point, but ask students to fill in the blanks on their
own. Remind them that they will have to choose the
correct forms of the words.
• Another approach is to have pairs of students work
together to fill in the blanks and raise their hands if
they have any questions.
• Discuss the correct answers with the whole class.
Encourage students to make up original sentences
using these same expressions.
ANSWER KEY
1. daredevils 5. seeker
2. irresistible 6. pull off
3. hullabaloo 7. take up
4. motivated 8. stunts
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PA R T
2 Noting Specific Details Student Book pages 24–31
Best Practice
Strategy
Using Lecture Organization as a Guide As you discuss which outline form students
to Note Specific Details should choose for a given situation and talk
• Ask students to read the introduction about the types of outlines they have used in the
containing an explanation of the past, invite students to explain which ones they
importance of noting specific details. find most useful and why. Which ones are they
Answer any questions they may have. most comfortable with and which do they dislike?
• Remind students of the three-part Comparing the new concepts they are learning with
organizational format (introduction, body, concepts they are already familiar with will help
conclusion) that they studied in Chapter 1. clarify the meaning and usefulness of both.
Ask them to read each of the four
suggestions. As they finish reading each
one, call on individuals to explain in their
own words what it means. Throughout Strategy
the discussion, emphasize the importance
of taking complete, detailed notes. Choosing Alternatives to Formal
• Invite students to share their own Outlines
note-taking techniques with the class. • This section is extremely useful since
You may wish to have students illustrate many lecturers do not follow a detailed
some of their techniques with examples outline. First review the note-taking
on the board. techniques.
• Put short segments of the two formal • Consider dividing the class into six groups
outline forms on the board and point and assigning one of the alternative
out the similarities and differences. Ask strategies to each group. Have them read
students which they have preferred in the and discuss their strategy and in which
past and why. Discuss the differences situations the strategy might be useful.
and help students decide which one they • Then choose a reporter from each group
will use in the upcoming activity. to tell the class why their strategy is
• If time permits, you may wish to keep one useful and to explain how it works.
of the forms on the board and brainstorm
with the class how to fill in and extend
the outline. You can choose a topic, such
as “Keeping Sports Safe” and have Expansion Activity
students suggest main points, specific • The aim of this activity is to help students better
details, and further details. understand how to use the wide variety of
alternative note-taking strategies included in the
Student Book.
• Divide the class into six groups and assign one
of the six alternative outline types to each group.
Ask students to copy their assigned format onto
a blank sheet of paper using a pen. Then have the
group work together to come up with a topic
han70522_ch02-Rnd04.indd 24 11/29/12 1:50 PM

Before You Listen

and examples of main points, details, and further
details and write them in pencil in the appropriate
sections of the outline. Move around the room 1 Considering the Topic
offering guidance as needed.
• Point out the relationship between a detail and a Best Practice
further detail and ask students to read aloud
Making Use of Academic Content
some examples.
In this activity, students discuss real-world
• If time permits, have students put the examples situations relating to the topic of risk-taking that is
of each strategy on the board to illustrate the basic subject matter of this chapter. Students
their reports. extend what they are reading about by relating it to
people and events they have seen or heard about
outside of class.
REPRODUCIBLE Expansion Activity
• Read the questions aloud or ask a student to
• The aim of this activity is to give students additional do this. Explain, or ask students to explain, new
practice with alternative note-taking formats. vocabulary items such as personal satisfaction, self-
• Copy and hand out Black Line Master 4 esteem, motive, publicity, and fame and fortune.
“Alternative Note-Taking Strategies,” on page • Give students about five minutes to make notes on
BLM 4. their responses to each question. Then help them
• Read the instructions and brainstorm appropriate form small groups to share their findings.
places to conduct the listening activity. • When they finish, invite several different students to
• Have students complete the activity outside of class. share their answers to each question with the class.
During the next class have several volunteers copy If the class is small enough, and the questions have
one of their note-taking examples on the board. Be generated a fair amount of discussion, you may
sure to have more than one example of each on want to continue the discussion as a class.
display. Discuss the examples with the class.
Listen
Best Practice
2 Listening to Note Specific Details
Organizing Information
The Black Line Master used in the activity above • Read and discuss the instructions and the first
features two organizational tools. They are blank part of the activity. Play only the introductory part
semantic maps that students fill in using information of the lecture and pause the recording. Then ask
they discover outside of class. The first type of students to answer the question. Discuss students'
map uses main point and detail boxes to organize responses to the question in the first part.
note-taking information. The second features the • Now ask students to decide which note-taking
main point in a circle at the top with lines leading format they are going to use. Play the lecture once
off to smaller circles containing details. This type from the beginning to the midpoint as they take
of map is sometimes called a web. These graphic notes in the second part of the activity. Remind
organizers help students classify information them to be as specific and detailed as they can.
according to its level of detail. Other types of Review the results with the class. Invite volunteers
graphic organizers are used throughout this book. to tell which note-taking method they used and
how it worked out. Take a poll to see which method
seemed to work best.
han70522_ch02-Rnd04.indd 25 11/29/12 1:50 PM

PA R T
• Explain that students can either stay with the

method they used or switch to a different one as Student A: I think she was mentioned in the
they listen to the first half of the lecture again. Have article you gave us for homework.
them make their new notes in the third section of Wasn’t she the first woman to go
the activity. Play the first half of the lecture again over the falls in a wooden barrel?
and conduct a similar debriefing at the end. Professor: Yes! But not only was she the first
• Have students choose whichever form worked woman, she was also the first person
ever to do this particular stunt. And
best for them on the first half of the lecture and
what did the article say about a man
use it to take notes as they listen to the second
called Kirk Jones?
half. Have them make their notes in the last part
of the activity. At the end, discuss how the various Student B: He was the guy who went over the
falls in 2003, wasn’t he?
methods worked.
Professor: Yes, that’s true. But you left out
a very important part. He did it
without any protection. No barrel, no
ANSWER KEY
life preserver. Nothing!
I should not take notes on the introduction Students: Incredible. Great. Scary. Amazing.
because it is just an attention-getter. Answers will Wow!
vary for the rest of the questions.
Professor: But the most famous of all the
stunts performed at Niagara Falls
was the one performed in the 1860s
by Jean Francois Gravelot, who
AUDIOSCRIPT called himself The Great Blondin.
Lecture: Hooked on Thrills He walked to the middle of a wire
stretched over the Falls and then
Professor: Good morning.
did something I would never do in a
Students: Good morning. million years!
Professor: Niagara Falls, the three waterfalls Student C: Me neither! The article said that in
that separate Canada from the state the middle of his walk on the wire,
of New York, are famous for more he cooked and ate an omelette using
than their spectacular beauty and as a a small stove and table that he had
destination for “honeymooners” from carried with him onto the wire.
all over the world. Did you know that
Professor: Right. In fact, he did this stunt
the two waterfalls at Niagara, New
several times. And once he even
York, known as the American Falls
handed down some of the omelette
and Bridal Veil Falls and the third
to some passengers on a boat passing
waterfall, the Canadian Horseshoe
below him on the Niagara River.
Falls, have been a challenge to a
variety of stuntmen and women Students: No way! Way to go! Wow! That’s
since the early 1800s? In fact, these incredible! That’s awesome!
powerful waterfalls with an average Professor: There have been dozens of stunts like
height of 170 feet and a waterflow of these, but since the 1970s, they have
150,000 gallons per second are still been illegal and everyone who has
irresistible to a variety of daredevils. survived a walk or jump or ride over
Does anyone know what Annie Taylor the falls has been taken to jail and
did on her 63rd birthday in 1901? has paid a very large fine.
Students: Aw! Really? That doesn’t seem fair.
What for? Come on.
han70522_ch02-Rnd04.indd 26 11/29/12 1:50 PM

Professor: Well, mainly the state wants to he created and insisted that his
discourage anyone from doing motives were pleasure, not profit,
daredevil stunts at Niagara Falls and increased self-esteem, not glory.
in order to save their lives. Many He told a reporter that “far above the
people have been killed taking risks streets, I was very much alone with
like this. And also they want to myself and at peace with myself… .
discourage a circus atmosphere that It was a personal challenge; I just
occurs when thousands of people wanted the prize of getting to the top.”
gather to watch stunts like these. Psychologists who study what
Kirk Jones was lucky. He only had motivates people to take up these
minor injuries. But after he got out of kinds of risks agree with Willig.
the hospital, he was taken to jail and They have categorized stunts such
fined $3,000. It could have been even as Willig’s as “thrill and adventure
more. At first they considered fining seeking”—a subdivision of the larger
him $10,000. class of activities called “sensation
Students: Awwwww! That’s so mean! That’s seeking.” According to Marvin
incredible! Zuckerman, a leading researcher
Professor: Your response is very typical. To the in this field, sensation seeking is a
thousands of people at Niagara Falls basic human characteristic. That
on the day that Kirk Jones stepped is, sensation seeking is part of the
into the river and then floated on his human nervous system, passed on
back casually to the edge of the Falls from one generation to the next and
and then over, and to the millions encouraged by the social community.
who later watched him talk about He claims that sensation seeking is
his stunt on the TV talkshows, Kirk a major factor that can be used to
Jones was not a criminal. He was a determine and classify personality
hero. And I’m certain that thousands types. It was not the desire for fame
of young men and women were or fortune that led George Willig to
envious when he was offered a job as become a “human fly” and climb up
a stuntman in a circus and performed the outside of skyscrapers. Instead, it
daredevil stunts around the world. was a need for the intense sensation of
a risky activity.
Students: (cheer and laugh)
Zuckerman and his colleagues
Professor: OK, OK. So tell me… What theorize that we all seek different
motivates daredevils like Annie levels of sensation. Some people are
Taylor, The Great Blondin, and Kirk most comfortable with a low level
Jones to risk criminal prosecution, of sensation and don’t like risky
injury, and even death by performing situations. Others require higher
such dangerous stunts? Is it the hope levels of sensation to be happy, and
of gaining fame and fortune, the without it, they become anxious or
desire for headlines and business bored. And others require unusually
deals? It certainly seems so in these high levels of stimulation to be happy.
cases. But there is another daredevil These are the thrill and adventure
named George Willig who was seekers, the ones who take up extreme
nicknamed “the human fly” because sports such as skysurfing, bungee
he loved to climb straight up the jumping, and rock climbing.
outside of smooth buildings. After
Researchers distinguish four types
climbing one skyscraper, he said
of high-level sensation seekers. The
he was “amazed at the hullabaloo”
first type is the thrill and adventure
seeker. This type includes people
han70522_ch02-Rnd04.indd 27 11/29/12 1:50 PM

PA R T
who love activities that involve speed 3. A person should have a lot of
and danger. These physical conditions exciting experiences before
stimulate intense sensations in the marriage.
tissues and nerves of the body. 4. The worst social sin is to be a bore.
The second type of sensation seeker Yes responses to all these items on
is called the experience seeker. This the questionnaire indicate a person
type includes people who search for who seeks higher levels of sensation.
powerful and unusual mental rather No responses indicate someone who is
than physical activities. Experience happy at a much lower stimulation level.
seekers may travel to exotic places,
Using the SSS as a tool, researchers
listen to the most experimental
have discovered several patterns. First,
music, and use mind-altering
who do you think are higher-level
drugs such as LSD. Occasionally,
sensation seekers, men or women?
experience seekers may rebel against
established authority. Zuckerman Students: Men! No, no, I think women are! No
has nicknamed this kind of sensation way. It’s got to be men! Why is that?
seeking the “hippie factor,” because Professor: OK, OK. Let me tell you. Men tend
many of these behaviors were to be higher-level sensation seekers
characteristic of the hippies of the than women, particularly in the
1960s and 1970s. first and third subcategories—the
A third type of sensation seeker thrill and adventure seeker and the
is the disinhibitor. The form of disinhibitor. I suppose that’s not too
sensation seeking at work here is surprising, considering when this
called disinhibition and is nicknamed research was done, but somehow I
the “swinger factor.” Disinhibitors think we might get different results if
find their optimal sensation level we surveyed this class.
in activities such as heavy social Students: (laugh)
drinking, frequent sexual encounters,
wild parties, and gambling. Professor: And what do you all think the results
might be according to age?
The fourth type of sensation seeker
is the boredom avoider. Boredom Student B: I’d bet people our age tend to take
avoiders dislike repetition, routine the most risks.
work, and people who are predictable Student C: Well, could be. But it could also be
and unexciting. They frequently feel teenagers.
restless and generally prefer variety Professor: Well, you’re both right! Adolescents
over sameness. and college students have the highest
To determine whether people are number of high-level sensation
higher-level or lower-level sensation seekers. Sensation seeking tends to
seekers in each of the four categories, decrease steadily as people get older,
Zuckerman and his colleagues and very young children very rarely
developed a questionnaire called seem to be high-level sensation
the “Sensation Seeking Survey,” or seekers.
SSS. The survey requires yes or no However, excessive and dangerous
responses to statements such as these: sensation-seeking behavior in
1. I like to ride in open convertibles. 10 to 12-year-olds and teenagers
2. I sometimes like to do crazy is a serious problem. For example,
things just to see the effects on two teenage boys jumped off the
others.
han70522_ch02-Rnd04.indd 28 11/29/12 1:50 PM

After You Listen

Brooklyn Bridge. One of them
was killed instantly, but the other
boy survived. When authorities 3 Reorganizing Your Notes to
asked him if he and his friend had Prepare for Tests
understood how foolish this stunt
was, he replied that they realized • Review the headings on the four columns of the
the danger involved but they jumped chart and make sure that students understand the
anyway, “just to see what it felt like.” kind of information that belongs in each one.
Now by recognizing the creative • Help students divide into small groups of three to
functions of sensation seeking, five people to complete the chart together. You may
doctors are helping children and wish to set a time limit of about 20 minutes for
parents find ways to decrease the
this activity.
self-destructive aspects of sensation-
seeking behavior and to increase the • Review student responses with the whole class at
self-expressive and creative ones. the end.
Well, that’s all we have time for today.
Finish reading Chapter 17 and we’ll
go on with this discussion next time.
ANSWER KEY
Examples of activities Which gender and
Four types of Characteristics of each for each type of which age group
high-level type of high-level high-level forms the majority in
sensation seekers sensation seeker sensation seeker each category?
thrill and adventure like speed and danger rock climbers, race car drivers men, adolescents and college
seeker students
experience seeker like powerful and unusual travelers to exotic places, people men and women, adolescents and
mental activities who take mind-altering drugs college students
disinhibitor like to do prohibited things people who gamble, drink large men, adolescents and college
amounts of alcohol students
boredom avoider like to get away from the No examples given men and women, adolescents and
same old thing college students
han70522_ch02-Rnd04.indd 29 11/29/12 1:50 PM

PA R T
Talk It Over
4 Speaking from a Prepared Outline
• This section is designed to provide students with

opportunities to use the learning outlining strategies
they have just studied about to prepare an oral
presentation for the class.
• This activity works best if students have a chance
to prepare their talk as homework. Read the
directions aloud. Tell students that they should plan
to speak for three minutes. If Internet access is
not available, students can ask the school librarian
or public librarian for help in obtaining information
about daredevil stunts.
• To save time and create a less stressful
atmosphere, you can have students break into
groups and present their talks to the group. Then,
if time permits, you can invite volunteers to present
their talks to the whole class.
han70522_ch02-Rnd04.indd 30 11/29/12 1:50 PM

PA R T
3 Saying Yes and No Student Book pages 32–37
1 Listening for Yes and No Expressions

Strategy
• This activity gives students an opportunity to hear
Understanding and Using Yes and No the expressions in natural conversations and to
Expressions practice stress and intonation patterns, gestures,
• Read through the expressions and give and body language associated with them. You might
students a chance to repeat them aloud if have students do some or all of the following:
they wish. 1. Listen with their books closed.
• Go back and have students experiment 2. Read along as they listen.
with saying each expression using different
3. Listen and repeat short sections of the
tones of voice. Point out the differences
between stronger and weaker responses. conversations.
You may also wish to demonstrate and 4. Pantomime facial expressions and gestures they
have students practice gestures and body think the speakers would use.
language that go with each expression. 5. Fill in cloze passages you have created from the
• Ask students what they can say when conversations.
they don’t want to respond with either
yes or no. Write the words yes and no on
the board and leave a space between. As ANSWER KEY
students respond, write their suggestions
Conv. 1:
in that space. They may say maybe,
perhaps, possibly, and so on. Are you kidding?
No way!
• Discuss the difference between formal Well, it’s probably not such a good idea, but how
situations (large lectures, speaking to much does it cost?
someone you have never met before) I’ll think about it.
and informal situations (small discussion I think so.
groups, speaking with friends). Ask
students to share any additional ways Conv. 2:
they typically say yes and no in formal or Not on your life!
informal situations. Never in a million years!
Not for all the tea in China, and that’s that!
Definitely!
Content Note
In some cultures it is considered rude to give a
definite yes or no answer unless you are sure you are AUDIOSCRIPT
giving the answer the other person is looking for. In Conversation 1
such cultures, the ambiguous response is considered Ted: I’m going white-water rafting this
more polite. In the United States, however, most weekend, Paul, and one of my buddies,
people prefer to receive a clear answer, although Phil—you know Phil don’t you?
it’s fine to state it in gentle, polite words. Americans Paul: Uh-huh.
may be more offended by an ambiguous response,
Ted: Well, Phil can’t go because he sprained
or by getting the answer the other person thinks they his back playing soccer, so there’s room
want, if they find out later that the yes or no actually for one more. You want to go with us?
meant something different.
han70522_ch02-Rnd04.indd 31 11/29/12 1:50 PM

PA R T
Paul: Are you kidding? I’ve never gone white- Terry: Oh, don’t be like that. It’s important to
water rafting. overcome your fears. You’ll be a better
Ted: Aw, come on. There’s a minicourse person for it!
being given by the Explorers’ Club Lynn: I won’t climb a mountain! Not for all
Wednesday night this week. Take it the tea in China, and that’s that! Find
and you’ll be ready to go with us. someone else to go with you.
Paul: No way! I’ll never learn enough in Terry: But I want you to go. You’re my best
two hours to go on a trip for a whole friend. Besides, there won’t be any
weekend! technical climbing with ropes and all
Ted: Sure you can! The instructor is great. I that, just some high-altitude hiking
know lots of people who’ve done it. really! Come on! It’ll be fun. We’ll have
a good time!
Paul: Well, it’s probably not such a good idea,
but how much does it cost? Lynn: I like having a good time, but my idea
of a good time is seeing a movie, going
Ted: Well, the trip’ll cost you about $150 out to dinner, or watching a baseball
with everything—food, equipment, game on TV. Want to go out to dinner?
everything. The course is only 20 bucks.
Terry: Definitely! Maybe I’ll even convince
Paul: That’s not too bad. I’ll think about it. you by the time we order dessert.
Ted: Don’t just think about it; do it! You
have the money, don’t you?
Paul: I think so. 2 Rating Yes and No Expressions
Ted: Well, then, it’s settled. Let’s go over • Ask students to listen to the recording and note the
to the student union, get something to
expressions in their books. Review the responses
drink, and then sign you up.
with the whole class at the end.
Conversation 2
Terry: Hey Lynn, I saw the greatest trip
advertised in this travel magazine I ANSWER KEY
get. It’s a mountain-climbing trip in Stronger Yes: Definitely!
Nepal—you know, in the Himalayas.
We’d go all the way to the base camp Weaker Yes: I think so.
on Annapurna. That means we’d Stronger No: Are you kidding? No way! Not on
follow in the footsteps of the women’s your life! You won’t get me there!
expedition that climbed Annapurna in Never in a million years! I won’t climb
1978! Wouldn’t that be great? Let’s go! a mountain. Not for all the tea in
Lynn: Not on your life! You won’t get me up China, and that’s that!
there! I don’t even like riding in those
Weaker No: It’s probably not such a good idea.
glass elevators that go up and down the
outside of fancy hotels. Maybe: I’ll think about it.
Terry: Come on! Think about it a bit. There’s
a month-long training program and
then the trip is three weeks. Think how
strong and brave you’ll feel at the end.
Lynn: You may feel strong and brave after a
month, but not me! Never in a million
years!
han70522_ch02-Rnd04.indd 32 11/29/12 1:50 PM

3 Using Yes and No Expressions Best Practice
• Play the recording, pausing after each description Interacting with Others
of one type of sensation seeker so that students Students often learn best in cooperative learning
can record their responses. The four statements situations. This survey activity gives each student
are introduced by these words: a chance to take part in several useful interactive
1. The first type is the thrill and adventure seeker. tasks. They each ask all the questions, they
each give all the yes and no responses, and
2. The second type of sensation seeker is called they each classify all the types of yes/no
the experience seeker. responses they receive.
3. A third type of sensation seeker is the
disinhibitor.
4. The fourth type of sensation seeker is the
boredom avoider.
• Answers will vary. When student finish, discuss the • The aim of this activity is to give students
various responses students gave for each item. additional practice listening to and noting yes and
no expressions.
• Copy and hand out Black Line Master 5
Talk It Over “Yes and No,” on page BLM 5 of this Teacher’s
Manual.
4 Answering Survey Questions • Read the instructions and brainstorm some
possible questions students might use.
• Read and discuss the directions with the class.
Answer any questions they may have. Take the • Have students complete the activity outside
role of the test taker and model the first two items of class. During the next class have students
with a student. Then help students find partners compare their findings with a partner’s. If time
and complete the survey. Encourage students to permits, have each student work with several
be animated and deliberate as they answer the different partners. Invite volunteers to tell the
questions so the questioner will have no doubts as class about any particularly interesting or amusing
to the category of each response. things they learned by doing the survey.
• When they finish, have each pair score their

responses together. They can go to page 250 of
the Student Book for scoring guidelines. After they
compute both of their scores, have students check
out what their scores mean using the Risk-Taker
Ruler on Student Book page 37.
• Next, have students write a few new questions of
their own. Ask them to work with a different partner
this time and complete all the steps as they did the
first time around. Encourage volunteers to share
their findings with the class.
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PA R T
For example, BMX racing and mountain biking are

both based on cycling, barefoot water skiing is
obviously derived from traditional water skiing, and
in-line skating is a form of roller skating.
For the most part, extreme sports originated as
recreational activities for individuals, but often in a
group context. Individual athletes would show off
skills for the rest of the group members to imitate
or emulate—or even to “one up”— by doing even
more dangerous stunts. Skateboarding is the
prime example here. The little tricks that kids used
1 Taking Notes to Answer Basic- to show off to their friends as they skateboarded
Comprehension Questions down the street have grown into daredevil stunts
about Specific Details involving multiple flips high in the air… or riding
down the edge of stair railings to a magnificent
• If appropriate for your class, give students only one trick landing at the bottom of the stairs.
chance to hear the recording before answering the
questions. This provides the most realistic practice As they have become competitive, the extreme
situation. However, if your students need more sports have been at least partly absorbed into
support, you may wish to go over the questions the mainstream. Snowboarding was the first
with students before they hear the lecture and allow extreme sport to become an Olympic event. BMX
students to listen more than once. racing and mountain biking have been adopted as
cycling disciplines, and in-line skating falls under
• Play the questions, pausing for 20 seconds between
the jurisdiction of the international and national
each question to allow students time to answer.
governing bodies for rollerskating.
Several extreme sports, such as snowboarding,
AUDIOSCRIPT skateboarding, street luge, and bungee jumping
have also been called “outlaw sports” because
Sports News Feature
they have been banned in many areas for being
I predict that extreme sports are soon going to be too dangerous. These sports have also been called
the number one sports attraction—more popular “alternative sports,” in part because they are seen
than baseball, basketball, or even soccer. The first as alternatives to older, more traditional sports,
Extreme Games, now called the X Games, were first but also because many of the athletes who engage
held in 1995, but in just a few years the X Games in these sports have also adopted an alternative
have gained an audience of millions, according lifestyle. This lifestyle was known at first as punk
to ESPN the sports network that sponsored the and later as grunge. It was characterized by a
games. Extreme sports range from skydiving to somewhat grungy or used and torn style of dress
deep sea diving, from motorcycle jumping to bungee as opposed to the conspicuous consumption or
jumping—and everything in between. “moneyed” fashion look of the yuppie lifestyle.
What all extreme sports have in common is an Bungee jumping is one of the earliest of the
element of danger. The X Games take it one step extreme sports and also one of the most
further, featuring sports epitomized by daredevil dangerous. Bungee jumping is based on a ritual
stunts performed while traveling at high speed. Many practiced by the villagers of Pentecost Island in the
extreme sports are not completely new. They are South Pacific. Every spring, the villagers collect
just new versions of older sports, made possible by vines and wind them into long cords or ropes.
technological changes or improvements in equipment.
han70522_ch02-Rnd04.indd 34 11/29/12 1:50 PM

Then young men climb high wooden towers, tie the 6: What kind of a sport is bungee jumping?
vines around their ankles, and jump. A successful 7: What do bungee jumpers do?
jump is considered to be a demonstration of courage 8: What equipment must bungee jumpers use?
and a sign that there will be a plentiful yam harvest.
9: In the speaker’s opinion, what draws people to
Bungee jumping is a popular sport among the bungee jumping?
young, particularly in California, New Zealand, and
France. Bungee jumping was once done only by
a handful of sky divers, mountain climbers, and
other daredevils. Recently, however, thousands ANSWER KEY
of bungee adventure clubs have opened around 1. C 2. C 3. D 4. A 5. C 6. C
the world. One club, Bungee Adventures in
California, has already sent more than 20,000 7. B 8. D 9. C
thrill seekers over the edge. There have been few
fatal accidents so far in the United States. But
two French jumpers fell to their deaths when their Best Practice
bungee cords severed. The cords just snapped
apart as they were stretched to the limit. A third Scaffolding Instruction
jumper died when he bounced off the jump tower. The activity above contains an example of
scaffolded instruction. Scaffolding involves
Bungee jumpers claim, however, that the thrills are
providing additional support and/or a gradual
greater than the risks. Jumpers leap head-first from
introduction to material that may be slightly above
bridges, towers, cranes, and even hot-air balloons.
the ability level of this particular student at this
They leap from 90 to 300 feet above the ground,
point. By discussing the questions before playing
with only the long nylon and rubber bungee cord
the recording, and allowing the student to listen to
to break their fall. The bungee cord is a lot like a
the recording more than once, you are tailoring the
giant rubber band. Tied around the ankles or the
presentation to the needs of that particular student
body, the cord is only long enough to allow a few
and allowing him or her a better chance at success.
seconds of free fall before it stretches to the limit,
stopping the jumper just a few feet short of the land
or water below. The jumper is then thrown skyward
as the cord snaps back to its original length.
Unlike other extreme sports, bungee jumping does
Self-Assessment Log
not require any special physical training or ability. The
only strength that is required is psychological. And
check vocabulary they learned in the chapter
that, my friends, seems to be the big draw for both
participants and spectators in this particular extreme
sport. That, and the thrill of seeing someone who has
chosen to risk life and limb have a really close call.
1: In what year were the first X Games held?
2: What do all extreme sports have in common? strategy in the chapter.
3: Skateboarding is a prime example of what?
4: Why are some extreme sports called “outlaw any words they did not check.
sports”?
5: Why do the Pentecost Islanders leap from
towers?
han70522_ch02-Rnd04.indd 35 11/29/12 1:51 PM

3 Gender and
CHAPTER
Relationships
In this Students will explore a variety of attitudes toward men’s

CHAPTER and women’s behaviors as well as their respective roles
in society. In Part 1, students will discuss traditional roles
and their own family’s economic arrangement. They will
also practice vocabulary useful in describing gender and
relationships. In Part 2, they will study some commonly
used abbreviations and symbols, and practice using them
as they take notes. In Part 3, they will practice the language
of congratulations and condolences. And in Part 4, they will
practice answering the types of pragmatic-understanding
questions that appear on the TOEFL® iBT.
Chapter Opener
“We’ve begun to raise • Ask students to comment on the photo. What do they
daughters more like notice about it?
• Divide students into small groups. Have each group
sons… but few have

discuss one of the “Connecting to the Topic”
the courage to raise questions. Set a time limit, perhaps five minutes. Ask
each group to choose a reporter to share their
our sons more like our
findings with the class. Read each question aloud and
daughters. ” allow each reporter two minutes to summarize the
group’s opinions. If time, permits, ask other students
Gloria Steinem to comment on each question.
Author, lecturer, journalist, activist
36
han70522_ch03-Rnd03.indd 36 11/29/12 1:57 PM

Chapter Overview
Features Expressing congratulations and

Lecture: I Want a Wife condolences in a role-play
Learning Strategy: Using Abbreviations Critical Thinking

Language Function: Extending Identifying the qualities of a “perfect”
Congratulations and Condolences husband and “perfect” wife
Identifying ways to abbreviate when taking
Listening
notes
Listening for things that can be abbreviated
when taking notes Using symbols to communicate messages
Listening for expressions of congratulations Using tone of voice as a cue to distinguish

and condolence in conversation sincerity from insincerity
Listening for tone of voice to distinguish Choosing appropriate expressions of

sincere from insincere congratulations congratulations and condolences
Speaking Vocabulary Building

Discussing the changing roles of women Using definitions and context to place new
in education and the workplace vocabulary into blanks in an email
Discussing your family’s economic Understanding and using new vocabulary in

arrangement discussions about household roles played
by a husband and wife
Discussing the most important qualities of
the “perfect” wife and “perfect” husband Focus on Testing
Sharing and comparing note-taking symbols Answering questions involving pragmatic
Guessing and explaining the meanings of understanding of things such as tone of
abbreviations and symbols voice, hesitations, and word stress to
interpret a speaker’s attitudes, feelings, and
Sharing expressions of congratulations intentions
and condolences from your communities/
cultures
Vocabulary
Nouns Verbs Adjectives Expression
highlights hold to a standard envious in its entirety
meat launch into nurturing
parody refresh sympathetic

perspective run into
rebuttal
37
han70522_ch03-Rnd03.indd 37 11/29/12 1:57 PM

PA R T
Did You Know? Expansion Activity

• Have students read the three bulleted paragraphs • The aim of this Expansion Activity is to help
in the box to themselves. Allow them to ask students make connections between the topic of
about any vocabulary that they don’t understand. this chapter and their own lives.
• Call on a different volunteer to summarize • For a homework assignment, ask students to find
each paragraph for the class, using their own statistics like those in the Did You Know? box
words. Then ask guiding questions to clarify and about men, women, and families in their home
emphasize key points. For example, Why are countries.
these statistics about women significant? (They • In class, have students report on their findings.
represent important changes that have occurred If possible, draw conclusions from the compiled
in gender roles in the past 50 years.) world statistics.
• Encourage students to comment on the
information and add related examples from their
own lives or the experiences of people they know.
Content Note 2 Recalling Your Family’s Economic

Arrangement
Family life and the traditional roles of women have
changed dramatically in the U.S. over the last Best Practice
century. In the 1950s, in 66 percent of families,
the husband worked outside of the home and the Activating Prior Knowledge
wife stayed at home to keep the house and raise As students recall their family’s economic
the children. This was true for only 17 percent of arrangement they begin to make text-to-self
families in 2007. In 1900, only about 20 percent connections. Utilizing information they already
of women in the U.S. worked; however, in 2008, know to complete the task at hand increases
about 60 percent of women worked. understanding and raises students’ level of interest.
• Have a student read the five questions aloud.

Discuss any questions students may have. If
• Read aloud the questions while students follow necessary, explain the term extended family. Your
along. Point out that these questions are based on extended family is your relatives outside of your
the information in the Did You Know? Box. Allow immediate family, such as grandparents, aunts,
students to ask about anything in the questions uncles, and cousins. Your immediate family
they do not understand. consists of your parents, brothers, and sisters.
• Have students discuss the questions in pairs. Allow • Help students form small groups. Set a time limit
several minutes for the conversations. of about five minutes for groups to discuss the
questions. Monitor the group work to make sure
• Ask volunteer pairs to share their answers with the
that all students take part in the discussion and
class. If possible, elicit a variety of responses to
share their experience.
each question. Ask students to comment on how
the statistics for men and women in education and • Discuss student responses to each question
in the workforce in their countries are similar to or with the whole class. Call students’ attention to
different from those in the United States. the photo at the top of page 43. Ask a volunteer
to describe the photo and how it relates to the
questions in Activity 2.
han70522_ch03-Rnd03.indd 38 11/29/12 1:58 PM


ANSWER KEY
• The aim of this activity is to increase students’ Dear Marti,
interest level and understanding of the topic of
I’m really glad that this business trip is almost
gender and relationships.
over. I miss you and the kids and must admit I’m a
• Copy and hand out Black Line Master “Cultural little envious of the time that you get to spend with
Similarities and Differences” on page BLM 6 of them when I’m away. Before you launch into your
this Teacher’s Manual. usual complaints about how little I appreciate what
• Read the instructions and explain how to complete you do for the kids, let me assure you that I know
the Venn diagram. that it’s hard work, too, and not all fun and games.
You are an incredibly sympathetic and nurturing
• In the space at the left, students list qualities that
mother and I think everyone should be held to the
are admired in men in their culture.
standard that you set.
• In the space at the right, they list qualities that are
I know that we’ve argued about the fact that
admired in women in their culture.
you essentially do two full-time jobs, while I only
• In the overlapping middle area, they list the do one, but I want to tell you that something
qualities that are admired in both sexes. happened on this trip that opened my eyes a little
• Students complete the activity outside of class. and changed my perspective. I ran into your friend
During the next class, draw a Venn diagram on Judy yesterday at the conference and she invited
the board and have different students point to the me to go see a play in the evening with her
three areas and explain some of the differences boyfriend, Jimmy. It was a really funny play, a
between what men and women are admired for in parody of the common arguments that couples
their culture. have. I hope that sometime you can see it in its
entirety, but I’ll share some of the highlights with
you now. And after you have a chance to see it,
we can really discuss the meat of it.
Vocabulary Preview The men and women in the play were always
bickering about whose lives are more difficult, who
3 Vocabulary in Context earns more money, who should be responsible for
household duties, who needs to change, etc. I’m
• Explain that students will hear the words in this sure you get the idea. Each argument a person
activity when they listen to the lecture and that this made was always countered with a hilarious
preview will make it easier for them to understand rebuttal. It really made me laugh.
what they are going to hear.
In addition to giving me another view of things, the
• Read or have a student read the words and play made me realize that we don’t take the time
definitions aloud. Don’t discuss definitions at this for each other that we used to. When I get home,
point, but ask students to fill in the blanks on their let’s try to lighten up a little and simply let go of
own. Remind them that they will have to choose the the same old arguments. Let’s just hit the refresh
correct forms of the words. button. What do you say?
• Another approach is to have pairs of students work Love,
Jake
P.S. Give the kids a hug from me.
han70522_ch03-Rnd03.indd 39 11/29/12 1:58 PM

PA R T
2 Using Abbreviations Student Book pages 45–51

Strategy
• The aim of this activity is to give students
Taking Notes Using Abbreviations additional practice finding and decoding
• Read the introductory section aloud abbreviations.
and ask students to react. Elicit some • Copy and hand out Black Line Master “Useful
common abbreviations they have already Abbreviations” on page BLM 7 of this Teacher’s
learned to use when taking notes. Ask a Manual.
volunteer to write the abbreviations and • Read the instructions and brainstorm a list of
full forms on the board. possible places to look for abbreviations (some
• As you discuss the Four Main Ways to possibilities include product packaging, dictionaries,
Abbreviate, encourage students to give newspapers, magazines, and street signs).
examples of each type of abbreviation. • Students complete the activity outside of class.
You may wish to make a four-column During the next class ask different students to
chart on the board and list some of those read their most interesting examples to the class
that many students find particularly useful. and write any new abbreviations on the board.
• Ask a different student to explain each of
the suggestions on the Cautions When
Using Abbreviations list.
• This strategy contains an extensive list Before You Listen
of abbreviations students can use as
they take notes. Since the list is long, 1 Practicing Writing and Decoding
it doesn’t make sense for them to try Abbreviations
to start using all of the abbreviations
immediately. Point out each section within Best Practice
the lists and give students two or three
minutes to read through them. Ask them Organizing Information
to ask questions about anything they Activities such as this help students practice the
don’t understand. information they just learned in the Strategy using a
• Ask students to choose a few abbreviations two-column chart as a graphic organizer. Charts like
from each list that they think would be this help students compare and contrast various
most useful and copy the abbreviations elements of language they are working with. The
and related full forms into their notebooks chart also provides a lasting record of abbreviations
(or onto the four-column chart they created they have learned and ways they might use them in
above). Suggest that they think of this list their own notes.
as a permanent reference page. Encourage
them to review it from time to time and • Read aloud the instructions and then have students
add new abbreviations to their note-taking complete the activity on their own.
repertoire.
• Ask volunteers to put their answers to the five
questions on the board. As you review the answers
with the class, add alternative correct answers for
each item.
han70522_ch03-Rnd03.indd 40 11/29/12 1:58 PM

• Ask students to listen and take notes using as

ANSWER KEY many abbreviations as they can.
Possible answers: • After the first section, pause the audio and have
1. 50 role changes pairs of students discuss the lecturer’s questions.
Play the rest of the audio and have students finish
2. = prim. parent & hskpr taking notes on the lecture.
3. in competition for the same jobs
4. There is a greater number of women working
plus taking care of the children plus going to AUDIOSCRIPT
school than in previously. Lecture: I Want a Wife
5. There are more men who stay at home now Students: Hey there. Hi. Nice haircut. Thanks.
and do not work than previously. Can I borrow a pen? Sure. When’s the
midterm? Don’t know, maybe next
week?
2 Discussing Abbreviations Lecturer: Good morning. Today we’re going
to continue our discussion of the
• Read the instructions aloud and give students about metamorphosis that men’s and
five minutes to jot down their ideas. women’s roles in relationships seem
• Help students form small groups to share their to be going through. Who remembers
findings. what the term metamorphosis means?
Rick?
• When they finish, ask several different students
to list on the board and explain the most useful Rick: Metamorphosis means a change or
alteration… maybe even a complete
abbreviations they discovered during this activity.
transformation, right?
Share with the class a few abbreviations that you
use personally when taking notes and write them on Lecturer: That’s right. And today I’m going to
the board for students to copy. tell you about a very important article
that may have had a lot to do with this
transformation in male and female
roles. It was written by a woman named
Listen Judy Brady in 1971. Judy graduated
from college with a degree in painting
3 Taking Notes Using in 1962. By 1971 she had been married
Abbreviations for eleven years and was raising two
daughters and also working outside
Best Practice the home to support the family while
her husband finished his degree at the
Scaffolding Instruction university. One day, she ran into a male
Activity 3 and Activity 4 provide students with friend of hers who had just gotten a
divorce. He had one child, who was, of
carefully structured support as they begin to
course, living with his ex-wife and now
learn the skill of using abbreviations while taking
he was looking for a second wife. Later,
notes. In one case, students complete part of the as she was thinking about this friend’s
task, pause and discuss what they’ve done with a situation, she wrote down her feelings.
partner, and then continue on to the end. They also These feelings were developed into
take notes on the same lecture more than once. an essay that was published in a well-
Supports such as these allow students to begin at known popular magazine and it was
the apprenticeship level and gradually move toward titled “I Want a Wife.”
independent learning (appropriation).
han70522_ch03-Rnd03.indd 41 11/29/12 1:58 PM

PA R T
Students: What? Really? You’re kidding. Joe: Wait a minute! All I said was, “What’s
Student 1: No, it’s true. I read it and it’s a wrong with her helping out a little?”
terrific article. It really changes your Student 1 from
perspective on some things. group 3: A little?!? Are you kidding me?
Student 2: Right, me, too. It’s really famous. Lecturer: OK, OK. Settle down. Why don’t we
Lecturer: Yes, it is definitely a terrific article go over some of the points that Judy
and it is really famous. But for those Brady makes in her essay. And, of
of you who haven’t read it yet, or course, I want you to read the essay
haven’t even heard of it and to refresh in its entirety for homework. We’ll
the memories of those who have… discuss it further after that, but today
let’s break into small groups and I’ll hit the highlights and then I want
discuss the following questions before to share with you a very cute rebuttal
we launch into the meat of the article, to her essay that I happened to come
OK? Was Judy Brady’s situation across when I was researching this
typical of those of a lot of other topic on the Internet.
women in 1971? Why do you think But first… let’s deal with Ms. Brady’s
meeting up with her recently divorced essay. Here are some of the things
friend triggered this feeling? What are that she’d like to be able to do in her
some of the reasons that Judy Brady life and why she needs a wife to help
might want a wife? her accomplish these things:
Pause to discuss your answers to these 1. She’d like to train for a good-paying
questions with a partner. job, and she’d like a wife to work to
Lecturer: OK. Group 1. Do you think that send her to school.
Judy Brady’s situation was common in 2. And while she’s in school, she’d like
1971? a wife to help her take care of the
children and her, too… to do things
Student from
like make the doctor and dentist
group 1: Yes, sort of. I mean there were a lot of
appointments, wash the clothes,
women who were working and raising
supervise the children’s education and
children while their husbands finished
also their playtime with friends. She
their degrees, but we’re pretty sure
also wants a wife to take care of her
there weren’t as many as there are now.
and the children when they are sick,
Lecturer: Right. Group 2, why do you think because, of course, she cannot take
meeting up with her recently divorced any time off work to do that. And,
friend made her a bit envious? of course, there’s the shopping and
Student from the cooking, and she wants her wife
group 2: Oh my… Have you got a week? We to be a really good cook, and do all of
came up with so many reasons, I’m the cleaning up while she goes off to
not sure we’ll have time in this class study.
to list them all. 3. And while the wife is doing all of
Lecturer: OK, OK. I can see that you get it. this… the wife must also attend to
And I bet group three came up with the emotional and social needs of the
some similar reasons about why Judy family. Judy Brady wants a wife who
Brady might want a wife, right? will be sympathetic and nurturing
when Judy is not feeling well, but will
Student 1 from
never ever complain about how tired
group 3: You got it. Although Joe here didn’t she is from her wifely duties.
quite agree with the rest of us.
han70522_ch03-Rnd03.indd 42 11/29/12 1:58 PM

Students: Oh, really? Now that’s too much. Oh, Joe: Husband! Right?
no. Sounds about right. I’d definitely Lecturer: Yup. That’s what it’s called. “I Want a
like a wife like that. Me, too! Husband.” And here are some of the
Lecturer: Wait, wait. There’s more. things he says he wants.
4. Judy Brady would also like a wife who 1. Someone to work to meet all of
will take care of all the details of their the financial needs of me and my
social life, arrange for babysitters or children. And it must be a high-
prepare a special meal or dessert to serve paying, stable career so that I can stay
to their friends and never ever interrupt home and enjoy my children and not
when she’s telling stories to her friends miss a minute of their growing up.
(even if she’s told them before). Ah, 2. Someone to take all of the
you’re not laughing now. Am I hitting responsibility of teaching the children
too close to home? But there’s more. how to play sports and to take them
5. Judy Brady would also like a wife to their lessons and team practices
that will always remain faithful to because I will be too busy watching
her, even though it is understood that my teams on TV.
Judy’s needs may be different and 3. I want a husband who will help the
that she will not be held to the same children with their homework, and do
standard as her wife. all of the disciplining so I can just be
And finally, 6… , and I quote directly their friend and have a good time with
from Judy Brady’s essay here… “If, them.
by chance, I find another person 4. I want a husband who will never
more suitable as a wife than the wife forget our anniversary and will often
I already have, I want the liberty to surprise me with flowers or other gifts
replace my present wife with another on special occasions.
one. Naturally, I will expect a fresh,
5. And a husband who goes to the gym
new life; my wife will take the children
and be solely responsible for them so and stays in perfect physical shape even
that I am left free.” And she goes on… though he has to work all day. But who
“When I am through with school doesn’t hold me to the same standard
and have a job, I want my wife to quit and doesn’t mind when I haven’t
working and remain at home so that showered or shaved for a few days.
my wife can more fully and completely 6. I want a husband who understands
take care of a wife’s duties.” that I am always right and will go
So… now… what do you think? shopping with me and never complain
Under these circumstances, who about the things I pick out for him to
wouldn’t want awife? Hmmmm? wear.
7. I want someone who will give up
Students: Wow! No kidding! Absolutely!
going out with his guy friends in order
Joe: Wait. There’s got to be another side to go with me to romantic movies or
to this. walks on the beach.
Lecturer: Yes, of course. Let me share with you 8. And finally… I want a husband who
the highlights of a very funny essay understands that if I find someone
that I found on the Internet that was better, I reserve the right to replace
written by a male student, I think for him immediately. And it goes without
a high school assignment. It’s a kind saying that the kids must remain with
of parody, but it’s got some very valid my husband because I will not have the
points in it and it’s called… can you time to look after them if I am hunting
guess? “I want a .” for a new husband.
han70522_ch03-Rnd03.indd 43 11/29/12 1:58 PM

PA R T
So… Everyone… all together now… 4 Filling in the Gaps in Your

underthese circumstances… Who Notes
wouldn’t…
• Have students work in small groups to compare
Students: want a husband! the notes they took on the lecture and fill in any
Joe: But isn’t that almost like all of the gaps they find. Ask them to add any useful new
stuff that Judy Brady did for her abbreviations they discover to the lists on the
husband and said she wanted a wife to board.
do for her?
• Play the audio again and have students take notes
Lecturer: OK. Now you’re getting the idea
on the lecture again. Have them put away their first
of this parody. So tonight, I want
set of notes and start from scratch. When they
you to find the Judy Brady article
somewhere… at the library… on finish, ask volunteers to share with the class how
the Internet… borrow it from your their second set of notes differs from the first.
mom… wherever. I also want you
to read about why this article was so
important in 1971 and why it’s been After You Listen
reprinted over and over every year in
many publications since then. Also 5 Using Notes with Abbreviations to
try to connect the points being made
Answer Test Questions
in this article to the data that I shared
with you during our last session on • Explain to students that this activity will help them
male and female education and pay examine how well the notes they took would serve
equity issues.
them if they were preparing to take a test on the
OK, that’s enough for today. See you material in the lecture.
next week. Goodnight class.
• Have students answer the questions in pairs, using
Students: Goodnight Professor. See you both of their notes for information.
tomorrow. Bye-bye.
• After students have finished writing the answers,
Joe: I bet that last thing she said about
tell them to go over their notes together, noting
connecting the article to the education
and pay equity issues is going to be on areas where the notes were particularly useful, and
the midterm. areas that could use improvement. Encourage the
partners to help each other think of ways to take
Student 1 from
better notes.
group 3: Yup. I’m sure you’re right there.
• Go over the answers to the questions as a class.
Then discuss the overall note-taking experience
with the whole class. Make a list on the board
of key suggestions for improving the note-taking
process.
han70522_ch03-Rnd03.indd 44 11/29/12 1:58 PM

Talk It Over
ANSWER KEY
1. a change or transformation 6 Describing the “Perfect” Wife
2. Judy Brady and the “Perfect” Husband
3. 1971 • Read the directions with the class and divide
4. outside of the home students into small groups by gender—all male
5. A male friend of hers had gotten a divorce. groups and all female groups.
His child was living with his ex-wife and he • Have each group discuss both questions and
was looking for a new wife. compile a list of the most important qualities of
6. She wants a wife to… both a “perfect” wife and a “perfect” husband.
a. take care of the children • Have groups post their lists for the rest of the class
to read. Discuss the differences in the lists written
b. clean up and do laundry
by males and females.
c. cook meals
d. attend to the emotional and social needs 7 Decoding Symbols and
of the family Abbreviations
e. work while she goes to school
7. a satirical or comic version of something
Best Practice
8. He wants a husband to… Interacting with Others
a. work and make enough money so that he Having students pool their knowledge while
can stay home working on potentially unfamiliar material provides a
collaborative learning experience. Students begin to
b. teach the children how to play sports and
realize how much they can learn from their peers.
take them to their games
At the same time, they begin to recognize the
c. help the children with their homework value what they have to offer others in the class.
d. discipline the children Interactive activities such as this one also maximize
e. surprise him with gifts and flowers the learning that can take place in the classroom as
they do not depend solely on the text and teacher
9. It is not perfect because the parody has
for input.
more points.
10. This essay was written at a time when
more wives stayed at home to take care • Read aloud the directions. Divide students into
of the family while husbands worked groups. Give groups a time limit of two or three
outside of the home. Since this period minutes to complete the activity.
of discontent when women were tired • Discuss the meanings of the symbols and
of staying at home, more women have abbreviations with the whole class. Ask students
continued their education and joined the to put examples of related symbols on the board
workforce. for the class to look over and discuss.
han70522_ch03-Rnd03.indd 45 11/29/12 1:58 PM

PA R T
ANSWER KEY
1. as soon as possible
2. for your information
3. by the way
4. animal doctor
5. help/emergency (originally: save our ship)
6. Tom called at 7; he will call back tomorrow.
7. birthday party
8. water
9. poison
10. information
11. no smoking
12. recycling
8 Guessing About “Found” Symbols
• Assign this activity to students as a homework

assignment. You might wish to make it into a
friendly contest in which students compete to see
who can find the most “found” symbols.
9 Creating Messages Using

Abbreviations
• Go over the directions with the class. Point out the

photo as an example. Have students complete this
activity in groups and then share their ideas with
the class.
han70522_ch03-Rnd03.indd 46 11/29/12 1:58 PM

PA R T
3 Congratulations and Condolences Student Book pages 52–56

Strategy
• The aim of this activity is to give students practice
Offering Congratulations and choosing the wording for a note of congratulations
Condolences and a note of condolence.
• Read through the expressions and give • Copy and hand out Black Line Master “Personal
students a chance to repeat them if they Notes” on page BLM 8 of this Teacher’s Manual.
wish. • Read the instructions and brainstorm possible
• Discuss the feelings people would be happy occasions for the note of congratulations.
having in each of the situations listed and The sympathy note will be for a death in the
demonstrate the tone of voice that is person’s family.
appropriate for each expression. Go back • Students complete the activity outside of class.
and have students experiment with saying During the next class ask volunteers to pass
each expression using different tones of around what they have written and review and
voice. comment on each other’s work.
• You may also wish to demonstrate and
have students practice gestures and body
language that go with each expression. 1 Listening for Expressions of
Congratulations
• Play the audio.

Content Note • Have students listen for expressions of
In the United States, many people are congratulations and write them on the
uncomfortable discussing the subject of death lines provided.
and dying and avoid the topic whenever possible. • Compare answers as a class.
Condolences are generally very brief and formal.
Most people send a card, instead of writing a letter
or visiting the family. Students who come from ANSWER KEY
cultures where death is respected as a normal and
Congratulations. I’m really thrilled for you.
important part of the life cycle may be confused
when Americans seem to want to avoid any That’s terrific!
discussion of this meaningful experience. This calls for a celebration.
AUDIOSCRIPT
A: Hi, honey! I’m home.
B: Hi, Maggie. I’m in the kitchen. Come on
back here.
A: Guess what! We closed the deal with the
small-parts manufacturer and my boss told me
I did a terrific job.
B: Congratulations. I’m really thrilled for you.
You’ve worked a long time to impress that guy.
han70522_ch03-Rnd03.indd 47 11/29/12 1:58 PM

PA R T
A: Yeah. That’s for sure. But he was really grateful B: Oh, no! I can’t tell you how sorry I am. What
for all of the extra time I put in and I think he’s can I do?
going to offer me the promotion we’ve both A: Nothing really. We’re just going to live apart
been hoping for. for a while and see if we can stop bickering
B: Oh, Maggie! That’s terrific! Does that mean over stupid stuff. I’m hoping that after a little
you’ll be getting a raise, too? while, we’ll both get a better perspective and
A: Yup! work things out. How about you? You and Josie
doing OK?
B: This calls for a celebration. What would you
like to do? B: Yeah, we’re fine. But her mother passed away
last month and she’s been pretty broken up
A: Oh, I don’t know. Going out to dinner is nice, over it.
I guess. But honestly, I like your cooking better
than anything we can get in a restaurant. A: Oh, please give my condolences to her and her
whole family for me, OK? And be sure to let
me know if there’s anything I can do, all right?
2 Listening for Expressions of B: Sure thing. Thanks. You’re a good friend.
Condolences
• Play the audio. 3 Listening for Sincere and Insincere

• Have students listen for expressions of Congratulations
condolences and write them on the lines provided.
• Remind students that when congratulating
• Compare answers as a class. someone, the tone of voice they use conveys just
as much as the words they use.
• Go over the directions with the class. Then play the
ANSWER KEY audio as students circle the answers in their books.
I can’t tell you how sorry I am. What can I do? • Replay the audio and review the correct answers
Please give my condolences to her and her with the class.
whole family.
Be sure and let me know if there’s anything
I can do. ANSWER KEY
Conversation 1: insincere
Conversation 2: sincere
AUDIOSCRIPT Conversation 3: insincere
A: Hey! What have you been up to lately? Conversation 4: sincere

B: Not much, you? Conversation 5: sincere
A: Well, I had the kids last weekend and I took Conversation 6: insincere
them to Legoland down near San Diego.
B: Sounds like fun, but what do you mean you
“had the kids”?
A: Oh, I guess I didn’t tell you. Therese and
I have separated.
han70522_ch03-Rnd03.indd 48 11/29/12 1:58 PM

Talk It Over
AUDIOSCRIPT
Conversation 1 4 Sharing Cultural Expressions
A: Guess what! I’m going ice fishing with the
guys tomorrow! Best Practice
B: Oh! Terrific. I’m so happy for you.
(spoken insincerely) Making Use of Academic Content
This activity provides students with an opportunity
Conversation 2 to make use of their own life experiences in
A: Guess what! Louise and I are engaged! the classroom. By sharing expressions of
B: Congratulations! I’m so happy for you. congratulations and condolences from their home
(spoken sincerely) cultures, students are able to integrate aspects of
their own lives into this language lesson.
Conversation 3
A: Hey! I’ve got some news! We’re moving to
New York. • Read and discuss the instructions with the class.
B: Congratulations. I’m so pleased for you. Give students five minutes to write their responses.
(spoken insincerely) • Ask students to share their expressions with
the rest of the class. Discuss similarities and
Conversation 4 differences among native language expressions and
A: Hey, listen to this! I got a raise this week. their English equivalents.
B: No kidding! Congratulations! I’m thrilled.
(spoken sincerely)
5 Writing and Role-Playing
Conversation 5 Dialogues
A: It’s my 90th birthday today!
Best Practice
B: Congratulations! May you have many more!
(spoken sincerely) Cultivating Critical Thinking
Conversation 6 In this activity, students must use critical thinking
A: Guess what! I got a leave of absence from my skills to decide how each sentence might fit into
job, and I’m going back to school! a larger situation. There are no right or wrong
B: Congratulations. I’m so happy for you. answers. Students must carefully analyze the
(spoken insincerely) words and then figure out what might have been
said before and after each of the expressions of
congratulations or condolences in the activity.
• Read and discuss the instructions. You may wish to

do the first dialogue as a class to provide a model.
• Help students find partners to write dialogues with.
Suggest that they write as many dialogues as they can
in a ten-minute period. Encourage less fluent students
to concentrate on only one or two exchanges, while
more fluent students can do several more.
• Have the pairs rehearse their dialogues before
presenting them to the class. If time allows, have
students find a new partner and complete the
dialogues in different ways.
han70522_ch03-Rnd03.indd 49 11/29/12 1:58 PM

PA R T
about who wrote about wanting a

husband. Whoa!
Sally: What do you mean?
Joe: Well, I believe that women should get
equal recognition and pay for the jobs
that they do outside the home and
all… But… I can’t exactly see me doing
all the things that women are supposed
to do at home, can you?
Sally: What?!? What do you mean by “the
things that women are supposed to do?”
Joe: Well, you know, stay home and do
laundry, take care of the kids, cook,
clean, do all the errands…
1 Pragmatic Understanding: Sally: Well, you know what? You’re right.
Conversation When you put it that way, I guess I can’t
exactly see you ever scrubbing a toilet,
• Before playing the audio, remind students that that’s for sure. I guess you’ll just leave
they will have only one chance to hear the material that for your wife to do, right? That is,
before answering the questions. You may wish to if you ever can find a wife that will put
go over the questions with students before they up with that attitude these days.
hear the lecture. Joe: Huh?
• Pause for 20 seconds between questions to allow Sally: I mean, when were you born anyway?
students time to fill in the bubble of the correct I mean, I’m glad that you understand
answer. that when we finally graduate and
get out of here and go on to our first
• Review the correct answers as a class.
engineering jobs, that not only should
I earn as much money as you do, but
that I certainly will… maybe even
ANSWER KEY more! You realize, of course, that I’m
1. D 2. C 3. C 4. A 5. B 6. D in that group… single female in her
20s… that’s already earning more than
men my age in the workplace, don’t
you? But as far as all the stuff you see
as just “women’s work,” I think you’d
AUDIOSCRIPT better take another look at that or you
Sally: Professor Power’s class is pretty might not find an intelligent woman
interesting, don’t you think? I especially who’ll have you.
enjoyed the lecture yesterday on the Joe: Hang on a minute… I didn’t mean…
metamorphosis that’s going on with
men’s and women’s roles. How ‘bout Sally: Oh… you didn’t mean that you
you, Joe? expected your wife to do it, is that
it? Well, who did you expect to do it
Joe: Yeah, I really did, too! But some of that then? And don’t say “the maid.” And
stuff was pretty strange though, right? stop smiling like that at me. You know
I mean, Judy Brady writing that article exactly what I’m talking about.
saying she wanted a wife and all… And
that guy that Professor Powers told us
han70522_ch03-Rnd03.indd 50 11/29/12 1:58 PM

And did I say stop smiling at me?

Uh-oh! I think I’ve been had again.
Self-Assessment Log
What a gullible idiot I am. I wish you’d
stop doing that to me, you know.
check the vocabulary they learned in the chapter
Joe: Oh, but you’re so much fun to tease. and are prepared to use. Have students check
And you can’t believe I’m that much of
the strategies practices in the chapter (or the
a Neanderthal, can you? I know that I
can be a bit old-fashioned sometimes,
but it’s just the way I was brought up. • Put students in small groups. Ask students to
You know, my mom was a doctor and find the information or an activity related to each
she still did everything for us kids and strategy in the chapter.
for my dad at home.
Sally: Old-fashioned?!? I swear, sometimes I any words they did not check.
think you were born in the Dark Ages.
Joe: Nope. Actually, I was born on a really
sunny day.
Sally: Is that so? Well, you could have fooled
me.
Sally and Joe: (both laugh)
1. Listen again to part of the conversation.
Sally: Professor Power’s class is pretty
interesting, don’t you think? I
especially enjoyed the lecture yesterday
on the metamorphosis that’s going on
with men’s and women’s roles. How
‘bout you, Joe?
Question 1: Why does the woman ask, “How about
you?”
Question 2: How do you think the man feels about
scrubbing the toilet?
Question 3: Which of the following best states the
woman’s feelings toward men sharing
household duties with women?
Question 4: Why does the woman ask the man
when he was born?
5. Listen again to part of the conversation.
Sally: I wish you’d stop doing that to me, you
know.
Joe: Oh, but you’re so much fun to tease.
And you can’t believe I’m that much of
a Neanderthal, can you?
Question 5: Which of the following best expresses
the man’s attitude toward the woman?
Question 6: Why does the man talk about the way
he was brought up?
han70522_ch03-Rnd03.indd 51 11/29/12 1:58 PM

4 Aesthetics
CHAPTER
and Beauty
In this Students will learn something about the concept of

CHAPTER aesthetics and be exposed to some of the basic tenets
of industrial design. In Part 1, they will discuss various
aspects of aesthetics and industrial design and will learn
new vocabulary to do so. In Part 2, they will learn how to
use cohesion and reference to make presentations more
effective and review the correct uses of pronouns, while
“I go to a restaurant for in Part 3, they will discover formal and informal ways of
admitting a lack of knowledge. Finally, in Part 4, students
the food, not the visual
will also practice answering comprehension questions
stimulation, but I sure with multiple answers like those on the TOEFL® iBT.
like a table with a view
if I can get it… If the Chapter Opener
aesthetics are frosting on
• Have students describe what they see in the photo. Ask if

the cake… well, I prefer the sleek design of the train makes it work any better.
my cake with frosting. ” • Divide the students into small groups to discuss the
“Connecting to the Topic” questions. Set a time limit,
Greg Barnett perhaps five minutes. Ask each group to choose a reporter
Director of Operations, College to share their findings with the class. If time permits, invite
of Imaging Arts and Sciences at other students to comment on each question.
Rochester Institute of Technology
52
han70522_ch04-Rnd03.indd 52 11/29/12 1:58 PM

Chapter Overview
Features Using formal and informal expressions to

Conference Presentation: Looking Good admit a lack of knowledge
Matters—Aesthetics as a Pillar of Industrial Role-playing an industrial design project team
Design
Learning Strategy: Using Reference to Critical-Thinking
Create Cohesion Speculating about why standards of beauty
seem to change from era to era, generation
Language Function: Admitting a Lack of
to generation
Knowledge
Ranking adjectives according to personal
Listening aesthetic values
Listening for the gist and main points of a Speculating about the role of aesthetics in
lecture the effectiveness of a device
Listening for reference words that create Identifying reference words that provide
cohesion cohesion and their referents
Listening for formal and informal admissions Speculating about what makes a product
of a lack of knowledge beautiful
Distinguishing when and how to admit a
Speaking
lack of knowledge
Sharing ideas about the importance of
aesthetics in developing products Collaborating to design a more appealing
product
Discussing how cultural values affect ideas
of beauty and aesthetic choices Vocabulary Building
Sharing personal aesthetic values Using definitions and context to place new
Speculating about why there are so many vocabulary into appropriate sentences
designs for a one-function object Understanding and using new vocabulary in
Speculating about why a beautiful device is discussions about aesthetics and beauty
often more effective than an ugly one
Focus on Testing
Discussing the lecture about aesthetics and
Answering comprehension questions with
beauty
multiple answers
Vocabulary
Nouns Verbs Adjectives Adverb Idioms and
consumer catch your eye illustrious shamelessly Expressions

crux create a stir infamous by and large
ploy hammer a subliminal eye opener
widget point home split second
insinuate
reside (in)
53
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PA R T
Did You Know? Sharing Your Experience

• Ask students to read each paragraph to themselves. 2 Discussing Elements of Aesthetics
• Ask them to point out any words or phrases they
don't understand. Explain the words or call on a Best Practice
different student to explain.
• Ask a few key questions about the paragraphs to Interacting with Others
be sure students understand the main points. This small-group activity provides students with a
• Finally, ask a student to summarize the main collaborative learning experience that promotes
points in each paragraph. fluency and confidence. Since the information they
share is based on their own opinions, students
• As you discuss the idea of aesthetics in industrial don’t have to worry about knowing certain facts or
design, encourage students to give personal having “the right answer.”
examples of devices that they find attractive or ugly.
• Divide students into groups to discuss the first two

1 What Do You Think? items. Encourage students to give specific examples
from their own lives as they answer the questions.
• Help students form pairs to discuss the questions.
• For the third item, read through the list of
• Ask students to spend some time on each of adjectives. Have students raise their hands if they
the five questions. Set a time limit for about don't understand an item, and call on other students
ten minutes, and at the end of that time call on to define it and use it in a sentence.
volunteer pairs to summarize their answers to one
• Have students remain in their groups but complete
of the questions.
the ranking on their own. Then ask them to share
their answers in their groups and to explain their
Content Note ranking system to their classmates.
• Call on several volunteers to write the first five or
Traditionally, designers had only one area of
six items on their lists on the board and explain their
expertise. One group designed clothing, another
ranking system to the class.
invented new styles of furniture, and others created
innovative-looking cars, appliances, and so on.
Today, however, many leading designers work in REPRODUCIBLE Expansion Activity
many different fields at once. For example, Ralph
Lauren started out with a highly successful clothing • The aim of this activity is to give students
line. Then he created his own line of fabrics and soon further practice with the descriptive vocabulary
decided to try his hand at designing furniture. Today in the activity and to help them make a deeper
he even has a line of perfumes and house paints. connection between the text and their own lives.
• Copy and hand out Black Line Master 9, “Product
Reviews,” on page BLM 9 of this Teacher’s
Manual.
• Read the instructions and brainstorm some types
of products students might investigate.
• Have students complete the activity outside of
class. During the next session invite volunteers to
share one or more of their examples with the class.
han70522_ch04-Rnd03.indd 54 11/29/12 1:58 PM

Vocabulary Preview
3 Determining Meaning from Context

in the recording and that this preview will make it
easier for students to understand what they are
going to hear.
• Read or have a student read the words and definitions
aloud. Don’t discuss meaning at this point, but ask
students to fill in the blanks on their own.
• Another approach is to have pairs of students work
ANSWER KEY
1. crux 2. insinuate; subliminal; ploy 3. widget
4. illustrious; infamous 5. By and large; split
second; catch your eye 6. shamelessly;
hammering a point home 7. created a stir
8. eye-opener; resides; consumer
han70522_ch04-Rnd03.indd 55 11/29/12 1:58 PM

PA R T
2 Cohesion and Reference Student Book pages 65–72
Strategy • Ask students to make up their own

examples of an introductory sentence,
Using Reference to Create Cohesion similar to Sentence 9, containing a
Use the notes on co and here to explain pronoun referent. Have them follow with
the meaning of cohesion. Then read the another sentence, similar to Sentence 10,
paragraph aloud and ask students for that makes it clear what the referent
examples of cohesion in the physical world. refers to. For example: This was a big
(A Band-Aid sticks to your arm. Velcro deal. Speaking in front of a group of 500
strips stick to each other.) When discussing people without any notes was something
the section on reference, ask students to he had never done before.
give examples of the use of a referent in a
sentence. (John left his wallet at home. The
pronoun his refers back to John.)
Best Practice
Using the Pronoun It to Refer to a
Comprehensive Idea or Concept Activating Prior Knowledge
Point out that these two sentences are Second language students at this level are familiar
not an extreme example. The word it can with the three types of personal pronouns presented
refer back to large amounts of previously here. They have undoubtedly encountered them
mentioned information. several times throughout their study of English. Now
they are called upon to activate this prior knowledge
Using Personal Pronouns to Create
in order to understand and create clear references
Referential Cohesion
and produce cohesive sentences and paragraphs.
Read the explanations and examples
with the whole class, pausing after each
paragraph to ask if students have any
questions. Invite volunteers to summarize in REPRODUCIBLE Expansion Activity
their own words the point of each section.
• The aim of this activity is to give students who
Personal Pronouns: A Review
need it further practice with the use of subject
• Provide sample sentences contrasting the pronouns, object pronouns, possessive pronouns,
use of the three types of pronouns and and possessive adjectives.
the corresponding possessive adjectives.
• Copy and hand out Black Line Master 10,
• Then divide the class into small groups “Cohesion and Reference: Using Pronouns,” on
and assign a different row of pronouns page BLM 10 of this Teacher’s Manual.
to each group. Have students jot down
• Read the instructions and have students complete
different sentences illustrating the correct
Parts 1 and 2 on their own outside of class.
usage of the three types of pronouns.
• Review answers to Part 1 during the next class.
• Have each group share their sentences
Have students share their answers to Part 2 in pairs.
with the class.
Using Demonstrative Pronouns to Create
Cohesion
• To help clarify how the referents are used
in relation to Sentence 7, have students
circle the words That and it in Sentence 8
before discussing this section.
han70522_ch04-Rnd03.indd 56 11/29/12 1:58 PM

3 Listening for Reference Words that

Strategy Create Cohesion
Avoiding Ambiguity and Confusion Best Practice
When Using Reference Words
After discussing the examples of confusion Scaffolding Instruction
caused by misused reference words, The items in this activity start out simple and
review with the class the box containing increase in complexity. In the first five items
suggestions for ways to avoid confusion. students are given a lot of support in finding the
answers. Gradually the supports are removed and
students are required to provide more information,
taking on an increasing amount of responsibility
Before You Listen for the learning process. This type of scaffolded
instruction helps assure that students will have a
successful learning experience and also helps them
develop self-confidence and independence.
• Read the questions aloud or ask a student to do
this. Give students about five minutes to make
• Carefully review the instructions. Go over the items,
notes on their responses to each.
answering any questions students might have.
• Then help them form small groups to share their
• Play the first part of the recording and complete the
findings.
example question with the whole class. Complete
• When they finish, invite several different students to an additional item or two with the whole class if
share their answers to each question with the class. students need more guidance.
Listen ANSWER KEY

Exact wording will vary. 1. Answer: all of the
2 Listening for the Gist and Most industrial designers 2. Answer: users; Answer:
Important Points the product (furniture, factories, etc.) 3. Answer:
• Point out the two parts of the chart and have Brooks Stevens 4. Answer: Brooks Stevens;
students take notes on the main topic and important Answer: planned obsolescence 5. Answer: the
points as they listen to the conference presentation design of faucets for the home 6. Question:
the first time through. What makes a total of six designs?; Answer:
the six household faucets the speaker just
• Have students compare their notes with a partner’s. mentioned 7. Question: What were all manner
of shapes and sizes and finishes?; Answer:
the faucets he saw at the store 8. Question:
Beneath the outward appearance of what?;
Answer: the faucets in the store 9. Question:
What perform excellently?; Answer: all the
faucets in the store 10. Question: What is
easily disproved?; Answer: that the difference
between humans and animals is that humans
use tools 11. Question: What might be an
eye-opener?; Answer: The example relating to
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a friend of the speaker. 12. Question: The Now some of you may think I’m exaggerating
intended function of what?; Answer: a medical just a bit, but certainly all of us, being industrial
device 13. Question: What is the interesting designers, will agree that design is the single
thing?; Answer: the fact that how a medical most important way a business connects with its
device looks is very important to the people customers. It doesn’t matter if you design furniture
who use it 14. Question: What area of or factories, widgets or websites. It is the design
industrial design?; Answer: the design of medical of a product that users invariably encounter first.
devices 15. Question: What will be used They see it first, before they use it. And when they
more often and more appropriately?; Answer: see it, the product either has the “wow” factor, or
the medical device 16. Question: What is true it doesn’t. You know, that moment when you say,
for both patients and doctors? Answer: the fact “Wow! That’s beautiful! Gotta have it.” Or at the
that medical devices with a “wow” factor are very least, it’s that subliminal split second when
used more often and more appropriately than you choose that product way down there on the
devices that lack this element 17. Question: lower left shelf rather than the one that’s at eye
What is especially true for children?; Answer: a level—right there on the shelf in front of you—
more-attractive physical environment, including because there’s something about the one way
the medical devices used for treatment or down there on the left that caught your eye that
rehabilitation, is highly correlated with better was simply more attractive than the other product
patient outcomes 18. Question: The crux of right in front of you.
what?; Answer: the problem of being able to Now… all of you are familiar with Brooks Stevens,
define beauty and know how to design products one of the illustrious founders of the Society for
that are attractive to the user. Industrial Design who designed every type of
product you can imagine, from toasters to trains,
but is probably most well known for his design for
the first Jeep and his “wow” factor designs for
AUDIOSCRIPT Harley Davidson. And he, of course, coined that
Conference Presentation: Looking Good famous, or infamous, term planned obsolescence,
Matters—Aesthetics as a Pillar of Industrial shamelessly insinuating that design is a mere
Design marketing ploy, a slight of hand, a trick to make
Good evening and thank you for inviting me to consumers think they need the newest model or
speak to you at this beautiful conference in this version of a product and that they “need it now.”
beautiful building in this beautiful city in your He created quite a stir when he first introduced
beautiful country. that controversial concept and though most of
And yes, as you may have guessed, my lecture us have moved beyond, or perhaps back, to a
is about beauty and the idea that looking good more globally ethical notion of the responsibility
really does matter, that the perceived beauty of a of designers, there is one point that he always
product is certainly equal to, and in some cases, hammered home that we can all agree on. And that
more important than, the quality or usefulness of is: that consumer aesthetics, what the end-user,
a product. In fact, I propose that the knowledge the consumer, thinks is beautiful, really counts—
that industrial designers have about consumer and counts big.
aesthetics is one of the most—perhaps the OK, I can tell that most of you are with me, but
most—important pillars of product success. The just in case we still have any doubters out there…
customer’s sense of what is beautiful may very think about this. In the average home, faucets are
well be the prime factor that moves the product in used in three locations: the kitchen, the bathroom,
the marketplace. and perhaps out in the garden, right? Now in each
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location, you can choose either single handles First, there is the inevitable “wow” factor. If the
for your faucet or double handles. OK, now that device has a high “wow” factor for the user, it will
makes a total of six designs in all, correct? Yet the be used more often and more appropriately than if
last time I went to my local home improvement it doesn’t. This is true for both patients and doctors.
store to pick out a faucet for our kitchen, I counted Second, if the user senses that the device is “up
no less than 158 faucets on display. to date” (and this is often judged by its looks),
I’m not kidding. They were all manner of shapes and then the user will have more confidence in the
sizes—and finishes ranging from traditional chrome product. Again, true for both patients and doctors.
to copper with a patina that looked like an ancient And third, it has been shown time and again that a
bronze statue. Beneath their outward appearance, more attractive physical environment, including the
though, faucets are pretty identical as far as function medical devices used for treatment or rehabilitation,
goes. By and large, they all perform excellently and is highly correlated with better patient outcomes.
will last for a good number of years. It’s obvious This is especially true for children. If the devices
then that what sells faucets is how pleasing their are attractive, they are perceived as helpful and not
appearance is to the eye of the consumer. harmful and the children actually get better faster.
I once learned in school that the difference So… now we can get back to the crux of it. If we
between humans and other animals was that accept that looking good matters… the problem
humans could use tools to make things. Anyone for industrial designers is how to describe or define
who has ever watched a nature program about “beauty” in terms of the user experience. What
monkeys or chimpanzees using branches as a makes a product more beautiful to the consumer,
device to grab or dig for food can see that this more attractive, than another product? Is the
is not the case. I think, instead, that what really perceived beauty of a product merely what’s “in”
separates us from the chimps is not our ability to or trendy in a particular culture at a particular time?
design tools, but our ability to design tools that Or is the true beauty of a product something more
are beautiful. And this desire for beauty in our permanent? Does the beauty of a product reside
environment drives us to seek pleasing aesthetics in its genius or usefulness? What makes us say it
in the cars we drive, the homes we live in, the has “timeless beauty”? Is there a type of beauty in
fabrics that cover us, and even in the boxes that a product that could be considered universal?
contain our breakfast cereals. What do you think? I’d like you to discuss these
Let me give you another example of how form may questions with the three or four people sitting
be more important than function. And this one near you for a few minutes. Then I’d like to hear
might very well be an eye opener for some of you. the highlights of your group discussions. In the
I have a friend who designs medical devices. Now next phase of today’s training session, we’ll chart
one would think that the only important features of your ideas and see if we can collectively come
a medical device are safety, durability or strength, up with some cohesive thoughts on this most
and whether or not it performs its intended important topic.
function well. Does it keep the patient alive or
not? Does it provide mobility for the patient or
not? Does it allow the surgeon to operate with
precision… Well, you get the idea. After You Listen
Now this is the interesting thing. My friend informs
me that looking good matters in this area of
4 Discussing the Lecture
industrial design as well as in any other. It turns out • Have students discuss the questions raised by the
that the appearance of a device has a critical effect speaker in groups.
in the following ways:
• Then conduct a whole-class discussion.
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Talk It Over
5 Understanding and Using Reference

Words
Best Practice
In this activity students bring in authentic materials
such as magazines and newspapers, to practice
the skill that is the focus of this part of the
lesson—understanding and using reference words.
These real-world examples help students make
connections between the classroom and their
everyday lives.
• Discuss the types of articles or advertisements

students may wish to bring to class and list some
examples on the board. Encourage students to try
to find examples that contain as many reference
words as possible.
• Help students form groups in which to read their
articles or ads aloud.
• After the groups finish discussing their articles,
invite volunteers to share outstanding examples of
reference word use with the whole class.
6 Identifying Reference Words
• You may want to assign this activity for homework.

• As with Activity 5, you may wish to have students
do this activity in small groups.
• At the end, discuss the questions with the
whole class.
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3 Admitting a Lack of Knowledge Student Book pages 73–76
1 Listening for Formal and Informal

Strategy Admissions of Lack of Knowledge
Admitting a Lack of Knowledge in Best Practice
Formal and Informal Situations
• As you discuss the willingness of many Cultivating Critical Thinking
instructors in the United States and As students listen to the recorded conversations,
Canada to admit a lack of knowledge, they must carefully apply the concepts they have
ask students to share how this would be just learned in order to answer the questions
viewed in their home culture. correctly. First they must listen to the words used
• Model several of the sentences used as to admit a lack of knowledge. Then they have to
formal ways to admit a lack of knowledge. figure out what the situation is and notice the tone
of voice before finally deciding if the statement is a
• Invite students to take turns choosing
formal or informal one. This kind of analysis helps
a sentence to say aloud. Repeat what
develop students’ critical thinking skills.
students say, correcting their stress and
intonation as needed, and then have the
student say the sentence again. • Read the instructions and remind students to
• Invite pairs of students to make up and listen for the formality or informality of the second
role-play conversations like the one speaker’s words. Students may sense that the
presented. responses in conversations 4 and 5 may sound rude.
• Model several of the sentences used
as informal ways to admit a lack of
knowledge and again invite students to
ANSWER KEY
choose some to say aloud. 1. formal 2. formal 3. informal
4. informal 5. informal
Expansion Activity
• The aim of this activity is to give students a useful AUDIOSCRIPT
review of how to use the formal and informal ways Conversation 1
of admitting a lack of knowledge. Woman: Excuse me, sir, could you give me
• Ask each student to write three complicated directions to the Convention Center?
questions on a piece of paper. After each question I’m going to the Society of Industrial
the student writes the word formal or informal in Design Conference that’s being
held there.
parentheses. Students exchange papers with a
partner who provides the requested type of answer. Man: I’m sorry, I don’t know. I’m not from
around here myself. Sounds like an
• When they finish writing their responses, have interesting conference though. Sorry I
students review and, if necessary, correct the couldn’t help you.
responses together. Then have them read their
dialogues aloud. Conversation 2
Veronica: Professor Hill, why did Brooks
Stevens go into industrial design
instead of architecture? Was it because
he flunked out of the Cornell School
of Architecture?
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Talk It Over
Prof. Hill: I’m afraid I don’t remember the exact
reason why he chose industrial design,
but I can assure you it wasn’t because 2 Using Formal Expressions
he failed at Cornell. I do remember to Admit a Lack of
something about a childhood illness Knowledge
and the time he spent in bed making
model boats and airplanes. Why don’t • Play the first part of the lecture and help students
you look that up for us and report back practice coming up with one or two complex,
to the class? difficult questions that might be difficult or
impossible to answer. For example, What do you
Conversation 3 think Brooks Stevens would have to say about
Phil: Hey, Bob! When is the next project today’s industrial designers?
due in our medical design class?
• Then have the pairs complete the activity on their
Bob: Beats me. I haven’t a clue. I’ve been own. Make sure to stop the recording periodically
out with the flu for the last week, and to give pairs the opportunity to ask questions.
I was hoping you could tell me.
Conversation 4 3 Using Informal Expressions to Admit

Carmine: Dorothy, do you know how many a Lack of Knowledge
different jobs Brooks Stevens had
before he finally landed one as a full- • Divide students into small groups.
fledged industrial designer? • Ask students to brainstorm a list of products
Dorothy: Don’t ask me. I haven’t any idea. And that they use every day. In addition, if you have
I don’t care. Oh… sorry, Carmine. I magazines on hand, groups can cut out photos of
know you’re just trying to cheer me up products.
because I haven’t been able to find a
good industrial design position. OK… • When they finish the activity, invite volunteer groups
tell me. But I bet he was never a dog- to present one or two of their exchanges to the
walker like me, right? whole class.
Conversation 5
4 Designing a More Appealing Product
Chava: Veronica, how come Brooks Stevens
never left Milwaukee? Why didn’t he • Read and discuss the instructions and be sure
move to New York to make a name
students understand the three steps in the activity.
for himself there? Isn’t that what most
industrial designers did in his day? • Brainstorm with the class a list of unattractive
Veronica: I’m sure I don’t know! I haven’t
products that they might wish to discuss in their
had time to read anything in that groups.
biography that Professor Hill assigned • Provide the groups with paper and markers (if
me. Oh… forgive me, Chava. It’s not possible) and set a time limit for the activity—perhaps
your fault. It’s just that I sure could use 20 minutes. You may wish to appoint a monitor for
a little more help around here, OK? each group whose job is to encourage everyone to
participate in the conversation and planning.
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Best Practice REPRODUCIBLE Expansion Activity

Organizing Information • The aim of this activity is to help students organize
The aim of this Expansion Activity is to give their ideas and collect the vocabulary they will use.
students practice using a graphic organizer • Copy and hand out Black Line Master 11,
(T-chart) to organize information about the cause- “What Makes a Product Appealing/Unappealing?”
and-effect relationships between product design on page BLM 11 of this Teacher’s Manual.
and attractiveness to the customer. T-charts
• Read the instructions and have students complete
like this provide a way for students to process
the activity on their own.
and categorize information so they can better
understand the cause-and-effect relationships. • Invite several students to put completed
T-charts on the board for review by the class.
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sides and that there are two basic camps in this

controversy. On one side, in one camp, are those
designers who value the aesthetics of a site over
its functionality or ease of use. On the other side,
in the other camp, are those designers who value
the usefulness of a site over its beauty or general
attractiveness. Now for some designers, these
camps are not located that far apart. Instead of
being separated by a great canyon-like chasm,
they feel the camps or sides are just a step or
two away from each other, across a little stream
1 Answering Comprehension or brook, and they move freely between the
Questions with Multiple two camps. But as I said earlier, it’s not these
Answers moderate folks that should concern us. Instead,
• Before playing the recording, remind students that we should be concerned with the designers that
they will have only one chance to hear the material either consciously or unconsciously take one
before answering the questions. You may wish to extreme position or the other. Now… before we
go over the questions with students before they go any further, let me summarize the arguments on
hear the lecture. both sides of the divide for you.
• Pause for 20 seconds between questions to allow Some website designers think their job is all about
students time to answer. “looking good.” They want to delight the eye of the
user with color, shapes, and unusual fonts or types
• Review the correct answers at the end. of various sizes. They are more concerned with how
the text looks than with what it says. Furthermore,
they love to enhance the “feel” and “fun” of the
ANSWER KEY website and the user’s experience with all kinds
1. A; C 2. A; E 3. D; F 4. B; F 5. B; D of drop-down menus, roll-over buttons, flash
animation, and the like. For these designers, it’s all
about catching the attention of the user and then
taking them for a ride, almost like an entertaining
AUDIOSCRIPT amusement park ride, around the website. They
Lecturer:
believe that they need to “pretty up” the website or
people won’t be interested in using it. They ascribe
Today I’m going to talk to you about a current to the idea that, no matter what the function is, it is
controversy in the field of website design. This the visual form and physical feel that users bump
controversy stems from the age-old debate about into first, and that it’s first impressions that count.
the relative importance of form and function,
but because websites are part of the world On the other side of the divide are the website
marketplace, the controversy also has a very designers who are convinced that most people
important cultural component. do not use the Web for visual stimulation and
that they use it to find information, to make
First, let’s deal with the form versus function part contacts with others, and most importantly, to
of the controversy. While we hope that website buy things. These designers think that what users
designers try to strike a balance between form and notice is whether they can easily find information,
function, there are thousands of websites where successfully make contacts, and quickly buy
we can easily see that designers have chosen whatever it is they want. They do not think that
users care very much about the expensive,
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colorful layout or fancy bells and whistles, menus, the same way about Japanese sites? So then…
animation, and roll-over buttons. They think that if we are concerned with form, the look and the
these aesthetic elements are not only just frosting feel of the website, do we have to find a universal
on the cake, but also obstacles that slow down standard of beauty, a form that will appeal to all
navigation through the website and can utterly cultures before we can create a successful website
frustrate users. Therefore, for the designers on for the world market? Or should companies invest
this side of the divide, the beauty of a website in creating multiple sites for multiple markets. I’ll
lies in its function rather than its form—how well it leave you with these questions. I’m very interested
ultimately does its job rather than how seductive in what you think and we’ll pick up there with a
it is initially. These designers also insist that it’s discussion of this topic next time. The debate is
difficult to convince companies to invest time and far from settled and I’m looking forward to hearing
money in improving a website that already works. your opinions and seeing how they will continue to
For example, why on earth would Microsoft want stir things up in the field of website design.
to make even one letter of their website “prettier” Question 1. Which of the following websites might
when they have a product that works and already appeal to a user or a designer that is primarily
attracts every Web user on the planet? concerned with form rather than function? Choose
OK… Now that I’ve summarized the arguments two answers.
on both sides of the form versus function debate, Question 2. Which of the following would not be
let’s talk about the inevitable cultural component a concern of the designer or user who is more
that exists in the world marketplace. In the field of concerned with function than form? Choose two
industrial design, we all know that in the worldwide answers.
marketplace there is an ongoing concern about the
Question 3. According to the speaker, what is the
need to design products that have a wide appeal—
current controversy in the field of website design
that will be attractive to the largest possible number
about? Choose two answers.
of individuals in the greatest number of cultures. It
seems obvious that profits depend on this. But this Question 4. Why do you think the speaker is
is not an easy assignment for a website designer. interested in this topic? Choose two answers.
As you are well aware, every culture has its own Question 5. What might the speaker talk about
set of beauty rituals and standards. Things that next time? Choose two answers.
seem ugly and repulsive to one culture can be
alluring and seductive to another. For example,
some societies admire fatness while others aspire
to be as thin as possible. Some cultures favor big
feet while others prefer them small. Some cultures
Self-Assessment Log
prefer a lot of white space and subtle colors on
their websites; other cultures prefer lots of bright
colors with very little open space.
So… if you add this cultural component to the the strategies practiced in the chapter (or the
form versus function debate… you can see where degree to which they learned them).
the difficulty is. For example, will the same website
appeal to both Japanese and Saudi users? Will
U.S. users be happy using a Taiwanese website
designed to appeal to a Taiwanese standard of
beauty? And think about this: if a Japanese website • Tell students to find definitions in the chapter for
user doesn’t care how ugly a U.S. site is as long as any words they did not check.
it functions well, will the same Japanese user feel
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5 Transitions
CHAPTER
In this The subject matter focus of this chapter is the importance

CHAPTER and effect of the many life changes we all go through from
infancy to old age. Using this topic as a starting point,
students will practice understanding and using figurative
language in Part 1. Then in Part 2, they will learn to make
analogies. In Part 3, they will practice “telling it like it is”—
using straightforward language to express their opinions.
In Part 4, they will practice answering questions in which
they have to sort and classify information, similar to those
found on the TOEFL® iBT.
Chapter Opener
• Direct students’ attention to the photo. Invite one

or two students to describe their own families and
tell which stages of life their family members are in.
Encourage them to describe the positive and negative
aspects of the various stages. (Infants require constant
attention from parents. Adolescents sometimes get in
trouble by acting impulsively.)
“
• Read the Linkletter quote aloud. Ask a volunteer to
The four stages of man define the word obsolescence (something that is out
are infancy, childhood, of date, no longer needed). Ask if students agree

or disagree with the idea that people older than
adolescence, and adolescence are obsolete. Ask if they can guess why
obsolescence. ” Linkletter would say this.
• Have students form small groups to discuss the
Art Linkletter “Connecting to the Topic” questions. Later have them
U.S. TV-show host report back to the class.
and author (1912–2010)
66
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Chapter Overview
Features Critical-Thinking Skills

Radio Program: The Stages of Life— Speculating about why some people are
A View from Shakespeare more willing to try new things than others
Learning Strategy: Understanding and Understanding and using figurative language
Using Figurative Language Theorizing about free will and fate
Language Function: “Telling it Like it Is” Interpreting quotes
Listening Completing analogies and metaphors
Listening analogies and metaphors and the Deciphering the meanings of analogies and
words that signal them metaphors
Listening for tone of voice for “telling it Choosing appropriate tone of voice and
like it is” expressions when “telling it like it is”
Listening for expressions that “tell it like it is” Identifying what is revealed what speakers
Listening for contextual cues and tone of “tell it like it is”
voice that reveal characters’ situations and Inferring speakers’ attitudes from tone and
emotions expressions used
Using a graphic organizer to sort and
Speaking
categorize information
Sharing feelings about life stages
Sharing ideas E. Roger’s five levels of Vocabulary Building
willingness to try new things Using context to match new vocabulary
Recalling and sharing experiences of words to definitions
transitions in life Understanding and using new vocabulary in
Sharing personal experiences relating to discussions about transitions
new vocabulary concepts
Focus on Testing
Sharing ideas about free will, fate, and time Answering classification that require
Discussing the meanings of analogies and sorting, classifying, or categorizing of
metaphors in a radio program information
Brainstorming analogies
Role-playing characters that “tell it like it is”
Vocabulary
Nouns Verbs Adjective Idioms and Expressions

motives intimidate driven add insult to injury make a name
passion whine at the drop of a hat for yourself
beat around the bush put it bluntly
in a rut sound and fury
laws of irony
67
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Did You Know? 1 What Do You Think?

• Ask students to tell what they think of when they
hear the word transitions. Elicit examples of the Best Practice
kinds of changes people go through at various
stages in their lives.
In this activity, students are asked to react to
• As you read and discuss the descriptions of the factual statements, statistics, and personal
five ways people react to change, write the key questions, stating their own opinions of what the
terms on the board. Ask students to take turns facts mean and what the truth is. This requires that
describing each type of person in their own words. students interpret what they have read and talked
about and form their own theories. These are
important steps in developing critical thinking skills.
Expansion Activity
• The aim of this activity is to allow interested • Have pairs of students discuss the six questions.
students to do independent study in order to learn After about five minutes, invite volunteer pairs to
more about the five categories of how people share their ideas with the class.
react to change. Ask them to write a short report • As students tell which category they think they
on their findings. fit into, have them give a specific example if they
• Explain that Everett Rogers’ study of how people can. For example, if a student was the first one in
react to change is called “Diffusion of Innovation the school to try a new type of computer software
Theory” and write this phrase on the board. and now everyone is using it, the person was an
Suggest that students do some further research “innovator” or “early adopter.”
into this phenomenon. They can go to the library or
use this phrase as a search term on the Internet.
• Ask them to try to find out (1) who was interested
in this field before Rogers; (2) when Rogers did his
work; and (3) what he listed as the characteristics of
2 Recalling Transitions
each of the five types of people. Encourage students
to add any other information they find interesting. Best Practice
As they begin to explore the topic of transitions,
Content Note students are asked to recall transitions they have
gone through in their own lives. Asking students
In the United States there are companies that
to incorporate their own past experience helps
specialize in helping people make changes in
them better understand the new concepts being
their lives. These organizations help their clients
presented, and also helps create interest in the topic.
deal with “life transitions” such as divorce, job
change, or moving to a new city. They do not
provide psychotherapy, but they do help people • Help students form small groups to discuss the
plan and implement changes in their lives. They questions. You may wish to provide an example
give personality tests, conduct interviews, suggest or two. For instance, a student may have just had
books to read, and provide support during the a baby and may find that he or she has less free
period of transition. Services are available in person, time to spend with old friends and has also become
by phone, or by email. They can be found on the more interested in making money.
Internet using the search term “life change coach.”
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• After the group discussions, talk with the whole

class about their feelings of being, or not being, in ANSWER KEY
control of life situations.
1. b 2. g 3. e 4. f 5. d 6. a 7. c

4 Using Vocabulary
• The aim of this activity is to show students
• This activity allows students to discover the
one way to structure group discussions and to
meaning of the vocabulary words in the context of
help them learn how to become more effective
their own experiences.
participants. This expansion can be used with
Activity 2 “Recalling Transitions” or any other • Put students in groups to discuss the questions
small group discussion activity. among themselves. Most students will be able to
share something. You may want to get them started
• Copy and hand out Black Line Master 12 ”Role
with an example or two of your own.
Cards,” on page BLM 12 of this Teacher’s Manual.
• Read the instructions and answer any questions
students may have. Divide the class into groups
ANSWER KEY
of four. Point out that each group should have one
person playing each role. Meanings:
• Have students complete the discussion activity 1. involved in a situation that one can’t seem
in class. When they finish, discuss the questions to change
with the whole class. Finally, ask them to share 2. to become important in the eyes of the world
anything they may have learned about the group 3. without pausing to think about it
discussion process.
4. speak plainly without considering the other
person’s feelings
5. forces that make something turn out the
Vocabulary Preview opposite of what one expected; to make an
already difficult situation even worse
3 Vocabulary in Context

going to hear.
• Have students complete the activity on their own.
Discuss the correct answers with the whole class.
using these same words and expressions.
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2 Figurative Language Student Book pages 86–91
Strategy ANSWER KEY

Possible meanings:
Understanding and Using Figurative 3. Some people watch life pass them by
Language without getting involved while others truly
• You may wish to have students review live life because they become deeply
this material at home before class and involved in what is happening around them.
prepare questions on anything they don’t It’s more important to pay attention to what
understand, or you can read and discuss is going on right at this moment than to
it in class. Discuss the meaning of the spend the time imagining what will happen in
words analogy, metaphor, and equation. the future.
• Invite students to practice making We must work toward building happiness in
analogies using the “Expressions Often our lives and not just leave it up to chance.
Used in Making Analogies” listed in
the box.
Content Notes
Best Practice • Henry Wadsworth Longfellow was one of
America’s first poets. He lived in New England
Scaffolding Instruction in the 1800s and eventually became a Harvard
In Part 2, students begin with simple tasks related professor.
to the use of analogies, and gradually move on to • Lord Chesterfield was a 19th-century British
more complex tasks. The teacher monitors their nobleman. He is remembered for the wide array
progress and provides support as they move along. of letters and articles he wrote, and his witty
In the introductory section, students begin by sayings are still frequently quoted.
reading an explanation of how analogies work and
• Voltaire was an 18th-century French philosopher
studying a list of examples. In the “Listen” section,
and writer. His ideas continue to influence
they listen to a recording and note the analogies
readers all over the world.
they hear. Finally, in the “Talk It Over” section,
students are asked to create their own analogies.
Listen
Before You Listen
• Read the excerpt from Shakespeare’s As You Like
1 Considering the Topic It in the Public Radio Newsletter on page 88 of the
Student Book aloud to the class. Pause after each
• Read the instructions and the three questions aloud.
stage of life (such as infant, schoolboy, etc.) and
• Divide the class into groups and ask each group to invite students to comment, perhaps telling the age
choose one of the questions to focus on. Give the range of that stage of life and saying whether they
groups about ten minutes to make notes about their think Shakespeare’s description is accurate.
initial responses. Then ask a group representative
to share each group’s ideas with the class.
• As you discuss the third question, briefly identify
each author (see Content Note) and help students
interpret the meaning of each quotation.
han70522_ch05-Rnd03.indd 70 11/29/12 1:58 PM


puppets play out like predetermined roles. 4. As
• The aim of this activity is to show students how to people get older, they tend to agree more with the
use a graphic organizer that uses a visual image cynics who think we have very little control over
to illustrate the relationships among several ideas. our lives. 5. Jacques says that our lives are
In this case, they will be working with the seven predetermined like roles in a play. 6. Jacques
stages of life from the Shakespeare quotation. sees the seven stages of life as seven acts in a
play. 7. We all face different circumstances in
• Copy and hand out Black Line Master 13 “Life
life but every person can decide what to do about
Cycle,” on page BLM 13 of this Teacher’s Manual.
these circumstances. All individuals must decide
• Read and explain the instructions as necessary. whether they do or don’t have the freedom to
Have students make notes about the “seven control their own fate.
ages” on the life cycle chart, naming and
Total number of analogies and metaphors: 11.
numbering each stage.
1. Life is like a puzzle. 2. We are actors playing
• When they finish, have them compare charts with out roles. 3. We are puppets. 4. The world’s
a partner’s. a stage. 5. Men and women are players.
6. The seven stages in life are like acts in a play.
7. creeping like a snail 8. lover sighing like a
2 Listening for Figurative Language furnace 9. soldier bearded like a ’pard (leopard)
10. A young man is a justice. 11. voice
like bagpipes
Point out that between Activities 2 and 3 they will
be listening to the recording three times—once
to note main ideas, once to count analogies and 3 Completing Analogies and
metaphors, and once to complete the metaphors
Metaphors
on pages 89–90.
• Have students listen once just to get the main ideas • Have students listen a third time and complete
and list them in the first column. the analogies and metaphors on pages 89–90
of their books.
• Have students listen a second time and tally the
total number of analogies and metaphors they hear.
• Review the results with the class. You may wish ANSWER KEY
to have a student read aloud all the analogies and
metaphors as the rest of the class counts them and Possible answers: 1. … meaningless moves
adds any that were omitted. in a game that can’t be won 2. … actors
playing out roles 3. … puppets 4. … like
acts in a play 5. … a snail 6. … a fire in
a furnace 7. … becoming a soldier 8. …
ANSWER KEY
a leopard 9. … sounds like Scottish
Possible main ideas: 1. People are concerned bagpipes 10. … a baby
with time and change. 2. Most people know
that time and change can be both positive and
negative. Some people take a positive view and
some people take a negative one. 3. There are
different ways to look at the stages people go
through in life, from seeing them as opportunities
for spiritual growth, to seeing them as acts that
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AUDIOSCRIPT didn’t become. Other people take

a more positive view and learn to
Radio Program: The Stages of Life—A View from
accept and take pleasure in what
Shakespeare
is—in what they were able to do
Grace Powers: In some ways, life is like a giant and what they did become. For
puzzle. To construct a puzzle, example, if they’ve lived an ethical
you have to gather and put life and been kind to others, they
together the parts. Similarly, we don’t worry about the fact that
gather and piece together our life they’ve never sailed around the
experiences as we learn and grow world, earned a million dollars, or
and change. won a Nobel Prize.
Hello. This is Grace Powers and People who have positive feelings
welcome to Transformations, the toward humanity tend to believe
show that talks about change— that a lifetime is a period in which
in ourselves and in our society. we must work hard to develop
Tonight we are pleased to and perfect ourselves. On the
have with us the distinguished other hand, other people aren’t as
professor of English literature, optimistic about the intelligence
Fred Alley, who will speak about and goodness of people. To put
Shakespeare’s view of the stages it bluntly, they don’t generally
of life. like or trust people. Those who
We hope you’ll enjoy the believe that humankind is not
program. We’ll have a call-in worthy of trust, and therefore not
discussion afterward as usual. worth caring about, are known
Our newsletter has a speech from as misanthropes.
Shakespeare’s play, As You Like There are many ways people view
It, in the latest issue. Professor the stages that they go through
Alley will be referring to this in life. A Buddhist would
speech in today’s presentation. probably see transformation or
And now, Professor Alley. change as an opportunity for
spiritual growth. A business
Prof. Alley: Thank you, Grace. Now… most
executive might be concerned
people look forward to changes
with the financial aspects of
in the future. We hope that
change. Honestly, there are
these changes will bring good
as many ways to deal with the
fortune, yet we also know that
transformations in our lives
not all changes are good. We
as there are points of view. In
want to see time and change as
Western civilization, we seem to
positive, but let’s face it—we also
be afraid that all our planning
see time and change as negative
and struggling for success are
because they always bring our
simply meaningless moves in a
decline and eventual death.
game that can’t be won. We fear
In my view, the ways people that our efforts will produce,
react to change are more as Shakespeare wrote, merely
important than what actually “sound and fury, signifying
happens to them. Frankly, I nothing.” One of the most
think that some people waste disturbing visions is the idea that
time worrying about what they we are just actors playing out
weren’t able to do or what they
han70522_ch05-Rnd03.indd 72 11/29/12 1:58 PM

roles created for us by genetics, nothing constructive, no positive

the choices our families suggestions or solutions. They
made, or any number of other merely whine and complain about
circumstances. Or even worse, the poor condition of the world
what if we are just puppets and how it’s all our own fault.
whose strings are pulled by Because we are so aware of
forces beyond our control? I’m the fact that we will all die
sorry to tell you that if this eventually, the dark visions
is the case, we do not have of the cynics and even darker
any freedom. Each and every visions of the misanthropes
moment, every move, every can be fascinating to us. One
gesture, and every thought is of the most famous speeches
decided for us. in literature about the stages
Of course, when we are young, in life that we all pass through
we don’t like the idea of being is the one given by Jacques in
puppets, because this limits our Shakespeare’s play, As You Like It.
freedom. As we grow older, Let me tell you a little about
though, we are often willing Jacques. Jacques is one of the
to settle for less freedom. lords serving the duke in the
We agree to play roles that play. He also presents himself as
are predetermined by our a philosopher who wanders from
own characters and society’s place to place, has no connections
expectations of us. These with other people, and no desire
roles sometimes make us feel for them. At the drop of a hat,
that we’re in a rut—stuck in a though, he will comment freely
boring, repetitive world—but to anyone and everyone about the
for some reason, we do not state of the world.
rebel. Eventually, we might even
As I read the speech, you can
become cynics—people who do
decide for yourselves whether
not believe in free choice and
you think Jacques is a cynic, a
who distrust human nature and
misanthrope, or a realist. Now
people’s motives. Cynics believe
please follow along on your
that most people basically are
handout:
selfish. And when the cynics
describe our failures, we listen All the world’s a stage,
eagerly. Why? Well, the truth is And all the men and women merely players.
that the cynics’ view of humanity
They have their exits and their entrances,
reassures those people who are
weak. You see, if that’s the way And one man in his time plays many parts,
humanity is, then the weak just His acts being seven ages.
can’t help themselves. They So, Jacques says that we are all
have the best possible excuse for simply actors going through our
their behavior: That’s simply the lives as if they were real, when
way all people are. Cynics also actually we are only playing roles
criticize authority in society, already determined for us. He says
because people, especially those the seven stages of life are like acts
in power, always make a mess in a play. In the next few lines, he
of everything. I’m sorry to say describes the first two stages:
however, that the cynics offer
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At first the infant, The next stage of his life,

Mewling and puking in the nurse’s arms, however, is not as amusing nor
perhaps as understandable. The
Then whining schoolboy, with his satchel
youth soon grows beyond love
And shining morning face, creeping like a snail and sexual desire into anger,
Unwillingly to school. jealousy, and the most forceful
emotion: ambition. And to
Jacques is so cynical that all
him, fulfilling the ambition
he has to say about the sweet,
of becoming a man means
innocent baby in the first act of
becoming a soldier. His language
life’s drama is that he cries (that’s
changes. It becomes coarser; to
the “mewling”) and he spits up
put it bluntly, he swears a lot. He
his milk, or “pukes.” And the
begins to hate his enemies more
next 12 years don’t get any better.
than he loved his sweetheart—
The child is sent off to school
his “mistress.” He grows a beard,
with his face washed and his
hoping to look as fierce as a
books in his “satchel,” in his bag.
“pard,” that is, leopard. He does
He does nothing of importance
this to intimidate his enemies.
but continues to whine and
He fights, “quarrels,” in order
complain as he goes unwillingly
to make a name for himself,
to school. The only choice he
to improve his reputation. He
makes is to go to school slowly,
is so driven by his ambition
“creeping like a snail.” Soon he
for recognition that he doesn’t
reaches adolescence—his teenage
care if it endangers his life.
years—and his interest in girls
That is, he pursues the “bubble
grows quickly:
of reputation” even into “the
And then the lover, cannon’s mouth,” even if someone
Sighing like a furnace, with a woeful ballad is about to shoot him. He ignores
Made to his mistress’ eyebrow. Then a soldier, the fact that he is mortal and
puts glory and reputation before
Full of strange oaths, and bearded like a pard, reason and thought.
Jealous in honor, sudden and quick in quarrel, If the youth manages to survive
Seeking the bubble reputation these years, he will achieve the
Even in the cannon’s mouth. fifth stage, making a career for
himself and accumulating things
So, now, in this third stage of
and ideas. He will shift from
life, our hero burns with desire
liberal to conservative, from
(“sighing like a furnace”) and
adventurous to cautious, from
not much else. He becomes
passionate to self-controlled.
possessed by the passion he feels
Listen:
for his sweetheart. Jacques makes
the youth seem foolish by having And then the justice,
him write a poem about the In fair round belly with good capon lined,
beauty of his girlfriend’s eyebrow. With eyes severe and beard of formal cut,
That is certainly silly stuff, but it
is all the lover has to say. Full of wise saws and modern instances,
And so he plays his part.
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So, you see, now our young man Last scene of all,
has become a justice—a court That ends this strange eventful history,
judge. He has become fat from
Is second childishness and mere oblivion,
eating chicken (that is, lining his
belly with “capon”) and other Sans teeth, sans eyes, sans taste, sans everything.
tasty foods. His beard is no longer And so he returns, without
bushy and fierce-looking but is teeth, without sight, without
now well trimmed. Furthermore, taste, without any of the senses,
he is full of sayings and examples. to the emptiness from which he
OK, let’s not beat around the first came into the world.
bush. He’s boring. If this were
We all travel the same path.
the last stage, he might be quite
Sometimes our lives are
content, but there are still two
disappointing, even tragic;
more stages. And the next stage
sometimes delightful; sometimes
brings the trouble of aging:
they are merely routine. We
The sixth age shifts might be glad to be alive, or
Into the lean and slippered Pantaloon, uncertain of life’s value. In any
case, only when we die is our role
With spectacles on nose and pouch on side,
in the play completed.
His youthful hose, well saved, a world too wide
And let’s face it, whether we
For his shrunk shank, and his big manly voice, are simply actors in a play that
Turning again toward childish treble, pipes we have not written or are in
And whistles in his sound. control of our own fates is a
fascinating question. If you
Here our man puts on the clothes
found the answer, would it make
of old age: loose comfortable
a difference in the way you lead
pants and warm slippers. His
your life? I’ll leave you with that
eyes are weak, and he wears
question.
glasses on his nose. He carries
his tobacco and perhaps his Grace Powers: Hello again, listeners. This is
money, too, in a pouch or purse Grace Powers. Professor Alley’s
at his side. There it will be easier question seems like a good place
for an old man to reach and to to start the call-in segment of
guard. The colorful stockings our program. Our phone lines
that he once wore on his strong, are now open. If you knew for
youthful legs are too large to certain whether or not you could
fit his small thin legs now. He control your own fate, would it
no longer has the clear voice make a difference in the way you
of lover, soldier, and judge, but live your life? Go ahead, Salim
speaks in a high, childlike voice, in Milwaukee, you’re on the air.
often whining like Scottish
bagpipes. To add insult to injury,
his missing teeth give a whistling
sound to his words. His life has
almost come full circle, and the
next stage ends the play:
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After You Listen Talk It Over
4 Deciphering the Meaning of 5 Making Analogies

Analogies and Metaphors
• Have students form small groups to discuss the

Best Practice
meaning of each analogy and metaphor from Organizing Information
Activity 3.
The three-column chart that students use to
catalogue information about analogies is an
Best Practice example of a graphic organizer. This organizational
tool helps students record information in a logical
Making Use of Academic Content way that allows them to make useful comparisons.
Students are encouraged to share examples
from their own experiences as they discuss
the meaning of analogies and metaphors. The • Divide students into groups to fill out the chart.
incorporation of real-world examples helps • Encourage students to use their imaginations as
students make connections between the academic they do this activity. Emphasize that there are no
information they are being asked to master and “right” or “wrong” analogies and that each person
their own personal experiences. This process will come up with different types of comparisons
raises students’ interest level and helps clarify the depending on his or her life experiences. Point out
academic terminology. that column 2 is for the bare analogy and column 3
is where students use the analogy in a complete
sentence. Set a time limit of 15 minutes or so.
• Alternatively, you could assign this activity for
homework and then have students review their
analogies in groups during the next class.
6 Determining the Subjects

of Analogies
• This activity gives further practice in understanding

and using analogies. Have members of each group
share one of their group’s analogies by using the
word “it” in place of the subject of the analogy and
having the rest of the class guess what “it” is.
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3 “Telling It Like It Is” Student Book pages 92–97

Strategy students may have. When they finish, encourage
students to share their findings with a partner, or
“Telling It Like It Is” Politely
set up a full-class discussion.
• As you read through the introductory
paragraphs, pause after each one and
call on a volunteer to summarize what it 1 Listening for Tone of Voice
says. Invite students to give examples
to illustrate the points made in the • Review the directions with the class. Emphasize
introduction. For example, My friend, that the words of the conversations will be the
Rachel, told me I was crazy to think same and only the speakers’ tone will vary.
about going out with Ralph, and she was • Play the recording and have students mark their
right! My brother says he’s just trying answers in the book. You may wish to replay the
to encourage me when he tells me how recording as you review the answers with the class.
great his grades are, but he’s actually just
showing off and it really discourages me.
• Read through the expressions for “telling ANSWER KEY
it like it is” with the class and explain the
1A. 1. Yes, Yes 2. Sympathetic tone of
meaning of any expressions that students
voice 3. cared about; His friend and nephew
don’t understand.
are sincerely trying to help him. 1B. 1. No,
• Ask for volunteers to add logical No 2. unsympathetic tone of voice 3. Upset
completions to some of the expressions. and hurt; It doesn’t sound like his friend and
For example, you say, Let’s face it… nephew really care about him. 2A. 1. Angry,
and a student says, You won’t be able upset 2. Tone of voice 3. He doesn’t
to get a better apartment until you start approve of Joseph and wants to show it by not
making more money. attending the wedding. 2B. 1. Disappointed,
• Use several of the expressions to sad 2. From the words and tone of voice
demonstrate sarcastic, angry, and 3. Because he had already made plans to go on a
impatient vocal intonations and invite very important business trip. 3A. 1. No
students to repeat. Then demonstrate 2. She sounds amused as she says she can’t
these same expressions using a more tell what it is. 3. Yes 4. Her tone of voice
neutral tone of voice and have students is gentle and friendly. 3B. 1. No 2. She
repeat again. sounds impatient as she says she can’t tell what
it is. 3. Not much 4. Her tone of voice is not
very friendly or supportive.

• The aim of this activity is to help students
make connections between English language
expressions for “Telling It Like It Is” and similar
expressions in their native languages.
• Copy and hand out Black Line Master 14 “Telling
It Like It Is,” on page BLM 14 of this Teacher’s
Manual.
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AUDIOSCRIPT Dad: And?

Conversation 1A Miranda: And I said yes. We’d like to be
Mickey: Gloria, have you seen my Uncle Ted married right away. What date this
lately? month would be best for you?
Gloria: Yeah, I saw him last week at the club Dad: To tell the truth, if you go ahead with
meeting. this plan, you’ll have to get married
without me.
Mickey: Oh, really? How was he?
Gloria: Well, to be honest with you, I don’t Conversation 3A
think he looked very good. He seemed Paul: Well, how do you like it? I know
so thin and pale and… well, just old. it’s not professional quality yet. I’ve
only taken one course. But what do
Mickey: Well, he’s been working very hard, and
you think? Should I quit my job and
let’s face it, he’s no youngster anymore.
become a photographer?
I’ve been trying to persuade him to
retire, but he just won’t do it. Jane: To tell the truth, I can’t make out
what it is.
Conversation 1B
Paul: It’s a bird soaring over a rainbow. See
Mickey: Gloria, have you seen my Uncle Ted the little point here? That’s the beak.
lately? Well, what do you think?
Gloria: Yeah, I saw him last week at the club Jane: Well, not to beat around the bush—
meeting. don’t quit your job just yet.
Mickey: Oh, really? How was he?
Conversation 3B
Gloria: Well, to be honest with you, I don’t
Paul: Well, how do you like it? I know
think he looked very good. He seemed
it’s not professional quality yet. I’ve
so thin and pale and… well, just old.
only taken one course. But what do
Mickey: Well, he’s been working very hard, and you think? Should I quit my job and
let’s face it, he’s no youngster anymore. become a photographer?
I’ve been trying to persuade him to
Jane: To tell the truth, I can’t make out
retire, but he just won’t do it.
what it is.
Conversation 2A Paul: It’s a bird soaring over a rainbow. See
Miranda: Dad, I’ve something to tell you. the little point here? That’s the beak.
Dad: Well, what is it, sweetheart? Well, what do you think?
Miranda: Joseph asked me to marry him. Jane: Well, not to beat around the bush—
don’t quit your job just yet.
Dad: And?
Miranda: And I said yes. We’d like to be
married right away. What date this 2 Listening for Expressions that
month would be best for you? “Tell It Like It Is”
Dad: To tell the truth, if you go ahead with
this plan, you’ll have to get married • Review the example with the students. Point
without me. out that they will write the actual words of the
expression in the first column, the “truth” in the
Conversation 2B second, and the attitude in the third.
Miranda: Dad, I’ve something to tell you. • Before students listen to the recording, remind them
Dad: What is it, sweetheart? to pay careful attention to the lecturer’s tone of voice
Miranda: Joseph asked me to marry him. in order to understand his attitudes.
• Play the lecture from Part 2 again.
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ANSWER KEY
I’m sorry to Cynics offer nothing disapproving
Possible Answers say…. constructive, no
positive suggestions
Expression “Truth” Attitude or solutions.
Let’s face We also see time Sincere and
OK, let’s not People in the fifth sarcastic,
it…. and change as sympathetic: he
beat around stage of life think amused
negative because gently points out
the bush. they’re full of good
they always bring a “truth” about
ideas, but they’re
our decline and our fear of time
actually boring.
eventual death. related to our
fear of death.
Let’s face it. Whether we are sincere,
simply actors in interested,
Frankly…. Some people waste disdainful
a play that we enthusiastic
time worrying about
have not written
what they weren’t
or are in control
able to do or what
of our own fates
they didn’t become.
is a fascinating
To put it People who aren’t firm, doesn’t question.
bluntly…. as optimistic about think highly of
the intelligence and these people
goodness of people
don’t generally like
or trust people. Talk It Over
Honestly…. There are as many sincere, 3 Role-Playing “Telling It Like It Is”

ways to deal with sympathetic
the transformations
in our lives as there
Best Practice
are points of view.
Interacting with Others
I’m sorry to If we are just appalled, trying Collaborative learning experiences like these role-
tell you…. puppets whose to wake up the plays help solidify students’ understanding of the
strings are pulled audience academic content. They also promote fluency and
by forces beyond confidence. In this particular activity, students have
our control, then a chance to practice using a variety of different
we don’t have the tones of voice as they interact with classmates.
freedom we think
we do.
The truth The cynics’ view of sincere and Read the sample dialogue with a student, or
is…. humanity reassures informative have two students do it. Focus on the use of the
those people who depressed and amused tones of voice used by the
are weak. two speakers.
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• Help students find partners, choose a situation,

choose tones of voice, and role-play the dialogues
together. Make sure the students have the
“Expressions for ‘Telling It Like It Is’” from page 92
of the Student Book on hand.
• If time permits, have students change partners
several times, choosing different situations and
tones of voice each time.
4 Guessing Situations and Emotions
• Invite volunteers to present their dialogues to the

class. Have other students guess the situation and
the emotions they are portraying.
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The mythological figure Oedipus is said to have

solved the riddle. It refers to a person, Oedipus
answered. He or she crawls on all fours as an
infant, walks upright during youth and middle age,
and then leans on a cane or walking stick when old.
This is what I call a functional topology of life’s
stages. The stages are defined by how a certain
function—walking, in this case—is performed.
1 Sorting and Classifying Information A culture could theoretically build a functional
topology around any activity that is, for most
• Before playing the recording, remind students that people, affected by changes in age. For example, if
on the actual test they will have only one chance to I wanted to focus on the function of chewing food,
hear the material before answering the questions I might divide life into a sucking stage (babyhood),
and that they should take careful notes as a losing-teeth stage (pre-teen), a “braces” stage
they listen. during which one can’t eat sticky food, a full-
• Briefly discuss the four column heads with students toothed chewing stage, and a gumming stage in
before they start listening. later life. This topology may sound a little silly,
but it works. Not every person would go through
• Have students listen and take notes with their every stage in the same progression, but not every
books closed, then open their books and answer ancient Greek lived long enough to use a cane
the questions when they are instructed to do so by either. The point is that the image works broadly
the recording. enough to ring true.
• Give students five minutes to complete the table. Closely related to functional topologies are
maturational schemes. These trace the stages
• Review the correct answers at the end.
of life in terms of mental, physical, or even
spiritual changes. The most obvious and common
maturational topology divides life into childhood
ANSWER KEY (pre-puberty), adolescence, adulthood, and old age.
1. ritual 5. bureaucratic With our current knowledge of body chemistry,
we can say that the outward signs of these stages
2. maturational 6. functional of life are traceable to hormonal changes. But
3. functional 7. bureaucratic even without that specific knowledge, cultures
throughout history have recognized these stages.
4. ritual 8. ritual
One well-known maturational topology that
is not quite so obvious is a Hindu system that
focuses on spiritual maturation. Life is divided
into four stages, depending on one’s progress
AUDIOSCRIPT toward being spiritually full-grown. The first
Professor: Many cultures divide a person’s life stage is studentship, or Brahmacarya, which lasts
into stages and create images or ideals of each from initiation into the Hindu community at
stage. In other words, they have a topology of life- five to eight years of age until marriage. During
stages, a system used to metaphorically trace the the second stage of the ideal life, Grihasthya, one
“shape” of human life. For example, the ancient marries, raises a family, and takes part in society.
Greeks composed the famous riddle of the Sphinx: Vanaprasthya is the third stage.
What goes on four feet, then two feet, then three
But the more feet it goes on, the weaker it be?
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It is during this stage, after one’s children have Narrator: Open your book and use your notes to
grown up, that the Hindu leaves the household complete the table. For each item, mark an “X” in
and prepares for the spiritual search or quest. The the appropriate box, to indicate which of the four
fourth and final stage is Samnyasa, renunciation. topologies each statement goes with best, according
This is when one gives up attachment to all to the lecture. To simulate a real test, give yourself
worldly things and seeks spiritual liberation. only five minutes to complete the table.
Most cultures take maturational topologies one
step further and establish ceremonies, called rites
of passage, to mark a person’s entrance into a new
stage. Stage-of-life topologies that focus on these
ceremonies are called ritual topologies. Typically,
ritual topologies include celebrations at birth,
puberty, marriage, and death. Countless cultures
have rituals for these occasions, often because of
religious or philosophical traditions. Confucian
thought, for instance, helped establish this kind of
ritual topology in many East Asian cultures and
helped determine the materials (rice, water, etc.)
used in the rituals. Christianity—with baptism,
confirmation, and other life-stage rites—did the
same in European cultures and cultures elsewhere
that are based on European models.
Functional and maturational topologies are almost
poetic in their ability to create images. This stands in
contrast to what I would call a bureaucratic topology,
one based purely on where a person falls into some
scheme invented by a government or another
organization. Take, for example, the stages by which
Americans gain greater status under the law. For
most purposes, one becomes a legal person at birth.
In most states, the age of 16 is the age of consent, the
point at which someone can agree to marry or enter
other relationships. Eighteen is the age at which one
can vote and enter the military, and at 21 one can
legally drink alcoholic beverages. Cultural traditions
have influenced this topology, but it is supported
mostly by law and not by belief. Why do people pass
from one stage to another? Purely because the law
says so. Some aspects of a bureaucratic topology may
actually conflict with widespread cultural beliefs.
For example, many Americans firmly believe that no
one should get married at the age of 16, even if the
law says they may.
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Self-Assessment Log
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6 The Mind
CHAPTER
In this Students will study the physiology and psychology of

CHAPTER dreams. In Part 1, students discuss their own dreams
and learn vocabulary that is useful for discussing dreams
in general. In Part 2, they listen for ways of comparing
and contrasting ideas and then practice using these
skills while discussing and analyzing dreams. In Part 3,
students practice listening to and expressing optimistic
and pessimistic viewpoints. In Part 4, they practice how
to answer a mix of different question types like those
found on the TOEFL® iBT.
Chapter Opener
“When you dream, you • Conduct a class discussion of the photo and the first
“Connecting to the Topic” question. Guide students
dialogue with aspects of to understand that the scientist is levitating boxes
yourself that normally in a futuristic setting. Ask students if they have ever
played a virtual reality game similar to this and to
are not with you in the describe what it felt like.
daytime and you discover • Divide students into groups to discuss the second
and third “Connecting to the Topic” questions. Give
that you know a great
students a few minutes to talk and then ask for

deal more than you volunteers to report out to the class.
thought you did. ” • Read aloud the Toni Cade Bambara quotation and
invite students to comment on it. Ask volunteers to
Toni Cade Bambara share a specific example of something they found out
African-American writer, through a dream that they didn’t consciously know in
documentary filmmaker, and social waking life.
activist (1939–1995)
84
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Chapter Overview
Features Interviewing people about their dreams

Lecture: Dreams and Reality Debating dream-related topics as an optimist or
Learning Strategy: Understanding and Using a pessimist
Comparison and Contrast Role-playing seeing the “bright side” of bad
Language Function: “Looking at the Bright situations
Side”
Critical-Thinking
Listening Speculating about the nature, purpose, and
Listening for indicators of comparison and effects of dreams
contrast Comparing and contrasting dreams
Listening for words signaling comparison and Analyzing and interpreting dreams
contrast
Summarizing or paraphrasing the positive view
Listening for details of comparisons and of the lecturer
contrasts
Recognizing the “bright side” of a bad situation
Listening for the positive view, the “bright side”
expressed in conversations and a lecture Vocabulary Building
Pooling knowledge and collaborating with
Speaking classmates to match definitions to new
Discussing advantages and disadvantages of a vocabulary words
virtual reality experience
Using context and definitions to match new
Sharing ideas about the nature, purpose, and vocabulary words to their synonyms
effects of dreams
Understanding and using new vocabulary in
Discussing the content of dreams and when discussions about the mind
and how often they occur
Discussing dreams that look back and dreams Focus on Testing
that seem to look forward Answering a realistic mix of question types
(including basic-information questions,
Comparing and discussing answers to
pragmatic-understanding questions and
exercises with classmates
classification questions)
Comparing and contrasting dreams
Role-playing a team of psychoanalysts
analyzing patients’ dreams
Vocabulary
Nouns Verbs Adjectives Idioms and Expressions
flexibility conceptualize chaotic in tune with
perception manipulate fleeting the downside
visualize trivial the upside
85
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PA R T
Did You Know? 1 What Do You Think?

• Ask students to read the first paragraph, taking • Have students discuss the questions in pairs. You
time to understand as much as they can. Then may wish to allot about ten minutes for this activity.
have them close their books. Call on a student to Encourage them to cover all six questions and
summarize the main idea of the paragraph. Allow announce the amount of time left at two-minute
other students to add to the summary. Then, with intervals as they work.
the books still closed, call on volunteers to share
• After students have had time to discuss, read
any details they remember. Restate each detail
each question aloud and call on volunteer pairs
and ask the class whether each fact is correct.
to answer. Encourage students to give specific
Then have students open their books and reread
examples from their own lives.
the paragraph to themselves.
• Repeat this procedure for the other two
paragraphs. Sharing Your Experience
2 Talking About Dreams

Best Practice
• The aim of this activity is to generate interest in
the topic of the chapter and help students make Activating Prior Knowledge
connections between the material in the book and As students talk about their dreams in groups, they
their own lives. activate prior knowledge related to the topic of this
• Copy and hand out the Black Line Master 15 chapter—how the mind operates. Students can
“Dream Log,” on page BLM 15 of this Teacher’s then easily draw parallels between their own past
Manual. experiences and the academic concepts presented.
This makes it possible for them to better understand
• Ask students to keep a log of one dream a night
the material and also provides an important
for a week. Have them bring their logs to each
motivational component.
class session and invite volunteers to share
interesting dreams or dream fragments along with
possible interpretations. • Help students divide into small groups to discuss
• If students say they never dream, suggest that the questions. After the group discussions, talk
they keep the log beside their bed and look with the whole class about how important they think
at it first thing in the morning. Sometimes the dreams are in understanding their lives.
remnants of a dream are only accessible right • Point out the photo and ask students what they
after we wake up. think it means. Elicit several different points of view.
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Vocabulary Preview
ANSWER KEY
1. e 2. j 3. k 4. f 5. c 6. i 7. h 8. g
Best Practice 9. a 10. d 11. b
In this Vocabulary Preview, students carry out 4 Vocabulary in Context
progressively more difficult activities to first learn,
and then use new vocabulary words. In the first • Help students find partners and choose roles.
activity, students pool their knowledge to match Remind them that not all of the words in the list
new vocabulary terms with their definitions. In the are used. As they practice replacing underlined
second, pairs of students put this newly acquired words in the conversation, move around the room
knowledge to use as they complete a conversation, monitoring students’ progress.
substituting synonyms with new vocabulary. This
• Note: In this activity, the phrase images of things is
type of scaffolded instruction helps assure that
used to mean visualizations, the noun form of the
students will have a successful learning experience
verb visualize.
and also it helps them develop self-confidence and
independence.
ANSWER KEY
3 Sharing Definitions conceptualized; fleeting; chaotic; perception;
trivial; visualizations; flexibility; manipulate;
in tune with
going to hear.
• Read or have a student read the words and
definitions aloud. Don’t discuss meaning at this
point. Put students in small groups to do the
matching activity.
• Another approach is to have students work on the
matching activity individually and raise their hands if
• Discuss the correct answers with the whole class,
going over any definitions that were especially
difficult. Encourage students to make up original
sentences using these same expressions.
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PA R T
2 Comparison and Contrast Student Book pages 105–113
1 Listening for Comparison

Strategy and Contrast in Informal
Conversations
Understanding and Using Comparison
and Contrast • Play the recording and have students just listen. Next
• You may wish to have students study ask them to discuss with a partner what they heard.
this material at home before class and • Play the recording again. This time students
prepare questions on anything they don’t write down the words the speakers use to
understand, or you can read and discuss make comparisons and contrasts.
it in class.
• Have students compare their answers with
• Discuss the difference between another pair’s.
comparing two things and contrasting
them. Invite students to practice making
some initial comparisons and contrasts ANSWER KEY
using the expressions listed in the boxes.
1. They make cheese the same way my
• For the part on word stress, model the grandfather used to.
use of word stress to indicate comparison
and contrast. Have students practice 2. There are advantages and disadvantages
creating their own sentences using to both. On the other hand, taking the train
word stress to indicate comparison and means we don’t have to worry…
contrast. For example, I slept eight hours 3. The good news is we’re not going to have a
last night. Jenny slept ten hours last night. quiz today… And the bad news is that this
means that next week we’ll have two quizzes.
Expansion Activity
AUDIOSCRIPT
• The aim of this activity is to give students an
enjoyable way to practice using “Expressions Conversation 1
That Signal Comparison,” “Expressions That Otto: I really like that cheese shop on Second
Signal Contrast,” and “Antonyms Used to Signal Street, Henry. You know, the one with the giant
Contrast.” mouse on the roof holding a chunk of cheese?
• Ask students to work in pairs. Each student Henry: I don’t think I’ve ever been there, Otto.
describes a situation to his or her partner and Why do you like it?
specifies one of these three types of expressions. Otto: They make cheese the same way my
The partner must give an appropriate response grandfather used to. It makes me daydream about
using that expression. my childhood on my grandfather’s dairy farm in
Wisconsin.
• Example:
Student A: The situation: It’s raining and we can’t Conversation 2
go to the beach. Judy: Paula, do you think we should drive or take
the train to the concert in Chicago? I can’t decide.
Student A: The expression: However There are advantages and disadvantages to both.
Student B: Possible response: However, we can Paula: Well, let’s see. Driving means that we can
swim in the pool at the gym. leave whenever we want. On the other hand, Judy,
• At the end, invite pairs to present some of their taking the train means we don’t have to worry about
dialogues to the class. parking and we can both sleep on the way home.
han70522_ch06-Rnd03.indd 88 11/29/12 1:58 PM

Best Practice
Judy: That would be great! Then I could finish
that dream I was having about becoming a famous Making Use of Academic Content
musician.
In this activity, students listen to a lecture, which is
Conversation 3 similar to one they might encounter in a community
TA: I’ve talked with Professor Thornton and there college or university classroom. They learn to
are going to be some changes this week. What do focus on aspects of comparison and contrast that
you want first—the good news or the bad news? frequently appear in this type of presentation. This
Students: Oh, no! What? Wait, what’s up? listening activity provides an authentic context for
the practice of this key skill.
TA: Well, the good news is, we’re not going to
have a quiz today.
Students: Really? That’s great! No kidding? • Read and discuss the directions with the class.
TA: And the bad news is that this means that next Point out to students that they will be listening to
week we’ll have two quizzes—one on the mind the recording twice. The first time they should listen
on Wednesday, and one on dreams and the dream for main ideas and jot down them down in the chart
state on Friday. along with words and phrases that are used to
Students: Oh, no. Great! make comparisons and contrasts.
ANSWER KEY
Before You Listen
Main Ideas Comparisons Contrasts
2 Considering the Topic Dreams sometimes the same thing but, even
feel intense likewise though
• Help students form small groups to discuss
Dreams sometimes however, on
answers to the two questions. feel trivial but can be the other hand,
• Invite a representative from each group to very important however
summarize the results of his or her group’s Two types of dreams on the other
discussion for the class. hand
Ursula LeGuin’s
story shows the however,
power of dreams instead
Listen
George seems but, on the
insane but isn’t other hand
3 Listening for Comparison and
George and Dr.
Contrast
Haber are opposites
Best Practice
The charts that accompany this activity are examples
of useful graphic organizers. The organizers provide
a framework for students to use as they categorize
the information in the lecture. Other types of graphic
organizers are used throughout the book.
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PA R T
• During the second listening, have students fill out

a second chart with the actual comparisons and
contrasts. You may wish to pause the recording
after each element in the first column of the chart
is discussed in order to give students time to write
out their answers.
ANSWER KEY
Comparison Contrast
1. Dreams while we are sleeping and Both waking dreams and sleeping dreams While we are sleeping dreams seem
dreams after waking influence our daily lives. very real, but after we wake up, the
dream images are less intense.
2. Two types of dreams Some dreams provide powerful, intense

images that can change our lives, while
others provide only fleeting, chaotic,
meaningless images that contain no
useful messages.
3. Dr. Haber’s reaction to George and Some people think George Orr is insane,
other people’s reaction to George but Dr. Haber does not.
4. George and Dr. Haber Dr. Haber and George are both basically Dr. Haber represents the inflexible,
good men; Dr. Haber and George can rational, materialistic person who thinks
change the world through their dreams. that he can control nature, that he can
bend nature to serve himself. His mind is
never still, never quiet. Instead, his mind
is always active, looking for new ways
to change reality. George, on the other
hand, is mentally quiet. He never thinks
of manipulating reality. His dreams are
powerful not because he wants power
but because he is in tune with nature.
5. The lathe of heaven and a child playing The lathe of heaven forms and
with a recording re-forms the world and plays with time
like a child playing with a recording. Time
is moved forward or backward like fast
forwarding or rewinding.
6. Our concept of time and LeGuin’s We think of time as moving ever

concept of time forward; LeGuin sees time as relative to
a central point.
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AUDIOSCRIPT awareness. This is because our dreams

influence our decisions and choices
Lecture: Dreams and Reality
even though we don’t realize it.
Professor: Hello, everyone. Well… how did you
Often, however, our dreams seem
do with the reading for this week?
trivial and useless. On the other
Any problems?
hand, many breakthroughs in science
Student 1: Oh, yes. I thought that the textbook and in the arts have originated in
was really hard to understand. dreams. In the sciences, for example,
Student 2: Yeah, me too. I thought I knew a German chemist, F. A. Kekule von
something about the topic for this Stradonitz, dreamed about a snake
week, you know, “Dreams and with its tail in its mouth. He said
Reality,” until I started doing the that this dream led him to visualize
reading. the benzene molecule. The dream
helped him to conceptualize a model
Student 3: I agree. I finally went to the library
of this molecule.
and got another book on the subject.
Samuel Taylor Coleridge wrote a
Professor: OK. How many others had
poem titled “Kubla Khan.” Coleridge
problems? Yes, well, it looks like
said that he created the poem during
about half of you had some difficulty.
a dream and that the minute he woke
So let’s not use the textbook today.
up, he began to write it down. While
Instead, let’s talk about one of my
he was doing this, a visitor came to
favorite science fiction books. It
see him and interrupted his writing.
contains some great examples of the
Later, when he tried to finish the
concepts in the textbook.
poem, he couldn’t. He had forgotten
Last summer, I read a science fiction the end of it. That’s sad but, on the
book called The Lathe of Heaven. My bright side, critics still consider it one
lecture is based on some of the ideas of his best poems, even though it is
in this book. And I’m very interested not finished.
to hear your reactions. So let me just
So dreams can be very important.
share a few ideas with you; then we’ll
My dreams, however, do seem
open it up for discussion. OK?
pretty silly. For example, the other
Students: Sure. Yeah. Great. Sounds good. night, I dreamed about buying a
Professor: Most of us have had intense dreams. suit, something I had actually done
While we are sleeping, these dreams that day. And one night last week
seem very real, but after we wake I dreamed about hot dogs piled
up, the dream images break up and up on a bridge—no useful images
become much less intense, perhaps for scientific discoveries or artistic
like photographs of something way creations there that I can figure
off in the distance. Even though the out. But at least I do dream. And
dream images have become much less we know that dreaming, any kind
intense, they still stay with us as we of dreaming, is necessary for both
go about our daily activities. We may physical and mental health.
be only partly aware of these images So the mind can create two basic
and only partly aware of the changes types of dreams: On the one hand,
in perception that they may cause. the powerful and intense images
But our dreams can affect our lives that can change our lives, and,
during the day without our conscious on the other hand, the fleeting,
chaotic, meaningless images that
contain no important messages.
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PA R T
Ursula LeGuin, a popular and highly But in the end, someone else finds
respected science fiction writer, out that George can actually change
explores the world of dreams in The reality through his dreams, and
Lathe of Heaven. In this book, she Dr. Haber is forced to admit that he
looks at the relationship between is not trying to cure George of his
dreams and reality in a fascinating fear of dreaming. Instead, Dr. Haber
way. Let me briefly summarize the is trying to use George’s dreams to
story for you. change the world.
George Orr, the main character The upside of this is that the doctor
in the story, has a problem. When wants to change the world into a
he has certain kinds of dreams, “better” place. He wants to do good
the world changes according to his things for the world by controlling
dream. So he frequently awakens to George’s dreams.
a different world from the one that Student 4: That sounds OK, but I bet there’s a
existed when he fell asleep. downside, right?
Student 2: Wow! That would be neat. Professor: Right. Dr. Haber builds a special
Student 3: Yeah! Cool! machine that records George’s
Professor: Yes, that’s quite an extraordinary dreams, so that he can transfer
power. But as you can imagine, it George’s brainwave patterns during
frightens him because he doesn’t dreams to his own dreams. Dr.
believe that it is right to use his Haber thinks that this machine will
dreams to change reality. His fear give him the power to change the
grows bigger when he realizes that no world by himself, through his own
one else knows that he is changing dreams, without George.
the entire world, night after night. This technique works, [pause] sort
Everyone else changes completely of. Dr. Haber does, in fact, gain some
to become a part of the new world power to change reality through
that George creates in his dream. his own dreams. But he fails to
Every time George dreams a new understand what is real and what
reality, each person has a new set of is unreal. Because he sees only the
memories to fit this new reality. They concrete, material world as real, his
remember nothing of the old reality dreams produce nightmarish realities
that existed the night before. with no flexibility. For example,
Student 1: That sounds awful! Dr. Haber decides that he wants
complete equality in the world. He
Student 2: Yes it does, but just think of the wants all people to be absolutely
power he has to change the world! equal in all ways. So he dreams, and
Professor: Right, and it’s interesting that you when he wakes up, everything is gray.
should point that out. You see, People’s skin, their clothes, the houses,
George is extremely upset. He is the trees, the animals—everything!
afraid to go to sleep and dream, so he Students: Oh, no!
goes to a psychiatrist named Haber.
Fortunately, Dr. Haber believes Professor: Everything is certainly equal, but
George and does not think he is only in a material sense. But things
insane. However, Dr. Haber wants could be worse. Just imagine if
to use George’s power for his own Dr. Haber were an evil person rather
purposes, so at first he does than a basically good man. Eventually,
not tell George that he knows that Dr. Haber goes mad from the stress
the dreams really change things. of never getting it quite right.
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Students: (laugh) Likewise, the lathe of heaven forms

Professor: Well, now. What’s the point that and re-forms the world and plays
LeGuin is trying to make in this with time like a child playing with
story? One clue is in the title, a recording.
The Lathe of Heaven. A lathe is a Time is moved forward or backward
machine on which objects are turned like fast forwarding or rewinding.
and shaped into new forms. If the LeGuin asks us to let go of our
wood or the metal is not flexible, it concept of time, which is the idea
will crack when it is shaped by the that time continuously moves
machine. The same thing happens forward, inch by inch, as on a ruler.
with the lathe of heaven. If a person
Instead, she wants us to see time in
is not flexible and accepts only one
relation to a central point. George
part of the mind—the rational,
represents that central point and all
logical part—he or she will be
of time depends on him. Perhaps
destroyed by the lathe.
LeGuin wants us to see that change
In this novel, Dr. Haber represents cannot be pushed from behind along
the inflexible, rational, materialistic a straight course, but only exists in
person who thinks that he can relation to a stable central point.
control nature, that he can bend
Uh-oh. I can see there are mixed
nature to serve himself. His mind is
reactions to this idea. So… let’s take
never still, never quiet. Instead, his
a short break and then open it up for
mind is always active, looking for
discussion. I’m really anxious to hear
new ways to change reality. George,
what you think.
on the other hand, is mentally quiet.
He never thinks of manipulating
reality. His dreams are powerful not
because he wants power but because
he is in tune with nature.
But LeGuin suggests that George,
even though he’s in harmony with
reality, will still suffer. Imagine what
it would be like to wake up to a new
world with a new history every few
days and to be the only one who can
remember the old world.
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PA R T
After You Listen Content Note
4 Comparing Responses Explain and point out on a map how the United
States is divided up into four time zones. You can
• As students compare responses to Activities 2 also explain that in most parts of the country and
and 3 in small groups, move around the room in many temperate climates where the amount of
monitoring progress and offering explanations and daylight varies significantly throughout the seasons,
clarifications as needed. clocks are changed for Daylight Saving Time. In
• Then, in the whole-class setting review their responses the U.S., clocks are moved one hour backward
to the questions and answer any further questions. on the first Sunday in November, and moved one
hour forward on the second Sunday in March. This
provides more early morning light during the darker
winter months, and longer days during the summer
Talk It Over
months. People remember how to set their clocks
by using the phrase, “Spring ahead, Fall back.”
5 Comparing and Contrasting
Dreams
• This section is designed to give students more Expansion Activity

REPRODUCIBLE
practice with the learning strategies they have just
studied. • The aim of this activity is to help students clarify
• Divide students into small groups to do the activity. the comparisons and contrasts presented in the
Explain that there is no single correct answer to the five dreams in this activity.
questions you will be discussing. Point out that the • Copy and hand out Black Line Master 16
ways students choose to compare and contrast the “Comparing and Contrasting,” on page BLM 16
dreams, as well as how they interpret the dreams, of this Teacher’s Manual.
will be highly individual and will depend on their own
• As students work in pairs, have them record the
attitudes and personal experiences.
similarities and differences between the pairs
• For situation 5 you may need to explain that in many of dreams on the Venn diagram. They can use
places clocks are changed for Daylight Saving Time the notes on their diagrams to create sentences
(see Content Note below). containing comparisons and contrasts as they
discuss the dreams in their groups.
• Review the sample Venn diagram and the
accompanying sentences with the class before
having students do the group work.
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6 Analyzing Dreams Content Note

Dream analysis has always been a popular pastime
Best Practice in the United States. Beginning in the 1800s,
people bought “dream books” that contained
explanations for what various dreams were
In this activity, group work provides students with supposed to mean. Today there are many websites
a collaborative learning experience. It provides that offer online dream interpretation. You just click
an opportunity for them to practice listening and on the type of dream you had, for example dreams
speaking skills as they engage in an authentic of falling, and you are presented with a detailed
exchange of ideas. Because students are not being explanation of what it might mean.
monitored, they may feel less inhibited. This type of
interaction helps build fluency and confidence, which
are important aspects of effective communication in 7 Interviewing People about Dreams
a second language.
• Have students interview a native speaker of English
about a dream he or she remembers. If that is not
• Help students form groups of four or five. Set
possible, have them interview a classmate.
a time limit for their discussion of each patient,
perhaps three to four minutes, and remind students • Encourage volunteers to share the findings of their
when to move on. interviews and discuss the questions in the last
bullet point as a class.
• Explain that it is acceptable to take a very serious
approach, or to relax and have some fun with their
interpretations.
• When they finish, have each group meet with
another group and share their findings.
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PA R T
3 Expressing the Positive View Student Book pages 114–118
Strategy ANSWER KEY

Conv. 1: 1. But it could have been worse.
“Looking at the Bright Side” 2. Gary’s intention is to be amusing, but there
• Read through the introduction and help may be disagreement about whether he is.
students locate the expressions that Conv. 2: 1. Eric suggests going to a dream
signal contrast on page 106. These therapist. 2. But look at it this way. 3. Yes.
include common expressions such as He is glad to have a chance to help Christine
although, but, however, and nevertheless stop smoking.
as well as phrases like on the other hand.
Conv. 3: 1. She is afraid that speed reading
• Then read through the new expressions might interfere with her reading comprehension.
and explain any that students have 2. She says that the course will make it possible
difficulty understanding. You may wish to for Joyce to at least complete all her reading
discuss the literal meaning of expressions assignments, something she can’t always do.
such as the upside, and the bright side, 3. But just think. 4. Partly. Joyce is now able to
and then help students make connections joke about her problem.
with the idiomatic meaning of these
terms. Invite volunteers to use some of
the expressions in sentences. Choose
some expressions that you think they AUDIOSCRIPT
may not be familiar with and guide them
Conversation 1
as they construct original sentences.
Gary: Hi, Julius. How’s it going?
• If appropriate for your class, divide the
class into small groups. Assign to each Julius: Hi, Gary. I’m really tired. I didn’t
sleep much last night because I had
group one contrasting expression, one
this terrible dream. I dreamed that I
expression of a positive view, and one got the second-to-lowest grade on the
expression used to compare a situation history final.
with one that is even worse. Give
Gary: Oh, yeah? And who got the lowest
the groups a few minutes to come up
grade?
with original sentences using these
expressions. Then have the groups share Julius: Henry Mitchell. Wow, what a
their sentences with the whole class. horrible dream!
Gary: Oh, yeah! But it could have been
worse!
1 Listening for the Positive View Julius: Yeah? How?
Gary: Well, you could have woken up and
• Review the directions and questions as a class. discovered you were Henry Mitchell.
• Play the recording and have students write their
answers in the book. You may wish to replay the Conversation 2
recording as you review the correct answers with Christine: Oh, shoot, Eric! It’s raining again,
the group. and I was looking forward to going to
the soccer team picnic.
Eric: Yeah—too bad—but look at it this
way: Now we’ll have time to go see that
dream therapist I was telling you about.
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Christine: Oh, well—maybe… . 2 Summarizing the Positive View

Eric: Now come on, Christine. You said you • Read and discuss the directions with the class.
wanted to stop smoking, didn’t you? Point out that students should listen carefully for the
Conversation 3 negative content presented in the activity followed
by a comment that tries to make the situation sound
Clara: Hi, Joyce. What’s up?
more positive.
Joyce: Hi, Clara. I’m on my way over to my
study skills class. We’re starting a unit • Play the example and review it with the class.
on speed reading, and I’m not looking • Have students listen to the recording and write their
forward to it. responses in their books.
Clara: Really? Why not? • Review the answers with the whole class at
Joyce: Well, I’m afraid that those speed- the end.
reading techniques might interfere
with my reading comprehension.
And I already have so much trouble ANSWER KEY
understanding a lot of the material in
my classes. Possible answers
Clara: Oh, but just think. You’ll learn to read 1. But on the bright side, critics consider it one
everything so quickly that you’ll at least of his best poems.
read everything once. You were having 2. But at least I do dream and that’s good for
trouble completing all the reading my physical and mental health.
assignments on time, weren’t you?
3. … but just think of the power he has to
Joyce: Yes, but remember what the comedian
change the world.
Woody Allen said a speed-reading
course did for him? 4. The upside of this is that the doctor wants to
Clara: No—what? change the world into a “better” place.
Joyce: He said: “Well, after the speed- 5. But things could be worse. Just imagine if
reading course, I really improved. I Dr. Haber were an evil person rather than a
was able to read Tolstoy’s War and basically good man.
Peace in five minutes… Yes, uh huh—
it’s about war.”
Clara: OK, OK! Well, how about that new 3 Comparing Answers
dream technique we heard about? You
• Have students discuss the answers to Activity 2 in
know, study like crazy just before you
go to sleep and then dream all night small groups.
about the topic? • Then conduct a whole-class discussion of the
Joyce: Sure, that sounds better. Where do answers and whether lectures with a single
I sign up? viewpoint are easier or more difficult to follow than
lectures with contrasting viewpoints.
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PA R T
• Review the steps in the activity. With the whole

Talk It Over
class, brainstorm a few possible complaints about
situations in the Topics list.
4 Debating as Optimists and
Pessimists • Suggest that as students practice in pairs, the
people listening to the negative comments might
Best Practice make notes about each negative point so they can
use them as memory aids when they try to come up
Cultivating Critical Thinking with more optimistic viewpoints.
This activity requires students to take language and
concepts they have studied earlier in the chapter Expansion Activity
and apply them in new situations. In this case, they
are called on to use the language of comparison • The aim of this activity is to give students
and contrast as they express optimistic and personalized practice in responding to complaints
pessimistic attitudes. Reinterpreting and reusing in a positive manner.
the concepts and language they studied earlier
• Elicit from students several situations in which
helps sharpen thinking skills and reinforce learning.
they were criticized or they criticized someone
and the response was a negative one. Make
• Read through the five steps of the directions and brief notes on the board listing each situation and
ask a student to repeat back each one in his or the negative response. For instance, a student
her own words. Review the topics listed and elicit may have been criticized by a friend for never
some initial comments or questions on some of the exercising, or the student may have criticized a
topics. friend for never answering his email.
• Divide the class into debate teams and pair up the • Brainstorm with students possible positive
teams. Have each set of two teams choose the responses for each situation. Suggest that they
topic they will debate together and decide which look back at phrases in “Expressions that Present
team will take which point of view. Set a ten-minute a Positive View” and “Expressions that Compare
time limit for the preparation period. a Situation with One that Is Worse” on page 114
of the Student Book.
• Ask each team to debate in front of the whole
class. Set a ten-minute time limit for each debate. • After discussing each situation, invite a volunteer
Monitor the time each team is speaking and try to pair to role-play the positive form of the dialogue
give them all equal time to make their points and for the class. A possible positive outcome to the
rebut each other team’s points. Give students first situation might be this: The good news is that I
five-minute and eight-minute warnings as time realized that she was telling me to exercise for my
begins to run out. own good. That made me feel like she cared about
me. You think that’s bad? Someone might respond
• After each team finishes, ask a student who is not
to the second situation this way: You think never
on either team to summarize the results of the
answering email is bad? I heard about someone
debate for the class.
who never answered her phone or her email.
5 Responding to Complaints
Positively
• Read and discuss the importance of learning to

respond positively in difficult situations. Make sure
students understand the concept of a gripe session.
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PA R T
Brian: Oh, Angie. It’s you. No, no, you’re

not interrupting anything. I was just
dreaming. Or at least I think I was
dreaming.
Angie: What do you mean think?
Brian: Well, I’m so tired. I think I may be
losing touch with reality. You know,
I’ve been studying for final exams
and it’s really important that I get
all As and Bs this semester. I want
to get into a really good law school,
and my scholarship money is about to
run out, and my psychology professor
said she can’t write a letter of
recommendation for me unless I get
at least an A minus in her course, and
you know that my parents haven’t
1 Answering a Realistic Mix of been too happy about my grades
Question Types lately… Anyway, I’ve been up for
about three nights straight now. And
• Before playing the recording, remind students that just before you came in, I was reading
they will have only one chance to hear the material this psychology book, and I guess
before answering the questions. You may wish to I sort of drifted off. Only I didn’t
go over the questions with them before they hear realize it until you came in.
the lecture. Angie: What do you mean? What
• Play the recording. Then play the questions, pausing happened?
for 20 seconds between questions and 60 seconds Brian: Well, I was studying for my
after question 5 to allow students time to answer. psychology final in my room, or I
thought I was, and then this girl
• Review the correct answers at the end. comes in and she says that I really
need to rest and that I should go with
her into the garden and sit there and
ANSWER KEY relax for while and that she’ll bring
me some refreshments.
1. A 2. D 3. D 4. C 5. category 1: 3; 6;
category 2: 1; 4; category 3: 5; 7; 6. B Angie: Refreshments? Nobody uses that
7. B 8. B word any more. Sounds to me like
you just fell asleep for a few minutes
and you were dreaming.
Brian: Yeah, but it seemed so real. She took
AUDIOSCRIPT my hand in hers and it was so soft. I…
Angie: Hi, Brian. What’s up? Angie: Soft hand, huh? Softer than mine?
Brian: Huh? What? What?

Angie: Oh, sorry. I didn’t mean to startle
you. Am I interrupting anything?
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PA R T
Brian: No, no, don’t go there. You’re missing Question 1: What was Brian doing when Angie
the point. See… then I follow her out arrived?
into the garden and she sits me down Question 2: Why is Brian so tired?
at the table right here. Then she
leaves for a minute… I guess to get Narrator: Listen again to part of the
me some refreshments. conversation.
Angie: (chuckles) Angie: Oh, sorry. I didn’t mean to startle
you. Am I interrupting anything?
Brian: Now, c’mon. Don’t laugh. Listen
Brian: Oh, Angie. It’s you. No, no, you’re
to the rest first. Then I lean over
not interrupting anything.
to smell the roses, you know, right
there and I pick a really beautiful Question 4: Why does Brian say to Angie,
pink one to give her when she comes “It’s you”?
back. Then all of sudden, she appears Narrator: Listen again to part of the
again in the doorway. She almost conversation.
floats over to me, she’s so delicate
Brian: You know, I’ve been studying
that way she walks and all… and
for final exams and it’s really
then she gives me a cup of tea and
important that I get all As and
the most delicious looking cookies.
Bs this semester. I want to get
Well… that’s it. I was reaching for a
into a really good law school, and
cookie and just about to ask her name
my scholarship money is about
when… when… , I guess that’s when
to run out, and my psychology
you came in. Did you see her? Do
professor said she can’t write a
you know who she is?
letter of recommendation for me
Angie: Hmmm. I honestly don’t know who unless I get an least at A minus
she is, Brian, but these cookies are in her course, and you know that
really great. Where’d you get ’em? my parents haven’t been too happy
Brian: What? What cookies? I didn’t have about my grades lately… Anyway,
any cookies here a few minutes ago! I’ve been up for about three nights
straight now.
Angie: Relax, Brian. I brought you the
cookies. You’re not losing touch with Question 5: Why does Brian say, “anyway”?
reality. You were just dreaming. Narrator: Fill in the following chart by putting
Brian: Yeah, I guess you’re right. It sure was the number of each statement in
a great dream, though. the correct category. Two of the
statements will not be used.
Angie: Sounds like wishful thinking. You
know, that’s what Freud said about Question 6: What didn’t the girl in the dream do?
dreams—that they can represent Question 7: Why was Brian surprised and a little
what we hope for or what we need. anxious about the cookies?
Brian: Well, after this dream, I’m sure Narrator: Listen again to part of the
Freud was right. A lovely lady to conversation.
share some cookies with me is exactly
Angie: Relax, Brian. I brought you the
what I need right now.
cookies. You’re not losing touch with
Angie: Well, here I am. reality. You were just dreaming.
han70522_ch06-Rnd03.indd 100 11/29/12 1:58 PM

Brian: Yeah, I guess you’re right. It sure

was a great dream, though.
Self-Assessment Log
Angie: Sounds like wishful thinking. You • Read the directions aloud and have students
know, that’s what Freud said about check vocabulary they learned in the chapter
dreams—that they can represent
what we hope for or what we need.
Brian: Well, after this dream, I’m sure degree to which they learned them).
Freud was right. A lovely lady to
share some cookies with me is • Put students in small groups. Ask students to
exactly what I need right now. find the information or an activity related to each
Question 8: What does Brian want to do?
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7 Working
CHAPTER
In this Students will read and discuss many aspects of people’s

CHAPTER work situations including job satisfaction, leadership issues,
the effects of technology on the workplace, international
competition, the role of unions in the workplace, and
the funding of continuing education by employers. In
Part 1, students share information about their own work
experiences and learn vocabulary useful in discussing
work-related situations. In Part 2, students practice
listening for cause-and-effect relationships. In Part 3, they
learn how to use the language of persuasion and giving
in. Finally, in Part 4, they will practice responding to an
integrated speaking prompt on the TOEFL® iBT.
Chapter Opener
• Point out the photo and ask students what they think it
symbolizes.
• Ask students to discuss the “Connecting to the Topic”
“
questions in small groups. Some groups will probably
Work is either fun or spend more time than others on a particular question.
drudgery. It depends When reviewing group findings with the class, say, Which
question did your group find most interesting? and invite a
on your attitude. representative from each group to address the class.
I like fun. ” • Read aloud the Colleen Barrett quotation. Ask students
if they think that a person can decide what attitude he or
Colleen C. Barrett she is going to have about work and have them explain
President Emeritus of their opinion.
Southwest Airlines Co. (1944 – )
102
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Chapter Overview
Features Critical-Thinking
Webcast: Japanese and American Speculating about what would be a
Business Management “perfect” job
Learning Strategy: Listening for and Noting Ranking criteria for job satisfaction
Causes and Effects Researching assumptions about job
Language Function: Persuading and Giving In satisfaction
Hypothesizing about the best ways to run a
Listening company
Listening for expressions signaling causes
and effects Identifying causes and effects given directly
or implied in a lecture
Listening and taking notes on causes and
effects Identifying and sorting the effects of
innovations
Listening for expressions used to introduce
persuasive arguments, enticing offers, and Collaborating to come up with an innovation
giving in to make things easier
Listening for people persuading and giving in Identifying and using expressions used to
introduce persuasive arguments, enticing
Speaking offers, and giving in
Sharing personal experiences of good or Formulating convincing arguments in a
bad jobs and ideas about the “perfect” job debate
Discussing W. Edwards Deming’s principles Vocabulary Building
of quality improvement
Pooling prior knowledge with classmates to
Discussing criteria for job satisfaction match definitions to new vocabulary words
Discussing assumptions about U.S. Using definitions and context to fill in blanks
workers’ job priorities in a paragraph with new vocabulary words
Sharing opinions about cooperation in the Understanding and using new vocabulary in
workplace discussions about working
Discussing the effects of innovations
Focus on Testing
Presenting and giving in to persuasive or
Taking notes for and responding to
enticing arguments
speaking questions involving the integration
Debating work-related issues of skills (listening, speaking, and reading)
Role-playing people persuading and giving in
Vocabulary
Nouns Verb Idiom

consensus initiative assemble top dollar
consultant innovation
dispute interdependence
individualism quota
103
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PA R T

• Ask students to read through the list of Deming’s 2 Ranking Criteria for Job Satisfaction
business principles on their own.
• Call on a different volunteer to summarize each • Review the listed criteria and answer any questions
of the points Deming makes. Elicit specific students may have about what the terms mean.
examples of employee-training programs • Have students complete the rankings individually.
(computer skills training, company-funded college • When students finish, have them discuss the two
courses) and self-improvement programs (free questions in pairs. Then conduct a whole-class
exercise plans, smoking-cessation programs). discussion summarizing student responses.
1 What Do You Think? 3 Checking Assumptions About

Job-Related Priorities
• Divide students into pairs to discuss the questions.
Ask them to spend about a minute on each of the • Give pairs of students about five minutes to discuss
six questions. how they think Americans would rank the items in
the job satisfaction list. Alternatively you may wish
• When they finish, invite volunteer pairs to share
to discuss the criteria as a class.
their ideas with the class.
• Assign the interviews as homework.
• Point out the photo at the bottom of page 124.
Discuss the question in the caption. • Students may wish to work on the interviews or
Internet research in pairs. Ask them to be prepared
to present their results during the next class.
• The aim of this activity is to reinforce students’
understanding of Deming’s principles by having
them apply his ideas to their own academic
pursuits.
• Copy and hand out the Black Line Master 17,
“Working Smart,” on page BLM 17 of this
Teacher’s Manual.
• Read the instructions. You may wish to brainstorm
some possible answers for the first question
before asking students to complete the activity
outside of class.
• During the next class ask several volunteers to
share their “smart” solutions with the class.
han70522_ch07-Rnd03.indd 104 11/29/12 1:52 PM

Vocabulary Preview 5 Vocabulary in Context
• Ask students to fill in the blanks on their own, or

4 Sharing Definitions have pairs of students work together to fill in the
blanks.
Best Practice • Discuss the correct answers as a class.
As students share their knowledge of the
vocabulary words with each other, their interaction ANSWER KEY
not only provides useful information to others but 1. consultant 5. assembled
also provides the satisfaction of a collaborative 2. innovations 6. interdependence
learning experience.
3. initiative 7. disputes
4. consensus
going to hear.
• Have students complete the matching activity in
small groups, sharing their knowledge of the words
with each other.
ANSWER KEY
1. b 2. e 3. f 4. j 5. a 6. i 7. d
8. h 9. g 10. c
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PA R T
2 Causes and Effects Student Book pages 128–135

Strategy
Listening for Causes and Effects additional practice with the language used to
• You can either have students review this signal cause and effect relationships.
material at home before class and prepare • Copy and hand out Black Line Master 18,
questions on anything they don’t understand, “Cause-and-Effect Expressions,” on page BLM
or you can read and discuss it in class. 18 of this Teacher’s Manual.
• Discuss the two different approaches • Read the instructions. Ask students to complete
(straightforward and indirect) used by the fill-ins on their own and compare their answers
lecturers, and review the expressions in pairs.
used to signal causes and effects and to
discuss cause-and-effect relationships.
• As you discuss the straightforward
approach with students, ask them to Before You Listen
suggest some classroom situations where
they have encountered this type of lecture 1 Considering the Issue
style. For example, in biology and physics
classes, teachers often emphasize cause- • As students discuss the questions, ask them to
and-effect relationships. Elicit specific use specific examples to illustrate their answers.
examples such as, The plant didn’t get For example, a mechanic may be able to do better
enough water. Therefore, it died. work on a car when he or she is left alone, whereas
a server in a restaurant must rely on a cook, a
• As you discuss the indirect approach,
dishwasher, and a cashier.
ask students which types of courses
often have lectures featuring this style.
For example, in literature classes, 2 How Would You Run a Doorbell
students may be asked to figure out the Company?
motivations of characters in a story. In
• Have students fill out the survey independently.
history classes, they may be asked to
There will be time for them to compare answers
figure out the causes of a war instead of
with classmates after listening.
being given a list of the causes. This type
of approach can help students understand
the information better because they are Expansion Activity
REPRODUCIBLE
thinking it through for themselves.
additional practice using the language of cause-
and-effect relationships.
Strategy • Copy and hand out Black Line Master 19,
“Some Additional Effects,” on page BLM 19 of
Noting Causes and Effects this Teacher’s Manual.
• Point out and discuss the example of • Read the instructions. Ask students to complete
notes on causes and effects. Encourage the activity on their own.
students to use this two-column approach • Invite several students to put one of their completed
in their own note-taking for lectures that T-charts on the board for review by the class.
discuss causes and effects.
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Content Note
ANSWER KEY
People in the United States are known for their CAUSE: because, because
strong strain of individualism. They value this
EFFECT: consequently, therefore, as a result, so, so
trait highly, and this feeling carries over into
their professional lives. Some people say this CAUSE AND EFFECT: if… (then), if… (then),
is because early American settlers felt they had if… (then), if… (then),
to simultaneously free themselves from British if… (then), if… (then)
overlords, endure difficult weather conditions,
and develop an empty and often barren landscape
without a lot of outside help. Whatever the reason,
this continuing individualism has made it hard for AUDIOSCRIPT
some to accept principles like the ones Edward Webcast: Japanese and American Business
Deming sets forth. Management
Technician: Phil, you’re on in ten seconds.
Phil: OK, thanks. Are we ready,
everybody? Here we go.
Listen
Technician: Five, four, three, two, one. You’re on
the air.
3 Listening for Expressions Signaling
Phil: Good evening. I’m Philip Grant,
Causes and Effects
and I will be your moderator for
tonight’s Downlink Discussion. As
Best Practice usual, we have a live audience here
in our broadcast studio.
The three-column chart used in the activity is a Audience: (applauds)
useful organizational tool. It provides a way for Phil: Tonight’s discussion is “Japanese and
students to categorize the three different types of American Business Management.”
expressions that are used to describe cause-and- And we are fortunate to have two
effect relationships. After listening to the Webcast very knowledgeable people on
this topic here—Laura Gordon
and writing the three types of language samples in
and Brian Mani. Laura and Brian
side-by-side columns, students can easily compare
are management consultants and
and contrast their form and usage. have worked for over 15 years with
corporations in Japan and America.
• Have students listen to the Webcast once without First, Ms. Gordon and Mr. Mani
stopping the recording. Ask them to note the will give us some background
cause, effect, and cause-and-effect expressions in information, and then we will open
the chart in their books. Explain that they don’t need up the discussion to participants
from our studio audience and all the
to write full sentences, just the cause-and-effect
Downlink sites. So, without further
words. Have them write the words in the order they
delay, Laura Gordon and Brian
hear them and include repeated usages in their lists. Mani.
• Poll the class to see how many of each type of Laura: Good evening. Let me begin by
expression students were able to find. saying a few familiar, well-loved
words: Nikon, Honda, Mitsubishi,
Sony… .
Audience: (laughs)
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PA R T
Laura: Yes, these names are household Brian: OK. It looks like everybody is just
words to Americans. They about finished. So, if you haven’t
demonstrate the success of Japanese figured it out already, let me explain
goods in the American marketplace. what we’ve got here.
From cars to cameras, from The As and Bs describe the two
video recorders to violins, we are systems of management, Japanese
surrounding ourselves with more and American. All the As describe
and more products “Made in Japan.” one system, and all the Bs describe
We choose them because they are the other system. Which is which?
easy to get, well made, and not too Do you know? How many of you
expensive. Consequently, the demand think that the As describe the
for Japanese goods has cut deeply into American system of management?
the sales of American companies, Well, you are right. If you chose
and they are losing a lot of business. mostly As you picked the American
In response to this situation, some management system. And, of
leaders in business, labor, and course, if you chose mostly Bs, you
government want to have protective picked the Japanese management
taxes and import quotas on Japanese system.
products. Other leaders, however, Let’s look at the As first, the
have suggested a different approach. statements that describe typical
They say that instead of trying to American management. If you are
keep the Japanese out, we should a typical American manager, you
learn from them by studying encourage and reward individual
and using Japanese methods for initiative. Therefore, you separate
producing better goods at lower cost. the people who are moving up in a
What are these methods? What are company from those who aren’t.
the differences between Japanese On the other hand, if you are a
management techniques and typical Japanese manager, illustrated
our own? Before I answer these in the B statements, what you do
questions, let me ask you a few. is encourage the group to work
Take a look at the blue handout in together. You reward the group for
the study packet. It says “Audience working together. You don’t focus on
Survey” at the top. And the title is individual initiative. So, what you
“How Would You Run a Doorbell believe is that long-term job security
Company?” for everyone in the company is
OK. Everybody got it? Good. Look important. In addition, you feel that
at the handout. As you read it, it is absolutely necessary to keep the
imagine that you are the manager of organization as stable as possible.
a large corporation that is setting up Therefore, you don’t try to make
a new electronic doorbell assembly rapid changes. Furthermore, you
factory. For each item, decide which believe it is unnecessary to keep a
of the choices, A or B, you would clear division between management
use to increase productivity at your and labor. In fact, you encourage
company. On your handout, mark strong identification between
A or B, depending on which choice management and labor.
you think is better. Now just why are the Japanese and
We’ll give you a few minutes to American business management
complete this survey, and then Brian styles so different? Over the
will go over the handout with you.
han70522_ch07-Rnd03.indd 108 11/29/12 1:52 PM

last 20 years or so, many researchers cooperative system is just what

and management specialists have American industry needs to improve
studied the contrasting styles of its performance.
Japanese and American managers. Laura, why don’t you talk about
What they have found is that the Ouchi’s work now? He’s a great
different styles of management example of what I’m talking about.
reflect the different traditions and
values of the two countries. While Laura: Yes, great idea. I was just thinking
the Americans have treasured the same thing.
the values of individualism, self- As Brian mentioned, one scholar
reliance, and freedom from rules, who has taught the principles of
the Japanese have preferred group Japanese business management to
identity, the interdependence of all American managers is Professor
workers, and the interdependence William Ouchi. He asserts, in
of workers and management along his widely read book, Theory Z:
with a complex system of rules. How American Business Can Meet
The researchers believe that the Japanese Challenge, that if U.S.
the contrast between these two managers take steps to strengthen
management styles has its roots close relationships between workers
in the geography, history, and the and their firms, U.S. productivity
traditions of the two countries. will increase dramatically and will
Japan, as you know, is small, isolated, eventually be greater than Japanese
and poor in natural resources. As productivity. Four important steps
a result, it is necessary for Japan that he mentions are: (1) lifetime
to bring together the available employment contracts, (2) promotions
wealth and labor in a cooperative in small but regular steps,
effort to succeed economically. (3) nonspecialization of executives,
The United States, in contrast, and (4) consensus decision-making
is large and has many areas that with input from all employees—at
are still unpopulated. In the past, all levels. Although these measures
the United States had unlimited suggest a slowing down of three
natural resources and populations corporate processes—(1) innovation,
that moved from place to place. In (2) advancement, and (3) decision-
addition, the people in the United making—Ouchi claims that in the
States seem to love breaking rules. long run, these changes will lead to
They also love competition. higher levels of agreement, morale,
corporate strength, and profits.
So researchers are now seeing that the
American tradition may not work as Phil: Excuse me, Laura. I’ve heard
well for modern industrial production that many American companies
as the Japanese system does. This is have already adopted the Japanese
because modern industrial production corporate model. Could you name
demands supportive cooperation some of the well-known ones, please?
among workers and between workers Laura: Of course. There’s IBM, Intel, Procter
and management, not competition and Gamble, Hewlett-Packard, and
within the company. Did you know the Cadillac and Saturn divisions of
that the word corporation comes General Motors, to name a few. Oh,
from a word that means “a single and lots of power companies such
body”? Now, both scholars and as Wisconsin Power and Light and
businesspeople believe that a shift in Florida Power and Light.
the direction of the Japanese
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PA R T
These firms have divided employees 4 Taking Notes on Causes and Effects
into project teams that manage their
own jobs, and they have protected Best Practice
jobs during bad economic times by
cutting back everyone’s working Scaffolding Instruction
hours so they do not have to fire This entire listening section provides a series of
anyone. They have also allowed carefully graded steps that help students master
workers to manage quality-control
the language and concepts involved in cause and
procedures. These changes have
effect. In Activity 3, students listen for and list
produced encouraging results. There
has been a decrease in complaints expressions that signal cause and effect. In Activity
among workers and also a decrease 4, they hear the same material again, only this
in disputes between labor and time they fill in an outline that has been partially
management, along with gains in completed for them. In Activity 5, students review
both quality and productivity. If their outlines with classmates, giving them a
this trend continues, it may turn out chance to confirm correct answers and correct any
that Japan’s most valuable export to that are not completely accurate.
the United States is a philosophy of
business organization.
Phil: But didn’t some of the Japanese • Go over the first row or two of the causes-and-
management practices get started effects chart where students will record their
in America? answers.
Laura: Yes, in a way. W. Edwards Deming, • Play the recording and have students complete the
an American, brought many chart on their own.
innovative management concepts • Review the answers with the class.
to Japan after World War II. The
Japanese quickly put them to use,
but American companies just
weren’t ready until recently. ANSWER KEY
Phil: Laura, Brian, I think this would be a Cause 1: 1b. Japanese products are well made.
good place to take a short break. OK? 1c. Japanese products are not too
Laura expensive.
and Brian: Sure. That’s fine. Cause 2: Increased demand for Japanese
goods has cut into sales of American
Phil: OK. We’ll take a short break, and
companies.
when we come back, we’ll open up
the discussion to everyone in the Cause 3: American companies are losing business
audience here and at the Downlink to Japanese companies. Effect 3: 3a.
sites. And thanks so much to Laura Some leaders in business, labor, and
Gordon and Brian Mani for doing government want protective taxes
the background presentation tonight. and import quotas. 3b. Other leaders
Audience: (applauds) say the United States should learn from
the Japanese.
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After You Listen

Effect 4: 4a. Separate people moving up from
those who are not. 4b. Keep clear
division between management and labor.
5 Comparing Notes
Effect 5: 5a. Reward group for working together. • As students compare notes in small groups, move
5b. Don’t try to make rapid changes. around the room monitoring progress and offering
5c. Promote identification between explanations and clarifications as needed.
management and labor.
Cause 6: 6c. Japan is poor in natural resources.
Effect 6: Japan must pool wealth and Talk It Over
labor to succeed economically.
Cause 7: 7a. The United States is large. 7b. The
6 Discussing the Effects of Technology
United States has many areas that are on Work and Society
still unpopulated. 7c. The United States
has unlimited resources and populations Best Practice
that moved from place to place.
7d. The people in the United States like Making Use of Academic Content
competition and breaking rules. In this activity students make use of sources of
information from outside of the classroom—the
Cause 8: 8a. William Ouchi says the United States
Internet, current magazines, mail-order catalogues,
should strengthen the bond between
newspapers, and business journals—to practice the
workers and their companies by
skills of discussing causes and effects presented
providing lifetime employment contracts
in this part of the lesson. Using these real-world
8b. promotions in regular steps
sources and discussing the real-world effects of
8c. nonspecialization of executives
technology on work and society helps raise student
8d. consensus decision making at all
interest and enliven the classroom activity.
levels. Effect 8: 8a. Then United States
productivity will increase dramatically
and eventually surpass that of the • Have students gather the advertisements and
Japanese. 8b. And in the long run, these do some preliminary thinking about the high-tech
reforms will lead to higher levels of products outside of class.
agreement, 8c. morale, 8d. corporate
• In class, divide students into groups and set a time
strength, 8e. profits.
limit, perhaps ten minutes, for students to discuss.
Cause 9: 9a. IBM, Intel, Procter and Gamble, Ask the discussion groups to try to cover all three
and Hewlett-Packard have divided questions.
employees into project teams that
• Review the findings of the various groups with
manage their own jobs, 9b. protected
the class.
jobs during bad economic times by
cutting back everyone’s working hours
so they do not have to fire anyone 9c.
allowed workers to manage quality
control procedures. Effect 9: 9a.
Decrease in worker discontent, 9b.
and labor-management disputes. 9c.
Increase in quality 9d. and productivity.
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7 Describing Innovations
• This activity gives further practice in describing and

discussing causes and effects.
• Divide students into groups to discuss the
questions. Encourage students to use their
imaginations to come up with creative new ideas.
• Ask for volunteers to share their group’s ideas with
the class.
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3 Persuading and Giving In Student Book pages 136–141
Strategy Strategy
Presenting Persuasive Arguments Giving In to Persuasive Arguments
• Review the information on persuading • Read and discuss the lists of expressions
and make sure students can use the list and ask students to suggest situations in
of “Expressions Used to Strengthen which each might be used. For example,
Arguments with Additional Information” you might say If you really insist, when
effectively. someone you don’t know offers you
• After students read this section, ask a ride home. However, the informal
them what is the best way to start a expression, I’m sold, might be used in a
persuasive speech. (It should start with a similar situation with an old friend.
strong cause-and-effect statement.) • Guide students as they suggest appropriate
situations for the use of each expression.
Expansion Activity
• The aim of this activity is to provide an Strategy
entertaining way for students to practice the
“Expressions Used to Strengthen Arguments with Giving In and Accepting an Enticing
Additional Information” on page 136. Offer
• Divide the class into two teams. Have a student • Review the information about Giving In
present a difficult request (for example, I need and Accepting an Enticing Offer. Ask
you to type up my term paper) along with a students to give examples of times when
persuasive statement (I’ll give you twenty dollars). they have given in and accepted an
Then call on students from alternating teams to enticing offer. You might cite examples
respond using an expression that strengthens the from your own life to get them started.
argument. For example, My brother really didn’t
For example, Along with that, I’ll buy you lunch, or want to move to New York City, but his
Not only that, but I’ll pay you another ten dollars if company offered him a really big raise so
you do it this weekend. he decided to do it.
• See which team can correctly employ the most • Guide students as they role-play a
expressions. conversation that might have taken place
between two colleagues. Remind them to
use the expressions listed on page 137
of the Student Book.
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Strategy AUDIOSCRIPT
Executive: Our company is one of the most
Giving In Reluctantly to an Unappealing successful of its kind in Japan. We
Request are sure to be successful here as well.
• Review the information about Giving In City official: That will be good for your company,
Reluctantly to an Unappealing Request. but exactly how will it help our town?
Repeat the above activity, only this time Executive: Well, first of all, we will hire only
have students think of times they’ve local people to work in the factory.
given in to an unappealing request. City official: Does that include all the employees?
Even those in management positions?
Executive: Yes, for the most part. We will, of
course, have some of our personnel
Best Practice from Japan in management
positions to get things started and
to teach our management system.
Figuring out the difference between “Accepting an
Enticing Offer” and “Giving In to an Unappealing City official: That sounds good. Now what about
your waste products? What will you
Request” requires students to develop critical thinking
do about them? We don’t want any
skills. Students must first come to understand the industrial waste problems here!
subtle differences in meaning implied by these two
types of situations. Then they must figure out which Executive: There really isn’t any waste to speak
of. Not only that, the industry is
phrase in a given list is appropriate in a given situation.
very quiet as well. So you will have
no noise pollution from us.
City official: I’m sold. It sounds like an ideal
1 Listening for People Persuading
situation. How about you, Mayor?
and Giving In
What do you think?
• This activity gives students a chance to hear the Mayor: Well, I’d like to know more about
expressions in natural conversation. your management system. I’m not
so sure the people in our town will
• Have students mark their answers in the book. You
be happy with that system, not to
may wish to replay sections of the recording as you mention the fact that I have my
review the answers in class. doubts about how well your product
will sell over here.
Executive: You may have a point there.
ANSWER KEY But our company is willing to
1. Japan 2. Set up a factory in an American take that chance. What’s more,
town. 3. the mayor and another town official if the management system is
4. local people and a few Japanese people in not satisfactory, we’re willing to
management positions 5. both local people change it if necessary to keep the
employees satisfied and to keep our
and Japanese personnel 6. There is no waste
production rate up. And I might
or noise pollution. 7. The mayor is worried that
add that our company is willing to
the people in his town won’t like the Japanese pay top dollar to the city for the use
management system and that the company’s of that land by the railroad tracks
product may not sell well in the United States. where we want to build our factory.
8. pay top dollar for use of the land by the
Mayor: I see. In that case, you’ve talked me
railroad tracks 9. Yes into it!
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2 Listening for Expressions for Talk It Over

Persuading and Giving In
5 Debating Work-Related Issues
• Ask students to listen to the recording again and
write down the expressions in the two columns in • Read and discuss the instructions and the debate
their books. Review the answers with the whole topics with the class.
class at the end. • Remind students that they don’t necessarily need
to argue their own point of view, just a point of view.
• Divide the class into small groups to do the activity.
ANSWER KEY After groups choose a topic, give students five
Persuading: not only that; not to mention the fact; minutes to make notes about the examples.
you may have a point there, but; what’s more; and • Remind students to also practice using appropriate
I might add phrases to give in when an opponent makes a
Giving in: I’m sold!; You’ve talked me into it! convincing argument.
3 Listening for Expressions Introducing Best Practice

Persuasive Arguments Activating Prior Knowledge
• Discuss the two steps in this activity. Then As students look over the possible topics for debate,
replay the recording and have students list the suggest that they choose one that relates to their
expressions that introduce persuasive arguments. own personal experience. This will make the activity
more interesting and will help them better understand
• Use a whole-class debriefing to compare students’
the concepts being presented in the lesson.
lists.
6 Role-Playing Persuading and

ANSWER KEY
Giving In
Possible answers
Part 1: in addition, furthermore, in addition, in fact • Review the instructions and role-play topics.
Part 2: They feel that Japanese management style is • Invite students to find partners and choose a
more suited to modern industrial production situation. Give them five minutes to prepare
than the American management style. for and carry out the role-play.
• Call on several different pairs to present their role-
plays to the class.
4 Persuading in Informal Situations • If time permits allow students to switch roles or
choose a different role-play situation and repeat the
• Read the instructions and discuss how the four
activity.
parts of this activity work. Then role-play the type of
exchange described in steps 1 through 3.
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AUDIOSCRIPT
Professor:
June Randolph of the University School of
Business is an expert on the work of W. Edwards
Deming. She has developed a very accessible,
down-to-earth explanation of Deming’s seven-step
quality improvement process. I’d like to summarize
this for you in today’s class.
The seven-step process helps people look at a
1 Responding to an Integrated- problem or a project in a very systematic way.
Speaking Prompt They analyze the situation, take steps to deal
with it, and then check their results. If the results
• Before playing the recording, point out that it is very are satisfactory, the problem-solving group uses
important for students to take good notes because what they have learned from the process to keep
they will be hearing the passage only once. improving their operations.
• You may wish to go over the reading passage with She points out first of all that Deming’s system is
students and answer any questions they may have useful for small businesses as well as very large
before you play the recording. corporations. Size of the organization is irrelevant,
• After the integrated-speaking prompt, give students as long as the group needs to get a job done well.
30 seconds to prepare and 60 seconds to speak To illustrate that this process works for smaller
their answer. entities, she shows how it has been useful even
in her family.
• If possible, have students record their responses.
• Review the correct answers at the end. Randolph gives a great example of using the
seven-step process to help train a family dog.
The dog, named Gracie, kept getting into the
family garbage. Now, the first step in Deming’s
ANSWER KEY
improvement process is to understand the reasons
Possible answer for improvement. In this case, with Randolph’s dog,
Step-by-step systems help simplify complicated they were pretty obvious: (1) Gracie was making a
situations and Deming’s system contains seven big mess in the kitchen every day, and (2) she was
clear steps. As the Randolph family used the eating things that were not good for her.
seven steps to analyze the problem with the
The second step is to collect data on the current
dog, they ended up redefining the problem. They
situation. Randolph’s family counted exactly how
decided that they needed to change their behavior
many times a month Gracie got into the garbage.
in order to change the dog’s behavior. A step-by-
step system works especially well when several They even tried to note the exact times of the
people are involved, and the solution utilized all the day, but sometimes this was difficult because
members of the Randolph family. she usually only caused a problem when no one
was home.
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The third step in the Randolph family’s process

Self-Assessment Log
was to analyze the data. They found that Gracie
got into the garbage only about three times a • Read the directions aloud and have students
week. That was somewhat surprising, because check vocabulary they learned in the chapter
it had seemed to the Randolphs like Gracie was and are prepared to use. Have students check
doing it all the time. It turned out, however, that the strategies practiced in the chapter (or the
the problem only occurred after the Randolphs had degree to which they learned them).
eaten meat.
Deming’s fourth step toward quality improvement find the information or an activity related to each
is to plan and implement a solution to the problem. strategy in the chapter.
With the dog, that was easy. Every time the
Randolph family ate meat, they gave Gracie a little
bit of it in her bowl and then took the garbage out
right away. That way, the dog didn’t keep smelling
meat in the garbage.
The fifth step is to check results, and the sixth step
is standardization. That means you have to see
if your efforts have worked, and then make sure
that successful results will continue into the future.
To accomplish the sixth step, the Randolphs all
agreed to take turns taking the garbage out on
time—and giving Gracie some meat in her bowl
if she kept out of the garbage. The seventh step
involves making plans for the future. In the case
of the Randolphs, this meant looking out for other
family habits that might encourage Gracie to
misbehave.
Narrator: How does information from the lecture
illustrate principles described in the reading?
Your response should include specific examples
from both the reading and the lecture. You have
30 seconds to prepare your response and 60
seconds to speak.
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8 Breakthroughs
CHAPTER
In this The content in Chapter 8 focuses on the history of

CHAPTER science and on some types of scientific discoveries in the
areas of physics and mathematics. In Part 1, students will
discuss some personal and scientific breakthroughs and
practice choosing the correct meaning when a word has
multiple meanings. In Part 2, they will learn what to do
when they don’t understand something and also practice
pooling their knowledge about scientific concepts.
In Part 3, students will study the language used in
appropriate, inappropriate, and undeserved compliments.
They will also practice giving and receiving compliments.
In Part 4, they practice answering questions about a
biographical narrative, a question type that appears on
the TOEFL® iBT.
Chapter Opener
“The most exciting • Divide the students into small groups and ask them to
breakthroughs of the 21st come up with answers to as many of the “Connecting
century will not occur to the Topic” questions as they can. As you review
the answers with the whole class, direct the students’
because of technology but attention to the photo and ask how it relates to the
because of an expanding chapter topic.
concept of what it means • Read aloud the John Naisbitt quote. Ask students
what they think it means. Accept any interpretations.
to be human. ” You may wish to suggest that one interpretation is
that cold scientific discoveries don’t mean much
John Naisbitt unless they benefit mankind in some way.
U.S. author (1929– )
118
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Chapter Overview
Features Role-playing a team of scientists working

Lecture: Discovering the Laws of Nature on and explaining a breakthrough device
Learning Strategy: What to Do When You Critical-Thinking

Don’t Understand Complex Concepts
Speculating about the practical uses of a
Language Function: Giving and Receiving theory
Compliments
Paraphrasing/summarizing notes
Listening Selecting strategies for dealing with difficult
Practice listening strategies for concepts
understanding difficult concepts in a lecture Describing scientific processes
Listening for appropriate and inappropriate Analyzing situations in which compliments
compliments in conversations are given and received
Listening for compliments in daily life
Vocabulary Building
Speaking Using definitions and context to choose
Sharing prior knowledge about the laws of sentences that use new vocabulary with
nature multiple meanings in the same way as in the
lecture
Sharing personal breakthroughs
Using definitions and context to choose
Pooling knowledge about complex scientific sentences that use new vocabulary words
concepts correctly
Discussing strategy preferences when
dealing with difficult concepts Focus on Testing
Role-playing giving and receiving Answering questions about biographical
compliments and “buttering someone up” narratives by paying special attention to the
chronology of events
Sharing experiences of receiving
inappropriate compliments
Vocabulary
Nouns Verb Adjective Idioms and Expressions
cosmos bleed metaphysical such and such
matter relative wild goose chase
paradigm
119
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Content Note 1 What Do You Think?

John Naisbitt, the author of the quote in the • Have pairs of students discuss the questions. Ask
Chapter Opener, is a “futurist”—a scholar who them to spend about a minute discussing each of
studies what the world will be like tens and the four questions.
hundreds of years from now. He is the author of
• When they finish, invite volunteer pairs to share
Megatrends, which was at the top of the New York
their ideas with the class. Accept all reasonable
Times best-seller list for two years. He also wrote
responses.
The Future of the Corporation.

Did You Know?
2 Discussing Learning About
• Divide the class into four groups and assign one
Physics and Personal
of the paragraphs to each group. Give students
Breakthroughs
three minutes to read and discuss it together.
Ask each group to choose a reporter. Ask
Best Practice
reporters to summarize their paragraphs for the
whole class. Interacting with Others
• After hearing the summaries, give students Collaborative learning experiences like this small
time to read through the paragraphs they didn’t group discussion help students make connections
read the first time and ask any questions they between their lives and the academic content
may have. As you discuss the fourth paragraph, of the chapter, and also supply useful practice
point out the photograph that illustrates Chaos communicating with peers in English. This type of
Theory. Explain that Chaos Theory tries to explain sharing generally helps students better understand
certain interactions and results that aren’t neatly the concepts and at the same time makes them
predictable using conventional scientific theories. more interesting because they are able to connect
with other students’ points of view.
Expansion Activity • Help students divide into small groups to discuss

the first two questions. When they finish, have a
• The aim of this activity is to encourage interested class discussion and make a master list on the
students to extend their understanding of the board of all the ways students learned about the
concepts in the chapter through individual laws of physics, along with specific examples.
research, and to allow their reports raise the
interest level of the rest of the students. • Ask students to discuss the third question in
the same groups. You may wish to have a more
• Ask capable and interested students to do library informal discussion of this question, inviting
or Internet research on one of the topics in the volunteers who are comfortable doing so to share
“Did You Know?” section—quantum mechanics, their experiences with the class.
chaos theory, relativity theory, or fiber optics.
Suggest that they confine their reports to four or
five key points.
• Have the researchers give short oral reports
using visual aids and answer their classmates’
questions.
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Vocabulary Preview 4 Vocabulary in Context
• This activity presents some more words that will

3 Choosing from Multiple Meanings appear in the lecture. Have students mark their
• Explain that the words in this activity will appear answers individually and then go over the correct
in the recording and that this preview will make it answers with the class.
going to hear.
ANSWER KEY
• Read and discuss the definitions. Have students
mark their answers to the four questions individually 1. C 2. B 3. A 4. B
and then compare their answers in groups.
• Review the answers and answer any questions
students may have. Encourage students to make up
original sentences using these same expressions.
ANSWER KEY
1. B 2. A 3. C 4. B
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2 When You Don’t Understand the Concepts Student Book pages 149–151
Before You Listen

Strategy
1 Pooling Knowledge about
What to Do When You Don’t Scientific Concepts
Understand Complex Concepts
• You may wish to have students read Best Practice
the introductory material and review the
“Seven Ways to Approach Complex Activating Prior Knowledge
Concepts” at home before class, or you As students pool their knowledge about scientific
can read and discuss this section with the concepts, they begin to relate what they already
whole class. know to the new concepts presented in this
chapter. This helps make the new concepts easier
• Talk about each strategy individually and
to understand. Although activating prior knowledge
ask students to describe any successful
can be a useful tool for individual students,
experiences they had had using that
it becomes even more dynamic as groups of
strategy. Also encourage them to
students share their collective wisdom.
suggest other things they do when they
don’t understand.
• The purpose of this section is to help students
discover what they, as a group, already know about
the topic.
• Help students to form small groups to discuss the
• The aim of this activity is to give students first item. Suggest that each student focus on the
additional practice in using the suggestions concept or concepts they understand best and jot
on page 149 for handling material they don’t down definitions and some basic facts about the
understand. term(s). When they finish, ask group members to
share their findings with each other.
“Strategies to Use When You Don’t Understand,” • For the second item, ask students to choose
on page BLM 20 of this Teacher’s Manual. the one concept that they as a group feel they
understand best, and to think about how their
understanding is different from that of people living
students may have.
in the past. Set a time limit of perhaps five minutes
for preparation. Then call on volunteers to share
their ideas with the class.
Listen
2 Practicing Seven Ways to Approach

Difficult Concepts
• Have students listen to the lecture once without

stopping the recording, taking notes as they listen.
Suggest that they leave spaces between the
lines of their notes so they can go back and add
information during the second listening.
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• Before students listen the second time, review

the seven strategies on page 149 of the Student universe. Others believed that lead
Book. Point out the photographs on page 150 and could be turned into gold… or that
ask students to relate them to what they have just doctors could cure sick people by
heard. bleeding them.
Let’s look at some ideas about physics
and how they changed over time.
AUDIOSCRIPT The first great age of physics began
with the ancient Greeks. They
Lecture: Discovering the Laws of Nature developed many theories about the
Student 1: You know, I don’t usually have trouble beginnings of the universe. These
in science class, but I’m having a theories were based on the four basic
really hard time understanding this elements of nature: earth, air, fire,
stuff. How about you? and water. The Greek philosopher
Student 2: Yeah! Me, too. Let’s get together Plato caused a revolution in physics
later and compare notes, OK? by showing the connection between
nature, the physical world, and
Student 3: Hey! Are you guys talking about philosophy, the ideas of humans. He
comparing notes later? Great idea! also did not think the Earth was the
This class is impossible. I just don’t center of everything. In contrast,
get this stuff. another Greek, named Aristotle,
Student 1: Yeah, I know. But I think that imagined the universe with the Earth
together we can probably figure at the center and the sun and the
it out. planets traveling around it in never-
Student 2: Right. Come over about 6:00. I’ll ending circles. Ptolemy, an Egyptian
order a pizza. astrologer, confirmed this view.
Students As ridiculous as it might seem now,
1 & 3: Sounds great! this view was accepted by most people
for the next 1,800 years, until the
Student 2: Shhhh. Here he comes. work of Sir Isaac Newton. Of course,
Professor: Good morning. I’m going to tell you before Newton’s time, there were
a little about the history of physics some philosophers and scientists who
today. You know, physics has not had serious doubts about Aristotle’s
always been a separate science. In ideas. For example, Copernicus,
fact, long ago physics was part of Kepler, and Galileo all attempted to
the religious and metaphysical study prove that the sun, and not the Earth,
about the nature of the cosmos. So is was the center of the solar system.
our current view of physics the one However, it was Newton who
true and final view? Or is it like other finally demonstrated that the sun
views of the past, just a temporary is the center of our solar system
belief about nature that may change by using mathematics. He also
in the future? showed that mathematics was the
If we look at history, we find many key to understanding the unity of
examples of common beliefs about nature. He showed that the stars
nature that turned out to be false in the distant skies as well as the
or foolish. For instance, for many Earth under our feet obey the same
centuries, millions of people believed mathematical laws. What’s more,
that the Earth was the center of the for Newton, the mathematical
principle of gravitation was the
unifying idea, the paradigm that
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PA R T
explained all events in the physical electrons. You see, an observer cannot

world. Gravitation was the unifying say that an electron is in a certain
principle, or unified field theory of place at a certain time, traveling at
its time, the principle that provided a certain speed. An observer can
the model for all other forms of say only that there is a probability of
knowledge. finding an electron in such and such
Surprised? That’s nothing. Listen to a place at such and such a time when
this… While Aristotle’s paradigm it is traveling at such and such a
lasted 1,800 years, Newton’s lasted speed.
only about 200 years before it was Einstein was puzzled by this problem
seriously questioned. The problem most of his adult life. He tried and
with Newton’s theories was not tried to find a unified field theory
that they were wrong, but that they that could explain all electric,
just didn’t cover everything. When magnetic, optical, and gravitational
scientists began to look at atomic and events and locate them in space and
subatomic particles, they found that time. He died, as we know, without
Newton’s mathematical equations succeeding. Nevertheless, he tried
simply did not explain what they until the end of his life to prove his
were observing. So again there was belief that “God does not play dice
a need for another unifying theory with the universe,” that everything is
to explain how the objective world not just left to chance.
works. So how long will Einstein’s paradigm
The person who was able to come up last? You think it will last a long
with this theory was Albert Einstein. time, don’t you? It certainly does
In the early 20th century, Einstein explain some aspects of our world
gave us a new way of describing very well. Ah, yes, but so does the
natural events. He gave us a new way mathematics of Newton.
of perceiving the world. His Special So where do we stand now in terms
Theory of Relativity proposed that of a unified field theory? Is it a myth,
time and space were not constant and or perhaps a religious notion that we
separate. He said that time and space inherited from our ancestors? Or is
were not independent principles of all of nature truly unified in ways
nature. Rather, they were relative to we can’t see yet, but may discover
each other and even interchangeable. one day. Is the unified field theory
The unifying principle that Einstein within reach, or is the search for it
proposed was light, because the speed just a wild goose chase? Neils Bohr,
of light remains constant, remains one of the fathers of quantum theory,
the same no matter where it travels. has suggested that we simply may
Einstein went on to develop a not be looking in the right places. He
General Theory of Relativity that believes that mathematical models
joined elements of gravity, space/ are not able to describe all events in
time, and matter into a cohesive or nature. Perhaps now we must use
unified system. This theory was later symbols and metaphors from other
used as a basis for theories of the areas of human interest to explain
origin of the universe. But Einstein the world. And this brings us back to
was not completely happy with his where we started: combining physics,
work. He did not believe that his the study of nature, with religion and
theories explained the events in the myth or metaphysics.
world of subatomic particles, such as
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Well, I think this is a good spot to 6 Describing Scientific Processes

break. Next time, we’ll continue
• Read and discuss the instructions and the list of
our look at the search for a unified
field theory. So be sure to review the situations. Then give students a few minutes to
chapters on Einstein’s Special and choose a situation they plan to research. Guide
General Theories of Relativity and students to choose a variety of different topics.
begin the next chapter on quantum To put students at ease for this activity, you may
mechanics. wish to introduce it by saying: We’ll do this activity
just for fun. Some of you may already know what
happens to energy and matter in these situation, but
most of us don’t, so feel free to be inventive. Then
After You Listen let’s see what people do as they try to understand.
• Have students work in small groups. When
3 Paraphrasing and Summarizing Notes students have finished their research and are
ready to make their presentations, ask a volunteer
• Give students time to go over their notes and from each group to present their explanations.
paraphrase or summarize the major ideas from the Invite other students to add to or to correct the
lecture. explanations.
• You may want to suggest that students write down • You may want to distribute Black Line Master 21 for
their summaries so that they can compare them students to use for this activity.
with their classmates’ summaries in Activity 4.
4 Comparing Notes REPRODUCIBLE Expansion Activity
• Divide students into small groups. • The aim of this activity is to help students use a
graphic organizer to collect and arrange their ideas
• Have them compare their summaries from
for their presentations.
Activity 3. If their summaries differ significantly,
ask them to go through their notes together and • Copy and hand out Black Line Master 21,
discover any areas that some students found “Describing Scientific Processes,” on page BLM
challenging. Suggest that they help each other 21 of this Teacher’s Manual.
complete their notes. • Read the instructions and answer any questions.
Students can use the completed notes at the
bottom when they give their classroom presentations.
Talk It Over
5 Comparing Strategies
• Use the four questions to guide a class discussion
of which strategies worked best for students and
which ones they need to practice more.
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Content Note
In recent years, a movement called “The New
Physics” has begun to explore aspects of scientific
discoveries that can’t be completely explained by
traditional scientific methods. The New Physics
suggests that “nonphysical” interpretations are
needed to explain some physical phenomena.
Some physicists are finding that human observation
seems to influence the outcome of some of
their experiments. Some are also arriving at the
conclusion that there is a spiritual aspect to the
operation of the laws of nature, and that without
including this outlook, it is impossible to come up
with a complete, logical theory.
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3 Giving and Receiving Compliments Student Book pages 152–160
Strategy Strategy
Giving Sincere Compliments Dealing with Undeserved or
• As you read and discuss the first section Inappropiate Compliments
on giving compliments, pause and elicit • Ask students to share stories about
specific experiences that students have receiving undeserved or inappropriate
had or have observed to illustrate each compliments and discuss the best ways
point. For example, ask them to try to to handle them.
remember a time when someone has tried
to flatter them in order to get something
the person wants. See if they can
remember what the person wanted and Best Practice
the specific words that he or she used.
• Discuss the four aspects of giving Part 3, Giving and Receiving Compliments, helps
compliments—timing, number, students gradually learn how to handle the giving
phrasing, and introductory phrases. Ask and receiving of compliments. In the three Strategy
volunteers to role-play giving too many boxes, students learn how and when to give
compliments. Then state a situation in compliments and study a variety of expressions
which a compliment would be natural that can be used in various situations. In Listening
(for example, after someone has cooked for Appropriate and Inappropriate Compliments
dinner for you) and have students they listen to a conversation and answer questions
practice phrasing sincere and insincere about the use of compliments. Finally, they practice
compliments they might give the cook. actually giving and receiving compliments with a
Guide them to make use of the phrasing partner. These careful steps provide useful support
cues and the list of expressions used to to students as they move from theory to authentic
introduce compliments in the book. interactions.
1 Listening for Appropriate and

Strategy Inappropriate Compliments
Receiving Compliments Graciously Best Practice

• Read and discuss the strategy about Making Use of Academic Content
receiving compliments. Ask volunteers
The setting for this activity is a university
to practice responding with the
classroom and it features an interaction between a
expressions listed as you give them
student and a professor. By practicing the use of
compliments about their work or clothing
appropriate and inappropriate compliments in this
or possessions.
situation, students are able to see the connections
between the concept and a realistic, everyday
application in the academic world.
• Read through the instructions with students and

remind them that they will be listening for appropriate
and inappropriate uses of compliments.
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• Play the recording and have students write the

answers in the book. You may wish to replay the 8. Martin likes getting a compliment from Helen
recording as you review the answers with students. about his dancing, because she is a very good
dancer herself.
Content Note Conv. 4: 1. Martin is feeling confused and old.
2. Yes. (Because it’s specific, about a quality
Americans are often very direct and to the point, that everyone admires, not exaggerated, and not
especially in giving compliments or expressing too personal.) 3. She accepts his comment
pleasure or positive emotions. Americans often tell graciously by saying, “I appreciate your saying
each other how well or attractive they look. However, that.” 4. Larry tries to cheer Martin up by saying
it is generally considered taboo to compliment that he is a wonderful grandfather to even try to
someone on a specific body part. “You have great help his grandson and that a lot of grandfathers
legs” or “You have a great figure” are not acceptable wouldn’t take the time to do this. 5. Helen says
comments unless they are shared among close that she thinks that Martin is interested in lifelong
friends. In some cultures, receiving compliments may learning and that he is “one of the brightest, most
be an occasion for embarrassment. For example, stimulating, most adventuresome and forward-
in Japan, people often feel the need to deny a looking men” she knows. 6. Yes. (Because
compliment because it is culturally inappropriate to Martin gives a response that seems much more
openly accept it. positive and cheerful now.) 7. Martin says,
“Why, thanks, Helen! That kind of flattery will get
you everywhere!” 8. He means that he feels the
compliment is exaggerated, but that he likes it.
ANSWER KEY He appreciates the compliment and he would be
happy to do something nice for Helen in return.
Possible answers
Conv. 1: 1. He’s making Mr. McGovern late for his
appointment. Doing this makes the compliment an
annoyance rather than a pleasure. 2. There are
AUDIOSCRIPT
too many compliments. There are four when there
should be two at the most. 3. The phrasing is Conversation 1
too exaggerated. Also, there is too much that is Ron: Mr. McGovern, you are such a
personal. It is better to compliment the course good teacher. I like your class so
than to say I like you s-o-o-o much. much. I think I’ve really made
some major breakthroughs.
Conv. 2: 1. Yes, they are appropriate. 2. Her I’m learning so much. I like you
comment dealt with the course material, was not so-o-o much.
exaggerated, and was not too personal.
Mr. McGovern: Oh, uh… thank you, Ron.
Conv. 3: 1. Larry says he can’t beat Helen at Well, I’m on my way to an
checkers and that she’s definitely the checkers appointment right now. I’ll talk
champion around there. 2. “Oh, I wouldn’t say to you later.
that.” She protests. 3. Because she’s being
modest. 4. Martin says that Helen is the best
player at the retirement home. 5. She says,
“Thank you very much.” 6. Helen and Larry tell
Martin that he is a very good dancer. 7. Martin’s
daughter looked beautiful on the dance floor.
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Conversation 2 Martin: Well, thanks. Coming from

Sandra: Oh, Mr. McGovern, that was a you, that means a lot. You’re
great class. I never understood the quite a dancer yourself.
second law of thermodynamics Helen: Oh, I can’t take all the credit.
before, and now I feel like I could My partner helped some.
explain it to someone else who
Larry: Oh, no, I hardly did anything.
might not understand it.
Helen really is a wonderful
Mr. McGovern: Thank you, Sandra. I appreciate dancer. She’s so graceful and
your saying that. light on her feet. She should give
lessons. Better yet, she should go
Conversation 3 on stage in New York or be in
Martin: Larry! Helen! Hello! Who’s the movies. She’s as good as any
winning? of the dancers you see there.
Helen: Oh, hello, Martin. Helen: Now Larry, flattery will get you
Larry: Hi, Martin. Not me! I can nowhere today. You’re losing this
never seem to beat Helen at game of checkers, and I’m not
checkers. Just between you and going to let you win no matter
me, she’s definitely the checkers how many compliments you
champion around here. give me.
Helen: Oh, I wouldn’t say that. I just Martin: That’s telling him, Helen!
win a few games now and then.
Conversation 4
Martin: Oh, no, Helen, Larry’s right. You’re
Larry: Martin, what’s wrong? You look
definitely the best player here.
a bit worried.
Helen: Well, thank you both very
Martin: Well, I’m not worried exactly, but
much. I guess I have made a
I am confused and feeling very
breakthrough lately in my efforts
old. I wish I had Helen’s attitude
to pick up a few new strategies.
about the principle of lifelong
Larry: Hey, Martin, you were looking learning. You always seem so in
pretty good last night at the touch with current ideas, Helen.
party. I couldn’t believe how
Helen: I appreciate your saying that, but
well you danced! I didn’t know
what brought all this on?
you knew how to do all that.
Martin: Well, I was trying to help my
Martin: I don’t! It was my first time—my
grandson with his physics
daughter pulled me out onto the
homework, and I’m afraid I
dance floor and I had to do it. But
wasn’t much help at all. I don’t
I wasn’t really any good. In fact,
really understand some of the
I was terrible. You know that law
new theories.
of nature that says, “You just can’t
teach an old dog new tricks”! Larry: Well, if you ask me, Martin, you
were wonderful to even try to
Helen: Come on, Marty. That’s not a law
help him. A lot of grandfathers
of nature! This is the generation
wouldn’t take the time.
dedicated to the principle of
lifelong learning! And I don’t Martin: Thanks, I needed that. But I
mind telling you that you looked still wish I knew more about
just fine out on the dance floor. what’s happening in the field of
And what’s more, your daughter physics these days.
looked simply beautiful!
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Larry: Why is that so important to you? 3 Listening for and Discussing

Compliments in Context
Martin: It seems to me that young
people today have a different
view of the world than we did
Best Practice
when we were young, and I’d
like to understand it.
The four-column chart used to catalogue information
Helen: Well, that’s admirable, Martin. about compliments is an example of a graphic
Sounds to me like you are
organizer that helps students record information
interested in lifelong learning after
all. In fact, I’ve been meaning
easily and efficiently. They can then use it as they
to tell you that you’re one of the share the compliments they have heard with the
brightest, most stimulating, most class. Other types of graphic organizers are used
adventuresome, and forward- throughout the book.
thinking men I know.
Martin: Why, thanks, Helen! That kind of • Read and discuss the instructions and review
flattery will get you everywhere! the headings in the chart. Elicit some possible
responses for each column. Then ask students to
complete the activity on their own at home.
2 Giving and Receiving
Compliments • Another option is to have all the students use a
video of your choosing. You might allow small groups
• This activity works best in a situation where each to take turns watching it together and then have
pair of students can play the recording themselves them collaborate on the completion of the chart.
so that they can pause the recording and replay • When reviewing the completed charts, write any
passages as necessary. Students will have to particularly interesting sets of compliments and
practice a lot in order for them to become at ease in responses on the board.
giving compliments in everyday life.
• Model the activity for students before asking 4 Discussing Inappropriate Compliments
them to do it on their own. Pause the recording
after the words, The Greek philosopher Plato • As a class, discuss the answers to these questions.
caused a revolution in physics by showing the Allow students to translate compliments they have
connection between nature, the physical world, received in their native language as they give their
and philosophy, the ideas of humans. He also did explanations.
not think the Earth was the center of everything.
Role-play complimenting Plato on his discoveries.
For example: If you ask me, you are the greatest
5 Researching the Language Around You
scientist in the history of the world. Then role- • Assign this activity for homework. If students are
play (or ask a volunteer to role-play) possible not in an English-language environment, you may
responses he might make. For example: Thank you. have to skip this activity or assign an alternate
I appreciate your saying that. activity.
• Have students complete the activity in pairs. • Another option is to have students listen for
compliments in their native language environment.
They can then translate the compliments into
English and explain what they learned. Encourage
students to describe differences in the way
compliments are given and received in their home
culture and in the English-speaking culture.
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Talk It Over 7 Giving Insincere Compliments
6 Complimenting Colleagues • Explain that this is a playful activity, but at the same
time it is good practice.
Best Practice • Discuss the situations and explain that the object is
to use compliments and flattery to get an invitation
Cultivating Critical Thinking to the party. You may want to model the activity
As students do the activity that involves before asking students to do it in small groups.
complimenting colleagues, they must use critical
thinking skills to decide on the timing, number,
and phrasing of compliments they give, as well as
the actual wording they will employ. This requires
them to practice a variety of critical thinking skills.
Similarly, picking out insincere compliments requires
careful thought and attention.
• Read through the steps in the instructions and ask

a different student to paraphrase each one.
• Divide the class into small groups.
• Have groups decide what their breakthrough is and
what kind of device they will design together. They
should take turns complimenting their teammates
as they work together. Give students a ten-minute
time limit.
• Have the teams present their inventions to the
rest of the class while the rest of the students
compliment them.
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AUDIOSCRIPT
Biographical Narrative
Professor:
I’m almost embarrassed to lecture to you today
about Albert Einstein. After all, he’s probably
the best-known scientist of the past couple
of centuries, if not of all time. He has had an
immeasurable impact on the human understanding
of physics. Very few, if any, of you would fail to
recognize a picture of him from his later life if I
showed it to you.
1 Basic Comprehension:
Biographical Narratives Of course, he wasn’t always an elderly man with a
big bushy moustache and wild hair. Even Einstein
• You may wish to go over the questions with had to be a baby first. He was born on March 14,
students before they hear the lecture. 1879, in Ulm, Germany. Some people mistakenly
• Pause for 20 seconds between questions to allow believe that Einstein could not talk until the age of
students time to answer. three. I haven’t seen any evidence for that. What
• Review the correct answers at the end. his family actually remembered about him was
that he didn’t talk very much during those first
three years, not that he couldn’t talk at all. There
REPRODUCIBLE Expansion Activity is also a nasty rumor that he was a poor student
in his younger years. Not true. He wasn’t always
• The aim of this activity is to demonstrate how a interested in what went on during class hours, but
graphic organizer, in this case a timeline, can be who is, right? Don’t answer that.
used to take notes on a biographical narrative.
He grew up in Munich, Germany, where his family
Suggest that students use this form as they listen
had moved shortly after he was born. The family
to the narrative about Einstein.
business, selling electrical supplies, fell on hard
• Copy and hand out Black Line Master 22, times during Einstein’s early teens, and his family
“Focus on Testing,” on page BLM 22 of this relocated to a town near Milan, in northern Italy.
Teacher’s Manual. At that time, Einstein was unhappily studying in a
• Read the instructions and answer any questions Munich secondary school. His dissatisfaction with
students may have. this rigid academy is probably the source of that
bad-student rumor I mentioned earlier. It’s not that
he disliked education but that the memorization he
was forced to do in his Munich school was stifling.
ANSWER KEY For someone with a mind like his, the school’s
restrictive environment could only be a nuisance.
1. B 2. D 3. D 4. A 5. A 6. C 7. C
He finally quit this German high school at 15 and
8. A joined his family in Italy.
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He actually tried to skip the remainder of high year how to make cars run on water and then in
school altogether by applying to the electrical July described exactly how the brain produces
engineering program at the Swiss Federal Institute language. The scientific world was astounded.
of Technology (the SFIT) in Zurich. However, he By 1909, Einstein was recognized throughout
failed the liberal arts part of the entrance exam and the German-speaking part of Europe as a leading
had to change his plans. It was about a year after scientific thinker. He worked for a brief time as a
quitting school in Munich that he finally enrolled in professor at the German University of Prague
a high school in Aarau, Switzerland, from which he and at Zurich Polytechnic. In 1914, at the age
graduated without any particular honors at the age of 35, he advanced to the most prestigious and
of 17. After graduating from Aarau, he eventually best-paying post that a theoretical physicist could
did enter the SFIT, from which he graduated in hold in Central Europe: professor at the Kaiser-
1900 with a degree in physics. Wilhelm Gesellschaft in Berlin, Germany. Einstein
remained on the staff in Berlin until 1933. It was
For the next couple of years, Einstein taught
also during this time that he divorced Mileva Maric
secondary school. He also married Mileva Maric,
and married Elsa Lowenthal, who was actually one
a Serbian mathematician with whom he had fallen
of his cousins.
in love during their days studying together at the
SFIT. Another big change in his life was that he It was not easy for him to remain in Berlin after
officially became a Swiss citizen in 1901. the National Socialist Party (the Nazis) began
consolidating their power in Germany. Einstein
In 1902, with the help of one of his father’s friends,
was Jewish, which made him a prime target for
he obtained a position at the Swiss patent office in
Nazi hatred. He was also an outspoken pacifist,
Bern. During his two years clerking at this office,
someone who opposes war as a means to solve
he completed an astounding amount of work in
problems. The war-hungry Nazis saw this famous
theoretical physics. For the most part, the papers
spokesperson for peace as an obstacle to their
he produced were written in his spare time and
plans. At that time, he came to the United States
without the benefit of books to read or colleagues
and took a research position at the Institute for
to talk to. Einstein submitted one of his scientific
Advanced Study in Princeton, New Jersey. He
papers to the University of Zurich, which awarded
died in 1955.
him a Ph.D. degree in 1905. In 1908, he sent a
second paper to the University of Bern and was
offered a position as a lecturer there.
Physicists still look back at the year 1905, when
Einstein published four brilliant papers in physics,
as a kind of marvel. Some of science’s toughest
questions—about the nature of light, about
molecular motion, about the relationship between
time and physical space, and so on—were tackled
by Einstein and brought into a theoretical whole.
It was as if someone figured out in May of this
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PA R T
Question 1: When was Einstein born?

Question 2: Why did the Einstein family move to
Italy?
Question 3: Which of the following is a likely
source of the rumor that Einstein
was a bad student, according to the
professor?
Question 4: Which of the following is not a job that
Einstein held, according to the lecture?
Question 5: What did Einstein do in his spare time
during his two years as a patent-office
clerk?
Question 6: Which institution gave Einstein a
Ph.D. degree?
Question 7: Why, according to the lecture, is the
year 1905 greatly significant in
Einstein’s life?
Question 8: Which of the following best states why,
according to the professor, Einstein left
Germany in the 1930s?
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Self-Assessment Log
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9 Art and
CHAPTER
Entertainment
In this Students will learn about and discuss the history and development
CHAPTER of reality TV. In Part 1, they will share their own experiences and
preferences regarding reality TV and learn related vocabulary. In
Part 2, they will practice distinguishing between fact and opinion
and learn how to phrase value judgments. In Part 3, students will
practice various ways of expressing doubt or disbelief. In Part 4,
“The battle for the mind they will work with narratives containing opinions or analysis, like
those found in fact and opinion sections of the TOEFL® iBT.
of North America will
be fought in the video
Chapter Opener
arena: the Videodrome.
The television screen is • Ask a volunteer to describe the photo and explain what is
happening. Ask students to guess what type of program
the retina of the mind’s the family is watching.
eye. Therefore, the • Divide students into small groups to discuss the
“Connecting to the Topic” questions. Have each group
television screen is part discuss one of the questions.
of the physical structure • Allow the group who discusses question 2 to look up
of the brain. Therefore, retina on the Internet or in a dictionary. (The retina is the
light-sensitive layer of tissue at the back of the inner eye.
whatever appears on the It acts like the film in a camera; images come through the
television screen emerges eye’s lens and are focused on the retina. The retina then
converts these images to electric signals and sends them
as the raw experience via the optic nerve to the brain.)
for those who watch it. • Ask a reporter from each group to share the group’s
Therefore, television is answers with the class for each question. Encourage
students from other groups to respond with ideas
reality, and reality is less and opinions.
than television. ” • Read aloud the quotation from the film Videodrome. Ask
students to react to the quote and give their opinion on it.
Professor Brian O’Blivion Ask how this quote relates to today’s trend of reality
A character in the classic TV programs.
1983 sci-fi film Videodrome
136
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Chapter Overview
Features Presenting “facts” (real or imaginary) and

Radio Program: Reality TV: Really Good or expressing doubts in a challenge game
Really Bad? about personal experiences
Learning Strategy: Distinguishing Between Critical-Thinking Skills

Fact and Opinion
Speculating about the popularity of reality
Language Function: Expressing Doubt or shows and why people want to be on them
Disbelief
Speculating about the positive and negative
effects of reality TV
Listening
Listening to get the gist of a radio program Identifying the effects of reality TV shows
on their audience
Listening for facts and opinions in a radio
program Completing a crossword puzzle
Listening for expressions of doubt and Using specific strategies to distinguish

disbelief in formal and informal situations between fact and opinion
Choosing appropriate ways to express
Speaking doubt or disbelief
Sharing prior knowledge and opinions about
reality TV Vocabulary Building
Discussing the effects of reality TV on its Using clues to complete a crossword
audience puzzle containing new vocabulary
Sharing reality TV show preferences Understanding and using new vocabulary in

discussions about reality TV
Role-playing a reality TV show producer
Expressing doubt or disbelief in formal and Focus on Testing
informal situations Recognizing and answering questions
Completing conversations with appropriate about speaker’s opinions
expressions of doubt or disbelief
Vocabulary
Nouns Adjectives Idioms
aspirations sitcom appalled ring true
genre snag contrived fired up
precursor soap opera exotic
pundit trend wacky

revenue
sensationalism
137
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• Ask a volunteer to read aloud the first bulleted 2 Discussing Reality TV Show
item. Allow students to ask about any vocabulary Preferences
that they don’t understand. Ask the class to
respond or react to the information. • Divide students into groups to discuss the questions.
• Repeat this procedure for each of the bulleted • Have a reporter from each group share their
items. Ask students if they think people in their answers for each question. Encourage the rest of
home country watch more or less reality TV than the class to respond to continue the activity as a
Americans. class discussion.
• Give students time to read through the list of
reality shows on pages 166–167. Tell them to Expansion Activity
check each show that they have seen.
• Call on a few volunteers to describe their favorite • The aim of this Expansion Activity is to help
show on the list. Have them briefly explain the students make connections between their own life
content of the show and why they like it. Ask experiences and the classroom activity.
if there are any shows on the list that students • Ask volunteers to do a two-minute oral report on
have not seen but sound interesting. Can they a favorite reality show. Have them tell the name of
guess what the show is about? the show, who the stars are, the idea of the show,
and why they like to watch it.
• Compile a list of the shows that students present
1 What Do You Think? on the board along with the time and channel
• Have students work in pairs to read and answer the where students can watch it, if they are interested.
questions. Ask them to write brief notes for each
item. Set a time limit of about five minutes.
• When pairs have finished answering the questions,
Vocabulary Preview
have them join another pair (or pairs) to share their
ideas in groups of four or six.
3 Crossword Puzzle
• Take a class poll: How many students would like
to be on a reality TV program? Discuss students’ • Explain that the words in this activity will appear in
opinions. the radio program that they will listen to.
• Call students’ attention to the photo at the bottom • Consider having students do the crossword in
of page 168. Ask a volunteer to read aloud the pairs or small groups so that they can share their
caption and describe the photo. Ask how background knowledge and complete the puzzle
students would feel about a camera following more quickly.
them everywhere. • Make sure students complete the puzzle before
they check their own answers in the back of the
Student Book.
ANSWER KEY
See Student Book Appendix, page 251.
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2 Distinguishing Between Fact and Opinion Student Book pages 170–176
Before You Listen

Strategy
How to Distinguish Between Fact
and Opinion
Best Practice
• You can either have students review
this material at home before class and Activating Prior Knowledge
prepare questions on anything they don’t This activity provides a structured brainstorming
understand or you can read and discuss experience. As students discuss the questions in
it in class. groups, they activate their prior knowledge relating
• Discuss the clues students can listen to the topic of the upcoming radio program about
for when trying to distinguish facts reality TV. Learning involves relating new materials
from opinions. to things they already know, and by sharing what
• As students to give some examples they already know, students create a solid basis for
of reliable sources, and ways they can understanding the new words and concepts they
determine whether a source is reliable. are about to encounter.
• Divide students into small groups to discuss

the questions.
• Then discuss their findings with the whole class.
• The aim of this activity is to give students additional
practice differentiating among statements of fact,
statements of opinion, and value judgments and to Listen
help prepare them for the denser material they will
hear on the radio program.
Best Practice
• Copy and hand out Black Line Master “Expressing
Facts, Opinions, and Value Judgments” on page Scaffolding Instruction
BLM 23 of this Teacher’s Manual.
This Listen section provides students with a
• Read the instructions and brainstorm some supportive format through which they can increase
programs students might listen to or watch. their ability to differentiate between facts and
• Have students complete the activity outside of opinions. In Activity 2, first they listen for the gist—
class. During the next class, put students in pairs simply noting main ideas and details. In Activity 3,
to compare their findings. Then have a summary they listen again, this time marking statements as
discussion with the whole class. facts or opinions and explaining their choices. In
Activity 4, students review their answers in groups
and help each other clarify any misunderstandings.
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2 Listening to Get the Gist ANSWER KEY

Answers will vary. Possible answers:
Best Practice
1. Fact. Because the speaker, a reliable expert,
Organizing Information states the information as a fact.
This activity encourages students to use whatever 2. Fact. Because the speaker, a reliable expert,
type of graphic organizer works best for them. states the information as a fact.
Logical thinkers may prefer an outline or a chart 3. Opinion. Because the speaker says, “It
since it allows them to catalogue the material in a seems to me” before she presents the
repetitive, formal sequence. Visual learners may information.
prefer a web, since it lets them picture details
4. Opinion. Because the speaker says, “It is
growing out of facts.
obvious” before she presents the information.
5. Fact. Because the speaker says, “Most
(The Audioscript for this activity follows Activity 3.) researchers agree” before she presents
• Tell students that they will be hearing a radio the information.
program that contains a lot of facts and opinions. 6. Fact. Because the speaker, a reliable
• Explain that the first time through they should listen expert, states the information as a fact.
and take notes on the main ideas presented and 7. Opinion. Because the speaker says
add a detail or two related to each one. Suggest “I suppose” and “I believe” when she
that they use an organizational tool that they have presents the information.
used before and feel comfortable with because they 8. Opinion. Because the speaker says “I bet”
will be listening to the audio without any pauses. before she presents the information.
You may wish to put on the board samples of
some possible tools, for example, an outline, a 9. Fact. Because the speaker, a reliable
chart, and a web. expert, states the information as a fact.
10. Opinion. Because the speaker is repeating
what a celebrity blogger, Cline, says. Cline
3 Listening for Facts and Opinions
is not a reliable expert.
• Call students’ attention to the fact and opinion 11. Opinion. Because the speaker says,
statements and accompanying questions. Read “I think not.”
the instructions and go over the examples
12. Opinion. Because the speaker says,
with the class. Tell students that you will be
“Personally, I feel” before she presents
stopping the audio every time you get to the
the information.
information contained in the statements.
13. Fact. Because the speaker, a reliable
• Have students listen to the audio and complete the
expert, states the information as a fact.
activity individually.
14. Opinion. Because the speaker says,
• Go over the answers with the whole class at the
“Probably” before she presents the
end. Students’ answers to the second part of each
information.
question (Agree, Disagree, Why?) will vary and can
be used as the basis for class discussion.
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Content Note
unscripted dramatic or humorous situations
There are many types of reality shows. The and events that feature ordinary people instead
of professional actors and that these shows are
genre of reality show can be subdivided into
produced in a series which distinguishes them
subgenres such as documentaries, game shows,
from documentaries, newscasts, and sports shows.”
competitions, self-improvement/makeover shows, Well… it seems to me that someone should go
home and building renovation shows, social online and edit this definition because we all know
experiments, hidden camera shows, supernatural that actors, singers, models, athletes, and many
and paranormal shows, hoax shows, etc. Many other types of celebrities with aspirations to be
people feel that certain types of reality shows such professional actors have managed to snag their
as home renovation shows or cooking shows are own reality show either for the publicity or just to
positive to watch because you can learn from them. make a living when they can’t get work elsewhere,
It is the shows that film people’s daily lives or film right? But what you can read on Wikipedia that
people in secret while a trick is played on them that does ring true, however, is that reality television is
people more often object to. a modified and highly influenced form of reality
that uses sensationalism to attract viewers and
thereby increase advertising revenue. Participants
in reality shows are often placed in exotic locations
or abnormal situations (or as is the case with
AUDIOSCRIPT celebrities, are themselves exotic or abnormal in
Radio Program: Reality TV: Really Good or some way) and then are persuaded to act in specific
Really Bad? scripted ways in these contrived situations by story
editors or producers. Furthermore, after filming
Announcer: Welcome to “Media Watch”, a
has been completed, this so-called reality can be
production of Wisconsin Radio. This is program
manipulated further during the editing process.
number six: “Reality TV: Really Good or
It is obvious that only a small portion of what
Really Bad?”
is filmed ends up in the show and the choices
Lecturer: So far in our “Media Watch” series concerning which scenes to show and in what
on current trends on TV, we’ve talked about order can considerably change the reality presented
recent changes in newscasts, sitcoms, and dramas, to the viewers.
including soap operas… although in my opinion, So… this is reality TV now, but was it like this
soap operas belong in the sitcom or even comic satire from the beginning? Well, yes… and no. Most
category… but that’s a topic for another day, hmm? researchers agree that Allen Funt’s show Candid
Today we’re going to take up the topic of reality TV. Camera, Ted Mack’s Original Amateur Hour and
Sociologists agree that reality TV is a phenomenon Arthur Godfrey’s Talent Scouts were the precursors,
that can’t be stopped. Reality shows now far or shows that inspired the style and format of
outnumber all other types of shows on television shows like Punk’d, where hidden cameras capture
and not only sociologists, but also doctors, are the reactions of unsuspecting ordinary people to
concerned about the influence these shows have pranks or outrageous joke situations and American
on the viewing public. But before we get into what Idol or The Voice, where supposedly amateur
the pundits are saying about either the beneficial contestants compete for huge recording
or evil effects of reality TV, and before I share contracts based on both judges’ and audience’s
with you a few of my own thoughts on the subject, votes. In 1948, the audience voted live in the
let’s backtrack a little to define exactly what we’re television studio using an applause meter that
referring to by the term reality TV and to see how measured the loudness of their clapping and the
this runaway train got fired up, shall we? number of people who voted was limited by
Wikipedia defines reality television as “a genre of the number of seats in the studio. Nowadays,
television programming that presents supposedly of course, people text or e-mail their votes and the
number of people who can vote seems limitless.
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In the 1950s and 60s there were countless So here we are in the new millennium where reality
game shows such as Beat the Clock and Truth or shows have pretty much taken over the majority
Consequences that involved contestants in wacky of TV airtime. I bet that you can name just about
competitions where they had to attempt difficult any topic and any situation and there is a reality
physical feats or perhaps crawl through slippery show about it. There are shows about fat people,
green slime to reach the prize which might be a skinny people, tall people, and little people. There
set of dishes or a refrigerator. Nowadays, we have are shows that take place in jungles, in New York,
shows such as Survivor or The Amazing Race where and in “Smalltown” USA. There are shows about
the prize can be a million dollars or more. animals in the wild and pets that have gone wild
The first reality show in the modern sense may have at home… Shows about young mothers, older
been the twelve-part series An American Family, mothers, families that can’t have children, and
which was produced in the 1970s. In documentary families that have Eighteen Kids and Still Counting,
style, it depicted a family going through a divorce. still expecting more. There are shows about killing
It was supposedly not scripted, unlike many of animals, eating animals, and stuffing animals as
the reality shows today, and many viewers were well as shows about saving the whales and raising
shocked, even appalled, by what this family allowed pandas in captivity. There are shows about bachelors
to be revealed about them. Today, we barely blink and bachelorettes looking for love and others about
or raise an eyebrow when celebrities or ordinary looking for work. There are contests for people who
individuals who’d love to become celebrities, tell us want to be America’s Top Chef or Top Model or Top
about the most personal aspects of their lives. Designer or even Top Dog. And then, of course, there
are the “how to” shows. Just one click and you can
In the late 1980s, a show called COPS, which
learn how to paint your house, train your dog, cook
came about partly in response to the need for new
like a pro, plant a garden, and save your marriage.
programs created by a writers’ strike, showed real
Do you want to buy a house or at least dream about
police officers during their normal scheduled duties
buying one, then House Hunters may be the show
catching real criminals. This show introduced the
you’re looking for. Or sell your grandmother’s
handheld camera technique that makes so many of
dishes? Then tune in to Antiques Roadshow where
today’s scripted dramas such as Law and Order as
experts tell you the value of inherited or found
well as supposedly unscripted reality shows seem
objects. Or do you thirst for adventure? Then how
like they are taking place in real time and in real
about The Most Dangerous Catch, a show about
places, as if the camera were our own eyes.
Alaskan Crab fishermen? I said before, it’s as if you
In the 1990s, MTV launched their series The Real and your friends can think of a funny or dramatic
World, the first show in the United States (very likely idea for a reality show and the very next day… there
inspired by a show called Nummer 28 produced in it is on the TV lineup.
Holland) to put strangers with obviously conflicting
So… what now? Can too much reality be a bad
values and personalities together in the same
thing? Can’t some of these shows help us to learn
environment for an extended period of time and
new skills or about other parts of the world? Or
record the drama that naturally takes place. This
even help us learn about other parts of ourselves?
show was also the first in the United States to use a
Or are they just trash for the most part as some
music soundtrack that suggested particular emotions
people say? Before I open the phone lines to callers,
and also after-the-fact confessionals or commentaries
let me share two opposing views with you just to
by the participants about their own feelings or
get us started. First, let me tell you what a blogger
behavior in particular situations. These techniques
named Austin Cline has to say about the downside
were also used by the previously produced Nummer 28.
of reality shows. Then I’ll share some surprising
Since the producers of The Real World deny that
things that Time magazine TV critic and blogger
Nummer 28 influenced them at all, I suppose we’ll
James Poniewozik has to say on the subject.
never know for sure, but I believe that either it truly
did influence them or there was some sort of universal Cline says that we tend to delight in or are at least
magic in the air that launched these groundbreaking be entertained or fascinated by the failings and
reality TV techniques one right after the other merely problems of others. For example, we laugh at
by coincidence. someone slipping and falling on the ice. If they are
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seriously hurt we are still fascinated by their particular, are convinced that they should look like
painful situation. What causes us to be entertained the models or actors or other supposedly ordinary
in some way by the suffering of others? Are we people on these shows. They don’t seem to realize
relieved that it is not happening to us? Cline that what they are seeing takes hours and hours
suggests that this may be true if it is truly a real of careful make-up application and very artful
situation. But why do we watch when something lighting. What they are seeing is not really the way
painful is deliberately scripted and staged for our these women look when they get out of bed in the
amusement? Can a steady diet of this type of morning. That’s for sure. And psychologists are
reality TV be good for us? I think not. concerned that reality TV is just one more factor
Cline also raises the issue of how reality TV that is contributing to the poor self-image of the
tends to perpetuate or reinforce class and racial average viewer.
stereotypes. For example, in many shows there is Poniewozik, however, has a more positive view
a similar black female character. In reality, they of what reality TV has to offer. He thinks, and I
are all different women, but they share similar quote, that “reality TV is the best thing to happen
characteristics… or at least the so-called reality to television in years.” He says it has given people
show is scripted so that they do. This black female at work something to connect to, something to
character is loud, aggressive, points her finger talk to each about other during their breaks. It
at people, and is always lecturing others on how has reminded viewers that TV can be exciting,
to behave. Personally, I feel Cline is right since not boring, and it is teaching us a new way to tell
I, myself, have seen at least half a dozen reality engrossing human stories. He asks us, “When was
shows that have this type of character. Then the last time that a regular network show caused
there’s the sweet, naive person from a small town you to call your best friend in the middle of the
looking to become famous while hanging on to his show and say ‘you’ve gotta see this’ or to yell back
or her smalltown values, and the party girl or boy at the people on the show?” Well, he’s got a point
who’s always looking for a good time. These are there. Reality TV shows do get you to sit up and
stock characters, typical characters we see in works pay attention. As Poniewozik says, these shows
of fiction. So is it art imitating life in the case of may provoke us or even offend us, but at least they
the fictional shows, or life imitating art in the case do something more than just help us get to sleep.
of the reality shows? And if they get us to talk to each other again
A third point that Cline raises is the morality of instead of sitting silently watching the same old
a production company that creates a show with boring sitcoms or police dramas that propose to be
the intention of trying to make money from the based on real cases, but aren’t nearly so fascinating
humiliation and suffering which they create as the real thing, what’s the harm in that? Probably,
for unsuspecting people. And what about the we love to laugh and judge and judge and laugh,
participants? Should we question their morality if and then gossip about it. And Poniewozik adds
they humiliate themselves for money? And what that, for all the talk about humiliation on reality
about you, the viewer? Cline is not saying that you TV, the participants seem very good-humored
shouldn’t watch reality TV, but that you should about it all. The American Idol audition rejects are
examine your motivations for watching some of still stubbornly convinced of their own talent, and
these programs. I must say that I completely agree the players on Fear Factor walk away from boxes of
with Cline here. snakes and insects like Olympic champions.
In addition to what Cline says are the negative OK, listeners. The phone lines are now open. Let’s
aspects of reality TV, I must mention one hear what you have to say about reality TV? Really
more—and that is that doctors are reporting an good or really bad? And I’d love to hear from
exponential increase in the amount of plastic anyone out there who has ever been on or worked
surgery young people are requesting in proportion on a reality TV show. We’d love to hear the truth
to the amount of reality TV that they habitually about what really goes on behind the scenes. Now
watch. That is to say, that the data shows that there’s an idea for another reality show, eh?
young people, women and even young girls in
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After You Listen Talk It Over
4 Comparing Judgments 5 Role-Playing a Producer

of a Reality TV Show
Best Practice
Best Practice
Having students review their answers in small
groups adds a valuable dimension to the learning The academic content in this section provides
experience. Students not only have their own students with interesting subject matter to work
answers corrected or confirmed but they also gain with as they practice differentiating opinions from
new insights into the topic through seeing how their facts. Although it is less technical and more artistic
classmates handled the same material. than most college classroom topics, the format of
the presentations students prepare mirrors that
of a typical academic lecture.
• Ask students to compare the answers and opinions
they wrote in Activity 3 in small groups.
• Read and discuss the instructions. Arrange
• Move around the room checking their progress. students in groups of three or four.
Remind students that the judgments they make are
personal therefore there may be several different • See the Expansion Activity that follows this activity
judgments for some questions. for a graphic organizer that students can use to help
organize their presentations.
• Discuss as a class the strategies which students
felt worked the best when deciding whether the • You may choose to give groups time to discuss
statements were facts or opinions. and plan their presentation in class, and then gather
the information and prepare for their presentations
at home. Remind groups that every student in the
group must speak for one to two minutes during
the presentation.
• While groups are presenting their role-plays to
the class, have the rest of the classmates take
notes and try to write down at least three facts
and opinions from each presentation. After each
presentation, discuss the use of fact and opinion as
suggested in part 6 of the activity.
• As a follow-up, discuss as a class the TV show idea
that students liked best. Discuss how it could be
successful as a real reality TV show.
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• The aim of this activity is to give students practice
using a graphic organizer in the form of a box
chart as they gather and organize ideas for their
presentations. It can be used with Activity 5
Role-Playing a Producer of a Reality TV Show.
• Copy and hand out Black Line Master “Using a Box
Chart” on page BLM 24 of this Teacher’s Manual.
students may have.
• Have students work as a group to complete the
first four sections of the chart.
• Students complete the last three sections of the
chart individually when they prepare their individual
portion of the presentation.
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3 Expressing Doubt or Disbelief Student Book pages 177–182
Strategy ANSWER KEY

Answers will vary. Sample answers:
Expressing Doubt or Disbelief in
Conversation 1
Formal and Informal Situations
1. Are you sure it’s OK?
• Read through the introduction and discuss
it with students. 2. He is afraid that Professor Brandt is too
busy to talk with him.
• Then read aloud the lists of expressions
and give students a chance to repeat 3. She is polite. She makes it clear that she
them. Emphasize the importance of does not like his idea, but she remains
appropriate intonation. You can model and formal and does not use harsh words.
ask students to repeat the expressions, 4. And he got his master’s for that?
focusing on the rising intonation at the 5. I find that hard to believe.
end of the formal expressions of doubt,
and falling intonation of the informal Conversation 2
exclamations such as Oh sure! and That 1. informal
can’t be true! 2. amused
3. doubtful
1 Listening for Expressions of 4. No. (She is speaking jokingly. Close friends
Doubt and Disbelief can speak jokingly to each other without
sounding rude.)
• This activity gives students an opportunity to hear
5. She is expressing her doubt with
the expressions from the Strategy box in a natural
increasingly stronger expressions as she
conversation.
listens to her friend.
• Tell students to read through the questions for
Conversation 1 first. Then play the audio Conversation 3
of Conversation 1 and the questions that follow. 1. informal
Tell students to write their answers on the lines 2. polite
provided after they hear each question.
3. I find that hard to believe; Come on. Did she
• Repeat this procedure for the remaining really do that?
conversations.
Conversation 4
• When students have written their answers for all
four conversations, have them form small groups 1. informal
to compare them. 2. a little rude
• Go over the correct answers as a class. You may 3. No, he is very polite even though the
wish to replay the audio if students have questions, student is being a little rude/informal.
or you may have students refer to the Audioscript 4. Oh, come on!; You’ve got to be kidding.
in their Student Books on pages 242 and 243.
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AUDIOSCRIPT Amy: Yes, they really will. And the most amazing
thing is that they already have a twelve-year-old
Conversation 1 manager. She does all the contract negotiating for
Emmett: Professor Brandt, I’d like to talk to you the concerts.
about my art project for my senior thesis.
Jen: Oh, sure!
Professor Brandt: No time like the present,
Amy: Yes, and she’s really first-rate. These twelve-
Emmett. Have a seat. What would you like to do?
year-olds are booked for concerts in New York,
Emmett: Are you sure it’s OK? I know how busy Chicago, Denver, Los Angeles, Atlanta, Detroit,
you are. and Philadelphia in the next four weeks alone.
Professor Brandt: It’s fine. Jen: Yeah, right, and I’m Mick Jagger.
Emmett: Well, I’d like to do something really Question 1: Is this conversation formal or informal?
imaginative and creative, something like my friend
Question 2: When the second speaker says “Get
Howard did for his master’s thesis.
outta here,” does she sound amused or angry?
Professor Brandt: What was that?
Question 3: How does the second speaker sound
Emmett: He filmed himself sleeping every when she says, “Oh, sure!”?
night for a month and then edited it and added a
Question 4: When the second speaker says “Yeah,
soundtrack and called it a reality show. He sent
right, and I’m Mick Jagger,” does she sound rude?
it to all the networks and then filmed himself
reading all of the rejection letters out loud. Question 5: Why do you think the second speaker
expresses disbelief this way?
Professor Brandt: And he got his master’s for that?
Emmett: Yes, he did. Conversation 3
Professor Brandt: I find that hard to believe. Thea: I’d really love to be one of the professional
You’ll have to think of something else, Emmett, dancers that get to dance with a celebrity on that
another type of project to fulfill the requirements reality show Dancing with the Stars.
for your media and communications degree. Nick: Well then, you’ll have to do more than take
Question 1: What expression does Emmett use to lessons once a week. I bet the professional dancers
express doubt? on that show dance in those high heels until their
feet bleed, and then keep on dancing some more.
Question 2: Why do you think he uses that
expression? Thea: I find that hard to believe. How do you
know that?
Question 3: Professor Brandt expresses disbelief
twice in this conversation. Is she polite to Emmett? Nick: I saw it in a reality show about what goes
on backstage and during rehearsals for that show.
Question 4: The first time Professor Brandt
This one dancer was so dedicated you wouldn’t
expresses disbelief through intonation alone. What
believe it! With bleeding feet she just danced and
words does she use?
danced and danced. I saw it all on the show.
Question 5: What expression does she use the
Thea: Come on. Did she really do that?
second time?
Nick: Absolutely, it was the most incredible thing
Conversation 2 I’ve ever seen.
Amy: My twelve-year-old daughter is on a show Question 1: Are Thea’s expressions of disbelief
called Making the Band, and I’m sure that she’s formal or informal?
going to win and get into the band. The producers
Question 2: Is she polite or rude?
told her that the band could make $30 million
dollars next year. Question 3: What are some expressions Thea uses?
Jen: Get outta here. The Rolling Stones only
make $58 million in a whole year!
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PA R T
Conversation 4 ANSWER KEY

Professor Pickering: Today I’m going to talk Possible statements that students might
about Mozart, the musical genius who performed
respond to:
concerts on the pianoforte for European royalty
at the age of eight. I don’t think anyone has ever 1. Statement: Reality shows now far out number
matched that achievement. all other types of shows on television and
not only sociologists, but also doctors, are
Rose: Oh, come on! Have you seen those kids on
America’s Got Talent? concerned about the influence these shows
have on the viewing public.
Professor Pickering: Well no, but he not only
could play the pianoforte, but was also composing 2. Statement: It was supposedly not scripted,
music at the age of five. I’m sure that the children unlike many of the reality shows today, and
on that show cannot compose their own music. many viewers were shocked, even appalled,
Rose: You’ve got to be kidding. Those producers by what this family allowed to be revealed
wouldn’t invest so much time and money in those about them.
kids if they weren’t geniuses like Mozart, too. 3. Statement: Today, we barely blink or raise
Professor Pickering: Well, why don’t you see an eyebrow when celebrities or ordinary
me after class if you’d like to discuss the matter individuals who’d love to become celebrities,
further? But for now we’ll concentrate on a tell us about the most personal aspects of
discussion of Mozart’s music. their lives.
Question 1: Are Rose’s expressions of disbelief 4. Statement: Or are they just trash for the
formal or informal? most part as some people say?
Question 2: Is she polite or rude?
5. Statement: For example, we laugh at
Question 3: Does the professor seem impatient someone slipping and falling on the ice. If
with Rose? they are seriously hurt we are still fascinated
Question 4: What are some expressions Rose uses? by their painful situation.
6. Statement: In addition to what Cline says
are the negative aspects of reality TV, I must
2 Listening for Opinions mention one more—and that is that doctors
• Replay the audio of the radio program from Part 2. are reporting an exponential increase in the
amount of plastic surgery young people are
• As students are listening to the audio, ask them requesting in proportion to the amount of
to raise their hands or call out Pause, please when reality TV that they habitually watch.
they hear a statement they want to write down. At
that point, give them time to write their responses
as well.
• At the end, review the statements and responses
with the whole class.
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3 Completing Conversations Talk It Over
Best Practice 4 Presenting Facts and

Expressing Doubts
In this activity, students have the opportunity to apply Ask one or two students to retell the directions
what they have learned about expressions of doubt in their own words to make sure that the class
or disbelief in a new setting. Applying the concepts understands the activity.
they have studied in a different situation requires
them to re-process or recycle what they have just • Divide the class into two teams.
learned. This type of critical thinking activity helps • After students put together their list of true and
clarify their understanding of the concepts involved. false accomplishments, give them a couple of
minutes to practice using the expressions for
expressing doubt or disbelief found on page 176.
• Review the instructions and role-play Conversation 1
with a student as an example. Model appropriate • Have people from each team take turns trying to
expression and intonation when expressing doubt fool the opposing team as they present their real
and disbelief. and unreal accomplishments. Keep score on
the board.
• Divide the class into pairs. First have pairs complete
the conversations in the book. Tell them to extend
each conversation for as long as they like. Then
encourage them to create original conversations
that contain expressions of doubt or disbelief.
• Ask volunteer pairs to present the conversations
from the book as well as the new ones they have
created to the class.
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ANSWER KEY
1. D 2. B 3. C 4. D 5. C 6. A
7. D 8. A
AUDIOSCRIPT
Reviewer: Bethel, New York, August 29, 1969.
The Woodstock Music and Art Fair in Bethel,
New York was advertised by its youthful New York
promoters as “An Aquarian Exposition” of music
and peace. It was that and more, much more. The
festival, quickly nicknamed “Woodstock” for
short, may have turned out to be history’s largest
“happening.” As the quintessential moment when
the American youth of the ’60s openly displayed
its strength, appeal, and power, Woodstock may
rank as one of the most significant political and
sociological events of the age.
1 Answering Questions about By a conservative estimate, more than 400,000
Facts and Opinions people, the vast majority of them between the ages
of 16 and 30, showed up for the Woodstock Festival.
• Before playing the audio, remind students that Thousands more would have come if police had
they will have only one chance to hear the material not blocked off some of the access roads. Other
before answering the questions. You may wish to roads turned into long, ribbon-like parking lots as
go over the questions with students before they spectators simply left their cars, rather than wait
hear the lecture. for hours in a traffic jam. If the festival had lasted
• Have students fill in the bubble of the correct much longer, as many as one million youths might
answer as they listen to each question. have made the pilgrimage to Bethel to participate
in the Woodstock Festival. The concert promoters
• Review the correct answers as a class. had originally sold tickets in advance, but on the
first day, overwhelmed by the feeling of the crowd
just wanting to gather together to share, to listen
Expansion Activity to, and to speak their common language of music,
they decided to let everyone in for free. Authorities
• The aim of this Expansion Activity is to help
worried that having so many people sitting in traffic
students understand the subtle difference jams on the highways would lead to violence, but
between “personal opinions,” “universal one police officer remarked that this was certainly
opinions,” and “facts.” the most peaceful bunch of frustrated people he’d
• Give examples of all three types of statements ever witnessed. Imagine what would happen today
and ask volunteers to explain why the statement with the speed of cell phones and social media such
is a personal opinion, universal opinion, or a fact. as Facebook. I wonder how big the crowds would get
and if everyone would remain so peaceful.
• Possible examples: That coffee cup contains
What lured our country’s youth to Woodstock?
12 ounces of coffee (fact). Too much coffee is
An all-star cast of top rock artists, including Janis
bad for your health (universal opinion). That coffee Joplin, Jimi Hendrix, and Jefferson Airplane to be
tastes good (personal opinion). sure. But the good vibrations of good groups turned
han70522_ch09-Rnd02.indd 150 11/29/12 1:52 PM

out to be the least of it. What the youth of 7. Listen to part of the music review again.
America and their worried elders saw at Bethel Reviewer: To many adults, the festival seemed
was the potential power of an entire generation, like a monstrous Dionysian orgy, a wild party
a generation that in countless disturbing ways where a mob of crazy kids gathered to take
had rejected the traditional values and goals of drugs and groove and move to hours and hours
the United States. Over 400,000 young people, of amplified noise that could hardly be called
who had previously thought of themselves as part music. The significance and power of Woodstock,
of an isolated minority, experienced the thrill of however, cannot be overestimated.
discovering that they were, as the saying goes,
“what’s happening.” They were the current voice Question 7: What does the speaker mean when
of America. They were the generation that was he says that the power of Woodstock cannot be
determined to put a stop to war and bring corrupt overestimated?
governments to their knees without firing a 8. Listen to part of the music review again.
shot. And they were the generation that would Reviewer: This was the pinnacle of the Peace
accomplish all of this through peace and love. Movement, and the beginning of the end of the
To many adults, the festival seemed like a Vietnam War. The historical significance of this
monstrous Dionysian orgy, a wild party where youthful, yet peaceful, energy in one place can
a mob of crazy kids gathered to take drugs and never be forgotten.
groove and move to hours and hours of amplified
Question 8: What is the speaker’s opinion about
noise that could hardly be called music. The
Woodstock in relation to the Peace Movement?
significance and power of Woodstock, however,
cannot be overestimated. Despite the piles of
litter and garbage, the hopelessly inadequate
sanitation, the lack of food, and the two nights
of rain that turned Yasgur’s farm in Bethel, New Self-Assessment Log
York, into a sea of mud, the young people found it
all “beautiful.” This was the pinnacle of the Peace • Read the directions aloud and have students
Movement, and the beginning of the end of the check the vocabulary they learned in the chapter
Vietnam War. The historical significance of this and are prepared to use. Have students check
youthful, yet peaceful, energy in one place can never
be forgotten. One long-haired teenager summed up
the significance of Woodstock quite simply: “The
people,” he said, “are finally getting together.” • Put students in small groups. Ask students to
Question 1: According to the speaker, which of the find the information or an activity related to each
following statements describes the festival? strategy in the chapter.
Question 2: What was the nickname for the festival? • Tell students to find definitions in the chapter for
Question 3: Approximately how many people went any words they did not check.
to the festival?
Question 4: According to the speaker, why did the
promoters decide to let everyone in for free?
Question 5: According to the speaker, what was the
main reason people went to the festival?
Question 6: Which of the following was not a
problem at the festival?
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10 Conflict and
CHAPTER
Resolution
In this Students will explore a variety of viewpoints on conflicts
CHAPTER and how they can be resolved. In Part 1, they will work
with quotations from famous world figures and practice
using the vocabulary of conflict resolution. In Part 2,
they will hear a lecture describing effective approaches
to conflict resolution and learn how to evaluate possible
exam questions based on the lecture. In Part 3, students
will practice the language used to acquiesce and express
reservations. In Part 4, they will practice listening to and
answering questions involving classroom interactions like
those that appear on the TOEFL® iBT.
Chapter Opener
• Invite students to identify who Gandhi was and what he

did for India.
• Divide students into groups to discuss the third
“Connecting to the Topic” question. If necessary, explain
the “eye for an eye” reference as an ancient biblical
statement about extracting equal justice when one
individual harms another. Guide students to understand
that Gandhi felt that if we don’t stop striking back each
time we feel we have been hurt, we will all, individually and
“You must be the change as nations, eventually destroy each other.

• Read aloud the quotation from Gandhi at the bottom

you wish to see in of the page. Ask students to come up with their own
the world. ” interpretations of what he was saying. For example:
Gandhi felt that individuals had to root out the violence
Mohandas Karamchand Gandhi inside of themselves before the world as a whole could
Indian political and spiritual rid itself of violence, or If you want to bring about change,
leader and non-violent activist you have to start by changing yourself.
(1869–1948)
152
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Chapter Overview
Features Discussing when and how to acquiesce or

Resident Advisor Training Session: express reservations
Dealing with Conflicts Role-playing characters who must
Learning Strategy: Predicting Exam acquiesce or express reservations
Questions
Critical-Thinking
Language Function: Acquiescing and
Solving a decoding puzzle
Expressing Reservations
Speculating about RA duties and types of
Listening conflicts they might deal with
Listening for and noting important points of Evaluating possible exam questions
information likely to be on exams
Using notes to answer exam questions
Listening for acquiescence and reservations
Analyzing differences in tests for different
Listening for three suggestions about courses
dealing with conflict and deciding whether
Writing good exam questions
to acquiesce or express reservations
Determining how/when to acquiesce or
Listening for ways to express reservations
express reservations
Speaking
Vocabulary Building
Sharing why quotes “speak” to you and/or
Pooling knowledge to match definitions to
are funny
new vocabulary words
Sharing experiences with conflicts
Placing new vocabulary into a “decoding”
Discussing RA duties and conflicts in dorms puzzle, decoding the quotes about conflict
Discussing what might/might not be in the puzzle, and discussing their meanings
included on an exam Understanding and using new vocabulary
Sharing notes to answer exam questions words in discussions about dealing with
conflicts
Discussing possible differences in tests
constructed for different courses Focus on Testing
Collaborating to write exam questions Taking notes on and answering questions
Asking and answering exam questions about listening passages that contain multiple
speakers, such as a classroom interaction
Vocabulary
Nouns Verbs Adjective Idioms and

arousal state chill out well intentioned Expressions
big picture
contingency cool off
give-and-take
rage generate
old hat
trial balloon honor
153
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PA R T
Did You Know? Vocabulary Preview

• Read and discuss each quotation with the class. 3 Breaking a Secret Code
Ask students to identify briefly each of the people
quoted. You may want to look them up online ahead • Explain that the words in this activity will appear in
of time as some of them are less well known. the recording.
• Invite students to add any other saying they know • Read and discuss the directions for breaking the code.
of related to anger and conflict resolution. Those • Have students proceed in pairs, matching the words
from a student’s native culture may be particularly with their definitions and using the definitions to fill in
interesting to others in a multicultural setting. the blanks. Set a time limit of perhaps ten minutes.
• Go over the words and their definitions with the
class. Encourage students to make up original
sentences using these words and expressions
• Divide students into pairs to discuss the questions. • Have students “decode the phrases” and review
Allow several minutes for the conversations. the phrases and their meaning as a class.
• Invite volunteer pairs to share their answers to
the question with the class. If time permits, elicit
several different responses to each question. ANSWER KEY
2. a. rage b. chill out c. cool off d. generate
e. arousal state f. give-and-take g. old hat
Sharing Your Experience h. well intentioned i. to honor j. big picture
k. trial balloon l. contingency
2 Resolving Conflicts in the Past 3. A. We have met the enemy and he is us.
B. Keep cool and you command everybody.
Best Practice C. When anger arises think of the consequences.
D. I was angry with my friend: I told my wrath; my
Activating Prior Knowledge wrath did end. I was angry with my foe: I told it
Recalling personal conflicts they have had in the not; my wrath did grow.
past gets students thinking about the topic and
how it relates to them. By sharing what they
already know, students create a solid basis for
understanding the new words and concepts they
are about to encounter. It also provides a basis for
initial classroom discussions regarding how conflict
resolution works.
• Help students form small groups to discuss these

questions.
• After the group discussions, have a class
discussion and help the class summarize the
differences in their conflict management styles
in childhood and adolescence.
154 CH APTER 10 Copyright © McGraw-Hill
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Expansion Activity
• The aim of this activity is to give students further
background information and to provide an
additional speaking/listening activity.
• Ask volunteers to look up information in the
library or on the Internet about the people whose
quotations are listed here: Walt Kelley, St. Just,
Confucius, and William Blake. Ask them to find
out when the person lived, what his occupation
was, and any other interesting details they can.
Suggest that they bring in a picture of the person,
if possible.
• Invite the volunteers to make short oral
presentations to the class.
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PA R T
2 Exam Questions Student Book pages 191–196
• The purpose of this section is to help prepare

students for the lecture to follow.
Strategy
• Make sure students understand what a resident
Predicting Exam Questions advisor is. Then have students form small groups
• You may wish to have students read the and discuss the questions about resolving conflicts
introductory material and review the key in a dorm setting. Invite volunteers to share with the
points at home before class, or you can class how their group answered each question.
read and discuss this section with the
whole class.
• Ask students to think of any other Listen
strategies they know for predicting exam
questions and share them with the class. 2 Listening to Predict Exam Questions
Best Practice
Content Notes Organizing Information
This activity demonstrates how students can take
Many colleges and universities in the United States
advantage of a graphic organizer (a seven-part chart)
have adopted honor codes that incoming students
to arrange information as they listen to a lecture. This
are asked to agree to. Under an honor code,
kind of chart helps them keep their notes organized
students promise:
and provides a useful tool when reviewing for a test.
• not to ask for or receive unauthorized help on or
information about exams they will be taking.
• Read and briefly discuss the handout before asking
• not to copy information for class papers without students to listen to the lecture.
giving the original author credit.
• Play the recording one or more times as students
• not to turn in someone else’s work as their own. take notes on the key points. Remind them to put an
With an honor code in place, students are often asterisk next to the points they think might be on the
allowed to take exams at home instead of having to exam.
sit with other students in the classroom. • Review the students’ notes together at the end.

Before You Listen
additional practice organizing their ideas by using
1 Considering the Context
a word web and a T-chart.
Best Practice
“Organizing Your Ideas,” on page BLM 25 of this
Interacting with Others Teacher’s Manual.
Having students discuss the questions in a small • Read the instructions and answer any questions
group provides an opportunity for an authentic students may have. You may want to brainstorm
exchange of ideas. Also, the small group setting possible conflicts that students could try to
provides an opportunity in which students may “solve,” such as whether to expel students who
worry less about accuracy and feel free to practice cheat on exams, or where smoking should be
fluent speaking. allowed on campus.
han70522_ch10-Rnd02.indd 156 11/29/12 1:51 PM

• Then have them complete the activity individually Giving students this information
or with a partner. can definitely help prevent
• Invite volunteers to put sample webs and conflicts. Look at your handout
on the seven principles of making
T-charts on the board.
friends that you got last week as
we review. Now, although these
principles have some things in
common with what we’ll cover
AUDIOSCRIPT today, be sure not to confuse
Resident Advisor Training Session: Dealing the seven principles of making
with Conflicts friends with the seven principles
of conflict resolution which I’ll
Head get to in a bit. OK? So... here
Resident we go.
Advisor (RA): OK, guys! Today’s the last session
Principle #1: Try to praise people.
before your final test to qualify to
And be sure to
become a resident advisor. Next
speak honestly about
week’s test will be on today’s topic—
how or why you
conflict resolution—and then the
appreciate them.
week after next, the students arrive.
This year, we have a record number Principle #2: Be indirect when
of international students entering you talk about
the university. I understand that someone’s mistakes.
many of you are international Principle #3: Talk about your
students, too. That will be a great mistakes first, not
help, I think. Let’s see, how many others’.
of you are international students? I
Principle #4: If possible, try to
see seven hands up. That’s about 30
ask questions; don’t
percent. Great!
give orders.
Now, how many of you have
Principle #5: If people make
had previous training in conflict
mistakes, let them
resolution? Six out of 20—that’s
save face by praising
pretty good. Well, today’s session
all improvements.
may be old hat for you. So please
feel free to interrupt if you’ve got Principle #6: Give people a fine
any information to add. reputation to live
up to. That is, set a
But before we go into conflict
good example.
resolution, let’s review the
principles of making friends we And finally,
talked about last week. These Principle #7: Always try to be
principles can be useful if you’ve got encouraging.
a student who’s having trouble So now that we’ve refreshed our
making friends and even with memory about these seven
students who are having serious principles of making friends,
conflicts with others. Believe it or let’s look at the steps to take
not, these principles are based on if you’re going to do conflict
Dale Carnegie’s 1937—yes 1937— resolution with, for example, two
best-seller How to Win Friends and roommates, or any two students
Influence People. And I think they’re in the dorms who have a conflict.
still as true now as they were then. Conflict resolution is one of your
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PA R T
prime duties as an RA, and you “What bothers you is… ,” or

can be sure these steps will be on “What you’re afraid of is…” Then
next week’s test. have the students change roles.
The first step is to get the two The second one should state his
people who are having the conflict or her view of the problem, and
to cool off or chill out. Anger is the first one should restate what
the emotion that people have the is said to make sure he or she
most difficulty controlling, and understands. During the process,
when people are angry they don’t you, as the advisor, should keep
make good decisions. Therefore, asking, “Is there anything else?”
until there is nothing else either
it is not surprising that anger
of the students wants to say.
sometimes leads to rage or
violence. How can you get people OK, now this takes us to the
to cool down? Here are a few ways: third step, and that is to be clear
about what each student needs.
❑ Well, you can distract them.
To be sure that each student’s
For example, tell a joke. It’s interests are being considered,
hard to stay angry when you’re make a list. Be sure you give the
laughing. person time to think about what
❑ You can also encourage them to his or her most important needs
exercise, such as playing a game or priorities are in the situation.
of basketball or another sport. Remember the old Jack Benny
Anger is a high-arousal state, joke. Do you guys know it? Jack
and exercise changes a high- Benny was a famous comedian
arousal state to a low-arousal who was very stingy with his
state. money.
❑ A third thing you can do is get
Group of RAs: Hmmm, not me. No, I don’t
them to write down their angry
think so. No, never heard it.
thoughts instead of saying them
Which one? Huh?
to the other person. Verbalizing
anger may feel satisfying, but Head RA: Well, a robber comes up and pulls
it increases the arousal state, a gun on Jack Benny and says,
which will certainly not help “Your money or your life,” and
resolve the conflict. Jack Benny hesitates. The robber
becomes impatient and says again
Now… OK… After you’ve
and again, “Your money or your
gotten the angry person to cool
life!” Finally Jack replies, “I’m
off, go to Step 2: Get the people
thinking… I’m thinking.”
to talk and listen to each other.
Group of RAs: (Laughter)
Hmmm. How do you do that?
Well, first, have one student state Head RA: In other words, give each person
the problem completely. Then the time to figure out what his or
second student should restate what her priorities or most important
the first is saying to make sure he needs are.
or she understands. Encourage But there’s one thing you have to
the second student to begin these be careful about during this part
restatements with things like, of the process. When students in
“What I hear you saying is… ,” conflict are talking about their
“One concern you have is… ,” feelings, tell them to make “I”
han70522_ch10-Rnd02.indd 158 11/29/12 1:51 PM

statements. In other words, they and this one is no exception. In

should talk about themselves and fact, this one is so important that
their feelings and concerns, not it’s worth writing it out in black
the other student’s faults. They and white. Yes, put it on paper.
should say for example, Each student takes a sheet of
“It bothers me when people paper and writes out the pros and
don’t look at me when they talk cons for each of the brainstormed
to me,” instead of “You never solutions. Just the action of
look at me when you talk to me.” putting all of the possible
They should say, “I feel confused solutions and the advantages and
when people say ‘you know’ and disadvantages of each of them on
I don’t know,” instead of “You paper can help both people clarify
always assume I know things that their views. At this time, let
I don’t.” And here’s one more people express their reservations.
example: They should say, “I get Listen for statements like,
nervous when people make plans “I hear what you’re saying, but… ,”
for me without consulting me,” “I have a problem with… ,” “I
instead of saying “You’re always guess so, but… ,” “one drawback
trying to tell me what to do.” I feel is… ,” or “I’m not sure that
will work for me because … .”
OK, so now what do you do after
Remember, Socrates said, “Know
the two students have heard and
thyself.” It’s very good advice and
restated each other’s views of
is really important in conflict
the situation and made lists of
resolution. Unless you are really
what they each need? Step 4 is
clear about what you want, it’s
for you to help them brainstorm
difficult to come to a compromise.
solutions. The rule to follow here
is that these solutions must honor There’s something else that’s also
all of their concerns. very important at this stage and
actually for all of the steps. When
Then consider each of the
you are doing conflict resolution,
brainstorming ideas. Make these
notice the body language. For
ideas into trial balloons and test
example, is the speaker talking
them out. Discuss each solution
with folded arms or hands on the
in turn and see which one will fly
hips? Does the speaker shake a
by discussing the consequences
fist or wag a finger? Does the
of actually doing it. Remember:
speaker move into or back away
the real solution may be a
from the other person’s space?
combination of several ideas. So
Good. I can see from your
at this stage in the process, you
nodding heads that you all know
must keep asking both people,
what I’m talking about here.
“Are you still feeling happy about
the process?” Remember that Next is Step 6: this is where
there is no one right way. At this you help the students choose
point, you are just generating one of the solutions or make a
ideas, and you want to make sure combination solution. In this
that both students trust that you step, both people must agree on a
are not choosing sides. solution, one that is acceptable to
both of them. This step will take
The fifth step is to evaluate the
some more negotiation.
solution. Each step is important,
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PA R T
There must be some give-and- did accomplish various parts of

take. Be sure to have both parties the agreement or they didn’t.
buy into the agreement. If you And be sure to discuss how the
hear one person say, “I trust you agreement will be monitored.
completely,” that’s good, but if Everyone has to agree on this.
you hear “Do whatever you And when will the agreement
think is best” or “Whatever you be reevaluated? Everyone should
say” watch out. It’s a sign that agree on this too.
someone has acquiesced but So there you have it guys—seven
hasn’t really bought into the steps to conflict resolution. It’s
situation. The person does not a lot to think about, I know. I’ll
really like the agreement, and stick around for a while to answer
that could mean trouble later. any questions, OK? The test is
To make this step in the process next Wednesday. Good luck, and
work, start with the big picture, I’ll see all you ‘round the dorms.
that is, the basic problem and
all its consequences and the best
solution and all its consequences.
Each person should restate
what he or she thinks the big After You Listen
picture is. Then help the two
students create a shared vision 3 Evaluating Possible Exam Questions
and make commitments to action
within a time frame. Work on • Ask students to answer the questions individually
the agreement until everyone is and then compare answers with a partner’s. Go
satisfied. over the answers together in class.
Finally, the last step: agree on
contingency plans, which are
ways to monitor how things ANSWER KEY
are going, and agree on a time
Possible answers
to reevaluate. Of course, you
must realize that no matter how 1. No—not an important point
good your agreement is, how 2. Yes—important, speaker spends a lot of
well intentioned each person time on it
is, and how clear both people
are, circumstances change and 3. Yes—these provide practical solutions
there must be a way to deal with 4. No—a joke
these changes. An unexpected
5. Yes—important, speaker spends a lot of
event could happen after your
time on it
agreement, but before you can
start to implement the new
plan. Part of providing for such
contingencies should include
finding a way to get out of the
agreement, specifically a way to
get out without loss of face. And
be sure to agree on some way to
measure the outcome. It should
be a yes/no measure. Either they
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Best Practice
ANSWER KEY
Scaffolding Instruction Possible answers
The sequence of listening, writing, and engaging 2. biology—short answers, one-paragraph
in paired activities in the “Listen” and “After You answers; English—vocabulary matching
Listen” sections is designed to provide the support tests, grammar fill-ins, paragraphs to correct,
students need to successfully master the material. In essay questions; philosophy—several
“Listening to Predict Exam Questions,” they begin paragraphs in response to a question
by taking notes on the lecture on a prepared form.
Then, in “Evaluating Possible Exam Questions,”
they take a close look at five specific questions
relating to the lecture. In “Using Your Notes to REPRODUCIBLE Expansion Activity
Answer Questions,” they work with partners,
listening to the lecture again if they wish and filling • The aim of this activity is to give students practice
in any missing information on the evaluation form. in anticipating the types of questions they may
Finally, they answer the possible exam questions encounter in various subject matter courses.
using their notes. • Copy and hand out Black Line Master 26,
“Writing Exam Questions,” on page BLM 26 of
this Teacher’s Manual.
4 Using Your Notes to Answer • Read the instructions and have students complete
Questions the activity on their own.
• Have students compare notes in pairs before • Have students share their papers with a partner.
answering the questions in Activity 3 together. Then discuss the results with the whole class. You
may wish to put some key examples of courses,
• Review the results of the pair work with the
questions, and question types on the board.
whole class.
6 Asking and Answering Exam

Talk It Over Questions
5 Discussing Types of Exam • This section gives students further practice figuring
Questions out what questions might appear on an exam as
well as practice in answering typical questions.
• This section is designed to give students more
• After writing the “best questions” on the board,
practice with the conflict resolution material they
have students help you make a master list of exam-
have just studied.
question types.
• If appropriate for your class, skim this section with
students in class and then assign it as homework
so that they can make notes for use in their small
group discussions.
• Have students discuss the types of questions in
small groups.
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3 Acquiescing and Expressing Reservations Student Book pages 196–201
Strategy ANSWER KEY

Possible Answers
Deciding Whether to Acquiesce 1. Because Mohammed challenged the R.A.
or Express Reservations when he said James could go first. The R.A.
• Read the introduction and lists of didn’t seem to want any more conflict than
expressions with students. already existed.
• As you discuss the two types of 2. If you think that’s best.
expressions, ask students to explain how 3. James puts his feet up on the desk and
and when they think it is appropriate to Mohammed is offended by this and thinks
use each one. James hates him.
4. Yes, but the question really is… .
5. They agree to begin a cross-cultural
Content Note discussion group and try being roommates
Conflict resolution programs have become common for a month.
in public schools in the United States. They began 6. I’m willing to go along with that. OK. Let’s try it.
about 30 years ago, mainly in urban schools where
large class size, limited resources, and diverse
populations made conflict more prevalent. Such
programs now involve students from kindergarten AUDIOSCRIPT
through 12th grade all across the country. Many RA: I’m glad you guys have agreed
school districts require a dispute resolution mini- to get together to resolve your
course as part of the high school curriculum. conflict. Let’s start with James.
What’s the problem, James?
Mohammed: Why should he start? I’m the one
1 Listening for Acquiescence and who was insulted.
Reservations RA: Whatever you say. Then let’s start
• Read through the instructions with students. with you, Mohammed.
Remind them that they will be listening for James: If you think that’s best.
examples of people giving in and people expressing Mohammed: I want a new roommate because
reservations about going along with a suggestion. James hates me.
• Play the recording and have students write their James: What do you mean I hate you? I
answers in the book. You may wish to replay the don’t hate you. Where did you get
recording as you review the answers with students. that idea?
Mohammed: Well, you always sit facing me with
your feet on the desk.
RA: Oh! I see what the problem is.
James, in Mohammed’s culture, if
you show someone the bottoms of
your feet, it is a great insult.
James: Oh, OK. I didn’t mean anything
insulting by that. I was just
comfortable with my feet up while
we were chatting I can move my
feet. Not a problem.
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Mohammed: OK then. ANSWER KEY

James: Yes, but the question really is, is that Possible answers
enough? I don’t know enough about
1. Distract the students. I suppose you must
Mohammed’s culture and I’m afraid
know what’s best, but I don’t think joking
that I’ll do something wrong again,
at least from his point of view. about it really helps the situation.
RA: OK, then. If there were a lecture on 2. Encourage them to exercise. I don’t think
Middle Eastern culture or perhaps that will work for me. I don’t like to exercise.
a discussion group where you could 3. Get the students to write down their
discuss your feelings about this, thoughts. I’m not sure this is a good idea.
would you be willing to go? I’m too upset to sit down and write about it.
James: Sure, but shouldn’t Mohammed have
to learn about my culture, too? But
I don’t think there are any lectures or
discussion groups about my culture.
AUDIOSCRIPT
RA: Yes, you’re right. It’s difficult
to find such a thing about the RA:
majority culture. I have an The first step is to get the two people who are
idea though. Would you and having the conflict to cool off or chill out. Anger is
Mohammed be willing to begin a
the emotion that people have the most difficulty
cross-cultural discussion group?
controlling, and when people are angry they
Mohammed: Yes, I would be very interested don’t make good decisions. Therefore, it is not
in that. surprising that anger sometimes leads to rage or
James: Yeah, me too. violence. How can you get people to cool down?
RA: OK, then. In the meantime, I Here are a few ways:
think you guys should give being • Well, you can distract them. For example, tell a
roommates another month. If there joke. It’s hard to stay angry when you’re laughing.
are still problems, after a month we
can see about changing roommates. • You can also encourage them to exercise, such
What do you think? as playing a game of basketball or another sport.
Anger is a high-arousal state, and exercise
James
and changes a high-arousal state to a low-arousal
Mohammed: I’m willing to go along with that. state.
OK, let’s try it. • A third thing you can do is you can get them
to write down their angry thoughts instead of
saying them to the other person. Verbalizing
2 Listening for Suggestions about anger may feel satisfying, but it increases the
Conflict Resolution arousal state, which will certainly not help
resolve the conflict.
• Replay the part of the recording of the lecture
in which the resident advisor suggests ways to
help students cool off. Have students write their
answers in their books.
• Then conduct a whole-class discussion of the
answers.
han70522_ch10-Rnd02.indd 163 11/29/12 1:51 PM

PA R T
3 Listening for Ways to Express Expansion Activity

Reservations
• The aim of this activity is to practice and expand
• Replay the part of the recording that contains the on the words used to acquiesce.
ways for expressing reservations and have students • Replay the part of the recording that contains
make notes on them. ways to acquiesce (Step 6) and have students
• Then discuss their answers with the whole class. make notes on them. Discuss the answers with
the whole class. Brainstorm other things people
say when giving in.
ANSWER KEY • Answers from recording: I trust you completely.
One concern you have is…; What bothers you Do whatever you think is best. Whatever you say.
is…; What you’re afraid of is…
Talk It Over
AUDIOSCRIPT
4 Acquiescing and Expressing
RA:
Reservations
Now… OK… After you’ve gotten the angry person
to cool off, go to Step 2: Get the people to talk Best Practice
and listen to each other.
Hmmm. How do you do that? Well, first, have
As students role-play the character they have
one student state the problem completely. Then
chosen, they must use the language of acquiescing
the second student should restate what the first
and expressing reservations in new situations. This
is saying to make sure he or she understands.
application of learned concepts in a different setting
Encourage the second student to begin these
requires them to think carefully about the content
restatements with things like, “What I hear you
of their responses as well as their choice of words.
saying is… ,” “One concern you have is…,”
“What bothers you is… ,” or “What you’re afraid
of is… ” Then have the students change roles. • Read through the instructions and the suggested
The second one should state his or her view of the situations. Ask for volunteers to lead groups
problem, and the first one should restate what is involving the conflict they are most interested in
said to make sure he or she understands. During working on. Add students so that each group has
the process, you, as the advisor, should keep the right number of people for the role-play.
asking, “Is there anything else?” until there is • Give students 10 or 15 minutes to prepare
nothing else either of the students wants to say. their role-plays. Then have each group present their
role-play to the class. After each group presents
their role-play, discuss with the class the specific
ways the participants acquiesced and expressed
reservations.
• If time permits, repeat the role-playing and
debriefing activity.
han70522_ch10-Rnd02.indd 164 11/29/12 1:51 PM

5 Discussing Conflicts
and Resolutions
Best Practice
This activity provides an opportunity for students
to apply the theoretical concepts they are learning
in class to actual situations in their lives. This
kind of authentic contextualization of practice
helps motivate students and provides additional
experience with the target language.
• This activity helps students apply what they have

learned to real-life situations.
• Divide students into small groups to discuss the
questions.
• Help students compare the conflict resolution steps
they have used in the past with the whole range of
options presented in this lesson. Ask them to come
up with some new ones they might like to try out.
han70522_ch10-Rnd02.indd 165 11/29/12 1:51 PM

PA R T
Male
student: Yeah. What kinds of questions will
there be?
Professor: The first part will be definitions,
either in a matching format or short
answer. I don’t know because I
haven’t written it yet. The second
part will be true/false and short-
1 Listening for Information and Point answer, and the third part will
of View in Classroom Interactions be an essay in which you have to
synthesize the concepts we’ve covered
• Suggest that students take notes as they listen so far. You’ll have to take a point of
since they will hear the recorded material only view and defend your position with
once. You may wish to go over the questions with specific examples. Question?
students before they hear the lecture.
Female
• Pause for 20 seconds between questions to allow student: Short-answer and an essay? Really?
students time to answer. Professor: That’s right. Life is cruel.
• Review the correct answers at the end. Students: (laughter)
Male
student: You mean the essay will cover all the
ANSWER KEY concepts we’ve studied? We have to
1. C 2. A 3. D 4. B 5. D 6. B put them all together?
Professor: Well, not all of them. That would
be pretty hard to do. Let me just
say that I’ll give you very specific
AUDIOSCRIPT directions about what to cover. But
you’ll have to wait until the exam to
Professor: Let me review what will be on the find out which concepts I’ll target.
final exam next Monday. The exam
will definitely cover the history Female
of the conflicts in South Asia, in student: Can we ask you questions now about
the Middle East, and in Northern the material?
Ireland. I’m not sure whether it will Professor: Let’s hang on a minute and see
also cover the conflicts in Africa. whether there are any more questions
Sorry I can’t say for sure, but I just about the format of the exam.
have to see how long the rest of the Anyone?… OK, I guess I’ll take
exam is. Unless you’d like to add content questions for… uh… a couple
another hour to the exam time and of minutes. Yes?
have an extra-long one.
Female
Students: No! No, please. Come on! student: I was wondering about the effects of
Professor: You will be responsible for deforestation. It shows up over and
everything we’ve covered in lectures over again in my notes, but I have to
and discussion sections as well as say I just don’t see the point. If you
the readings, of course. In addition, don’t have forests you have conflict?
you will be responsible for the class
presentations your classmates made.
I see a hand up here.
han70522_ch10-Rnd02.indd 166 11/29/12 1:51 PM

Professor: I wouldn’t put it that way, but Professor: Well, not all of them. That would
think about the regions we’ve been be pretty hard to do. Let me just
discussing. A lot of them are in the say that I’ll give you very specific
sub-tropical desert belts between directions about what to cover. But
about ten degrees of latitude and 30 you’ll have to wait until the exam to
degrees. Rain is not very common in find out which concepts I’ll target.
many of these places. Still, these are Question 3: What is the male student’s concern
societies that traditionally built a lot about the essay?
of things from wood, burned wood
for cooking, and so on. People use up Narrator: Listen again to part of the exchange.
all the wood, cut down all the forests, Female
and then what happens? student: Short-answer and an essay? Really?
Male Professor: That’s right. Life is cruel.
student: No rain? Students: (laughter)
Professor: There wouldn’t have been much rain Question 4: Which of the following best states the
anyway. Look deeper. And what meaning of the professor’s comment,
effect would sparse rainfall have on “Life is cruel”?
the forests?
Narrator: Listen again to part of the exchange.
Female
student: They can’t grow back very fast. Female
student: Can we ask you questions about the
Professor: Exactly. And then all these people material?
who need wood to live as they have
always lived are scrambling for access Professor: Let’s hang on a minute and see
to the few remaining trees. Conflict! whether there are any more questions
This is a good clue to what you about the format of the exam.
should focus on as you study. Which Anyone?… OK, I guess I’ll take
factors influenced events and how? content questions for… uh… a couple
Think about geography, culture, of minutes. Yes?
religion, minerals, soil resources,… Question 5: Why does the professor ask the female
all sorts of factors. student to wait?
Question 1: Which topic may or may not be on the Narrator: Listen again to part of the exchange.
final exam? Professor: I wouldn’t put it that way, but
Question 2: Which of the following is not think about the regions we’ve been
mentioned by the professor as a discussing. A lot of them are in the
possible source for material on the sub-tropical desert belts between
exam? about ten degrees of latitude and 30
Narrator: Listen again to part of the exchange. degrees. Rain is not very common in
many of these places. Still, these are
Male societies that traditionally built a lot
student: You mean the essay will cover all the of things from wood, burned wood
concepts we’ve studied? We have to for cooking, and so on. People use up
put them all together? all the wood, cut down all the forests,
and then what happens?
han70522_ch10-Rnd02.indd 167 11/29/12 1:51 PM

PA R T
Male
student: No rain?
Professor: There wouldn’t have been much rain
anyway. Look deeper. And what
effect would sparse rainfall have on
the forests?
Female
student: They can’t grow back very fast.
Professor: Exactly. And then all these people
who need wood to live as they have
always lived are scrambling for access
to the few remaining trees. Conflict!
Question 6: Which of the following best describes
the situation?
han70522_ch10-Rnd02.indd 168 11/29/12 1:51 PM

Self-Assessment Log
han70522_ch10-Rnd02.indd 169 11/29/12 1:51 PM

Name Date REPRODUCIBLE BLM 1
chapter 1 Part 1: Determining Meaning from context
Directions: Scan newspapers, magazines, or textbooks for sentences containing words you
haven’t seen before. Copy the sentence on a line below and circle the word. Guess what the word
means. then look up the word in a dictionary and write the definition(s).
1.
Your guess:
Dictionary definition:
2.
Your guess:
3.
Your guess:
4.
Your guess:
5.
Your guess:
BLM 1 Chapter 1 Mosaic 2 Listening/Speaking
han70522_BLM-Rnd02.indd 1 11/29/12 2:17 PM

chapter 1 Part 2: organizing information:

Using a timeline
Directions: Use this format to note information for your english-language-learning autobiography.
Start by answering the questions in the Student Book and adding dates at the right. You can also
include other important events and dates if you wish.
My english-Language-Learning timeline
events Dates
Mosaic 2 Listening/Speaking Chapter 1 BLM 2

chapter 1 Part 4: Basic-comprehension Questions
Directions: Listen to a radio or television news program. Focus on two different reports. For
each one, write the main idea of the story along with one or two details. You don’t need to use full
sentences. Just use single words and/or sentence fragments as your notes.
1. Name of News Program
Topic of Report
Main Idea of Report
Detail 1:
Detail 2:
2. Name of News Program
Topic of Report
Main Idea of Report
Detail 1:
Detail 2:

chapter 2 Part 2: Alternative note-taking strategies
Directions: Use the visual systems below to make notes during a subject matter class in school
or while watching an informational show on television. For example, a nature program or lecture on
healthy living would provide good practice in note-taking. List the source. then use the outline to
make notes on the class or show.
soUrce:
(main point) (main point)
(detail) (detail)
(detail) (detail)
(detail) (detail)
(main point)
(detail) (detail) (detail)

chapter 2 Part 3: Yes and no
Directions: Make up ten new questions similar to those in the risk-taker test on Student Book
page 36. then interview someone outside of class. Write their answers in the second column. Later
go back and note the type of response given to each question in the third column.
types of responses
Strong yes Weak no Maybe Weak no Strong no
type of
Question response response
1.
2.
3.
4.
5.
6.
7.
8.
Copyright © McGraw-hill
9.
10.

chapter 3 Part 1: cultural similarities and Differences
Directions: In the space at the left side, list qualities that are admired in men in your culture.
In the space at the right, list qualities that are admired in women. In the overlapping middle area, list
the qualities that are admired in both sexes.
Men only Both men Women only

and women

chapter 3 Part 2: Useful Abbreviations
Directions: how many of the abbreviations listed in the book can you find outside of the
classroom in a 24-hour period? On the chart below, list each one you find along with its meaning and
where you saw it used. Continue on the back of this form if necessary.
Abbreviation Meaning Location
Ex: oz. ounces “16 oz.” on a yogurt container in my refrigerator
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

chapter 3 Part 3: Personal notes
Directions: Imagine that something wonderful has happened to a friend or relative and write a
personal note of congratulations. then imagine that a friend or relative has had a death in the family
and write a personal note of condolence. the notes should be no more than three sentences long.
PersonAL note oF conGrAtULAtions
PersonAL note oF conDoLence


chapter 4 Part 1: Product reviews
Directions: Use this form to describe the reasons behind your choice to purchase three different
products based on their aesthetic appeal. List the name of the product, choose the five words from
the activity “Discussing elements of aesthetics” on Student Book page 63 that best describe the
product’s appeal to you, and tell whether or not the product really does what it’s supposed to.
Product #1
Descriptive terms:
How well does it work?
Product #2
Descriptive terms:
Product #3
Descriptive terms:

chapter 4 Part 2: cohesion and reference:

Using Pronouns
Part 1
Directions: Identify each of the underlined pronouns or adjectives.
1. She was completely dissatisfied with her recent purchases.

a. subject pronoun b. object pronoun c. possessive pronoun d. possessive adjective
2. Did the company call them when they complained about the lack of service?
3. We often make purchases based on the appearance of a product, not its functionality.
4. Stevens’ opinion of planned obsolescence is exactly the same as mine.
5. The fancy-looking blender didn’t work so well. It turned out to be almost useless.
6. Eleanor decided to return her new television because the design wasn’t elegant enough.
7. Dirk likes his new car, but Doreen doesn’t like hers at all.
8. The story the salesperson told us was only a marketing ploy.
Part 2
Directions: Write original sentences using each type of pronoun or adjective. Underline the
pronoun or adjective. refer to the personal pronoun chart on page 66 of the Student Book as
necessary.
1. Subject pronoun:
2. Object pronoun:
3. Possessive pronoun:
4. Possessive adjective:

chapter 4 Part 3: What Makes a Product

Appealing/Unappealing?
Directions: recall two of the unappealing product designs that you and your classmates
reworked in order to make them more attractive. Using the t-charts below, show what was ugly
about the original design (cause) and how you felt about it (effect). then repeat the process for the
new, improved designs, showing what was attractive about the new design and how you felt about it.
item 1
original Design
cause effect
new Design
cause effect
item 2
original Design
cause effect
new Design
cause effect
BLM 11 Ch apter 4 Mosaic 2 Listening/Speaking

chapter 5 Part 1: role cards
Directions: Form groups of four people. Discuss the four roles outlined below and decide who
will take each one. each person uses the space at the bottom of the page as needed to perform
his or her role. For example, the scribe might use it to take notes, and the cop might use it to
record votes.
scribe cop
• Takes careful notes. • Reads and explains the instructions.
• Asks for clarification when there is • Makes sure people take turns.
confusion. • Makes sure the group stays on task.
• Summarizes the discussion from time • Calls for votes.
to time.
Analyst code Breaker

• Points out key points in the discussion. • Looks up new words.
• Asks questions to get others thinking. • Helps with pronunciation.
• Compares and contrasts points of view. • Explains complex concepts.
notes:

chapter 5 Part 2: Life cycle
Directions: reread Jacques’ speech from as You Like It. Write the numbers 1–7 below the
circles. Write the name of each stage after the number. then summarize one of the seven stages in
each circle below. Notice that the last stage is similar to the first stage.

chapter 5 Part 3: telling it Like it is
Directions: Use the following form to compare expressions for “telling It Like It Is” in your native
language and in english. When you finish, share your work with a partner.
1. English language sentence using the expression:
Native language translation of the sentence:
Does the translation mean exactly the same thing? If not, why not?

chapter 6 Part 1: Dream Log
Directions: In the first column, try to record one dream a night for a week. If you only remember
little pieces of a dream, write down as much as you can remember. In the second column, record
ideas about what you think the dream might mean.
What happened in the dream? What do you think it means?

chapter 6 Part 2: comparing and contrasting
Directions: record information about the dreams on a Venn diagram. put information about
Dream 1 in the left circle, information about Dream 2 in the right circle, and information that is the
same for both dreams in the overlapping center part. Use the back of this paper if necessary.
SaMpLe FOr DreaM 1:
in the doctor’s office cooking dinner at home

doctor pulls out a gun a gun appears butter turns into gun
DreAM 1 DreAM 2
here are some sample sentences based on the diagram.
COMparISONS: a gun appears in both dreams.
CONtraStS: Dream 1 takes place in a doctor’s office. however, Dream 2, takes place at home.
In Dream 1 the doctor pulls out a gun, but in Dream 2 butter turns into a gun.

chapter 7 Part 1: Working smart
Directions: Deming says that it’s important to work “smarter,” which doesn’t necessarily mean
working “harder,” or “longer,” or “faster.” Working smarter can also be applied to the way students
approach their academic work. Look at the situations below and suggest ways that the person could
work smarter.
1. Ali has a major math test coming up next Monday. He plans to stay up all night the night before and
study for at least eight hours straight.
2. Maria has to memorize a list of 100 medical terms for part of a nursing license exam she is taking.
She spends an hour a day reading the words and the matching definitions out loud to herself.
3. Peter is required to take an oral exam for his English conversation class. He will have to discuss a
given topic with the teacher for five minutes. He is preparing by studying vocabulary lists and using
recordings to practice his pronunciation.

chapter 7 Part 2: cause-and-effect expressions
Directions: Complete the sentences below. Choose a correct cause-and-effect expression from
the box. Sometimes more than one word will be correct. Check your answers when you finish.
as a result if since therefore

because then when
1. The weather was particularly hot and dry during the summer growing season.
, many of the crops in the Midwest were badly damaged.

2. the labor unions would not agree to a lower pay scale,
management decided to hire new non-union workers.
3. Most of my friends don’t eat meat. , we always go to vegetarian
restaurants when we go out for dinner.
4. We decided to take our vacation during the winter this year we
realized that we could save a lot of money that way.
5. the economy remains strong the next few years and the stock
market doesn’t fall too much, I will have enough money to retire
when I am 60.
6. The price of gasoline keeps going up every year. , a lot of people
who bought SUVs are looking to sell them as soon as possible.
7. I have too much to do at the office,
I end up getting upset with the family when I get home.
8. It may be necessary for some major airlines to increase their airfares
the price of airplane fuel has gone up so much.

chapter 7 Part 2: some Additional effects
Directions: reread the pairs of options on the audience Survey, how Would You run a Doorbell
Company? on pages 130–131. Use the t-chart below to summarize the possible downsides of some
of the suggestions. think of the suggestions in the book as the causes and write your own effects.
Use any three of the ten suggestions as your causes.
example: suggestion number: 1.a.
cause effect
The supervisor pays each employee according to This system isn’t a good idea because an employee
how many doorbells he or she produces. could work very fast but produce very poor quality
doorbells, which would be a problem.
suggestion number:
cause effect
suggestion number:
cause effect
suggestion number:
cause effect

chapter 8 Part 2: strategies to Use When

You Don’t Understand
Directions: review the explanations for each strategy below on page 149 of the Student Book.
then think of one or two specific things you can do to apply the strategy. ask yourself, “What can
I do to make this strategy work for me?” For example, for Don’t panic, you might write, “remind
myself to stop and take a deep breath.” When you finish, share your suggestions to yourself with
a partner.
strategy How i can Apply it
1. Don’t panic
2. Don’t give up
3. Listen for key nouns

and verbs
4. Continue to take notes
5. Write down any

negative terms
6. Try repeating to
yourself
7. Prepare ahead of time

chapter 8 Part 2: Describing scientific Processes
Directions: Use the three sections of this handout as you research and organize the information
for your presentation for activity 6 “Describing Scientific processes.”
• First use the web at the top to brainstorm what you already know.
• Use the second section for the textbook, library, or Internet notes you take.
• Use the third section to prepare organized notes for your classroom presentation.
idea Web
(situation)
research notes
Presentation notes

chapter 8 Part 4: Focus on testing
Directions: Use this timeline to make notes on the information in the biographical narrative
for activity 1 on page 151 of your Student Book. at the left write the date of the event or how old
einstein was when it happened. then describe the event at the right.
A timeline of einstein’s Life
Date or Age event in einstein’s Life


chapter 9 Part 2: expressing Facts, opinions,

and Value Judgments
Directions: Listen to a radio or television program that is likely to contain a mixture of facts,
opinions, and value judgments. talk shows and talent competitions are two good possibilities. On the
form below, record sentences that represent each of the types of statements listed. Underline the
words that signal that the sentence is an opinion (personally, I think, etc.) or a value judgment (good,
bad, etc.).
some factual sentences

•
•
•
•
•
sentences containing words that signal opinions

•
•
•
•
•
sentences containing words that signal value judgments

•
•
•
•
• Copyright © McGraw-Hill

chapter 9 Part 2: Using a Box chart
Directions: Use this chart to gather and organize information as you prepare to role-play a
producer of a reality tV show.
idea for a new reality tV show
title of show:
star(s)/Main character(s):
Director(s):
Writer(s):
Factual information:
•
•
•
Your opinion:
•
•
•
outline (containing Facts and opinions):


chapter 10 Part 2: organizing Your ideas
Directions: When you brainstorm solutions and then evaluate them individually, you can use a
web and a t-chart to organize your ideas. Briefly describe a conflict in the center of the web and list
your brainstormed solutions around the outside. then use the t-charts to evaluate the pros and cons
of two of the possible solutions.
solution 1:
Pros cons
solution 2:
Pros cons

chapter 10 Part 2: Writing exam Questions

Directions: On the chart below, write the names of six courses you are taking or have taken.
For each course, write two possible exam questions. Use a different question type for each one. For
example, you might write a multiple-choice question and an essay question for an english class.
course
Question 1. Question type:
course
course
course


BLM Answer Key Mosaic 2 Listening/Speaking
BLM #10 Answer Key

1. d 2. b 3. a 4. c 5. a 6. d 7. c 8. b
BLM #18 Answer Key

1. As a result / Therefore 2. Since / Because / When
3. As a result / Therefore 4. since / because
5. If… then 6. As a result / Therefore 7. When…
then / If… then 8. since / because
BLM 27 BLM A N SWER K E Y Copyright © McGraw-Hill
han70522_BLMAnsKey-Rnd02.indd 27 11/29/12 2:16 PM

Name Date Score
CHAPTER
1 Test Mosaic 2 Listening/Speaking
Language and Learning

SECTION I Listening to an Academic Conversation Answer the questions about the
conversation. (3 points each)
1. The main idea of the conversation is that .
A all languages are similar in a lot of ways
B some languages are easier to learn than others
C Chinese is difficult for English speakers to learn
2. The main idea of what the man says about pairs of languages is that .
A some languages have more letters in their alphabet than others
B some pairs of languages are very much alike
C some pairs of languages are completely dissimilar
3. How many sounds are there in the English language?
A over 40
B 26
C over 70
4. The word cognate probably means .
A words that look and sound alike
B words that are difficult to learn
C words that sound like they are spelled
5. Who lives in China?
A the man
B the woman’ s friend
C the man’s friend
SECTION II Listening to a Lecture Answer the questions about the lecture. (3 points each)
1. What is the main idea of the lecture?

A When you are speaking, you should pause at the end of each sentence.
B Pauses are always a good thing.
C Pausing is an important part of communicating clearly.
2. How long should a short pause last?
A less than a second
B one to two seconds
C five seconds
CHAPTER 1 TEST T1
han70522_ChTest_ch01-Rnd02.indd 1 11/29/12 2:16 PM

CHAPTER
3. What words does the male student use when asking the professor to state the main point?
A I’m sorry.
B Pardon me for interrupting.
C Excuse me.
4. What does the female student say when asking the professor to state the main point?
A I didn’t quite catch the point.
B Could you explain that again, please?
C I didn’t follow that last part.
5. How should students contact their professor?
A Email her at home.
B Call or email her at the office.
C Stop by during office hours.
SECTION III New Words Match each word with its definition. Write the letter of the correct
definition in the blank. (5 points each)
1. capacity a. having high status
2. exponentially b. to take or seize for one’s own
3. prestigious c. cannot be avoided
4. usurp d. mixed with a liquid (usually water) to reduce its strength
5. diluted e. the ability to do or learn something
6. bound to f. increasing by doubling in number again and again
SECTION IV Using Language Label the following requests for the main point. Write F for each
formal, polite request and I for each informal or impolite request. (5 points each)
1. Could you explain that again, please?

2. So, what’s your point?
3. What are you getting at?
4. I didn’t quite catch the point.
5. I don’t quite understand what you’re getting at.

6. I don’t get it.
7. What are you driving at?
8. Could you go over it again?
TOTAL /100 pts.
T2 CHAPTER 1 TEST

Name Date Score
CHAPTER
Danger and Daring

SECTION I Listening to a Conversation Answer the questions about the conversation.
(3 points each)
A shoplifting is a daring activity
B shoplifting is a common occurrence
C some people do dangerous things because they’re bored
2. What words does the woman use to say yes when the man asks her if she talked to Sally about what
she did?
A For sure!
B I think so.
C Of course!
3. What words does the woman use to say no when the man asks her if the shoplifter is going to talk to
the police?
A Never!
B No way!
C Not likely.
4. Predictable probably means .

A dangerous
B mathematical
C expected
5. “Sally has a job that she loves” is an example of .

A a main point
B a specific detail
C a further detail
CHAPTER 2 TEST T3

CHAPTER

A Fishing can be a dangerous profession.
B Some jobs are very dangerous.
C Some people’s jobs are more dangerous than extreme sports.
2. The word precarious probably means .
A exciting
B dangerous
C certain
3. The word deliberately probably means .
A on purpose
B accidentally
C rarely
4. The most dangerous profession in the U.S. is .
A police work
B timber cutting
C fishing
5. What is the fatality rate for fishermen?
A 2 per 100,000
B 122 per 100,000
C 108 per 100,000
SECTION III New Words Fill in the blanks with words from the box. (5 points each)
daredevils hullabaloo irresistible motivates

pull off seekers stunt take up
Some thrill- turn to extreme sports as a way of building their self-esteem.

They think that if they get a lot of publicity, they will feel better about themselves. Each time
they successfully a dangerous , they get the satisfaction

2 3
of receiving a lot of attention. Some people sports in which they risk their
4
lives. What is it that these ? It seems that the thrill these

5 6
activities bring is just to them. And they love all the they
7 8
create—especially when their faces appear in the newspaper or on television.
T4 CHAPTER 2 TEST

CHAPTER
SECTION IV Using Language Identify each type of expression. (6 points each)
1. That might be a good idea.

A Stronger yes
B Weaker yes
C Maybe
2. I’ll say!
A Stronger yes
B Weaker yes
C Maybe
3. I’m not so sure about that.

A Stronger yes
B Weaker yes
C Maybe
4. I’d rather not.

A Stronger no
B Weaker no
C Maybe
5. Are you kidding?

A Stronger no
B Weaker no
C Maybe
TOTAL /100 pts.

CHAPTER 2 TEST T5

Name Date Score
CHAPTER
Gender and Relationships

(3 points each)
1. Carmen is studying rites of passage in .
A English class
B anthropology class
C history class
2. What words did the woman use to congratulate the man?
A I’m so pleased for you.
B That’s great news!
C That’s wonderful!
A rites of passage are always fun
B the United States has a lot of rites of passage
C some rites of passage are the same in the U.S. and Mexico
4. When you make a big deal out of something, .
A it is important to you
B it is a rite of passage
C you forget it quickly
5. What words did the man use to extend condolences to Carmen?
A I can’t tell you how sorry I am.
B I’m so sorry.
C That’s too bad.
SECTION II Listening to a Lecture Answer the questions about the conversation. (3 points each)

A U.S. Census figures do not necessarily give an accurate picture of people’s earning power.
B Women take on more household responsibilities than men.
C On the whole, women in the U.S. earn less than men.
2. The correct abbreviation for seventy-three cents is .
A 73$
B 73¢
C ¢73
T6 CHAPTER 3 TEST

CHAPTER
3. The correct abbreviation for eighteen percent is .

A 18%
B 18 pc.
C 18 perc.
4. The word disparity in paragraph three probably means .
A increase
B difference
C decrease
5. Which group says women earn $.88 for every dollar a man earns?
A The U.S. Census
B The Employment Policy Foundation
C The Institute for Women’s Policy Research
1. perspective a. to recharge or renew
2. in its entirety b. jealous
3. rebuttal c. to expect to follow generally accepted rules
4. envious d. the most important or best parts
5. parody e. a point of view
6. refresh f. a satirical or comic version
7. highlights g. an opposing argument
8. nurturing h. to meet by chance
9. hold to a standard i. encouraging
10. run into j. all of it
SECTION IV Using Language Label the following sentences as condolences or congratulations.

(8 points each)
1. All the best in the years to come.

2. I just don’t know what to say.

3. Can I help out in any way?
4. My thoughts are with you.
5. You deserve it!
TOTAL /100 pts.
CHAPTER 3 TEST T7

Name Date Score
CHAPTER
Aesthetics and Beauty

(3 points each)
A Martha Stewart’s products are everywhere
B it costs a lot to create a beautiful home
C Martha Stewart has influenced how people think about their homes
2. What does the man say when the woman asks him if he knows who Martha Stewart is?
He says .
A I forget
B I have no idea
C Don’t ask me
3. What does the man buy at Kmart?

A sheets
B clothes
C household products
4. When the woman says Well, you may not want to hear this, what does the pronoun this refer to?
A Making a home more beautiful isn’t an easy job.
B Martha Stewart designs a lot of different products.
C Some people enjoy spending money on their homes.
5. The word lucrative means .

A profitable
expensive
C beautiful
T8 CHAPTER 4 TEST

CHAPTER

A Today’s cars are more fuel-efficient than older cars.
B Car designs have changed over time.
C Most car buyers like unusual designs.
2. Utilitarian probably means .

A colorful
B practical
C exciting
3. Which 1950s car was available in pink and gray?

A Cadillac
B Ford
C Chevrolet
4. When the lecturer says These didn’t work out too well, however, what does the pronoun these refer to?
A the auto manufacturers
B hard-top convertibles
C two-colored cars
5. When the lecturer says They gradually moved the date backward . . . , what does the pronoun they
refer to?
A car makers
B car buyers
C automobile designers
SECTION III New Words Match each word or phrase with the correct definition. (3 points each)
1. crux a. buyer of a product

2. illustrious b. below the level or awareness

3. ploy c. famous in a bad way
4. create a stir d. live
5. shamelessly e. cause a controversy
6. reside f. trick
7. infamous g. famous in a good way
8. widget h. small invention
9. subliminal i. main point
10. consumer j. without embarrassment
CHAPTER 4 TEST T9

CHAPTER
SECTION IV Using Language Choose the correct answer. (8 points each)
1. Engineers have a very strong influence over what new cars look like. That is a problem for some of
the current crop of designers. What does the underlined word that refer to?
A how the new cars look
B the influence of the engineers
C the current crop of designers
2. After a few minutes, Alice closed her book, stood up, and walked out of the room. She said good-bye
to Mrs. Blake as she passed by her desk. Later, Alice told her mother what had happened. What does
the underlined word her refer to?
A Mrs. Blake
B Alice
C Alice’s mother
3. Barney was always in a bad mood on Mondays. No matter what his friends did, he just wouldn’t talk
to them. That was just the way it was. What does the underlined word that refer to?
A Barney’s friends
B Monday mornings
C Barney’s bad mood
4. Jim’s 1956 Chevrolet was very out of the ordinary. The car was bright yellow and the back end looked
like an airplane. It was a most unusual automobile. What does the underlined word it refer to?
A an airplane
B Jim’s car
C the color of the car
5. Dick has had this pair of blue running shoes for over five years. He wears them almost every day. He
has several other pairs in his closet, but he doesn’t like them much. Those are the ones he wears when
he forgets his favorite pair at work or at the gym. What does the word those refer to?
A the blue running shoes
B the running shoes in the closet

C Dick’s friends
TOTAL /100 pts.
T10 CHAPTER 4 TEST

Name Date Score
CHAPTER
Transitions
(3 points each)
1. The main idea of this conversation is that when their children left home, the couple .
A felt very sad
B were very relieved
C had mixed feelings
2. How does Mary feel when she says I hate to say this… ?
A ashamed
B happy
C angry
3. How does Mary feel when she says To be honest with you… ?
A happy
B reluctant to speak
C worried
4. The idiom fed up means .
A a happy feeling
B excited
C a little annoyed
5. How many years have Frank and Mary been married?
A 21
B 23
C 27

A Two-year-olds are always fun to be around.

B Two-year-olds are developing many skills with language.
C Two-year-olds are both exciting and difficult to be around.
2. What does the lecturer mean by using the analogy “children are like snowflakes”?
A Children are similar, but each is unique.
B Being a child has its ups and downs.
C Children change at different rates.
CHAPTER 5 TEST T11

CHAPTER
3. How many words does the typical two-year-old use?

A 100
B 200
C 300
4. Which of the following quotations from the lecture is a metaphor?
A It’s not easy being two.
B At first they are just parrots.
C This can be very frustrating.
5. What is parallel play?
A two children doing an activity together
B two children playing with toys
C two children playing, but not together
SECTION III New Words Fill in the blanks with the words and expressions from the box.
(3 points each)
driven intimidate to whine to put it bluntly in a rut

at the drop to make a motives to beat around to add insult
of a hat name for the bush to injury
1. I don’t want , but I’m finding it difficult to tell you exactly what’s on
my mind.
2. For weeks on end we’ve been staying home every night and watching television. We’re
. I’m ready for a change.

3. If you think you can me with all your talk about how you’re going to tell
my parents that I skipped class, you’re wrong. I don’t care if they know.
4. Harvey works sixty hours a week most of the time. He’s really to make
money and get ahead in the company.
5. I’m tired of having to clean up after you every time you make a meal at my house.
, I don’t want you using my kitchen again unless you clean up after yourself.
6. Carol is going to Hollywood next month. She wants herself in the movies.
7. Why do you think Nate is being so nice to me all of sudden? Do you think he wants something
from me? I wish I knew what his are.

8. I saw a weather forecast that called for rain, but I forgot to wear my raincoat when I left the house
this morning. Then, , I left my umbrella on the subway.
T12 CHAPTER 5 TEST

CHAPTER
9. I think there’s something wrong with my car. Every time I turn a corner the engine starts
. It sounds like an injured animal.

10. Janet doesn’t plan her life out days or weeks in advance. She does everything
SECTION IV Using Language For each item, use a different expression for “Telling It Like It Is” to
make direct comments about the following situations. For example, To be frank, I really don’t enjoy
playing cards. (8 points each)
1. You don’t like the color of your friend’s new car.
2. You are going to be late to work.
3. You don’t want to go to a friend’s party.
4. You are afraid to take a plane to visit your friend in Chicago.
5. You don’t enjoy going to baseball games.
TOTAL /100 pts.

CHAPTER 5 TEST T13

Name Date Score
CHAPTER
The Mind
(3 points each)
1. The main idea of this conversation is that .
A sleepwalking is very dangerous
B sleepwalking is quite common
C only children sleepwalk
2. What word does the man use to introduce a contrast in the second sentence?
A but
B though
C however
3. The word distraught means .
A sleepy
B upset
C calm
4. Somnambulism means the same as .
A adolescence
B sleepwalking
C danger
5. What does the man say to express a positive view about sleepwalking?
A But the upside of this… .
B It’s just as well… .
C The best part is… .

A Television can help bring about lucid dreaming.

B Scientists are researching lucid dreams.
C Lucid dreams are different from regular dreams.
2. What phrase does the woman use to introduce a comparison at the very beginning?
A and so do
B the same way
C in a similar way
T14 CHAPTER 6 TEST

CHAPTER
3. The word induce means .

A reduce
B include
C cause
4. An ambient sound is a sound.
A loud
B background
C very soft
5. What word does the lecturer use to introduce the contrasting idea that some people don’t believe that
lucid dreaming exists?
A conversely
B although
C however
trivial fleeting upside downside chaotic

in tune with visualize flexibility manipulate perception
1. Can you what would this room would look like if you painted each wall a
different color?
2. There are a lot of problems with your plan, but the is that it would save a
lot of time and money.
3. You may think that taking very short showers is important to the environment, but most people think
it would save only a amount of water.

4. My brother and I disagree on a lot of things. For example, he has a very different
of how children should be raised.

5. The bank president got into a lot of trouble when he tried to the figures at
the end of the month to cover up the money he had “borrowed” from the bank.
6. At the moment what management would like from employees is not what
the employees are ready to accept.
7. Working for Mr. Davis requires a great deal of . You never know when he is
going to change plans on you.
8. Although the movie star was surrounded by about ten bodyguards, I was able to get a
glimpse of her as she passed.
CHAPTER 6 TEST T15

CHAPTER
9. We were really happy to be able to get away on a skiing vacation for a week in January. The
of the situation, however, was that I ended up coming down with the flu
and had to stay in bed the whole time.
10. When we arrived at the airport after the hurricane, the scene was totally .
SECTION IV Using Language Identify each type of underlined expression. (8 points each)
1. Conversely, some people have more dreams when they go to bed early.
A signals a comparison
B signals a contrast
C expresses a positive view
2. But at least the researchers were able to find some ways of helping people who regularly have trouble
falling asleep.
3. Likewise many subjects were not aware that sleepwalking was a universal phenomenon all over
the world.
4. Yet not all the data led to that conclusion.
5. Well, try to look at it this way. Even though you weren’t able to participate in the race, the physical
training was good for you.
expresses a positive view
TOTAL /100 pts.
T16 CHAPTER 6 TEST

Name Date Score
CHAPTER
Working
(3 points each)
1. The main idea of the conversations is that .
A the woman earns more money than the man does
B the woman likes to work and the man doesn’t
C the man likes to work and the woman doesn’t
2. The word extravagances means .
A expensive and unnecessary things
B costly vacations
C things imported from other countries
3. The man only works .
A on weekends
B in the evening
C part-time
4. The woman earns per hour for overtime work.
A $12
B $14
C $20
5. When the woman asks the man if he’d accept the $40,000-a-year job, he indicates that he
would .
A reluctantly accept this unappealing request
B reluctantly accept this enticing offer
C refuse this enticing offer

A Free trade agreements sometimes have negative affects on workers.
B The U.S. government is helping people find jobs.
C Workers in countries with higher standards of living are affected most.
2. NAFTA eliminated duties on of the goods shipped to Mexico.
A half
B most
C all
CHAPTER 7 TEST T17

CHAPTER
3. Which one was not a cause of the signing of NAFTA?

A The countries involved wanted to increase trade among themselves.
B The countries involved wanted to protect the environment of their countries.
C The countries involved wanted to eliminate taxes so they could all save money.
4. The word adversely means .
A positively
B frequently
C harmfully
5. Which one is not an effect of the signing of NAFTA?
A Computers sold in Mexico were no longer taxed.
B Workers in some countries earned more than workers in other countries.
C The Department of Labor provided job counseling assistance.
top dollar quota interdependence innovation initiative

individualism dispute consultant consensus assemble
1. Entrepreneurs have to have a great deal of to get a business off the ground.
2. Entrepreneurs have to a group of investors who are willing to risk losing
their money if the venture doesn’t work.
3. The past years have seen a great deal of in the telecommunications
industry, such as the development of phones that can receive e-mail and television images.
4. After the between the labor union and the city government went on for
over a year, they finally settled on a small pay raise for police officers.
5. If you had shopped in a discount store, you wouldn’t have paid for your
new DVD player.
6. Environmentalists are always emphasizing the between humans and
animals.
7. The manufacturing company hired a to figure out how they could pack
and ship their products more cheaply.
8. Because of her strong belief in , Helen encouraged her children to think for
themselves.
9. Before NAFTA, there was a on the number of cars that could be
imported.
10. It took us hours to reach a , but we finally came to an agreement.
T18 CHAPTER 7 TEST

CHAPTER
1. Which expression is used when accepting an enticing offer?

A And I might add… .
B You win.
C When you put it that way… .
2. Which expression is used when strengthening an argument with additional information?

A Furthermore… .
B If you really insist… .
C Maybe you’re right.
3. Which expression is used when giving in?

A Due to the fact that… .
B Not to mention the fact that… .
C You may have a point there.
4. Which expression is used to begin a statement of cause?

A Therefore… .
B If…
C Since… .
5. Which expression is used when giving in to an unappealing request?

A And another thing… .
B If there’s no other alternative… .
C You’ve talked me into it.
TOTAL /100 pts.

CHAPTER 7 TEST T19

Name Date Score
CHAPTER
Breakthroughs
(3 points each)
1. What is the main idea of the conversation?
A Some people are better housekeepers than others.
B People shouldn’t let other people borrow their apartments.
C The woman did a lot of work to get the apartment ready for her parents.
2. How many days did the woman’s parents spend in the apartment?
A 2
B 5
C 10
3. What kind of mistake did the man make in giving compliments?

A He gave them at a bad time.
B He was insincere.
C He gave too many of them.
4. The compliment that the woman gave to the man was .

A inappropriate
B insincere
C appropriate
5. The word fanatic means .

A not aware
B extremely happy
C overly enthusiastic
T20 CHAPTER 8 TEST

CHAPTER

A Scientific information isn’t always exact.
B 2003 UB 313 is a very unusual planet.
C Astronomers know very little about 2003 UB 313.
2. The code name for 2003 UB 313 that scientists used during its discovery was .
A Lila
B Xena
C 313
3. The word touching means .

A sentimental
B exciting
C false
4. Astronomers don’t know the exact size of 2003 UB 313 because .

A it’s so big
B it’s so small
C it’s so far away
5. What does Professor Warren suggest that students do before the next class?
A learn more about 2003 UB 313 on the Internet
B summarize their class notes
C get together with other students and pool their knowledge
SECTION III New Words Match each word or phrase with the correct definition. (5 points each)
1. metaphysical a. the universe

2. wild goose chase b. take blood from a patient as a part of cure
3. such and such c. dealing with the nature of truth

4. paradigm d. something not mentioned specifically
5. bleed e. not absolute or definite
6. cosmos f. something that is physical, not mental
7. matter g. unifying idea or set of principles
8. relative h. a search that goes nowhere
CH APTER 8 TEST T21

CHAPTER
1. Which expression is used to introduce a compliment?

A You’ve made my day!
B That means a lot to me.
C If you don’t mind my saying… .
2. Which expression is used to receive a compliment?
A Just between you and me.
B I’m really pleased you think so.
C If you ask me… .
3. Which expression shows the person is modest?
A I appreciate your saying that.
B That’s nice to hear.
C Oh, I can’t take credit for that.
4. If someone makes an inappropriate compliment you should .
A say, “I’m sorry you said that.”
B ignore it
C say, “I’m very flattered.”
5. Which expression is used to introduce a compliment?
A I’ve been meaning to tell you…
B I’m very flattered.
C Your opinion means a lot to me.
TOTAL /100 pts.
T22 CHAPTER 8 TEST

Name Date Score
CHAPTER
Art and Entertainment

(3 points each)
A E.T. is a great movie.
B People are worried about Alice’s behavior.
C Jim doesn’t like the movie E.T.
2. When Jim says, “I don’t believe it!” he .

A is expressing doubt
B is saying he thinks Alice is lying
C is saying, “I believe you, but I’m surprised”
3. The word rational means .

A sociable
B sensible
C educated
4. Alice has watched E.T. .

A 5 times
B 25 times
C 500 times
5. When Jim’s sister says, “Is that really true?” she is .

A using formal language to express disbelief
B using informal language to express doubt
C asking if Jim is telling the truth
CH APTER 9 TEST T23

CHAPTER

A Hip hop has a long and complex history.
B Hip hop started in the African-American and Latino communities.
C Hip hop has become a mainstream musical form.
2. Diversification means .
A increased popularity
B growth and change
C greater acceptance
3. Most hip-hop songs feature a rapper is an example of .

A an expression of doubt
B a fact
C an opinion
4. The first product with a hip-hop commercial was .

A a car
B a soft drink
C a sneaker
5. Which phrase is used to introduce an opinion about hip hop in the lecture?
A Unfortunately,…
B As time has passed, …
C I believe… .
1. pundit a. something that comes before; forerunner
2. genre b. abbreviation for situation comedy, a type of TV show

3. contrived c. disgusted; horrified
4. sitcom d. the latest fashion or popular thing
5. appalled e. authority or expert
6. wacky f. income
7. trend g. crazy; wild
8. precursor h. hopes; ambitions
9. revenue i. type or class
10. aspirations j. artificial; manufactured
T24 CHAPTER 9 TEST

CHAPTER
SECTION IV Using Language Choose the correct answer. (8 points each)
1. What is the effect of this statement: That is the ugliest car I’ve ever seen.
A It expresses doubt.
B It expresses judgment.
C It expresses a universal opinion.
2. What is the effect of this statement: I don’t like rock ‘n’ roll music.
A It gives a fact.
B It expresses a personal opinion.
3. What is the effect of this statement: Doctors say that vitamin C helps prevent the common cold.
A It gives a fact.
4. What is the effect of this statement: I’ll believe it when I see it.
A It expresses doubt.
B It expresses judgment.
C It expresses an opinion.
5. What is the effect of this statement: Water boils at 100 degrees Celsius.
A It gives a fact.
TOTAL /100 pts.

CH APTER 9 TEST T25

Name Date Score
CHAPTER
Conflict and Resolution

(3 points each)
A The woman wants to go but the man doesn’t.
B Aunt Ethel wants the couple to visit her.
C The man and woman have a lot of work to do.
2. The couple finally decides to .
A go on Friday night
B go on Saturday morning
C go on Saturday night
3. In this conversation the word cool means .
A chilly
B calm
C fun
4. At the beginning of the conversation the man .
A acquiesces
B expresses reservations
C brainstorms solutions
5. At the end of the conversation the couple .
A discuss contingency plans
B restate the conflict
C compromise

A Most lawyers are in favor of mediation.

B Mediation is more popular than traditional litigation.
C Mediation is a cheaper and quicker alternative to litigation.
2. What does the word litigation mean?
A mediation
B restating the problem
C legal action
T26 CHAPTER 10 TEST

CHAPTER
3. Mediation works because the two parties are willing to .

A compromise
B acquiesce
C express reservations
4. How much does a divorcing couple usually pay for a divorce?
A $10,000
B $12,000
C $25,000
5. How does the lecturer point out information that is likely to be on the exam?
A She speaks more slowly and loudly as she gives the information.
B She says it is a good exam question.
C She puts the information on a handout.
SECTION III New Words Fill in the blanks with the words from the box. (3 points each)
chill out rage well intentioned generate old hat

big picture give-and-take trial balloon contingency honor
1. Most men don’t open the door for a woman anymore. They think it’s .
2. My offer to loan Jamie money was , but she was totally embarrassed.
3. When the sports car pulled into the parking space I had been waiting for, I went into a
.
4. Amy is very good with specific details, but she doesn’t get the .
5. I was really upset about my grade on the test, but Jim told me to .
6. In a successful negotiation there was to be a lot of .
7. Do you have a plan if it rains tomorrow and you can’t go biking?
8. We plan to the professor with a big party when he retires.
9. After an argument like that, I’d send up a to be sure she’s still not mad
at you.
10. That new pizza parlor on the corner is going to a lot of money for
the owners.
CH APTER 10 TEST T27

CHAPTER
1. Which expression is used to acquiesce?

A I’m not sure… .
B I’m willing to go along with you this once.
C One drawback is… .
2. Which expression is used to express reservations?
A How long do I have to think it over?
B Whatever you say.
C That sounds good.
3. If fewer than ten people sign up, we’ll cancel the trip is an example of .
A a compromise
B a contingency plan
C a brainstorm
4. Which expression is used to acquiesce?
A Possibly, but… .
B One concern I have is… .
C If you think that’s best.
5. Which expression is used to express reservations?
A Let me think it over.
B I suppose you must know best.
C I’m putting it in your hands.
TOTAL /100 pts.
T28 CHAPTER 10 TEST

CHAPTER Test Answer Key Mosaic 2 Listening/Speaking
Chapter 1 Test Answer Key Section IV Using Language

1. congratulations; 2. condolences; 3. condolences;
Section I Listening to a Conversation
4. condolences; 5. congratulations
1. B 2. C 3. A 4. A 5. C
Section II Listening to a Lecture

1. C 2. B 3. A 4. C 5. B
Chapter 4 Test Answer Key
Section III New Words
1. C 2. B 3. B 4. C 5. A
1. e 2. f 3. a 4. b 5. d 6. c
Section IV Using Language
1. B 2. B 3. C 4. B 5. A
1. F 2. I 3. I 4. F 5. F
6. I 7. I 8. F Section III New Words
1. i 2. g 3. f 4. e 5. j
6. d 7. c 8. h 9. b 10. a
1. B 2. A 3. C 4. B 5. B
1. C 2. C 3. B 4. C 5. B

1. B 2. B 3. A 4. B 5. C
1. C 2. B 3. A 4. C 5. C
1. seekers 2. pull off 3. stunt 4. take up
5. motivates 6. daredevils 7. irresistible Section II Listening to a Lecture
8. hullabaloo 1. C 2. A 3. B 4. B 5. C
Section IV Using Language Section III New Words

1. B 2. A 3. C 4. B 5. A 1. to beat around the bush 2. in a rut 3. intimidate
4. driven 5. To put it bluntly 6. to make a name for
7. motives 8. to add insult to injury 9. to whine
Chapter 3 Test Answer Key 10. at the drop of a hat
1. B 2. B 3. C 4. A 5. B
Possible answers:
Section II Listening to a Lecture 1. Actually, I don’t like red cars.
1. C 2. B 3. A 4. B 5. C 2. I’m afraid I’m going to be late to work.
3. To be honest with you, I don’t like big parties.
4. The truth is, I’m afraid to fly.
1. e 2. j 3. g 4. b 5. f
5. To put it bluntly, I think baseball is boring.
6. a 7. d 8. i 9. c 10. h
Copyright © McGraw-Hill CH APTER TEST A NSWER K E Y T29
han70522_ChTestAnsKey-Rnd02.indd 29 11/29/12 2:21 PM

CHAPTER Test Answer Key Mosaic 2 Listening/Speaking
Chapter 6 Test Answer Key Section III New Words

1. c 2. h 3. d 4. g 5. b
6. a 7. f 8. e
1. B 2. C 3. B 4. B 5. A
1. C 2. B 3. C 4. B 5. A
1. C 2. A 3. C 4. B 5. B

1. visualize 2. upside 3. trivial 4. perception
5. manipulate 6. in tune with 7. flexibility 8. fleeting Section I Listening to a Conversation
9. downside 10. chaotic 1. B 2. C 3. B 4. C 5. A
Section IV Using Language Section II Listening to a Lecture

1. B 2. C 3. A 4. B 5. C 1. A 2. B 3. B 4. B 5. C

Chapter 7 Test Answer Key 1. e 2. i 3. j 4. b 5. c
6. g 7. d 8. a 9. f 10. h
1. B 2. A 3. C 4. B 5. B Section IV Using Language
1. B 2. B 3. C 4. A 5. A
1. A 2. A 3. B 4. C 5. B

1. initiative 2. assemble 3. innovation 4. dispute Section I Listening to a Conversation
5. top dollar 6. interdependence 7. consultant 1. A 2. C 3. C 4. B 5. A
8. individualism 9. quota 10. consensus
Section IV Using Language 1. C 2. C 3. A 4. C 5. B
1. C 2. A 3. C 4. A 5. B
1. old hat 2. well intentioned 3. rage 4. big picture
Chapter 8 Test Answer Key 5. chill out 6. give-and-take

7. contingency 8. honor
9. trial balloon 10. generate
1. A 2. B 3. C 4. B 5. C
1. B 2. A 3. B 4. C 5. A
1. A 2. B 3. A 4. C 5. B
T30 CHAPTER TEST A N SWER K E Y Copyright © McGraw-Hill
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CHAPTER Test Audioscripts Mosaic 2 Listening/Speaking
Chapter 1 Test Audioscripts saying. For instance, actors and actresses are
very aware of the power of the pause and use
Section I Listening to an Academic it constantly to increase the effectiveness of
Conversation the words they are saying—and we can learn
a lot from them. They are trained in the use
Male: Some languages are easier to learn than others. of three types of pauses: the short pause, the
“spontaneity” pause, and the long pause.
Female: How so?
The short pause is the kind of pause I
Male: Well in some languages, such as Spanish,
mentioned before. It lasts from a second to
the letters of the alphabet are almost always
two seconds. It gives you a chance to catch
allocated the same sound. But in others, such
your breath, and it gives the listeners a chance
as English, a single letter can be pronounced a
to absorb what you have just said. It’s good to
lot of different ways. English has 26 letters but
include a short pause right after each of the
more than 40 different sounds.
ideas in your presentation that you want to
Female: Oh, I know what you mean. And, you know, emphasize. If you run all of your ideas together,
some languages share a lot of words with other it’s sometimes hard for your audience to know
languages. For example, if you already know where one idea leaves off and a new one starts.
Spanish, you can figure out a lot of Italian
The “spontaneity” pause isn’t really
words. Not all Italian words are Spanish
spontaneous. In fact, it is usually carefully
cognates, but a lot of them are, and it makes it
thought out. The purpose of this type of pause
easy for Spanish speakers to learn Italian.
is to keep your presentation from sounding too
Male: And then there are pairs of languages that mechanical. When you include a spontaneity
are totally dissimilar—like English and pause, you act as if the pause was unplanned.
Chinese. Nothing—not the alphabet, not the You might seem to be searching for the right
vocabulary, not the grammar—nothing is the word or phrase to use. However, if you are
same between those two! My friend, Larry, has well-prepared, you already know exactly what
been living in China for two years and he can you’re going to say. This pause just helps make
hardly say a word. the presentation sound less rehearsed and more
personal.
Female
Female: Today’s lecture is going to be about phrasing student: Excuse me. I didn’t follow that last part. Could
and pausing. Learning to use pauses effectively you go over it again, please?
is one of the most important things you will Female: Of course. What I meant was, the
learn in this Public Speaking 101 course. “spontaneity” pause is carefully planned in such
A pause is a break or a point at which you stop a way that it helps your listener understand
speaking. When you write, you use a comma what you are saying.
or a period to indicate a pause. However, when Now, the third type of pause is the long pause.
you are speaking, you have to use your voice to It usually lasts five seconds or more and it
punctuate what you are saying. The way pauses is very powerful. The emptiness provides a
are used differs from speaker to speaker and sudden, stark contrast to the flow of speech
from situation to situation. But, however they that came before it. Pauses like this get
are used, they are just as important for clear listeners’ attention. The long pause gives them
communication as are the words you use. time to think over what they’ve just heard and
Male encourages them to get ready for the next idea.
student: I’m sorry. I don’t quite understand what you’re So as you prepare your speeches for next week,
getting at. I’d like each of you to think about including
Female: Well, what I’m trying to say is that allowing several short pauses, one or two spontaneity
spaces between your sentences can make it pauses, and a long pause or two. Experiment
easier for others to understand what you are with it at home and see how it feels. Feel free
Copyright © McGraw-Hill CHAPTER TEST AUDIOSCRIPTS T31
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to call or email me at my office if you have any We’ve previously studied the motivations
questions. Learning to use pauses is one of the of people who get involved in dangerous
most important things you can learn in this recreational activities because they enjoy the
class. excitement of risking their lives. Skydivers,
bungee jumpers, and others who engage in
Chapter 2 Test Audioscripts extreme sports say they only feel really alive
when they are in a precarious situation—a
Section I Listening to a Conversation situation in which, ironically, there is some
chance they won’t come out alive. There is
Female: I’ve been wondering why some seemingly another group of people who deliberately get
normal people get involved in risky situations. involved in scary situations that put their lives
Like my neighbor, Sally. She has a nice at risk. These are the people who choose risky
husband, three kids who are doing well in jobs.
school, and a job that she loves. But just last For these people, the primary motivation may
week she was arrested for shoplifting. not be to involve themselves in dangerous
Male: Shoplifting? situations. They may want the financial rewards
that come with some of these jobs. Or they may
Female: Yeah. She stole a box of pens from an office
feel that the job itself is useful and contributes
supply store and the security guard caught her.
something important to society. Another aspect
Male: How did you find out? of dangerous work is that very few people
Female: Well, they actually arrested her. She called me want to do it. There are always high-risk job
from the police station and asked me to watch openings, even when the economy is in trouble.
her kids until she could get home. In addition, the rate of pay for dangerous work
is almost always far higher than it is for more
Male: Did you talk to her about it?
routine work situations. It’s a fact that some
Female: Of course! She said there’s something about professions involve a lot of risk, and some
shoplifting that is really exciting to her. The workers die at much higher rates than others.
possibility of getting caught makes her feel
One of the professions that carries a higher-
really daring. She says the danger gives her a
than-usual risk of death is that of a pilot. We
thrill like nothing else in her life. It’s not that
usually think about pilots as well-paid, happy-
anything’s wrong with her life, it’s just kind of
go-lucky flyers, traveling from one exciting
predictable and boring.
place to another without a worry. The statistics
Male: So is she going to talk to the police about it? tell another story. Being a commercial pilot is
Female: No way! She’s seeing a psychologist and that the third riskiest job in the U.S. with 70 deaths
seems to be helping. But she said that the per 100,000 workers. Many of the deaths occur
danger and the excitement it brings about are in difficult flying situations found in such
hard for her to ignore. places as Alaska, where the weather combines
with the other risks inherent in flying to raise
Male: Wow!
the death rate dramatically.
Section II Listening to a Lecture You might guess that the most dangerous job
is that of a firefighter or a police officer. Guess
Male: Welcome to the lecture you’ve all been waiting again! At the top of the list in the U.S. are
for—how to have fun and get paid big bucks for timber cutters. These are the men that go into
it! In previous classes in Psychology 101, we’ve the forests to cut down trees for the lumber
discussed how people’s motivations cause them industry. In one recent year their fatality rate
to make the kinds of decisions that they do. was 122 deaths per 100,000 workers—the
We’ve found that early childhood experiences, highest of any type of occupation. The number
current feelings, and hopes for the future all two most dangerous job is fishing. No, not
feed into the decision-making process. Today
we’ll examine one aspect of how people make a
decision about choosing their life’s work.
T32 CHAPTER TEST AU DIOSCRIPTS Copyright © McGraw-Hill

sitting in a rowboat on a Saturday afternoon. Male: Our rites of passage were kind of fun, weren’t
These commercial fishermen go out into the they? Not like having to live in the woods for a
ocean in small and large ships in all kinds of week without food or water.
weather to bring back large catches for the Female: I’ll say! I think I understand better now, but I
seafood industry. The fatality rate for this group still feel terrible. We had a quiz on this stuff in
was 108 deaths per 100,000 workers. class and I failed it. I’m afraid I’m going to fail
So when you’re thinking about what you want the course.
to do for a living, it might be a good idea to Male: I’m so sorry. But I’m sure you’ll do much better
check the safety statistics for that profession. on the next test.
You might be surprised at what you find out.
Female: I’m sure you’re right. After talking with you, I
do understand the material a lot better.
Chapter 3 Test Audioscripts
Female: In today’s lecture we are going to take a look
Female: You know, Richard, I’ve been reading about at sex and gender in relationship to how much
rites of passage in primitive cultures in money people earn. In the past half century,
my anthropology class, and they’re really the number of women in the paid workforce
interesting. But I have a hard time figuring has increased dramatically. In 1950, there
out what kinds of rites of passage exist in the were only 18.4 million working women, which
United States today. represented about 18 percent of the workforce.
Male: Well, I just finished writing a paper about that Today there are 65 million working women,
topic and I got an A on it. and they make up just about half of the
workforce. However, women are earning a lot
Female: That’s great news! So you can help me with my
less than men for the same type of work. The
questions. What rites of passage do exist in the
salary gap has been closing somewhat over the
U.S. today?
past few years. However, at the rate things are
Male: Well, I’m sure you’re aware of the rites of going, women and men won’t be on an equal
passage you went through growing up in financial footing until the year 2050!
Mexico, Carmen. I’m sure the ones we have
Recent surveys conducted in the United States
here aren’t so different from the ones you had
show that working women in this country earn
in Mexico. What is the very first thing you can
much less than working men. The authors
think of that showed you were growing up?
of the survey claim that, on average, women
Female: Well, my parents made a big deal out of my earn 73¢ for every dollar that men earn. This
first steps. They took a whole bunch of pictures means that a 25-year-old woman stands to earn
of me taking these little, shaky steps across the about half a million dollars less in her working
living room floor. life than a 25-year-old man. The people who
Male: (laughing) Mine too. That’s an important early conducted the survey based their figures on the
rite of passage in most cultures of the world. U.S. Census data for the year 2000.
Female: Oh, so these things aren’t so mysterious? They To some people these figures are shocking.
also made a big deal out of the first day of Why should the sex of the worker determine
school. I had to have a fancy new dress and they how much he or she earns on the job?
took tons of pictures. Researchers are looking for the reasons. Are
women steered into academic careers that
Male: That’s right. And when I was six and learned lead to lower-paying jobs? Do most women
how to ride a bicycle without the training end up shouldering most of the burden of
wheels. Another rite of passage—something raising children and taking care of household
else to show I was no longer a baby. chores if they get married? Do these domestic
Female: Oh, that happened to me, too! responsibilities prevent them from putting in

more time on the job and accepting high-paying why she decided to sell her fancy goods at an
promotions that would allow them to earn more inexpensive store like Kmart?
money? Female: I couldn’t tell you. I guess it’s just one of the
Although everyone agrees that there is ways she has chosen to help people fix up
a disparity between men’s and women’s their homes. But before she started designing
earnings, one group—the Washington-based household products, she spent years talking and
Employment Policy Foundation—says that writing about how to live life more graciously.
the difference isn’t really that large. They say Male: Why are some people so worried about things
that there are problems with the study. For one like what color their sheets are? My family does
thing, they claim that it doesn’t distinguish just fine without all that fancy stuff.
between a 22-year-old woman who just
graduated from college and a 55-year-old man Female: Well, you may not want to hear this, but there
who’s been working for over 30 years. They feel are a lot of people out there who are making
that researchers need to take a closer look at the pretty good money, and some of them enjoy
raw data and do some additional analyses. For spending it on making their homes as attractive
example, they say that if you look at single men and comfortable as possible. Martha Stewart
and women ages 21 to 35 who live alone, there has turned that into a very lucrative industry.
is no significant difference in earnings between Male: Well, I guess that’s OK for some people, but if I
the sexes. had that much money, I’d get a big SUV, take a
The Institute for Women’s Policy Research couple of long vacations every year, and save the
agrees that the difference in earning power rest of it for when I get old.
between men and women is not as great as Female: Well, that sounds good too. Different strokes
many people think it is. They suggest that for different folks.
women earn around $.88 for every dollar a man
earns—but this is still not a situation that we Section II Listening to a Lecture
should be happy to live with.
Male: Today you are going to learn something about
aesthetics as it relates to the design of American
Chapter 4 Test Audioscripts automobiles. Now I’m sure you’ve all heard that
old story about Henry Ford. He was the first
Section I Listening to a Conversation mass producer of cars in the United States. He
told his customers they could buy a Ford in any
Female: Don’t you think it’s amazing how Martha
color they wanted—as long as that color was
Stewart has influenced the way Americans
black. We’ve certainly come a long way since
think about their homes? Do you know who
then.
she is?
For a long time cars were pretty utilitarian-
Male: I have no idea. Why? What has she done?
looking vehicles. Most of them were black and
Female: Well, her television programs and magazines most of them were, frankly, pretty ugly. Then,
have shown everyday people that they can sometime after the Second World War, things
create beautiful homes without spending began to change. All of a sudden you could buy
a whole lot of money. They just need to be a red car or a blue car. For a while, in the 1950s,
willing to put some careful thought into it. there were even two-tone cars. You could drive
They need to think about how they live and a pink and gray Chevrolet or a red and white
spend a little time making their homes more Ford.
attractive.
At the same time, automobile body styles
Male: Oh, now I remember. She’s the one who sells started to become pretty outlandish. Some
a lot of bedding and furniture at Kmart stores. people thought the designers were trying to
I see it all the time when I go there with my imitate the look of airplanes and jets. Some cars
wife. We like to buy the kids’ clothes there. began to sprout wings in the back and some
The prices are really low. Say, do you know of them looked like they might take off at any
moment. Throughout the 1950s, car makers

vied with each other to see who could attract Female: To be honest with you, [said in an excited,
the most buyers with the most innovative and happy tone of voice] I’ve been looking forward
unusual designs. The Edsel had a push-button to this time for years. We put so much energy
transmission in the middle of the steering into taking care of the kids—staying up nights
wheel where the horn usually goes. To put when they were sick, helping with homework
gasoline in a Cadillac, you had to press a button for hours on end, taking them to the sports
on the huge taillight and then twist it to one practices and to friends’ houses—I really
side, revealing the gas cap. There were a lot of got fed up sometimes. I thought it would
soft-top convertibles, and even a few hard-top never end.
convertibles. These didn’t work out too well, Male: And now it has. I agree. It sure is nice not
however. The mechanical devices that operated to have to feel so responsible all the time.
the tops were known to be very unreliable. Sometimes it just feels good to sit around in
The designs were a carefully guarded secret the evening and read a book without having to
and there was a big hullabaloo when the new worry about where the kids are and what they’re
models first went on display. Car makers doing.
originally released the new models in January of Female: I feel the same way, and yet… Sometimes I
the model year. However, they gradually moved wish we could do it all over again. It gave me so
that date backward until it reached September. much pleasure to take care of them and watch
The 1960s and 1970s brought about big them grow up. And now that part of our lives
changes in car design. First of all, there was is over. Twenty-one years of raising kids…
an energy crisis that made gasoline to run Twenty-three years of living in the same house.
big, fancy cars very expensive. Secondly, These transitions aren’t easy, are they?
people began to realize that big cars meant big Male: No, they aren’t. But I think we’ll live through
pollution, and the environmental movement put it. We still have each other. Twenty-seven years
pressure on manufacturers to produce smaller, of marriage have been good to us.
more fuel-efficient vehicles. The engineers
began to have a bigger say in how cars were Female: Awwww. I love you, Frank.
built and this, in turn, influenced how cars
looked. Designers were forced to stay within Section II Listening to a Lecture
the lines of what the engineers allowed. This Female: Today’s lecture in developmental psychology
meant that by 1980 the typical American car concerns the transitions that children go
was smaller, less flashy, and decidedly more through as they approach their second birthday.
boring looking. This period of development is often called “the
terrible twos” for very good reasons.
Chapter 5 Test Audioscripts Although children go through maturational
changes at varying rates of speed, there are
Section I Listening to a Conversation some general, overarching elements that
all children have in common. They’re like
Male: It sure feels good to have both kids out of the
snowflakes. They are the same in many ways,
house, doesn’t it, Mary?
but each is also completely unique. And a
Female: I hate to say this, Frank, [said in a happy, child who is more advanced in one area of
excited tone of voice] but it does. When Don development is likely to be somewhat behind in
went away to college three years ago, I was another area. For example, an early walker may
really upset. He was my first baby, and I didn’t not be an early talker. This is not something
think he was ready to face the world alone. But to be concerned about, unless the lag becomes
he sure proved me wrong. extreme. In that case, the child should be seen
Male: I’ll say. He’s 21 years old already and he’s by a pediatric specialist.
doing great. And now that Tina has left home The twos are called terrible mostly because of
to spend two years working for Habitat for the occurrence of tantrums. These shouting and
Humanity in Africa, we’re all alone again.

crying fits are the result of the child’s suddenly

emerging feelings and sometimes intense mood
swings. Two-year-olds are trying very hard Section I Listening to a Conversation
to assert their independence, but sometimes
they don’t have the physical skills, emotional Male: I don’t know anyone who sleepwalks. However,
maturity, or language to accomplish what I was just reading an article that says that
they want. This can be very frustrating. For millions of people do it every day—and that the
example, a child may want to dress herself but rate is especially high among adolescents.
not be able to button her own blouse or tie her Female: Well, I used to sleepwalk when I was a little
own shoes. She may want to explain what she girl. One night when I was about six, my
wants, but she can’t find the right words. She parents found me walking around down in the
may be all set to go off to preschool on her own, basement—totally asleep! When they asked
and then suddenly feel terribly frightened about me what I was doing, I said I was looking for
leaving her parents. It’s not easy being two! rabbits.
Language is developing quickly in two-year-
Male: Rabbits? Did you have a pet rabbit?
olds. They usually have a vocabulary of about
200 words by this age. At first they are just Female: Nope. Who knows what I was thinking? I did
parrots. But soon they learn to form complex it only once or twice, but when I did, it was
sentences, often using adjectives and adverbs. kind of scary. My parents got really distraught
They can identify objects in pictures, and one time when I got as far as the street corner.
can usually sit still as they listen to an entire Male: Well this article says that somnambulism is
story—although it should be a short one at more common than most people think. It said
this age. They can usually name the parts of that about 18 percent of Americans sleepwalk at
their bodies, such as mouth, nose, finger, and some point in their lives. The author said that
so on. They understand about immediate time about 17 percent of children between the ages
concepts, such as yesterday and tomorrow, but of 11 and 12 sleepwalk.
don’t yet comprehend what next month or next
Female: That’s wild.
year are all about.
Male: Sleepwalking can be very dangerous and
The social and emotional life of a two-year-
thousands of people are doing it every night.
old is becoming more complex every day. They
Some people fall out of windows or even try
have begun to enjoy some interactive play, but
to drive cars. But the upside of this is that very
usually remain involved in parallel play—doing
few people ever get hurt sleepwalking. And
the same activity as a partner, but not doing it
most people outgrow it by the time they are
together. For example, the two children may
15 years old.
be playing house, but one is in the kitchen area
pretending to make a meal, while the other is in Female: Thank goodness!
the living room area, pretending to vacuum the
floor. Some two-year-olds have learned to take Section II Listening to a Lecture
turns, but it is often pretty difficult for them
Female: Today’s lecture focuses on one aspect of
to do this. That ability tends to develop later
dreaming that has fascinated mankind since
on. In terms of self-image, two-year-olds are
the days of the ancient Greeks. Lucid dreams
beginning to develop pride in their own work.
are a very special type of experience—quite
While a few months earlier they would make a
unlike regular dreams. Regular dreams take
painting and just walk away from it, now they
place while the subject is asleep, and so do
often want to show it to someone and say, See
lucid dreams. However, there is one major
what I made!
difference. When you are having a lucid dream,
Living with a two-year-old can be a trying you are dreaming while knowing that you are
situation. It definitely has its ups and downs. dreaming.
But it’s also an extremely satisfying experience.
People who have lucid dreams report that they
are extremely colorful and exciting. It feels to

them like the dream is more real than real life. the text and then look back at it again and the
Another exciting aspect of lucid dreaming is words have changed, this is a sign that you may
that the dreamer can control what takes place be having a lucid dream. Researchers say there
in the dream. In addition, the people who is a distinct difference between regular dreams
have them can almost always remember them and lucid dreams.
perfectly—not a single detail is lost. This is not There is still a lot of research to be done on
true of most ordinary dreams. this topic. Psychologists, mystics, and artists
Over the years, researchers have developed ways continue to discover new aspects of lucid
of inducing lucid dreams. One involves the use dreaming all the time. Who knows? Maybe
of flickering lights. The changing patterns are you’ll meet up with one of them when they visit
thought to affect the brain waves in a particular your dreams tonight.
way that brings about clear dreaming. Other
ways to bring about such dreams are more
complicated. One researcher suggests going to
bed, sleeping for exactly five hours, getting up Section I Listening to a Conversation
and thinking about nothing except having lucid
dreams for an hour, and then going back to bed Female: You know, I’m only 35 years old but I’ve been
again. He feels that there is something about working for 20 years. I don’t know what I’d
this sequence of actions that clears the brain do if I wasn’t working. I really enjoy being out
and makes way for lucid dreaming. there making money.
Another way of entering the lucid dream state is Male: That’s wild. Why did you start working when
equally complicated. With the “aural focusing” you were so young? Did your family need the
technique, the sleeper stays awake watching money?
television until he or she feels extremely
Female: No, it wasn’t that. There were only two children
tired—completely ready to sleep. Then the
in my family and my mother and father both
person turns down the TV so that the sound
had jobs. We had enough money to live on. I
level is just above the ambient sound in the
just liked the idea of paying my own way—
room. Then the subject lies down and focuses
especially for extravagances like fancy clothes
complete attention on the sound of the TV
and gold jewelry.
while imagining climbing an infinite number
of stairs. If things work right, subjects soon Male: Me? I’d give anything if I could quit my job. I
find themselves in a room that looks exactly don’t think I’d ever get tired of sitting around
like the one they started out in. However, when and doing nothing. Right now I’m working
they get up and look around, things seem very part-time at a department store—making $12
different. The dreamer will be able to hear the an hour—and that suits me fine. I don’t work
sound of the television, but will see nothing evenings and I don’t work weekends.
on the screen, or only a very blurry image, or Female: I don’t work evenings or weekends either, but I
sometimes one or two words appearing over do put in some overtime. They pay me $14 an
and over again. hour for it, so I make out OK. And besides, I
Almost everyone is interested in lucid really don’t mind putting in a few extra hours.
dreaming, although some people refuse to Say! What would you do if someone offered you
believe that it exists. For anyone who thinks $20 an hour to work full-time? Would you take
they may have experienced it, there are several the job?
ways to check whether or not it is happening to Male: No way! There isn’t enough money to get me to
you. When you are aware while you are actually work full-time.
having a dream (not afterward) that you are
Female: What about if they offered you $40,000 a year
doing something impossible such as flying, you
to do something you liked, and they included
may be having a lucid dream. If you are reading
medical benefits and paid vacation?
something in a dream, and you look away from

Male: [begrudgingly giving in] Well… I guess I’d benefits or paid vacation that their American
have to take it. I don’t like the idea, but that counterparts receive. The managers can also
much money coupled with medical benefits save money by compromising on environmental
would be hard to refuse. safety regulations in factories. The ability of
Female: Well, it might happen. workers to organize in unions or groups to
demand better wages and working conditions
Male: Right. In your dreams. is also severely limited in many less developed
countries. So, although there is more money
to be made since the trade agreement, and
Woman: As your homework for next class I’d like you there is more work to do, the workers are not
to listen to a lecture on a Webcast. You’ll find necessarily reaping the benefits.
the information on your assignment sheet. In order to help American workers who have
The Webcast concerns a topic that is always been negatively affected by trade agreements,
controversial—free trade agreements and how the Department of Labor Employment and
they affect workers in the countries involved. Training Administration has set up some
Man: On the surface, free trade agreements seem special programs. Workers who lose their
to offer a good deal to the countries that sign jobs or see their wages reduced because of an
them. When the United States, Mexico, and increase in foreign trade are eligible for the
Canada signed the North American Free Trade following benefits:
Agreement (NAFTA) in 1994, hopes were ❒ job counseling;
high that it would benefit the economies of ❒ job search assistance;
all three countries. And in some ways it has.
❒ out-of-area job search and relocation
The agreement eliminated duties on half of
allowances; and
the goods shipped to Mexico. It also provided
for a phasing out of other taxes on imported ❒ income support while enrolled in a training
goods over the next 14 years. Restrictions program sponsored by the Department of
were removed from many whole classes of Labor.
items such as automobiles, computers, textiles While the intentions of those who favor free
and agricultural products. Corporations in all trade agreements may be positive, the fallout
three countries benefited from increased trade. from some of these agreements has been
But what happened to the workers in these devastating to thousands of workers. It will
countries? take decades for some groups of workers and
In some cases, companies in the more for some whole industries to get back on their
developed nations grew and workers were feet again.
able to get promotions and earn more money.
However, in some cases, workers were adversely Chapter 8 Test Audioscripts
affected. The U.S. has very strict labor laws,
which guarantee workers a living wage and Section I Listening to a Conversation
require employers to provide safe working
conditions and a reasonable amount of time Female: Thanks for letting me use your apartment while
off. Because companies could hire workers in you were away. I really appreciated being able to
Mexico to do the work more cheaply, many have my parents spend those five days at your
American workers’ hours were cut back and place, instead of having to put them in a hotel.
some lost their jobs entirely. Male: No problem. I really appreciate how clean
People in less developed nations have also you left the place. The kitchen has never
experienced negative effects from globalization. looked so good. The bathroom is spotless. You
In order to be able to attract business, managers straightened out everything in the front closet.
are under pressure to keep their prices low. And you did a great job washing the windows.
Therefore, they try to keep wages low and The way you organized the medicine cabinet is
also try to avoid giving employees medical unbelievable! And… .

Female: Wait a minute. I just took care of the place the So to continue with what we know and don’t
way I do my own. It took me two days to do it, know about 313. For one thing, it is the most
but it was worth it. distant object in orbit around the sun. (That is,
Male: It would take me ten days and it still wouldn’t until we find out that we missed something and
look as good as this. there is an even more distant orbiting object out
there.) Its orbit is also much larger that that of
Female: Oh, come on. You’re a very good housekeeper. Pluto. It takes 313 more than twice as long to
The place was fine when I came in. I just had to orbit around the sun as Pluto—a total of about
do a few little things. 250 years!
Male: Well, my theory is that some people are able to As with most objects that we discover in outer
keep a place neat and others aren’t. And I’m one space, we don’t really know how large 313 is.
of the latter types.
Female: Professor Warren? First you said some people
Female: Well, you may be right. I guess I am fanatic aren’t sure it’s a planet. Now you’re saying they
about cleanliness. don’t really know how big it is?
Section II Listening to a Lecture Male: That’s right. Not all scientific information is
exact. A lot of it is approximate.
Male: Good morning, students. Today I’m going to Female: Oh, I see. That’s so surprising to me.
share a secret with you. Contrary to popular
opinion, we scientists are not always able to Male: Anyway, we can’t be really sure of how large
come up with exact, provable information about 313 is because it’s so far away—even using a
all of the things we discover. Sure, science has a powerful telescope. Because it’s so far away,
lot of tools at its command, but sometimes even it’s just a dot of light, so we have to look at
the best tools don’t help us tell the complete how bright the dot is to help figure out its size.
story. Take astronomy, for example. For years But then the brightness may depend on how
we were sure that there are—how many reflective the surface of the planet is. If it’s very
planets? shiny it may appear bigger than it actually is.
Just one more thing that science hasn’t been
Female: Nine. At least that’s what I was taught. able to overcome—not yet anyway.
Male: That’s what they taught me, too. But today So that’s the end of the lecture for today. I
we’re going to take a look at a new planet. You suggest that you take a look at the notes you
may have heard about it. It’s way out there took today before the next class. You might
beyond Pluto, and some researchers aren’t fully want to try summarizing your notes to be sure
convinced that it’s an actual planet. That’s you understand all the ideas you wrote down.
another example of how science doesn’t always I’ll tell you more about 313 during next week’s
have all the answers. lecture.
The technical name for this planet is “2003
UB313.” How’s that for an easy-to-remember
name? There will probably not be an official
name for this planet for a long time. While
scientists were looking at 2003 UB313, they
used the code name, Xena, because it was easier Woman: You know, Jim, I watched the movie E. T.
to say. Now I usually just call it 313. But for a again last weekend. I just love that movie!
while there, it had another name. One of the
Man: You watched it again? I don’t believe it! You
astronomers who was working an all-night shift
already watched it five times last week. Are
on the night it became clear that it was a planet
you OK? Last week you stayed home to watch
had a 3-week-old daughter. At that point, he
it instead of going to Marcy’s party with me. I
started calling the planet Lila in her honor. It’s
just don’t understand. You must be crazy. I told
a touching story, but that probably won’t be the
Marcy, “Alice is home watching E.T. again”
official name, either.
and do you know what she said?

Woman: What? Hip hop began in New York City when DJs
Man: She said, “Don’t give me that! No rational (DJ stands for “disk jockey”—someone who
person would choose to stay home and watch a plays records at a dance club) started taking
25-year-old movie when she could be out with the rhythm track from a disco or funk song
her friends. I’m worried about Alice.” and playing it all by itself as they talked to
the dancers. With the rhythm track in the
Woman: Well, you guys just don’t understand. I love background, the DJ would greet new arrivals,
that movie. It’s like, I have to see it at least once tell jokes, talk to people in the audience, and
a week or I don’t feel right. encourage the dancers to keep on dancing.
Man: I talked to my sister about it. I told her you’d “Old School” hip hop flourished from 1970
watched it more than 500 times and she said, to about 1984. It originated at block parties
“Is that really true?” She thinks you may have a in New York City—especially in the Bronx.
deep psychological problem of some sort. The 1980s saw the diversification of hip hop.
Woman: You’re kidding! Did she really say that? I’m not Soon many different styles of hip hop emerged
sick. It’s just that I love movies—and especially including Jamaican dub, gansta rap, and G
that one. funk. By the early 1990s, hip hop had become
Man: Maybe you can take a little vacation from E. mainstream. The rapper, Kurtis Blow, did a rap
T.? What do you say? commercial for the soft drink, Sprite, and soon
other advertisers jumped on the bandwagon.
Woman: Well… I’ll think about it. Most people consider the Golden Age of hip
hop to be the years from 1986 through 1993
when gang-related violence claimed the lives
Woman: Welcome to today’s edition of Today’s Music. of two extremely popular rapper rivals—
Today we’re going to hear about the history of The Notorious B.I.G. and Tupak Shakur.
one of the most vital musical forms out there Unfortunately, neither crime has been solved.
today—hip hop. We are really fortunate to As time has passed, hip hop has come to
have with us a man who knows more about hip describe a whole cultural movement that goes
hop than almost anyone else alive. I’m pleased way beyond singers and dancers. The clothing
to welcome Dr. Lee of Prentice University. worn by the original hip-hop musicians has
He’s spent the last 20 years following the grown into a gigantic, worldwide industry.
developments in this field. Some of the signature styles are baggy pants
Man: Thanks, Stacy. I’m glad to be here. Well, I worn low around the waist, heavy gold neck
guess I’ll start out with the basics, just in case chains and rings, colorful sneakers, and “doo
there’s anyone out there in the audience who rags.” A doo rag is a piece of cloth, usually
doesn’t know about the roots of hip hop. First black or white, that is wrapped tightly around
of all, it’s a style of popular music that’s been the head and knotted in the back. Sometimes
growing and changing for almost 40 years. a baseball cap is worn over the top of the doo
I believe it’s the most exciting musical form rag. Since the 1990s, many hip-hop aficionados
to come along since the birth of jazz. It got have also begun to focus on the “bling bling.”
its start in the African-American and Latino This term describes extremely fancy possessions,
cultures in large inner-city neighborhoods. such as jewelry, cars, and designer clothing that
Most hip-hop songs feature a rapper. Rappers project an expensive lifestyle.
don’t exactly sing; they say the words in Woman: Well, I’m afraid that’s all we have time for
intense rhythmic patterns, accompanied by an today. Thank you, Dr. Lee.
instrumental track. Often the track consists Man: My pleasure.
only of drums and other rhythm instruments.
The raps themselves usually take the form of
stories having to do with real events in the lives
of the rappers.

Chapter 10 Test Audioscripts extremely useful in some cases and it is one of

the things I will test you on. And here to tell us
Section I Listening to a Conversation more about it is Dr. Lilly Mayfield.
Woman: Thank you, Dr. Allen. I know that all of you
Woman: You know, Martin, I’d really like us to spend have heard of mediation, but I’m not sure
the weekend at my aunt’s house. We could how much you know about the ins and outs
drive out there on Friday night and come back of the process, so I’ll start at the beginning.
Monday morning just in time for work. Mediation is a voluntary and quite informal
Man: Your aunt’s house? We just visited her, process through which someone well-trained
didn’t we? in legal issues helps two parties (or sometimes
Woman: That was last October.
more than two parties) come to an agreement.
As you know, these well-trained mediators
Man: Oh. are often lawyers. So what is the difference
Woman: On Saturday morning we could visit my between mediation and litigation? Here are two
cousins on the farm and in the afternoon we key points. These would probably make good
could take Aunt Ethel for a ride in the country. exam questions. First of all, with litigation,
Doesn’t that sound cool? each of the people having the disagreement
Man: Well, not exactly. I was planning to go bowling hires a lawyer and those two lawyers argue
with the guys Friday night, and Saturday I things out in court while the people with the
was planning to get the car fixed and mow the problem look on. With mediation, the two
lawn. We really shouldn’t drive the car the way people with the problem agree to work with a
it is. single mediator to find a mutually agreeable
solution to their disagreement. The second
Woman: Well, that’s true. How about if we go out there main point is that the mediator makes no
on Saturday night instead of Friday? Would decisions about how the case will be resolved.
that work better for you? This allows the two parties to work out their
Man: Yes, it would. But I was really hoping to spend own solution in private, rather than having an
the weekend at home. unknown result imposed on them by a judge
Woman: We’ve been home the last 10 weekends in a or a jury in an often lengthy and expensive
row. I have a lot of work to do, too, but we process.
really need to get away. Man: Excuse me, Dr. Mayfield. Could you explain
Man: I guess you’re right. But can we agree to come some of the other benefits of using mediation,
back on Sunday if it doesn’t turn out to be fun? rather than litigation, to solve a problem?
Woman: That sounds like a good plan. You never know Woman: Certainly. First of all, when you go the
how things will go. I’ll go call Aunt Ethel. mediation route, the whole thing is a voluntary
process. No one tells either person what he
Section II Listening to a Lecture or she has to do, although the mediator can
offer good advice based on case law if asked.
Man: Well, I guess we should get started. This is Secondly, all of the discussions are private and
the third installment in The Harry McDonald confidential and take place in the mediator’s
School of Law guest lecture series. Now I office, not in a court room. Thirdly, mediation
know that all of you out there are studying is always less expensive and almost always
hard to become the best lawyers you can be. quicker than litigation. It’s less expensive
You’re learning everything you can about because the two parties are paying a single fee,
litigation so that you can win as many court instead of two. It’s usually quicker, because the
cases as possible. However, today we have two parties are in control of the discussions,
invited a guest lecturer to present an alternative instead of having two lawyers talking to each
to litigation, to arguing things out in court. other and then going to court for rulings,
This alternative is called mediation. It’s which takes a lot of time.

Man: So what kinds of cases usually go the mediation

route?
Woman: All kinds of cases. One of the most popular
uses of mediation is to make arrangements
when a couple is getting a divorce. The typical
divorce, if a house and children are involved,
costs each party about $12,000 to $15,000—for
a total of at least $25,000. A mediated divorce
typically costs less than $7,000. Now here is
one caveat: the couple will have to do a lot of
legwork themselves to save money. They’ll have
to research all bank accounts and investments,
find key documents, create a current budget
as a married couple and a proposed budget for
each after the divorce, and a lot of other things.
But the financial savings are tremendous.

Name Date Score
PL ACEMENT Test INTERACTIONS/MOSAIC Listening/Speaking
DIRECTIONS: Read these directions before listening to the recorded test.
There are four sections in this test, each with a different type of listening and questions. There
are a total of fifty questions to answer. You will hear the test questions only once; they will not
be repeated.
SECTIONS:
1. Ten question items – after you hear each question, choose the best response. (questions 1–10)
2. Ten statement items – after you hear each statement, select the best conclusion. (questions 11–20)
3. Ten short conversations – after each conversation there is one question to answer. (questions 21–30)
4. Four longer selections – after each longer listening selection, there are five questions to answer
about the listening. (questions 31–50)
SECTION 1 Listen to the question and choose the best response. (2 points each)
Example (You hear:) Where’s your sister gone?

(You read:)
A to Canada
B without her friends
C because she was late
D yesterday
Choice “a” is the best answer.
1. A tomorrow
B to visit his sister
C just this morning
D the train
2. A Yes, I must go there.
B About five hundred dollars
C I’ll have a good time.
D A few days
3. A He’s been once.
B She’s been there for three months.
C No, she’s still there.
D She was there as a child.
4. A It’s not very fair.
B It takes an hour.
C It’s two dollars.
D It’s not very far from here.
PL ACEMENT TEST T43
han70522_PLTest-Rnd02.indd 43 11/29/12 2:20 PM

PL ACEMENT Test Listening/Speaking
5. A Yes, they can.

B The bus stops near the theatre.
C There is no way we could make it in time.
D It’s too bad we missed the eight o’clock show.
6. A It’s a little too casual.
B Yes, the pants fit.
C They have three different sizes.
D It’s a bit tight.
7. A They prefer going to the movies.
B I haven’t really thought about it.
C I have no references.
D It’s either black or white.
8. A I would be pleased if she finds a job that she enjoys.
B My mother hopes she will go on to college.
C I took her on a trip last year.
D I want my legs to stop hurting.
9. A Yes, the doctor told me to start drinking it more often.
B Yes, I needed something to eat.
C No, I still drink milk every day.
D Sorry, I don’t have time.
10. A I’m sorry I was late.
B I couldn’t have come earlier.
C Would you like me to come back in a while?
D Sorry we left so late.
SECTION 2 Listen to each statement and then choose the best conclusion. (2 points each)
11. A Peter’s lawyer likes his mother.

B Peter likes his mother.
C Peter is a liar.
D Peter’s mother is a lawyer.

12. A The flight arrived at 2:30.
B The flight took off at 2:30.
C The flight will arrive in an hour and a half.
D The flight arrived at 1:30.
13. A Sixty students went on the sailing trip.
B No students went on the sailing trip.
C Only a few students arrived to go on the sailing trip.
D Nobody signed up for the sailing trip.
T44 PL ACEMENT TEST

14. A Judy has to plan something for her birthday.

B Someone gave Judy flowers on her birthday.
C Judy intends to do something special on her birthday.
D Judy bought some plants as a gift.
15. A Peter is a fair player.
B The match was relatively short.
C Peter won the match.
D Steve hit the ball fast.
16. A Mary was losing her eyesight.
B John won the argument with Mary.
C Mary forgot why she and John were arguing.
D Mary and John argued because it was very hot.
17. A Gary preferred Robert to Peter.
B Gary preferred Peter to Robert.
C Robert liked Peter better than Gary.
D Peter liked Gary better than Robert.
18. A It’s time to plant things in the garden.
B Soon it will be warm enough to start planting seeds.
C You ought to visit the garden at the sea.
D You should be considerate of the garden.
19. A The dinner was very good in general.
B Dinner was at a restaurant.
C Everyone thought the dinner was very good.
D Dinner was very good every night.
20. A John’s brother lives near the club.
B John’s brother owns the club.

C John has never invited his brother to the club.
D John’s brother has never invited John to the club.
PL ACEMENT TEST T45

SECTION 3: Listen to each conversation. Answer the question you hear after each conversation.
(2 points each)
21. A It hasn’t rained for many years.

B It has rained an unusual amount this year.
C It hasn’t rained much here.
D It hasn’t rained this year.
22. A He thought the restaurant could have been better.
B He agreed with the woman.
C He thoroughly enjoyed the restaurant.
D It was impossible for the restaurant to be nice.
23. A The wind hurt the man’s house.
B The wind hurt the woman’s son.
C Paint in the woman’s basement was ruined.
D Flood water damaged artwork in the woman’s house.
24. A The man’s brother is not strong enough to lift things.
B The man’s brother is not making any effort to find work.
C The brother is unlucky.
D The woman is surprised the man’s brother is still not working.
25. A It’s not unusual for him to play in hot weather.
B At an earlier time in his life, he played tennis in such weather.
C Playing tennis in hot weather uses up his energy.
D He’s concerned about playing in the heat.
26. A It’s contradictory.
B She doesn’t agree.
C She wants the man to look at the ducks.
D She’s angry.
27. A He’s not planning to purchase anything.
B He doesn’t need to get anything at this store.
C He doesn’t agree about the prices.
D He doesn’t like to buy cheap things.
T46 PL ACEMENT TEST

28. A The city nearly burned down.

B The mayor was rescued from a burning building.
C The mayor was hurt and moved.
D The mayor was criticized and left his job.
29. A He thinks she should buy a large pizza.
B He thinks she should ask for extra mushrooms and cheese.
C He likes the mushroom and cheese pizza best.
D He thinks the pizzas are too big.
30. A The judge was very sure about handling the case.
B The judge gave the man a severe punishment.
C The judge was difficult to understand.
D The judge couldn’t decide the theif ’s punishment.
SECTION 4 Listen to each longer selection and answer the five questions for the selection.
Listen to the first selection. Then answer questions 31–35. (2 points each)
31. What do you think T-A-L-K is?

A a radio station
B a TV station
C an animal rescue service
D a movie studio
32. What animals are missing?
A one dog and two cats
B two dogs and one cat
C two dogs and two cats
D one dog and one cat
33. Which of the animals were taken from a backyard?
A None of the animals

B All of the animals
C Oxen the German Shepherd
D Winston the wire-haired terrier
PL ACEMENT TEST T47

34. Who had a seeing-eye dog?

A Mr. Wilson
B Mrs. Lincoln
C Mrs. Thompson
D Oxen
35. What are the listeners supposed to do if they find one of the pets?
A Call the T-A-L-K phone line.
B Call the police station.
C Call the local animal shelter.
D Wait a week to call.
DIRECTIONS: The following selection is a lecture in two parts. Listen to Part 1 and answer
questions 36–40. (2 points each)
36. In what situation does this talk probably take place?

A nutrition class
B business or marketing class
C supermarket training
D a one-day seminar
37. According to the speaker, what is true about product placement?
A It’s only important in supermarkets.
B The concept is hardly used in the United States.
C Children are not affected by it.
D It’s an extremely important selling tool.
38. The speaker said that children often “pester their parents” in a supermarket. What does pester mean?
A nagging and begging
B petting or touching
C wanting candy
D grabbing food
39. What’s the speaker’s focus?
A product placement outside of the United States
B product placement both in and out of the United States
C product placement in the United States
D products you shouldn’t buy
T48 PL ACEMENT TEST

40. What specific examples did the speaker use?

A Candy was the only example.
B Candy was one of the examples.
C The examples were taken directly from the textbook.
D The examples would be on the test.
DIRECTIONS: Listen to Part 2 of the lecture and answer questions 41–45. (2 points each)
41. What products did the speaker talk about?

A expensive products
B headache medicine
C tropical shampoo
D shampoo for oily hair
42. What did the speaker say about U.S. stores?
A All U.S. stores follow the same process for placing items on shelves.
B Most U.S. stores place pricey items at eye level.
C Many U.S. stores place inexpensive items at eye level.
D No U.S. stores place items at eye level.
43. What position was stated by the speaker?
A Inexpensive items are better than expensive ones.
B Expensive items are better than inexpensive ones.
C He didn’t endorse inexpensive items or expensive ones.
D He doesn’t like candy or shampoo.
44. What did the speaker tell the participants?
A They didn’t have any homework.
B They had to get ready for a test.
C They had to do some research.

D They had to finish an assignment in class.
45. When does the class probably meet?
A Tuesday and Thursday nights
B Tuesday nights
C Tuesday mornings
D every other week
PL ACEMENT TEST T49

DIRECTIONS: The following selection is a lecture. Listen to the lecture and answer questions
46–50. (2 points each)
46. What best describes folk wisdom?

A American folklore
B jokes
C sayings that give advice about life
D different means of expressing oneself
47. Which expression of folk wisdom is not mentioned?
A myths
B fairy tales
C songs
D poetry
48. What will the speaker probably focus on in the lecture?
A humorous sayings
B legends
C songs of joy and sorrow
D famous American Presidents
49. What source of folk wisdom will be used in the talk?
A Abraham Lincoln
B Mark Twain and Benjamin Franklin
C students in this class
D All of the above
50. Which is not mentioned about Ben Franklin?
A He loved to eat and drink.
B People admired his wit.
C He took the bitter medicine.

D He told others not to overdo things.
T50 PL ACEMENT TEST

PL ACEMENT Test Answer Key Listening/Speaking
Interactions/Mosaic
Listening/Speaking Placement
Test Answer Key
Section 1
1. c 2. d 3. d 4. c 5. c
6. d 7. b 8. a 9. a 10. c
Section 2
11. d 12. a 13. c 14. c 15. b

16. c 17. b 18. a 19. a 20. d
Section 3
21. b 22. c 23. d 24. b 25. a

26. a 27. c 28. d 29. c 30. b
Section 4
31. a 32. b 33. d 34. a 35. a

36. b 37. d 38. a 39. c 40. a
41. a 42. b 43. c 44. c 45. b
46. c 47. d 48. a 49. d 50. c
SCORING FOR INTERACTIONS/MOSAIC LISTENING/SPEAKING PLACEMENT TEST
Score Placement
0–27 Interactions Access
28–46 Interactions 1
47–65 Interactions 2
66–84 Mosaic 1
85 –10 0 Mosaic 2
This is a rough guide. Teachers should use their judgment in placing students and selecting texts.
Copyright © McGraw-Hill PL ACEMENT TEST A NSWER K E Y T51
han70522_PLTestAnsKey-Rnd02.indd 51 11/29/12 2:20 PM

PL ACEMENT Test Audioscripts Listening/Speaking
Listening/Speaking Placement Narrator: Number 20. John’s never been invited to the
Test Audioscripts club by his brother.
Narrator: Section 3
Narrator: Section 1 Narrator: Number 21.
Narrator: Number 1. When did Steve get in? Man: The weather has been so hot this summer…
Narrator: Number 2. How much time will you have Woman: And we haven’t had rain like this in years.
to spend in Boston?
Narrator: What does the woman mean?
Narrator: Number 3. Has she ever been there before?
Narrator: Number 22.
Narrator: Number 4. How much is the subway fare?
Woman: The restaurant wasn’t very good in
Narrator: Number 5. Should we try to get to the eight my opinion.
o’clock movie?
Man: I thought it couldn’t have been nicer.
Narrator: Number 6. Do you think that this
jacket fits? Narrator: What does the man mean?
Narrator: Number 7. What are your preferences Narrator: Number 23.
in art? Man: The storm sounded like it would blow the
Narrator: Number 8. What are your hopes for roof off my house.
your niece? Woman: Wasn’t it terrible? The flood in our
Narrator: Number 9. On the way home from the basement ruined my son’s paintings.
doctor, did you stop for some milk? Narrator: What did the storm do?
Narrator: Number 10. Couldn’t you have arrived Narrator: Number 24.
an hour later? Man: My brother is having a lot of trouble
Narrator: Section 2 finding a job.
Narrator: Number 11. Peter is a lawyer like Woman: What a surprise. I haven’t seen him lift
his mother. a finger.
Narrator: Number 12. Mary’s flight was due at one, Narrator: What does the woman mean?
but it was delayed an hour and a half. Narrator: Number 25.
Narrator: Number 13. Sixty students signed up for Woman: Your serve. Whew. It’s gotten very hot.
the sailing trip, but most of them failed to
show up. Man: I know, but I’m used to playing tennis in
weather like this.
Narrator: Number 14. Judy’s got big plans for
her birthday. Narrator: What does the man mean?
Narrator: Number 15. Peter was beaten fairly quickly Narrator: Number 26.
by Steve in the tennis match. Man: The less I try to whack the ball, the farther
Narrator: Number 16. In the heat of the argument, it goes.
Mary lost sight of her original disagreement Woman: Hmm, that’s quite a paradox!
with John. Narrator: What does the woman mean?
Narrator: Number 17. Although Gary liked his uncle Narrator: Number 27.
Robert, he was fonder of his cousin Peter.
Woman: Richard told me about this store. He said
Narrator: Number 18. Considering the season, you they have the lowest prices in town.
really should plant the seeds in the garden
before the frost. Man: You think? I don’t necessarily buy that.
Narrator: Number 19. On the whole, the dinner Narrator: What does the man mean?
was great.
T52 PL ACEMENT TEST AU DIOSCRIPTS Copyright © McGraw-Hill
han70522_PLTestAud-Rnd02.indd 52 11/29/12 2:17 PM

Narrator: Number 28. Female

Man: Did you hear that city hall almost Announcer: If you have any information, please call our
burned down? studio at 1-800-PET-HELP. The police
station no longer handles missing animal
Woman: Right, and then the Mayor was removed reports. The animal shelter’s phone is
under fire. broken and won’t be repaired for a week.
Narrator: What does the woman mean? Stay tuned for news here at 103.7.
Narrator: Number 29. Narrator: Part 1.
Woman: How’s the pizza here? Male
Man: Good, by and large, especially the Professor: This evening I am going to talk about
mushroom and cheese. product placement. Product placement
Narrator: What does the man mean? is probably one of the most important
concepts I will cover this semester. In
Narrator: Number 30. the United States special care is taken
Woman: That young man got 20 years for stealing when placing items in different parts of
a bicycle. the supermarket. For example, candy
Man: Hmm. The judge sure handed down is generally placed next to the cashier
a hard sentence. or check-out counter. This is because
customers are often likely to grab a candy
Narrator: What does the man mean? bar while waiting in line. Children, who
Female are waiting in line with their parents,
Announcer: This is the T-A-L-K “Lost Pet Watch.” often pester their parents to buy candy for
Tonight we are telling you about three them. Another example has to do with the
missing pets. placement of expensive products.
Blacky is a black-and-white kitten, six Oh – Let me turn that off…
months old, who ran away from her owner, Narrator: Part 2.
Mrs. Lincoln. Her house is next to the
high school. Male
Professor: Now where was I… Right —
Male
Announcer: And then, Oxen, a large German Well, many stores in the U.S., not all,
Shepherd, is a guide dog for John Wilson will place expensive products at eye level.
who’s been blind since birth. Mr. Wilson Imported shampoos, for example, are
cannot get around without his dog. Oxen placed at a level where they are clearly
was last seen running through the Green visible and people can easily reach for them.
Acres neighborhood. He’s wearing a black Please note that I am not supporting or
collar and has a big scar over his left eye. endorsing cheap items over expensive ones.
Before we end this evening, I want to talk
Also, Winston, a wire-haired terrier, was about your next assignment.
taken from Mrs. Thompson’s back yard.
Winston is a prize-winning purebred worth Though you might not think of it as
about $3,000. homework, I expect each of you to go to a
large supermarket before next Tuesday to
see where the over-the-counter medicine
is placed. I look forward to hearing about
your findings in a week.
Copyright © McGraw-Hill PL ACEMENT TEST AU DIOSCRIPTS T53

Narrator: The final selection.

Female
Professor: Hello, class. Today we’re going to be
talking about folk wisdom.
Every culture has many sayings that give
advice about life. These sayings are part of
what is commonly called “folk wisdom.”
Of course, folk wisdom is also expressed
in other ways, such as myths, fairy tales,
legends, and songs. Often, however, folk
wisdom is shared in the form of short
sayings about the best ways to approach
life’s joys and sorrows.
Today, we’ll look at some of the humorous
sayings of three famous Americans:
Benjamin Franklin, Abraham Lincoln, and
Mark Twain. Then I’ll ask you to share
some examples of folk wisdom from your
own communities.
One characteristic of American folk
wisdom is its humor. Humor makes the
bitter medicine of life easier to swallow.
Ben Franklin was the first of many
Americans to be admired for his humorous
folk wisdom. Franklin himself loved to
have fun. He liked to eat a lot, drink a lot,
and be merry, but he always told others to
practice moderation.
T54 PL ACEMENT TEST AU DIOSCRIPTS Copyright © McGraw-Hill

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han70522_title-Rnd01.indd 1 12/3/12 6:47 PM

Published by McGraw-Hill ESL/ELT, a business unit of The McGraw-Hill Companies, Inc.

This book is printed on acid-free paper.

Senior Vice President, Products & Markets: Kurt L. Strand

Cover photo: Demetrio Mancini/Shutterstock.com

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Student Book Teaching Notes and Answer Keys

Black Line Masters BLM 1

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han70522_intro-Rnd02.indd 4 11/29/12 2:04 PM

The Interactions/Mosaic Program

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han70522_intro-Rnd02.indd 6 11/29/12 2:04 PM

M aking Use of Academic Content

A ctivating Prior Knowledge

I nteracting with Others

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• Ask students to comment on the photo. Ask them to

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Features Comparing main points in English-language-

Language Function: Requesting the Main Critical-Thinking Skills

Listening for details in a lecture about Evaluating a lecturer’s style

 contender  royal decree  exponentially  neutralize

han70522_ch01-Rnd04.indd 3 11/29/12 1:50 PM

Best Practice 1 What Do You Think?

Did You Know?

Content Note 2 Recollecting Language-Learning

4 CHAPTER 1 Copyright © McGraw-Hill

han70522_ch01-Rnd04.indd 4 11/29/12 1:50 PM

• Explain that the words in this activity will be heard

Copyright © McGraw-Hill Mosaic 2 Listening/Speaking 5

han70522_ch01-Rnd04.indd 5 11/29/12 1:50 PM

the main ideas. You may wish to do the first item

han70522_ch01-Rnd04.indd 6 11/29/12 1:50 PM

• Call students’ attention to the photos at the top

Copyright © McGraw-Hill Mosaic 2 Listening/Speaking 7

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book, The Language Wars… Well, that’s the one Stop 1

8 CHAPTER 1 Copyright © McGraw-Hill

han70522_ch01-Rnd04.indd 8 11/29/12 1:51 PM

Copyright © McGraw-Hill Mosaic 2 Listening/Speaking 9

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After You Listen REPRODUCIBLE Expansion Activity

• In the same small groups, have students compare

• Give students a brief amount of time to read the

10 CHAPTER 1 Copyright © McGraw-Hill

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• Read and discuss the steps in this activity with

8 Evaluating Speakers in Context

Copyright © McGraw-Hill Mosaic 2 Listening/Speaking 11

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12 CHAPTER 1 Copyright © McGraw-Hill

han70522_ch01-Rnd04.indd 12 11/29/12 1:51 PM

ANSWER KEY Conversation 2

Copyright © McGraw-Hill Mosaic 2 Listening/Speaking 13

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14 CHAPTER 1 Copyright © McGraw-Hill

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Copyright © McGraw-Hill Mosaic 2 Listening/Speaking 15

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Stop 9: Request the Main Point

16 CHAPTER 1 Copyright © McGraw-Hill

contender royal decree exponentially neutralize

parody refresh sympathetic