Listening Term 3 Workbook WITH KEYS

TÀI LIỆU BỔ TRỢ
Kỹ năng Nghe ghi – Học kỳ III
i
LISTENING AND
NOTE TAKING
Term 3
Workbook
ii
TABLE OF CONTENTS
TABLE OF CONTENTS ..................................................................................................... iii
INTRODUCTION ................................................................................................................. v
ACKNOWLEDGMENTS.................................................................................................... vii
USEFUL WEBSITES FOR SELF-STUDY ......................................................................... ix
UNIT 1 HAPPINESS....................................................................................................... 1
UNIT 2 CULTURE .......................................................................................................... 9
UNIT 3 BUSINESS SYSTEMS ..................................................................................... 18
UNIT 4 TREND OF GETTING THE NEWS .................................................................. 26
UNIT 5 TEAM BUILDING ............................................................................................. 35
UNIT 6 CLASSROOM COMMUNICATION.................................................................. 43
UNIT 7 HIGH ANXIETY – PHOBIA ............................................................................. 51
UNIT 8 MULTICULTURALISM .................................................................................... 60
UNIT 9 THE POPULATION ......................................................................................... 69
UNIT 10 CULTIVATING PRACTICES ........................................................................... 77
UNIT 11 AMERICANS AT WORK .................................................................................. 86
UNIT 12 UNDERSTANDING IMMIGRATION ................................................................. 96
UNIT 13 STAYING HEALTHY ....................................................................................... 104
UNIT 15 HOW CHILDREN ACQUIRE LANGUAGE .................................................... 122
UNIT 16 EXAMINATIONS ............................................................................................. 131

REFERENCES ................................................................................................................ 142
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Answer keys ................................................................................................................... 145
UNIT 1 HAPPINESS.................................................................................................... 146
UNIT 2 CULTURE ...................................................................................................... 152
UNIT 3 BUSINESS SYSTEMS ................................................................................... 159
UNIT 4 TREND OF GETTING THE NEWS ................................................................ 164
UNIT 5 TEAM BUILDING ........................................................................................... 170
UNIT 6 CLASSROOM COMMUNICATION................................................................ 178
UNIT 7 HIGH ANXIETY – PHOBIAS ......................................................................... 186
UNIT 8 MULTICULTURALISM .................................................................................. 193
UNIT 9 THE POPULATION ....................................................................................... 201
UNIT 10 CULTIVATING PRACTICES ......................................................................... 208
UNIT 11 AMERICANS AT WORK ............................................................................... 214
UNIT 12 UNDERSTANDING IMMIGRATION .............................................................. 220
UNIT 13 STAYING HEALTHY ....................................................................................... 225
UNIT 14 LAND ............................................................................................................. 234
UNIT 15 HOW CHILDREN ACQUIRE LANGUAGE .................................................... 242
UNIT 16 EXAMINATIONS ............................................................................................ 247
iv
INTRODUCTION
“Listening and note taking - Term 3 – Workbook” is specifically designed to complement the
course book “Listening and note taking - Term 3 ” for the students at advanced level of the one-
year English program by the Foundation Studies Department, Hanoi University. It gives students
further practice in the listening and note taking work done in the course book and provides further
practice of exam exercise types. The Workbook is available in two versions: one with transcripts and
answers and one without.
“Listening and note taking - Term 3 - Workbook” has 16 units divided into 2 parts based on the
increasing level of difficulty and the consolidation of the listening and note-taking skills and
strategies. Each unit in the workbook begins with Lesson reflection, which is to give the students
chance to reflect on what they have learnt in each lesson from the course book and to encourage
them to be comfortable saying what they do not know and/or need help. By doing this, students
would have some ideas about the learning intentions of each lesson. This part is accompanied by
Listening Strategy Practice, which supplies them with more aids in the strategies they are required
to use for the listening tasks in that unit. When the students have been given necessary skills and
strategies, they continue with the main part of the lesson, Listening and Note taking Practice.
Before the students listen to the lecture, there is a Vocabulary build-up task for them to do. This
activity helps the students draw on their prior knowledge and at the same time familiarize
themselves with the vocabulary and structures that are used in the lecture. This is to help motivate
the students and facilitate them in listening, as lectures are often long and difficult. Then the students
listen to the lecture twice with the guided notes given. The listening task is followed by the Self-
Assessment for students’ self-evaluation. The unit ends with Follow-up activities in which the
students are asked to use their notes to write a summary of the lecture content. They are also given
some more vocabulary items appearing in the lecture for revision.
To the teacher
You may wish to use some exercises in class, to set others as homework, or to suggest that students
treat the Workbook, as a resource for individual study. When class time is limited, or in case
individual students have special needs or difficulties, you will find it helpful to have this bank of
appropriate exercises which students can be encouraged to make use of their own time.
v
If students are to use the Workbook on their own, it would be a good idea to make sure they
understand how to make best use of the answers and transcripts.
To the student
Your teacher may ask you to do certain Workbook exercises for homework, or you may use the
Workbook entirely on your own. If you are using the Workbook without a teacher, you probably
need to have the edition, which has answers and transcripts at the back. Then, when you have
completed an exercise, you can check your answers for yourself. Of course, you should never look at
the answers, or the transcript, until you have done the exercise. Before you do any Workbook
exercise, study the instructions and the example carefully so that you know what to do.
vi
ACKNOWLEDGMENTS
The authors acknowledge the following sources of copyright materials and are grateful for the
permissions granted. While every effort has been made, it has not always been possible to identify
the sources of all the material used, or to trace all copyright holders. If any omissions are brought
to our notice, we will be happy to include the appropriate acknowledgements on reprinting.
The information on p.8 was adapted from Listening and note taking skills by Phyllis L. Lim and
William Smalzer, 2014; p. 9 from Contemporary topics 1: Intermediate – Listening and note-taking
skills, 2002; p. 16 from Lecture Ready 2 by Peg Sarosy and Kathy Sherak, 2006; p. 19 from
Contemporary topics 2: High Intermediate Listening and Note-Taking Skills by Ellen Kisslinger,
2002; p. 26 from Cambridge IELTS 8, Cambridge Books for Cambridge exam, 2011; p.34 from
Lecture Ready 2: Strategies for Academic Listening, Note-taking, and Discussion, 2006; p. 42 from
Listening for IELTS by Collins, 2011; p. 43 from Contemporary topics 2: High intermediate
listening and note taking skills, 2002; p. 50 from Listening and note taking skills by Partricia A.
Dunkel and Frank Pialorsi, 2014; p. 51 from Listening and note taking skills by Partricia A. Dunkel
and Frank Pialorsi, 2014; p. 58 from Developing skills for the TOEFL iBT by Paul Edmunds and
Nancie McKinnon, 2006; p. 60 from Contemporary Topics 2, 2002; p. 67 from Developing skills
for the TOEFL iBT, Paul Edmunds & Nancie McKinnon, 2006; p. 69 from Listening and note-
taking skills , 2014; p. 76 from Developing skills for the TOEFL iBT, Paul Edmunds & Nancie
McKinnon, 2006; p. 78 from Listening and note-taking skills, 2014; p. 84 from Developing skills for
the TOEFL iBT, Paul Edmunds & Nancie McKinnon, 2006; p. 87 from Listening and note-taking
skills, 2014; p. 91 from Listening & Notetaking skills by Phillis L. Lim and William Smalzer,
Heinle Cengage Learning, 2014; p. 96 from Noteworthy: Listening & note taking skills, 2005; p.
103 from Cambridge IELTS 7 by Cambridge University Press; p. 105 from Listening for IELTS; p;
111 from Cambridge vocabulary for IELTS with answers by Pauline Cullen, 2008; p. 113 from
Contemporary topics 2: High intermediate listening and note taking skills, 2002; p. 120 from
Cambridge Vocabulary for IELTS by Pauline Cullen, 2008; p. 122 from Contemporary topics 2:
High intermediate listening and note taking skills, 2002; p. 123 from Cambridge Vocabulary for
IELTS by Pauline Cullen, 2008; p. 131 from Listening and note taking skills. Intermediate listening
comprehension 1 by Patricia A. Dunkel and Phyllips L. Lim, 2006; p. 139 from Listening & Note
vii
taking Skills Level 2 by Phyllis L. Lim and William Smalzer, 2014; p. 141 from 404 Essential Tests
for IELTS, Academic Module.
viii
USEFUL WEBSITES FOR SELF-STUDY
These Listening web sites are a good way to improve and build upon the listening ability of
students:
1. https://www.ted.com/talks: Presents speeches by famous people on all sorts of different

subjects.
2. http://www.abc.net.au/btn/ Watch and listen to the BTN news.
3. http://eslradioandtv.com/: This Australian site was created by Monash University. The

program guide tells you about Monash University. Click on the Listening Activities to
choose a listening program.
4. http://www.uefap.com/listen/exercise/exlis.htm: Listening comprehension & note-taking

exercises
5. http://www.americanrhetoric.com/top100speechesall.html: Great American Speeches
6. http://www.americanrhetoric.com/moviespeeches.htm: Speeches from American movies
7. http://freevideolectures.com/: An extensive selection of online lectures from a variety of

noted universities worldwide.
8. http://www.onlinecourses.com/lectures/: This website contains a very interesting compilation

of lectures from various universities.
9. http://www.bbc.co.uk/radio4/reith/historic_audio/reith_historic.shtml Historic lectures of the

BBC
10. http://www.rsa.org.uk/audio/: Modern lectures in UK, one with transcript
ix
UNIT 1 HAPPINESS
This unit aims to help you review the following strategies:
- recognizing and noting down the key words,
- writing down main ideas in a lecture.
Lesson reflection
Answer the following questions. You can write in the note form.
1. What did you learn from the previous “in-class” listening and note taking session?
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2. What were the difficulties you had during the lesson?
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3. What have you intended to do to overcome these difficulties?
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1
Listening strategy practice
When you listen to a lecture, note the key words you hear. It is not possible to write as fast as a
lecturer speaks. You should only write down the words that carry the most important information
and omit ‘smaller’ words. The lecturer may use the following signal phrases to introduce a key word
or to explain it:
- There are (two theories)....
- One (example) is called....
- Let's look at what a/an.... is
- By this I mean...
[Track 1.1] Listen to the following extract from a talk and note down the key words.
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Listening and note-taking practice
Task 1: Vocabulary
Match the words with their definitions.
1. personality a. successfully reach (a desired objective or result) by
2. factor effort, skill, or courage

b. not content or happy with something
3. attitude
c. the way in which two or more people or things are
4. assume connected
5. optimistic d. the combination of characteristics or qualities that

form an individual’s distinctive character
6. relationship
e. the scientific study of the human mind and its
7. dissatisfied functions, especially those affecting behavior in a
8. psychology given context.

f. sophisticated or expensive in a way that is intended
9. fancy
to impress
10. achieve g. hopeful and confident about the future
h. suppose to be the case, without proof
i. a settled way of thinking or feeling about something
j. a circumstance, fact, or influence that contributes to a
result
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Task 2: Listening
v First listening
Activity 1: [Track 1.2] You will hear a lecture about HAPPINESS. Listen to the lecture and
take notes using the strategies learned.
4
Activity 2: Use your notes to answer the following questions.
1. What is the lecture about?
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2. What are the three most important factors for happiness?
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3. What do unhappy people spend time on?
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4. What do happy people spend time on?
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5. Will winning the lottery help you achieve happiness?
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v Second listening
Activity 1: [Track 1.2] Listen to the lecture again and complete the following notes.
Topic: (1) ________________________________________________________
________________________________________________________
HAPPY PEOPLE UNHAPPY PEOPLE
ü 1st factor: (2)_________________ ü 1stfactor: (5)_________________
___________________________ ___________________________
- like themselves as they are and happy - feel that sth must change.
with (3)_______________________. - always looking for (6) ___________
- think more about (4)_____________ _____________________________
__________________________, not
things they want to make.
ü 2nd factor: (7)_______________ ü 2nd factor: (10)________________
___________________________ ___________________________
- When they have problems, they (8) - When they have problems, they
______________________. They assume it’ll get worse.
don’t worry – instead, (9)______
_____________________________
ü 3rd factor: (11)__________________ ü 3rd factor: (14)________________
_____________________________ ____________________________
- They try to have (12)____________ - They have trouble (15) ________
________________________. ____________________________.
- Happy people don’t spend all their - They spend all their time working
time (13) _____________________
_______________________.
6
2
Activity 2: Compare the notes given with the notes you made in the first listening. Check
the listening and note-taking strategies that you used when you took notes. Identify things
you can learn to improve your notes for the next time.
Recognize lecture language that signals important information

Recognize the key words
Recognize lecture language for main ideas
Recognize lecture language that signals a definition
Recognize lecture language that signals an explanation
Recognize lecture language that signals a transition
Recognize lecture language that signals an example
Recognize changes in pronunciation that signal when information is important
Note down the key words
Use symbols to take notes
Use abbreviations to present words
Highlight key ideas in the note
Use an informal outline to take notes
Use a visual form in the notes
Organize the ideas in the lecture in a chart
7
Follow-up activities
Task 1: Write a short passage in about 100 words summarizing the information you
have obtained from the listening.
Task 2: Complete the following table with the correct parts of speech. Most of the
answers appear in the listening in this unit.
VERBS NOUNS ADJECTIVES

1. assumption 2.
3. achievement 4.
5. psychological
satisfy 6. 7.
8. 9. different
10. overweight
8
UNIT 2 CULTURE
- recognizing lecture language that signals when information is important,
- highlighting key ideas in your note.
Lesson reflection
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When you are taking notes, you cannot write down every word. You need to distinguish between
important and less important information. The lecturer can use these signals to draw your attention
to the important points.
- This is important. - I'd like to put emphasis on…………………….

- It’s important to note that………….. - It's important to remember that…………….
- I want to point out…………………… - We should bear in mind that……………….
- I’ll say that again. - Don't forget that…………………….
- Let me repeat that. - The crucial point is……………………….
- I want to stress …………… - The essential point is…………………….
- I want to highlight……………….. - The bottom line is ……………………
- I'd like to emphasize………………
When an important idea is presented, make it stand out in your notes. Some common symbols that
can be used include *, ! or using all capital letters
[Track 2.1] Listen to the following extract from a talk about the news and note down the
lecture language that signals an important piece of information.
1. Important information lecture language: __________________________________________
Important information: _______________________________________________________
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Task 1: Vocabulary
Fill in the blanks with the following words.
universal origin surname gender

generation scope brief classic
1. ______________________ names like “John” and “Elizabeth” have always been popular.
2. He had only a few minutes, so he gave us a ___________________ explanation of his
family history.
3. It doesn’t matter what country you’re in; the first thing people want to know when they meet
you is your name. This is a ___________________.
4. Learning about the ____________ of your family name can tell you something about your
family history
5. Before the child is born, parents might choose a name that works for either _____________.
6. We widened the ____________________ of our investigation.
7. Parents may choose a name because it is passed down from the previous ______________.
8. About 1,000 years ago, _______________ began to evolve as a means of identifying people.
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Task 2: Listening
Activity 1: [Track 2.2] You will hear a lecture about WHAT’S IN A NAME?. Listen to the
lecture and take notes using the strategies learned.
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Activity 2: Use your notes to answer the following questions. Circle a, b, or c.
1. What does the speaker say about a person’s name?

a. It is easy to choose.
b. It can tell us a little about a person’s family.
c. It is difficult to remember.
2. One way that parents choose the first name for their child not mentioned in the lecture is:
a. uncommon names
b. a name passed from previous generation
c. a name of someone they admire
3. According to the lecture, what is the most common way parents choose a name?
a. because of the birth order
b. because of the meaning
c. because they like it
4. What is the speaker’s main point in comparing fashions in names to fashion in clothes?
a. Names are important.
b. Names change in popularity.
c. Parents need to be fashionable.
5. The speaker’s main reason for mentioning the last name “Cook” is
a. to emphasize the great variety of place names
b. to illustrate how an added name could be used
c. to show there is no longer a connection between names and their origins
6. One category of family names not mentioned in the lecture is

a. added names
b. Biblical names
c. patronyms
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Topic: (1)_______________________________________________________
Scope: (2)_______________________________________________________
Ø Ways parents choose first name for their child
- 1st way: (3)____________________________– passed from (4) _______________
______________________
E.g. firstborn son might be named after (5) _____________________________ -
William Parker the second
- 2nd way: (6) ______________________________________________________
- 3rd way: (7) ______________________________________________________
Parents prefer names that sound (8) _____________________.
Or they choose a name that works for (9) ______________________.
à Most common way: they choose a name simply because (10) _________________,
or because (11) _______________________.
Ø Origin of last names: 4 categories
- Place names: identified (12) _________________________________
- Patronymics: (13) _____________________ plus an ending S-E-N or S-O_N
- Added names or (14) ______________________: describe a person
- (15) _____________________: Most common examples are Baker, Tailor and
Smith.
à Though names tell us something about (16) _______________________, they
may not tell us much about (17) ________________. Many people (18)
_____________________ for various reasons.
15
1
Listening and Note-taking strategies

Recognize lecture language that signals the topic and plan
16

1. approach 2.
describe 3. 4.
5. occupational
admire 6. 7.
8. origin 9.
10. brief
17
UNIT 3 BUSINESS SYSTEMS
- recognizing lecture language that signals the topic and plan,
- using an informal outline to take notes.
Lesson reflection
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At the beginning of a lecture, the speaker often states the topic of the lecture and how the lecture
will be organized. Theses signal phrases will help you decide how to organize your notes.
Signal phrases for topic:
- What I’d like to do today is…
- Our topic today is...
- OK everyone, today, we’re going to look at…
- We are going to discuss...
- I'm going to talk about...
Signal phrases for general plan:
- Basically, we’ll look at four ways to ...

- Today, we’ll look at two contrasting opinions about…
- I'm going to cover... and then...
- The four categories are…
Read the introduction to a lecture about global music. Underline words and phrases that tell
you the topic and the main ideas of the lecture.
Today, I’d like to spend some time discussing international students – in this case students from
other countries studying at U.S colleges and universities. First, I’ll give you some facts and figures
about these students, then discuss some of the benefits these students bring to the States, and finally
I’ll explore three current criticisms related to international students.
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Task 1: Vocabulary
Vocabulary match: Write each word next to its definition.
innovation attempt real estate interweave ignorance
duplicate replicate compromise reliance
consistency
1. ___________________________: (n) property consisting of land or buildings

2. ___________________________: (v) blend closely
3. ___________________________: (v) repeat (a scientific experiment or trial) to obtain a
consistent result
4. ___________________________: (n) a new method, idea, product, etc.
5. ___________________________: (n) lack of knowledge, understanding, or
information about something
6. ___________________________: (v) make an effort to achieve or complete (something
difficult)
7. ___________________________: (n) the quality of achieving a level of performance which
does not vary greatly in quality over time
8. ___________________________: (v) a copy of an original
9. ___________________________: (n) dependence on or trust in someone or something
10. ___________________________: (v) an agreement or settlement of a dispute that is reached
by each side making concessions
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Task 2: Listening
Activity 1: [Track 3] You will hear a lecture about BUSINESS SYSTEMS. Listen to the lecture
and take notes using the strategies learned.
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Activity 2: Use your notes to decide whether the statements are True (T), False (F) or Not
Given (NG). Try to correct the false statements.
1. The parent organization wants to repeat the business’ success and capture
it on a smaller scale.
2. One of the causes of problems is that the information was inaccurate.
3. Few large industries are trying to repeat their own successes, and manage
the knowledge they’ve acquired.
4. One reason for failure is that managers don’t place trust in the people who
are running the operation.
5. There are 3 main types of mistake that occur when a manager actually
starts to set up a duplicate system to replicate a successful process.
6. In order to get things right the second time, the manager should duplicate
the skills that the original employees had.
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Activity 1: [Track 3] Listen to the lecture again and complete the following notes.
Topic: (1) ________________________________________________________
• Fact:
- Business successfully introduced a new process, parent organization’s goal is
(2)_________________________________________________________
- Getting things right 2nd time not (3) ________________________________
• Research:
- Most large industries trying to repeat their own successes + manage their
acquired knowledge, but it has been shown (4)___________________________
_____________________________________________________________
• Reason for failure: (5)_____________________________________________
_______________________________________________________________
Experts not aware of their own ignorance. E.g.: (6) _____________________
_______________________________________________________________
• 2 types of mistakes: + (7)__________________________________________
+ (8)__________________________________________
• Cause of problems: + (9) inaccurate___________________________________
+ (10) business setting __________________________
• Solutions: + (11) __________________________________________________
Firstly, (12)__________________________________________
Secondly, (13)________________________________________
+ (14)__________________________________________________
à not merely duplicating physical characteristics of the factory, but also
(15) _______________________________________________________
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Activity 2: Compare the notes given with the notes you made in the first listening. Check the
listening and note-taking strategies that you used when you took notes. Identify things you
can learn to improve your notes for the next time.

☐ Recognize lecture language that signals the topic and plan
☐ Recognize lecture language that signals important information
☐ Recognize the key words
☐ Recognize lecture language for main ideas
☐ Recognize lecture language that signals a definition
☐ Recognize lecture language that signals an explanation
☐ Recognize lecture language that signals a transition
☐ Recognize lecture language that signals an example
☐ Recognize changes in pronunciation that signal when information is important
☐ Note down the key words
☐ Use symbols to take notes
☐ Use abbreviations to present words
☐ Highlight key ideas in the note
☐ Use an informal outline to take notes
☐ Use a visual form in the notes
☐ Organize the ideas in the lecture in a chart
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VERB NOUN ADJECTIVE

1. immune 2.
3. 4. infectious
adapt to 5. 6.
7. allergic
8. 9. exposed
transmit 10. transmitted
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UNIT 4 TREND OF GETTING THE NEWS
- identifying main ideas of the lecture,
- taking notes using an informal outline.
Lesson reflection
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Indent or use an informal outline

Notes should provide you with an accurate record of a lecture’s ideas and organization. Organizing
your notes in an outline form – using indentation – helps you remember which information is most
important and which information is related but less important, such as examples, definitions and
dates.
Read this transcript from a lecture on global brands. Take notes in outline form.
There are at least two ways global brands are increasing their profits. Many of the most successful
international brands have one “look” all over the world. So, for example, we have eBay. That’s the
web site where people buy and sell things. eBay uses the same web site in every country where they
do business. Another way is to use the same advertisements in every country. Look at the company
Global Banks. They started using the same ads all over the world and the value of their brand went
up 20% in 2005.
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Task 1: Vocabulary
Complete each sentence with the correct word.
1. media print
a. A debate about safety is still taking place, both in _____________________ and online.
b. They advertise through a range of different ________________– radio, billboards, and the
Internet.
2.
accessed informed
a. Information can be __________________ from several files and displayed at the same time.
b. The school promised to keep parents ______________ about the situation.
3.
in-depth interactive
a. A fully ___________________ map of the area has been introduced to the public.
b. He has conducted a series of ______________________ interview to study drug use
problems.
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4. accurate
reliable
a. Miller was a quiet and ______________ man.
b. Her novel is a(n) _____________ reflection of life in Spain.
features headlines
5.
a. The news of his death was splashed in ________________ across all the newspapers.
b. The town's main________________ are its beautiful mosque and ancient market place.
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Task 2: Listening
Activity 1: [Track 4] You will hear a lecture about TRENDS OF GETTING THE NEWS. Listen
to the lecture and take notes using the strategies learned.
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Activity 2: Use your notes to answer the following questions
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2. What are the major trends that experts see in the way people get the news?
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3. What are the reasons why people are choosing to get the news from the Internet?
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4. What are the downsides of getting news from the Internet?
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Activity 1: [Track 4] Listen to the lecture again and complete the following notes.
Topic: (1) _____________________________________________________
Ø Trends of getting news:
- Number of people (2)___________________________________________
- The Internet (3)______________________________________________
Ø WHY is this trend happening? (positive sides of Internet)
- 1st reason: (4)____________________________________________
àDifferent from the news in the newspaper that (5) __________________
__________________________________.
- 2nd reason: (6)____________________________________________
E.g. read a news story à go to a related (7)________________________
àKeep going and get more info.
- 3rd reason: (8)_____________________________________________
àThere is communication between (9) ___________________________ and
website.
Ø Downsides of Internet
- 1stdownside: easy for reporters to (10) _____________________________
à Internet news might be (11) ____________________________________
- 2nd downside: Internet users (12) __________________________________
àThey only learn (13) _________________________________ and miss other info
they should know.
+ On front page of newspaper: the important news (14) __________________
+ Online news: line of headlines to choose
à Internet news readers have (15)_________________________________
___________________ àbecome less informed citizens
32

☐ Recognize lecture language that signals topic and plan
33
Task 1: Write a short passage in about 100 words summarizing the information you have
obtained from the listening.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Task 2: Complete the following table with the correct parts of speech. Most of the answers
appear in the listening in this unit.
VERB NOUN ADJECTIVE
1. reliability 2.
accuracy 3.
4. trendy
interact 5. 6.
limit 7. 8.
9. information 10.
34
UNIT 5 TEAM BUILDING
- recognizing lecture language that signals a transition,
- using symbols in place of words to take more effective notes.
Lesson reflection
______________________________________________________________________________
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35
Transition signals are linking words or phrases that connect your ideas. They signpost or indicate to
the listeners the relationships between ideas, making it easier for the listeners to follow. We use a
variety of transition signals to fulfill a number of functions. Some of these functions include: to
show the order or sequence of events; to indicate that a new idea or an example will follow; to show
that a contrasting idea will be presented, or to signal a summary or a conclusion.
For example:
To introduce an additional idea: additionally; as well as; in addition; again; also; besides;
moreover; equally important
To indicate sequence or order, or logically divide an idea: after; eventually; previously; next;
finally; first; second; third; at this point; followed by; subsequently; simultaneously; at this time;
last.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
36
Task 1: Vocabulary
Look at the sentences (1-10). Then match the nouns to the definitions.
1. The company’s CEOs are beginning to follow the new paradigm in the employee
recruitment and hiring.
2. Most guidebook history is written from the editor’s perspective.
3. This is only a rough draft - the finished article will have pictures too.
4. To underline their disgust, the crowd started throwing bottles at the stage.
5. The photographs are of immense historical value.
6. The proposals were unpopular and were only accepted in a modified form.
7. If the foundations of the house aren't stable, collapse is possible.
8. We hope to become more accurate in predicting earthquakes.
9. The kidney plays a vital role/part in the removal of waste products from the blood.
10. One of the many benefits of foreign travel is learning how to cope with the unexpected.
a. absolutely necessary or important; essential

b. a particular attitude towards or way of regarding something; a point of view
c. an example serving as a model; pattern
d. a helpful or good effect, or something intended to help
e. how useful or important something is
f. exact, and without any mistakes
g. a piece of text, a formal suggestion, or a drawing in its original state, often
containing the main ideas and intentions but not the developed form
h. firmly fixed or not likely to move or change
i. to change something such as a plan, opinion, law, or way of behavior slightly, usually to
improve it or make it more acceptable
j. to emphasize
37
Task 2: Listening
Activity 1: [Track 5.2] You will hear a lecture about TEAM BUILDING. Listen to the lecture
and take notes using the strategies learned.
38
Activity 2: Use your notes and check (v) the ideas below that were mentioned in the lecture.
_1. There are various styles of management.
2. Not so many years ago, employees in American companies were expected to do what
they were told.
3. The new manager makes a lot of changes after the meeting with her employees.
4. The new manager’s team- building plan is based on the importance of having many
employee picnics.
Topic: (1) _______________________________________________________
• A good management approach now is: (2)____________________________
This approach emphasizes (3)_________________________________and
(4)________________________________________________________
__________________________________________________________
Employees do their best when (5) _________________________________
__________________________________________________________
A strong manager knows how to build a team of employees who (6)
__________________________________________________________
__________________________________________________________
• E.g. in ABC company: The manager makes a team-building plan. She begins
by:
ü (7) ___________________________________________,
__________________________________, she gives the
employees an opportunity to say what probs they’re having and to
39
ask questions.
End of the meeting: (8)________________________________
ü The manger reads the employees’ answers to the questions. She
decides to (9)_____________________________________
Not big changes- just a few small ones
The new manager’s messages: + she values their ideas
+ (10)___________________________________________
+ (11)___________________________________________
+ (12)___________________________________________
ü The last part of the team-building plan: The new manger (13)
_____________________________________________
• The key points of the new manager’s team-building plan:
Ø (14)________________________________________________
Ø (15)____________________________________________________
40
Activity 2: Compare the notes given with the notes you made in the first listening.
Check the listening and note-taking strategies that you used when you took notes.
Identify things you can learn to improve your notes for the next time.

41

1. 2. beneficial
3. emphasis
4. influence 5.
6. value 7.
perform 8.
stabilize 9. 10.
42
UNIT 6 CLASSROOM COMMUNICATION
- recognizing lecture language that signals a definition,
- using abbreviations to present words.
Lesson reflection
43
In each lecture, speech and presentation, the lecturer may use several new words, terms or phrases,
idioms to convey any particular meaning in a certain topic. It is essential to give brief definitions of
these key words to facilitate listeners in comprehending the talk.
- By X, I mean … - X, which means …
- In other words … - Let me explain that …
- X is/are… - This is known as X.
- X means … - We call this X
________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
44
Task 1: Vocabulary
Fill in the blanks with the appropriate word.
1. Alex made a …………………………..of apology.

a. part
b. gesture
c. form
2. The website aims to promote ………………………….. understanding.
a. Intercultural
b. Positive
c. People
3. How do you………………………………. this passage of the poem?

a. Interpret
b. Transcribe
c. Describe
4. Because of their achievements they were given high…………………..
a. esteem
b. reward
c. goals
5. If you're both going to lie, at least stick to the same story and don't
……………………………each other!
a. argue
b. contradict
c. intervene
45
Task 2: Listening
Activity 1: [Track 6.2] You will hear a lecture about CLASSROOM COMMUNICATION. Listen
to the lecture and take notes using the strategies learned.
46
1. What is the main topic of the lecture about?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. What is communication?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. What plays an important role in determining how teachers and students communicate in the
classroom?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. Which is one of examples of rituals related of teaching and learning?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. How are teachers treated in Germany?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
47
Topic: (1)________________________________________________________
Communication: form of human behavior that (2) _______________________
_____________________________________
To meet this need, people (3)_______________________________to communicate
with both friends + strangers.
Some of scholars conduct research on (4)_____________________________
They study communication between people from different cultures; example in the
classroom.
Classroom: although many people have similar mental image of classroom, their culture
greatly (5)___________________________________________________
Culture: (6)_______________________________________. Culture teaches us how
to interpret (7)__________________________________________________
Culture influences rituals in classroom.
Rituals: systematic procedures used to (8) ______________________________
E.g.: In some countries, when teacher enters class, (9)___________________
__________________________________________________________________
Jamaican students (10)_______________________________________when they
want to answer question.
Class participation:
- Students:
North American: (11)__________________________________________
European- American students: (12)_________________________________
Asian- born and Asian- American students: (13)__________________________
- Teachers:
48
Asian people: (14)_________________________________________________
Germany: Sts value teachers’ personal opinions.
Conclusion:
(15): _____________________________________________________________

49
Follow up activities

1. communication 2.
3. interpretation 4.
culture 5.
participate 6. 7.
interact 8. 9.
value value 10.
50
UNIT 7 HIGH ANXIETY – PHOBIA
- recognizing lecture language that signals an example,
- organizing key materials in visual form.
Lesson reflection
51
When you listen to a lecture, it is important that you can get the examples that the speaker uses to
illustrate their points. You should write down the examples that carry important information. The
lecturer may use the following signal phrases to introduce examples.
- For example…
- A good example of this is …
- As an illustration, …
- To give you an example, …
- To illustrate this point, …
- Take XXX as an example
- In the case of …
- XXX is an illustration of YYY

[Track 7.1] Listen to the following extract from a talk and use a visual form to note down
important information and examples that speaker uses to illustrate the point.
Topic : ________________________________________________________________
______________ __________________
- Characters ____________________ - Character ____________________
- E.g. __________________________ - E.g. __________________________
52
Task 1: Vocabulary
Fill in each gap with one word given in the box. Make any changes to some of the words to
make them grammatically fit.
objective rational characteristics

psychology display develop
extreme treat normal
classify
p
1. The main ________________________________ of this study is to explain our fears and

investigate the causes of our fears.
2. Watching the child’s reactions to the dog on the street gave the ______________________ a
first-hand insight his phobia.
3. Her reaction to height was _____________________. He trembled with fear when he used the
lift.
4. I don’t know why he lost his temper. There is no _____________________ explanation for his
actions.
5. Anne tried to hide her panic but it is _______________________ on her face.
6. One of my students has undergone a psychological problem as a result of her failure for the
university test. She had to go to psychologist to have it ________________________.
7. Shaking and rapid heartbeat are two common_______________________ found in people
who are scared.
8. The boy has _______________________________ cynophobia after having been seriously
attacked by the fierce dog of his neighbour.
9. It is _______________________________ for people to be afraid of something; no one is
fearless.
10. The problems will be ____________________________by level of seriousness.
53
Task 2: Listening
Activity 1: [Track 7.2] You will hear a lecture about HIGH ANXIETY. Listen to the lecture and
54
Activity 2: Choose the correct word or phrase to complete the following statements.
1. Phobia is a normal fear/ a very strong fear.
2. The speaker’s brother is afraid of computer/ is addicted to computer.
3. He was treated by a psychologist, but he still cannot use computer now/ and now he uses
computer all the time.
4. A phobia often lasts for a short time/ months or even years.
5. It is possible/impossible to control the reaction of a person to their phobias.
6. Hypnophobia means the fear of dogs/ sleep.
7. Ali is scared of dogs because he was attacked by a dog/ learned the fear of his mother.
8. The teenager who was very afraid of the dark had a real fear of his father/ of going outside.
9. He was once made something bad in the dark/ once made to sit in the dark when he did
something bad.
10. Doctors’ objective is to help patients hide away/reveal their psychological problems.
55
Topic: A psychological problem – A phobia

Definition: A phobia is (1)…………………………………………………………………………………………………………
Characteris*cs of a phobia
(2).................................... .
(3).................................... (4)....................................
........................................
. ......................................... .........................................
Phobia are classified by (5)......................

..............................................................
For examples:
(6) .......................................... (7)............................................ (8)............................................

fear of....................................... fear of ............................. fear of .............................
56
Causes of phobias
Theory 1 (9).................................... Theory 2 (11)....................................

..................................................... .....................................................
......................................................... .........................................................

E.g. Ali's afrain of dogs as he developed E.g. A teenager who is scared of the dark
cynophobia from (10).... because of (12) ..................................
......................................................... ...........................................................

In the first theory, phobia is (13)............ In the second theory, phobia is (14).
........................................................... ...........................................................
........................................................... ...........................................................

57

58
VERB NOUN ADJECTIVE
psychology 1.
2. 3. rational
control 4. 5.
fear 6.
7. scare 8.
treat 9. 10.
59
UNIT 8 MULTICULTURALISM
- recognizing lecture language that signals an explanation,
- organizing the ideas in the lecture in a chart.
Lesson reflection
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60
When you listen to a lecture, note the key words you hear. It is not possible to write as fast as a
lecturer speaks. You should only write down the explanations that carry the most important
information, and omit ‘smaller’ words. The lecturer may use the following signal phrases to explain
it:
- by explaining the meaning of the word “…..”
- It is like....
- In fact, … is that …
- By this I mean...
- …is…
- which means…
[Track 8.1] Listen to the following extract from a talk and use a visual form to note down
important information and explanation that the speaker uses to illustrate the point.
Organism is ........................................................................

............................................................................................
Ecology is E.g. .....................................................................................
-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐
-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ Environment is .......................................................................
-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐-‐ ................................................................................................
E.g. .............................................................................................
That is .............................................................................................?
61
Task 1: Vocabulary
Match the following words with their definitions.
1. ………………………. is the traditional metaphor for the way a. multiculturalist

different groups of immigrant came together in the United State. view
2. In theory, the result of many nationalities blending together is one b. prejudice

………………………….
3. One of the 1.6 million children in the United States who are adopted, c. discrimination
about 18% are of a different race than their adopting parents, making
their families ………………………….
4. U.S society does not assimilate a new cultural until later, after the d. homogeneous
new immigrants are viewed with less …………………………. culture
5. The ………………………….focuses on the many subcultures – all e. A melting pot

the different ethnic and racial groups that make up the population.
6. The most recently arrived group, whether Irish, Italian or Chinese, f. assimilation
typically faced strong …………………………. from those already in
the United States.
7. With …………………………., individuals become part of the larger g. adoption
culture be accepting much of that culture.
8. ………………………….of children of another race make a h. intermarriage

difference in how people in a family look at themselves.
9. 15% of …………………………. in the United States were between i. multiracial

people of different races or ethnicity.
62
Task 2: Listening
Activity 1: [Track 8.2] You will hear a lecture about MULTICULTURALISM. Listen to the
63
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. What does culture mean in this lecture?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. How many different views of US culture are there? What are they?
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________
4. How many children in the United States are adopted?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. How many cultural influences are mentioned in the pluralistic view?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
64
Activity 1: [Track 8.2] Listen to the lecture again and complete the notes below.
Definition of culture:
Culture means - not only (1)_______________________
- but also (2)_______________________that people share.
The beliefs can be seen in
- (3)_______________________
- the educational system
- (4)_______________________
- political institutions
- (5)_______________________
- (6)_______________________
Topic: Ways of looking at U.S. culture
(7)_______________________that US culture has been seen:
65
• many na*onali*es blending together is
1. The single culture view (9)_______________________.
of the United States as a • However, most recently arrived group faced
“(8))_______________________”
(10)____________________
• The mul*culturalist view focuses on the

(11)___________________– all the different
(12)_______________________
2. The mul*culturalist • They see the U.S. as a mosaic of
view (13)_______________________
• (14)_______________________ of the different
subcultures.
• individuals have a number of

(15)_____________________
•  Culture from our families
•  Culture learned from
(16)_______________________,
3. The pluralis*c view • Culture influence we choose from many
subcultures in the U.S.
• People share a larger por*on of
(17)_______________________, people also have
(18)_______________________.
• With (19)_______________________, individual
becomes part of a larger culture
Conclusion: continued immigration will always change the character of the U.S. culture.
66

67
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
VERB NOUN ADJECTIVE

1. assimilation 2.
3. discrimination 4.
5. cultural
absorb 6. 7.
8. 9. original
10. racial
68
UNIT 9 THE POPULATION

- recognizing lecture language that signals the topic and big picture of a lecture,
- identifying key words and ideas in a lecture.
Lesson reflection
69
When you listen to a lecture, it is important that you can get the overall picture of the lecture. You
should write down the main ideas that carry the most important information, and omit the trivial
detailed information. The lecturer may use the following signal phrases to introduce a big picture of
the lecture and main ideas:
- Let’s look at … in … (3 different ways)
- There are …(two different trends) in …
- In this lecture, we will mention …(4 aspects) of …
- First, we’ll discuss
- Second, we’ll look at …
- And …
- Lastly, …
- And the final …(contribution) is …
[Track 9.1] Listen to the following extracts from a talk and use a visual form to note down the
big picture and main ideas of the talk.
Extract 1
Topic: __________________________________________________________________________
Main idea 1: _____________________________________________________________________
Main idea 2: _____________________________________________________________________
Extract 2
Topic: __________________________________________________________________________
Main idea 1: _____________________________________________________________________
Main idea 2: _____________________________________________________________________
70
Task 1: Vocabulary
a. census b. geographical distribution c. death rate

d. life expectancy e. median age f. mixture
1. For all customary marriages, the ____________________ for bridegrooms remained the
same at 34 years but there was a decrease of one year from 29 years in 2014 to 28 years in
2015 for brides.
2. Their wide ____________________ shows that honeybees have the ability to adapt to very
different new environments.
3. Generally speaking, the ____________________ of indigenous and European peoples has

produced the largest segment of the population today, who account for between one-half
and two-thirds of the total.
4. It's the risks relevant to the place where you currently live that affects your
____________________ while living there.
5. The traditional way of doing this has been to use death rates or self reported measures of
chronic illness derived from ____________________ or survey of the population.
6. Since the beginning of this decade, ____________________ have risen among people
between the ages of 25 and 44 in virtually every racial and ethnic group and almost all
states, according to a Washington Post analysis.
71
Task 2: Listening
Activity 1: [Track 9.2] You will hear a lecture about POPULATION. Listen to the lecture and
72
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. What country is the most populous?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. What are the second and third most populous countries?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. According to 2010 statistics, what was life expectancy for men and women in the U.S.?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. What is median age of population? Why is it increasing?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
73
Activity 1: [Track 9.2] Listen to the lecture again and complete the notes below.
Topic: (1)__________________________________________________________
Interesting facts about U.S.
- (2)______________________________________________________
- Increase of about 27 mil ppl since 2000
- (3)______________________________________________________
Look at population in (4)____________________ different ways:
1. By (5)_______________________________
- 72.4 % is white
- 12.6% (6)___________________________
- 4.8% is of Asian origin
- …and a (7)_________________________ 2.9%
2. By (8)____________________________
- five (9)______________________ in America including (10)___________
_________________________________________________________
The South & West The East
- (11)_________________ of the - More (13) ___________________
population - Smaller (14)__________________
- Larger geographical size
- (12)_________________ than any
other areas of the country
74
3. By (15) _________________
- > 5 mil more women than men because (16) __________________________.
Life expectancy for women is (17) _________________________, while for men is (18)
_________________.

75

1. population 2.
3. death 4.
5. geographical
6. mixture 7.
distribute 8. 9.
10. progressive
76
UNIT 10 CULTIVATING PRACTICES
- recognizing lecture language that signals the topic and big picture of a lecture,
- identifying key words and ideas in a lecture.
Lesson reflection
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
_______________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
77
When you listen to a lecture, it is important that you can note down the overall picture and the main
ideas of the lecture. As it is not possible to write as fast as a lecturer speaks you should only write
down most important information, and omit ‘smaller’ words. The lecturer may use the following
signal phrases to explain it:
- Today I will introduce …
- Let’s look a little more closely at …
- In today’s lecture, I will discuss…
- Let’s begin with…
- Then, I will continue talking about…
- The last part of the talk is about …
[Track 10.1] Listen to the following extracts from a talk and note down the overall picture and
the main ideas.
1. Extract 1:
a. Topic:
_______________________________________________________________________
b. Main ideas:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. Extract 2:
a. Topic:
_______________________________________________________________________
b. Main ideas:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
78
Task 1: Vocabulary
The words in italics are extracted from the listening task. Learn their meanings in the
following sentences. Then match the words with their definitions.
1. He gave me some advice on adopting current best practice in my business.
2. We need a good rainfall to save the crops.
3. Peasants need arable land for farming.
4. The meat contained residues of antibiotics.
5. The road follows the natural contours of the coastline.
6. There is wide variety in shape and colour.
7. The economic conflict has caused a serious deterioration in relations between the two
countries.
8. In 1950, 9,365,000 acres of land in the area was devoted to tillage. Peasants have more land
for cultivation.
9. The new rice breed is expected to have higher crop yield.
10. Wage rates depend on levels of productivity.
1. practice a. outline of a figure or body; the edge or line that defines or bounds
a shape or object
2. precipitate b. capable of producing crops; suitable for farming; suited to the plow
and for tillage
3. arable: c. make something, especially something bad, happen suddenly or sooner than
it should
79
4. residues d. something that remains after a part is removed, disposed of, or used;
remainder; rest; remnant
5. contour e. the symptom of reduced quality or strength or process of changing to an
inferior state
6. varieties f. the ratio of the quantity and quality of units produced to the labor per unit of
time
7. deterioration g. the cultivation of soil for raising crops or arable land that is worked by
plowing and sowing and raising crops.
8. tillage h. the measure of grains or seeds generated from a unit of land expressed as
kilograms per hectare. It is also called agricultural output.
9. crop yields i. method, procedure, process, or rule used in a particular field or profession; a
set of these regarded as standard
10. productivity j. a number of different types of things, especially ones in the same
general category
80
Task 2: Listening
Activity 1: [Track 10.2] You will hear a lecture about DRY LAND FARMING. Listen to the
81
Activity 2: Use your notes to decide if the statements below are true or false. Circle T (true)
or F (false). Correct the false statements.
1. Dry land farming is useful for cultivation in areas where the rainfall- or the snowfall- is
slight, is erratic, or is very seasonal. T/F
__________________________________________________________________
2. Almost 108 million hectares in India is dry land. T/F

__________________________________________________________________
3. Little can be done to improve the situation for more successful farming. T/F
__________________________________________________________________
4. Water is of course the key requirement for dry-land farming. T/F

__________________________________________________________________
5. It may even be feasible to collect and store rainwater. T/F

__________________________________________________________________
6. Drought-resistant and heat-tolerant varieties of wheat or corn whose seeds will germinate in
such adverse conditions can stand hot, dry conditions. T/F
__________________________________________________________________
7. Dry land soils have relatively rich nutrients. T/F

__________________________________________________________________
8. Mulching is the practice of putting a protective cover over the field, like old vegetable
matter, plant stalks and leaves, for instance, or plastic sheeting. T/F
__________________________________________________________________
82
Task 1: [Track 10.2] Listen to the lecture again and complete the notes below.
Topic: the solutions to the growing problem of (1)______________________________
- "dry land farming".
Definition: a set of (2)__________________, ________________ to be used in areas
where the rainfall- or the snowfall- is slight, is erratic, or is very seasonal.
For example: - (3) ________________ prairies,
- The South American pampas
- The Russian steppes
- (4)______________________________
These areas have marginal rainfall.
Ways to improve for successful farming:
1st key factor: (5)________________________________--> to be saved
- Precipitation must be (6)____________________________ sparingly.
- Providing windbreaks
- Providing some slight shade
- (7)____________________________________ from previous crops
- Terracing can be used
- (8)______________________________________ to prevent run-off
- Choosing precisely the (9)________________________________
- Choosing the optimum seed depth
2nd factor: crop choice
- (10)____________________ varieties
- (11)____________________ varieties
- Varieties that can stand hot, dry conditions
3rd factor:
- (12)_________________
83
- Other mulching techniques - putting a (13)________________________ over
the field àsolve this problem of (14)_______________________________
In ugly year, they are more susceptible to (15)__________________________ or
______________________
à The farmer must be willing to (16)_________________________ to save his
fertilizers and his seeds.
In promising years, - take advantage of it- by (17)_______________________
with extra or broader plantings
=> The productivity of such marginal dry lands can help us keep up with our
(18)_______________________________________.
Task 2: Compare the notes given with the notes you made in the first listening.
84
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
VERB NOUN ADJECTIVE
cultivate 1. 2.
3. precipitation
conserve 4. 5.
evaporate 6.
7. 8. optimum
nutrient 9.
moisturize moisture 10.
85
UNIT 11 AMERICANS AT WORK
This unit aims to help you review and practice the following strategies:
- recognizing signpost language in a lecture,
- using symbols to stand for words and ideas.
Lesson reflection
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
86
In a lecture, you often listen to a variety of signpost language that tells the listener what has
happened, what is going to happen next, a new idea, and the end of one idea. Signpost language
helps the listener easily follow the lecture.
Finishing a section Starting a new section
- That's all I have to say about... - Moving on now to …
- We've looked at... - Turning to...
- We’ve just have a look at …. - Let’s turn now to …
- The next issue/topic/area I’d like to focus on
…
- I’d like to expand/elaborate on …
- Now we'll move on to...
- I'd like now to discuss...
Overview (outline of presentation) Summarizing and concluding
- I’m going to divide this talk into four parts. - To sum up...
- There are a number of points I'd like to - Let's summarize briefly what we've looked
make. at...
- Basically, I have three things to say. - Finally, let me remind you of some of the
- I'd like to begin/start by... issues we've covered...
- Let's begin/start by... - In conclusion...
- First of all, I'll... - In short...
- … And then I’ll go on to … - So, to remind you of what I’ve covered in this
- Then/ Next... talk, …
- Finally/ Lastly ... - I’ll conclude very briefly by saying that…
87
[Track 11.1] Listen to the following extract from a talk and note down the signpost language
that the speaker used.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
88
Task 1: Vocabulary
Find the synonyms from the box for the words that follow. You are expected to add more to
the list.
a. per person
b. to idealize
c. yield
d. to stop developing
e. view
f. debatable
g. to support
1. to favor:
2. productivity:
3. to stagnate:
4. perspective:
5. per capita:
6. controversial:
7. to romanticize:
89
Task 2: Listening
Activity 1: [Track 11.2] You will hear a lecture about AMERICANS AT WORK. Listen to the
90
Activity 2: Use your notes to decide if the statements below are true or false. Write T
(true) or F (false). Correct the false statements.
1. While the number of people in the goods producing industries rose, the number of people in
the service industries fell.
2. Whereas wages and salaries increased over the century, the average workweek declined.
3. People often tend to complain about the past and talk about “the good old days”.
4. Longer working hours in the U.S.A is a more popular trend whereas the trend in other
industrialized countries is the opposite.
5. Workers in some European countries actually outproduce than American workers per hour
of work.
6. Workers in some European countries achieve a higher rate of productivity than American
workers because European workers are more stressed than U.S workers.
7. Between 1949 and 1974, increases in productivity were matched by increases in wages.
8. After 1974, productivity rose in manufacturing and services, but real wages stagnated.
9. According to a recent book, the money earned from the increased productivity goes for
salaries to CEOs, to the stock market and to workers.
10. Some people say that labor unions have lost power since the beginning of the 1990s.
Activity 1: [Track 11.2] Listen to the lecture again and fill in the blanks with the right
words.
91
• TOPIC: Look at work in USA today (1) ________________________________
- historical look at how things changed for American workers from 1900 to 1999
- (2)
• HISTORIC LOOK AT AMERICAN WORKERS

Changes in type of work
At the beginning of 20th cen. At the end of 20th cen.
o 38% worked in agriculture o (3) 3%
o 31% worked in mining, o (4) ___________________
manufacturing, construction
o (5) ________________ o 78%
Changes in child + women labor

o Child labor was not unusual - 1,750, o Child labor laws became
000 children (10 - 15) worked full stricterà(6)_____________
time ___
o (7) o 60% of women had jobs
_________________________
Changes in (8)

o Average income: $4,200/year o (9) ______________
o More benefits: health
insurance
o (10) ___________________
Changes in (11) ____________________________

o Nearly 1,500 were killed in coal o (12)
mining accidents _____________________
o (13) ______________________
o 56
92
• LOOK AT HOW U.S. WORKERS ARE DOING TODAY
(14) __________________________________
o U.S. workers are most productive among industrialized nations, but (15) _________
__________________________________________________
o Europeans have 4 to 6 weeks of vacation/year, but American workers have

about 2 weeks
Wages/salaries
o U.S productivity has increased greatly but wages do not rise at the same
rate
- Growing gap /./ rich & poor Americans: 1949 – 1974, rises in productivity
(16) ___________________________________________ in
manufacturing + services but since 1974, productivity increased 68% in
manuf. & 50% in service but (17) ____________________________
o Why? (18) _____________________________ not for pay rise for workers
Reasons for current situation
o Labor unions in USA (19) ______________________________since

beginning of 1980s
o (20)
93

94
Task 2: Make one sentence with one of the words given.
1. to favor: ___________________________________________________________________
______________________________________________________________________________________________
2. productivity ________________________________________________________________
__________________________________________________________________________
3. to stagnate __________________________________________________________________
__________________________________________________________________________________
4. perspective _________________________________________________________________
________________________________________________________________________________
5. per capita ___________________________________________________________________
_________________________________________________________________________________
6. controversial ________________________________________________________________
__________________________________________________________________________________
7. to romanticize ________________________________________________________________
95
UNIT 12 UNDERSTANDING IMMIGRATION
This unit aims to help you review and practice the following strategies:
- recognizing lecture language that signals a definition,
- using abbreviations instead of full words.
Lesson reflection
96
While listening to the lecture, it is crucial to recognize lecture language that signals a definition.
Lectures often give a number of new terms in a specific field; at the same time, the lecturers have to
use expressions to signal a definition for those terms.
For example: That is…

In other words…
X, meaning….
By X, I mean…
Let me define that…
The definition of that is…
[Track 12.1] Listen to the following extract from a talk and note down the expressions that the
speaker used to signal a definition.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
97
Task 1: Vocabulary
Circle the correct word.
1 A communicable / contagious disease is one that can be
transmitted from one living being to another through direct or indirect contact.
2 Still, his conviction/criminal will restart a House Ethics Committee investigation into
his actions.
3 The advocated reforms have become embroiled in politics/ economics.
4 Man vs. Nature is the predominant/ importance theme of the film, and I always tried to
go back to that imagery.
5 We are a huge, complex, adverse /diverse country still offering freedom,
opportunity and hope.
6 The building is part of our national heritage/ belongings.
7 The new regulation was seen as similarity / equivalent to censorship.
8 The palace is closed for restoration/ innovation.
9 When she agreed to marry him he felt he had achieved his heart's desire/ aim.
10 If you are not satisfied with your negotiation / purchase we will give you a full refund.
98
Task 2: Listening
Activity 1: [Track 12.2] You will hear a lecture about UNDERSTANDING IMMIGRATION.
Listen to the lecture and take notes using the strategies learned.
99
Activity 2: Use your notes and complete the sentences below
1 It is important to understand that migration _ _ _ _ _ _ _ _ _ _ are primarily affected by the

rules of immigration, which determine the conditions of entry.
2 Upon arrival at Ellis Island, people _ _ _ _ _ _ _ _ _ _ a series of examinations and
questions before being allowed to enter the US.
3 After this, immigrants were able to change _ _ _ _ _ _ _ _ _ _ and purchase tickets for
onward rail travel from New York.
4 These factors affect where people choose to live or force them to move to _ _ _ _ _ _ _ _ _ _
__________.
5 Finally, Queens has shown _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ in its
population over the last fifty years due to the airports there.
6 This means that the number of _ _ _ _ _ _ _ _ _ _ living in the area has dramatically
increased and changed the nature of the local population.
7 In fact Brooklyn is suffering from _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ now.
8 In Brooklyn this is evident in the increase in population after the _ _ _ _ _ _ _ _ _ _ of Coney
Island.
Activity 1: [Track 12.2] Listen to the lecture again and fill in the blanks with the right
words.
Topic: (1)_______________________________________________________________
Firstly, Conditions of entry:
- affected by (2)________________________________________________________
Diagram of Ellis Island and process of admitting immigrants
1st, a medical inspection to ensure
(3)________________________________________________
Fail Pass
(4) (5)
100
When completed this process, they had to wait:
(6)________________________________________
è Millions of immigrants entered the US à
(7)______________________________________
Secondly, changes within a country
- Communities à (8)_____________________________________________________
- Govt (9)_____________________________________________________________
- Employment opportunities (10)_____________________________________________
These factors affect:
(11) ________________________________________________________________
E.g: Brooklyn
(12)________________________________________________________________
Thirdly, Brooklyn- a case study of local change.
Brooklyn’s Population:
(13)___________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Brooklyn industries:
(14)___________________________________________________________________
______________________________________________________________________
àBrooklyn industries affect its population density:
(15)___________________________________________________________________
______________________________________________________________________
101
Check the listening and note-taking strategies that you used when you took
notes. Identify things you can learn to improve your notes for the next time.
102
Task 1: Write a short passage in about 100 words summarizing the information
you have obtained from the listening.
1. middle class: ________________________________________________________________

_______________________________________________________________________________________________
2. middle-income families:_______________________________________________________
___________________________________________________________________________
3. inhabitants: __________________________________________________________________
__________________________________________________________________________________
4. restoration: _________________________________________________________________
________________________________________________________________________________
5. highlight: ___________________________________________________________________
_________________________________________________________________________________
6. purchase: ___________________________________________________________________
__________________________________________________________________________________
7. diverse _____________________________________________________________________
103
UNIT 13 STAYING HEALTHY

- recognizing lecture language that signals an example,
- organizing key materials in visual forms,
- grouping related ideas with brackets and arrows.
Lesson reflection
104
The lecturers often use examples throughout their lectures. These examples of specific things help
students understand general ideas. Some common words and expressions that lecturers use to signal
an example include:
- For example, …
- Take A, for example.
- Here is a perfect example of what I mean.

- Here are some examples of …
- Let’s have a look at a couple of examples of …
- To illustrate, let’s look at …

[Track 13.1] Listen to the following extract from a talk and note down the words that the
speaker used to signal examples.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________
105
Task 1: Vocabulary
Fill in the gaps with the words given in the box. Make changes to some of the words to
immune infection resistance

transmit microorganisms outbreak
allergy expose treatment
adaptation
1. In order to a disease, it is very important for you to be immune

to that disease.
2. The more people travel, the more often and more quickly contagious diseases are
3. If our bodies are not familiar with some , they are more
vulnerable to be attacked by them.
4. It is difficult for me to to a new climate, so I often get sick
when I travel to a place very different from my own.
5. Some people are to flowers; they will get sick if they smell them.
6. We can develop immunity to diseases by being to them.
7. An disease can spread very quickly in crowded public places.
8. The system is the system in our bodies that fights diseases.
9. An of a disease may occur in a restricted geographical area, or

may extend over several countries. It may last for a few days or weeks, or for several years.
10. We ___________________allergies the same way that we try to prevent infectious diseases.
106
Task 2: Listening
Activity 1: [Track 13.2] You will hear a lecture about STAYING HEALTHY. Listen to the
107
Activity 2: Use your notes. Write the letter of the phrase that best completes each
statement.
1. One major cause of the spread of diseases is a. that it is a very strong reaction.
2. More people have allergic and breathing b. there is more pollution.
problems because
c. that people must have immunity to
3. Adaptive immunity means
resist diseases.
4. One of the main points given in the lecture d. that people develop the ability to fight
is against diseases where they live.
5. AIDS and allergies are discussed as e. by making someone less sensitive to
certain diseases.
6. Allergy shots work
f. that they are both related to immune
7. In an allergic reaction,
responses.
8. The statement that best summarizes the
g. examples of immune system
speaker’s response to the immunity
problems
challenges we face is
h. that we need to be aware of the risks
9. The main characteristic of an anaphylactic
and live a healthy lifestyle.
reaction is
i. your immune system is working too
10. The connection between the spread of
hard.
diseases and allergies is
j. that people are traveling more often
than before
108
1
2
Topic: Stay healthy with better immunity systems
• More contagious diseases à many challenges for doctors and healthcare workers
à Important to have realistic view and (1) _____________________________
• Reasons for rapid spread of diseases:
- People travel overseas more à (2) __________________________
____________________________________________________________
- More people have allergic and breathing problems (3) ____________________
_______________
• Immune system:
- Fight diseases: Defend (4) _________________________________________
e.g. (5) ________________________________________
à have strong immune system if (6) __________________________________
How immune system works?
- People develop immunity to the surroundings à adaptive immunity: people exposed
to causes of disease (7) _______________________________________
- People go to new places with no immune system to fight bacteria and viruses à
they get sick à contagious à infectious diseases (8) ___________________
__________________________________________
• How to have immunity?
- (9) _____________________
- Get immunization shot à immune systems (10) __________________________
_______________________
109
• (11) _________________________
- AIDS (acquired immune deficiency syndrome)

o People with AIDS lack immunity à (12) _________________________
______________________________
- Allergies (Most prevalent)

o Allergy: (13) ___________________________________________
o Allergic reaction means immune system working too hard: it fights
(14) _____________________________________ , like cats, flowers,
grass
o Allergy (sneezing, red itchy yes, …) à uncomfortable but

(15) __________________________________
o Anaphylactic reaction: very dangerous, sb can (16) ________________

_____________________________________________________
o To treat allergies, build up immune system by introducing allergies to
body
à make us less sensitive to allergen and (17) _____________________
_____________________________
• How to develop immunity system?
- Be aware that (18)__________________________________________
_________________________________ at some level
- Try to live a healthy lifestyle by eating well, exercising , (19) _____________,
being happy
- Note: Some microorganisms (20) _______________________________

_________________________________, so immune systems protect us
110

111

1. immune 2.
3. 4. infectious
to adapt to 5. 6.
7. allergic
8. 9. exposed
to transmit 10. transmitted
112
UNIT 14 LAND
- recognizing lecture language that signals an explanation of an idea,
- describing the graphics used in a lecture.
Lesson reflection
113
Lecturers give explanations throughout lectures. They describe complex processes and ideas in a
way that makes them easier to understand. Listen for the words and expressions that lecturers use to
signal an explanation. Some common words and expressions that lecturers use to signal an example
include
- Let me explain …
- What I mean is …
- How does this work?
- Let me clarify …
- Let’s look at how this process works …
- I want to show you how …… works …..
- Let me show you what I mean …
[Track 14.1] Listen to the following extract from a talk and note down the words that the
speaker used to signal explanations.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
114
Task 1: Vocabulary
Fill the gaps with the words given in the box. Make changes to some of the words to make
them grammatically fit.
irrigate degrade evaporate

priority production implement
preserve alleviate erode
overgraze compact genetically engineered crops
[
1. Agriculture consumes about 70% of the world’ fresh water, so improvements in

_____________________ can make the greatest impact.
2. land is the land which is fertile and can be used to grow crops and
raise animals.
3. The earth is getting hotter because of global warming, so water and the
land dries out.
4. There are not enough plants left to hold the soil in place and then the topsoil is
by wind and rain.
5. happens when the animals eat too many of the plants.
6. The government has approved and a new program to help
farmers who are suffering from crop loss due to the bad weather condition.
7. Governments are trying to the problems caused by poisonous
traffic emissions.
8. Farmers are now trying to grow that do not have
much serious influence on the soil.
9. There should be more feasible measures to the good land that is left.
10. As the world population is increasing sharply, managing land resources has become a
greater ______________________.
115
Task 2: Listening
Activity 1: [Track 14.2] You will hear a lecture about LAND. Listen to the lecture and take
notes using the strategies learn.
116
Activity 2: Use your notes to decide if the statements below are true or false.
Write T (true) or F (false). Correct the false statements.
1. The lecturer considers loss of productive land to be a global problem.
2. New dry areas are developing on every continent.
3. The lecturer is concerned about current deserts, like the Sahara Desert.
4. As soil gets compacted, more plants can grow.
5. As trees are cut down, they hold the soil.
6. Irrigation often washes away the salt from the soil.
7. Both overgrazing and overcutting of trees lead to erosion.
8. The lecturer emphasizes that weather extremes cause the problem.
9. At this point, experts think nothing can be done to alleviate the problem.
10. The United Nations is looking for worldwide solutions to the problems.
117
Topic: (1) ________________________________________________________
2 parts:
- (2) ________________________________________________________
- (3) ________________________________________________________
Facts
• Less good and productive land
• New dry areas (4)
__________________________________________________________
Factors
• Weather – (5)________________________________________________
• People’s actions: poor land management, (6) __________________________
___________________________ à main problems à dry areas expand
• People’s contribution to problem:
- Overgrazing: 35%
- (7) ___________________________: 30%
- Loss of land from farming methods: 28%
• Explanations
- Overgrazing: (8)_________________________________________
à not enough plants to hold soil in place àtop soil is eroded
à animals walk around à soil is compacted à (9) ___________________
118
________________________________ à few plants grow
- (10)___________________________ à nothing holds soil à rain/wind erode
soil
à less productive land
- (11) __________________________________
ü Traditional methods no longer work well (increasing population + not equipped
well à (12)___________________________________________ à land
less fertile
ü (13)_________________________________ à salt builds up in soil à
land can’t be used for farming
Solutions
• Experts have tried to (14) _____________________________________
• U.N. try to help people look at problems + find changes to protect good land
- Suggest farmers to (15) __________________________________________
_______________
- Plant new trees
- (16) ___________________________________________
- Build new irrigation systems that (17) ____________________________
- Look for local solutions – what has been done traditionally and (18) ___________
____________________________________________
• Estimates of world population in 50 yrs: (19) ________________________________

__________________ à protecting good land (20) _________________________
119

Recognize lecture language that signals topic and plan
120
Task 2: Complete the following table with the correct parts of speech. Most of
the answers appear in the listening in this unit.
1. priority
to irrigate 2. 3.
to alleviate 4. 5.
6. productive
to preserve 7. 8.
9. implementation 10.
121
UNIT 15 HOW CHILDREN ACQUIRE LANGUAGE

- recognizing changes in pronunciation that signal when information is important,
- editing your notes.
Lesson reflection

122
Lecturers often change the tone of their voice or their pronunciation to emphasize or clarify a word
or idea. Recognize these signals can help you catch important point more effectively. Listen for
pronunciation signals that professors use to clarify or emphasize a word or idea. The following is list
of pronunciation signals.
• Pronunciation signals to emphasize on word
Professors say the word
- more loudly (L)
- more slowly (S)
- with higher intonation (H)
- with a pause (P)
• Pronunciation signals to emphasize a group of words
Professors
- slow down as they say an important group of words
- pause before saying an important group of words
- pronounce each word separately of give each word special emphasis
[Track 15.1] Listen to the following talk and write down the important word or words. Then
listen once more and write down the pronunciation signal that you heard.
1. Word or group of words: _________________________________________________________

Pronunciation signal: ____________________________________________________________
Pronunciation signal: ___________________________________________________________
123
Task 1: Vocabulary
The following words will appear in the lecture. Match the words with the definitions. Then
make sentences with the words.
1. cooing noises a. to use a rule too freely; to use a rule where it doesn’t fit
2. babble b. to create their own special words
3. to overgeneralize c. to learn words
4. to invent words d. to make and play with meaningless sounds like “go-go-go” or
5. telegraphic “da-da-da”
6. to acquire words e. basic, necessary, required
7. essential f. soft and gentle sounds like the sound a pigeon makes
g. in a style of a telegraph, that is expressed as short as possible
1. cooing noises ____________________________________________________________

________________________________________________________________________
2. babble __________________________________________________________________
________________________________________________________________________
3. to overgeneralize _________________________________________________________
_______________________________________________________________________
4. to invent words __________________________________________________________
_______________________________________________________________________
5. telegraphic ______________________________________________________________
_______________________________________________________________________
6. to acquire words __________________________________________________________
_______________________________________________________________________
7. essential ________________________________________________________________
_______________________________________________________________________
[
124
Task 2: Listening
Activity 1: [Track 15.2] You will hear a lecture about HOW CHILDREN ACQUIRE THEIR
FIRST LANGUAGE. Listen to the lecture and take notes using the strategies learned.
125
Activity 2: Use your notes to decide if the statements below are true or false. Write T (true)
1. Babies can communicate when they are a few weeks old.

__________________________________________________________________________
2. Around 4 months old, babies start to make cooing noises when they are unhappy.
__________________________________________________________________________
3. When babies are ten months old, the babbling of babies from different language backgrounds
sounds different.
__________________________________________________________________________
4. Babies begin a new stage of language development when they begin to speak their first
words.
__________________________________________________________________________
5. When 18 months, babies begin to say one-word sentences.
__________________________________________________________________________
6. Babies just keep the most essential words and omit the others.
__________________________________________________________________________
7. Between two or three years old, young children begin to learn more grammar.
_________________________________________________________________________
8. Making mistakes is normal when children learn the language.
__________________________________________________________________________
9. It takes a long time for children to learn to use the past tense for regular and irregular verbs
correctly.
__________________________________________________________________________
10. There are both similarities and differences involved in the processes of child and adult
language learning.
__________________________________________________________________________
126
Topic: (1) ______________________________________________________________
How children develop their first language?
• Babies able to communicate (2) ____________________________________________
______________________________________________________
• Communicate by crying to (3) _____________________________________________
__________________________________________________________________
• Process of language acquisition
- few weeks after birth: (4) _________________________________________
- around four months: (5) __________________________________________
- ten months:
o (6) ______________________________________________________
_________________________________________________________
o begin to speak their first words: (7) _____________________________
_______________________ e.g., in English-speaking home “baba” for
“bottle” or “kiki” for “cat”.
- (8) ______________________________ : babies will acquire a lot of words -
usually names of things in their environment à begin to use words to communicate
with others.
e.g. “juice”: “I want more juice, Daddy” or “May I have more juice, Daddy?”: (9) __
_________________________________
- 18 months: (10) __________________________________________________
o They begin to use grammar to put words together “telegraphic” speech (11)
_________________________________________________________
e.g. “Daddy, up” means “Daddy, pick me up, please”.
- Two or three years: (12) __________________________________________
127
o e.g. use the past tense of verbs
o say things such as “I walked home” or “I kissed Mommy.”
o begin to (13) ______________________________________________
________________________________________________
e.g “I goed to bed” instead of “I went to bed” or “I eated ice cream” instead
of “I ate ice cream”.
o These mistakes (14) ________________________________________
____________________________to use the past tense for regular and
irregular verbs correctly.
ü (15) _____________________________________________________
________________________________________________________
à quite amazing how quickly (16) ____________________________________
____________________________________________and how similar the process
is for babies all over the world.
Process of learning English as a second language. Now think about (17) _______________
___________________________________________________________________
Tomorrow talk: (18) ___________________________________________________

__________________________________________________________________
128

129

1. cooing noises
_____________________________________________________________________________
2. babble
_____________________________________________________________________________
3. to overgeneralize
_____________________________________________________________________________
4. to invent words
_____________________________________________________________________________
5. telegraphic
_____________________________________________________________________________
6. to acquire words
_____________________________________________________________________________
7. essential
_____________________________________________________________________________
130
UNIT 16 EXAMINATIONS
This unit aims to help you review and practice all listening strategies and note taking
strategies.
Lesson reflection
131
Look back at the strategies that have been presented in the student’s book. Review them by giving
some examples of lecture language for each one.
1. Listen for the topic of a lecture: ____________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
2. Listen for the big picture of a lecture: _______________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
3. Listen for transitions in a lecture: __________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
4. Listen for definitions in a lecture: __________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
5. Listen for examples in a lecture: ___________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. Listen for explanations in a lecture: ________________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
7. Listen for important information in a lecture: _________________________________________

_____________________________________________________________________________
_____________________________________________________________________________
132
[Track 16.1] Listen to the following extract from a talk and note down the lecture language
that the speaker used.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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Task 1: Vocabulary
Fill the gaps with the words given in the box. Make changes to some of the words to make
them grammatically fit.
academic standard psychology

supervise rational
practical regulate
regime dissect
physiological allocation
1. One reason for the unsatisfactory academic performance of some children is that their
parents do not give their children sufficient ________________________________
2. In the modern world, there is a movement away from written exams to more
assessment such as problem-solving, role-play, oral presentation and work-based
assessment.
3. There are a number of differences in the for high
school students and university students.
4. First-year students may have some problems when they have to live
and study in a new environment completely different from what they are accustomed to.
5. Stress has a negative effect on students ‘_____________________________thinking.
6. Each student should develop their own study _ _ so that they can
study effectively with their own speed.
7. Students are advised to _ their breathing when they are taking
a test as a way to feel more relaxed in the examination room.
8. Students would perform better in an exam if they know how to their time effectively.
9. Stress may affect students with such symptoms as shortness of breath
and sweaty hands.
10. One way for students to do well in an exam is that they must know how to
the question so that they can deal with each part of the question effectively.
134
Task 2: Listening
Activity 1: [Track 16.2] You will hear a lecture about EXAMINATIONS. Listen to the lecture
and take notes using the strategies you have learnt.
135
Activity 2: Use your notes and complete the sentences below.
1. Some students may get when the results of their
assignments weren’t as high as they expected.
2. The academic expectations from tutors and lecturers for university students are
compared with those for high school students.
3. There is considerably for university students
and they have to be responsible for their own learning.
4. Some students who have understood the subject material but failed exams or performed
5. One reason for students’ failure in exams or poor performance is .
6. Stress can be dealt with by two ways, namely _
and .
7. is also a very important factor for students’
success in exams.
8. Students are advised to note different questions and their marks and
accordingly.
9. Students are advised not to on easy questions.
10. A will be held next week in the Language & Learning
Centre to help students study effectively for exams.
136
Activity 1: [Track 16.2] Listen to the lecture again and complete the notes.
Topic
(1)_______________________________________________________
Reality
- Students with (2) ___________________________________failed the

exam
- Students who work very little (3) __________________________________
à Why? (4) ___________________________________________________
à Don’t underestimate stress in exams. You should
• Feel confident
• (5) ______________________
• (6)________________________
How to manage exam stress?
Signs Effective management includes
Physiological
- Increased pulse - (8)_______________ breathing
- Sweaty hands
- (7) ___________________
- Sleeping problem
Psychological - Be confident and organized

- Irrational (9) ____________ - Look at questions (10) __________
- Panic and rationally dissect questions
Advice:(11) ____________________
137
How to manage time?
- Read questions, noting marks and weighting of questions
- Allocate time to each question
- Answer (12) ______________________________________________
- Don’t (13) ________________________________________________
To achieve good grades in exams, you need to:
- (14) _________________________________________________
- Think clearly under pressure
- (15) __________________________________________________
- Observe time management practices
138
Recognize lecture language that signals topic and plan
139
Task 2: Make one sentence with the words given.
1. academic standard
2. supervise
3. practical
4. regime
140
5. psychological
6. rational
7. regulate
8. dissect
9. allocate
10. physiological
141
REFERENCES
Aish, F., & Tomlinson, J. (2011). Listening for IELTS. Harper Collins Publishers Ltd.
Cullen, P. (2008). Cambridge Vocabulary for IELTS. Cambridge: Cambridge University Press.
Dunkel, P.,& Lim, P. (2006). Intermediate listening comprehension 1. Thomson Heinle.
Dunkel, P., & Pialorsi, F. (2014). Listening and note taking skills (4th ed.) Heinle Cengage
Learning.
Kiisslinger, E., & Rost, M. (2002). Contemporary topics 2: High intermediate listening and note-
taking skills (2nd ed.). Person Education, Inc.
Lim, P., & Smalzer, W. (2014). Listening & Note taking skills. Heinle Cengage Learning.
Lim, P., & Smalzer, W. (2005). Noteworthy: Listening & Note-taking skills (2nd ed.).
Thomson Heinle.
Sarosy, P., & Sherak, K. (2006) Lecture Ready 2: Strategies for Academic Listening, Note-taking,
and Discussion. Oxford University Press.
Scovell, D., Pastellas, V., & Knowbel, M. (2004). 404 Essential tests for IELTS, Academic
module. Adams & Austen Press Pty Ltd.
Solorzano, H., & Frazier, L. (2002) Contemporary topics 1: Intermediate listening and note-
taking skills. Longman.
TOEFL Listening practice:

http://www.english-test.net/toefl/listening/A_university_lecture_on_agriculture.html
142
University of Cambridge ESOL Examinations Paperback (2011) Cambridge IELTS 8, Cambridge
Books for Cambridge exam. Cambridge University Press
143
TÀI LIỆU BỔ TRỢ
Kỹ năng Nghe ghi – Học kỳ III
(ĐÁP ÁN)
144
LISTENING AND NOTE TAKING
TERM 3
Workbook
Answer keys
145
UNIT 1 HAPPINESS
Listen to the following extract from a talk and note down the key words.
First/how/government/use/tax/stabilize/economy.
If/economy/grow/too fast/inflation/problem.
Government/raise/taxes/take money/lower inflation.
But/raise tax/increased unemployment.
Therefore/careful/regulate taxes.
Second way/through expenditures.
Government/huge/money/spend/every year.
Decisions/based on/economic conditions/industries/parts of country.
Example/government/buy/goods and services/help/economy of a state.
Vocabulary
1. i
2. h
3. g
4. d
5. j
6. c
7. b
8. e
9. f
10. a
146
Listening and note taking practice
Activity 2: Use your note to answer the following questions.
It is about the idea of happiness – what makes some people happier than others
2. What are the three most important factors for happiness?
- satisfied with themselves
- optimistic
- have good relationships with other people.
3. What do unhappy people spend time on?
They spend all their time working
4. What do happy people spend time on?
Besides building their careers and making money, they spend time building
relationships with friends and family.
5. Will winning the lottery help you achieve happiness?
No, it won’t. There are other, more important factors for achieving happiness
Activity 1: Listen to the lecture again and complete the following notes.
Topic:(1) Idea & psychology of happiness; three personalities factors in happy people
HAPPY PEOPLE UNHAPPY PEOPLE
ü 1st factor:(2) Satisfied with ü 1st factor:(5) Dissatisfied with
themselves. themselves
- like themselves as they are and happy with - feel that something must change
147
(3) what they have. - always looking for (6) something outside
- think more about (4) things they are themselves to make them happy.
satisfied with, not things they want to
make.
ü 2nd factor: (7) Optimistic

ü 2nd factor:(10) Not optimistic and
- When they have problems, they (8) don’t have positive attitude.
assume that things will improve.
- When they have problems, they assume
-They don’t worry – instead, they (9) have it’ll get worse.
a positive attitude.
ü 3rd factor:(11) Have good relationships

ü 3rd factor: (14) don’t have many close
with other people.
relationships.
- They try to have (12) close, loving
- They have trouble (15) making friends.
relations with friends and family.
- They spend all their time working
- Happy people don’t spend all their time
(13) building their careers or trying to
make money.
The summary should cover the following points:

The lecture is about the idea of happiness and three personal factors that are found in happy
people.
• They are usually satisfied with themselves and happy with what they have. They think more
about things that make them happy.
• They are optimistic and have a positive attitude. When they have problems, they assume
things will improve.
148
• They try to have good and close relations with friends and family. They do not spend all
their time working or making money.
These three characteristics are important to achieve happiness.
Verb Noun Adjectives
1. assume assumption 2. assumed
3. achieve achievement 4. achievable
5. psychology psychological
satisfy 6. satisfaction 7. (dis)satisfied
8. differentiate 9. difference different
11. overweight overweight
TRANSCRIPT
Practice
First, let's look at how the government s t is taxation to stabilize the economy. If the economy is
growing too fast, inflation becomes a problem. The government can raise taxes to take money out
of the economy and lower the inflation rate. But raising taxes can lead to increased unemployment.
Therefore, the government has to be very careful to regulate taxes to keep unemployment and
inflation in balance. The second may the government promotes economic stability is through its
own expenditures, as I just mentioned. The government has a huge amount of money to spend
every year. Some of its decisions about how to spend the money are based on economic Conditions
in different industries or in different parts of the country. For example, the government may try to
help the economy of a certain state by buying goods and services from businesses inside that state.
149
Lecture
Part 1:
TEACHER: Hi, good morning. Did you hear about the lottery winner last night? The man
won . . . what? . . . Two million dollars . . .?
STUDENT: No, three.
TEACHER: Three million dollars? Three million. That's a lot of money isn't it? Do you think that
three million dollars would make you happy? . . . I'm asking you this because when you ask
people what they need to he happy, many people will answer "more money!" We assume that money
will make us happier. But is this true? Will winning the lottery help you achieve happiness?
Today we're going to look at the idea of happiness, at the psychology of happiness—what makes
some people happier than others. We'll look at three personality factors that we find in happy
people. To find out about these personality factors, psychologists talked to hundreds of people.
Now, first, they asked the people how happy they felt—you know, from "very happy" to "not happy
at all." Then they asked some more questions. They wanted to find out about people's
personalities, such as their attitudes about life, and so on. They looked at the differences
between happy people and unhappy people. They found three factors that are very important for
achieving happiness. So . . . let's look at those factors now.
The first personality factor is that happy people are . . . satisfied with themselves. This means
that they like themselves as they are, and they're happy with what they have. Happy people may
not like everything about their lives—they may be a little bit overweight, or may not have the
best job, or may not live in a big, fancy house, but they don't need to change those things to be
happy. They think more about the things they are satisfied with, not the changes they want to
make. This feeling of happiness comes from the inside, not from something outside.
Part 2
TEACHER: So . . . happy people feel satisfied with themselves. On the other hand,
unhappy people are often dissatisfied with themselves. They . . . uh . . . feel that something must
change so they can be happy. They think if they lose some weight or get a better job or a nicer
150
house they will be happy. They are always looking for something outside themselves to make
them happy.
But the problem is—they never find it! No matter what they get, they're still dissatisfied and
unhappy.
The second personality factor is that happy people are optimistic—they look at the positive side of
life, not the negative. Now, we all have problems, whether we're happy or not. But when happy
people have problems, they assume that things will improve. They don't worry a lot and think
about all the bad things that can happen. Instead, they have a positive attitude. However,
unhappy people are the opposite. They are not optimistic and don't have a positive
attitude. When they have a problem, they think about how bad everything is and assume that
it'll get worse. So they make themselves even more unhappy when they think about all the bad
things that might happen.
Finally, the third personality factor is that happy people have good relationships with other
people. They try to have close, loving relationships with friends and family. Studies show that
close, loving relationships are one of the most important factors in achieving happiness. So
happy people don't spend all their time building their careers or trying to make money. They also
spend time building relationships with friends and family. Now, on the other hand, unhappy
people don't have as many close relationships. They may have trouble making friends. Or they
may spend all their time working and then find that they're very lonely and unhappy. But for
whatever reason, they don't have close relationships and this makes them unhappy.
So . . . what does this tell us? Well, if you want to be happier, don't assume that winning the
lottery will help. There are other, more important factors for achieving happiness. Now, let's
take a break, and when we come back we'll talk more about the factors that make a person
happy . . .
151
UNIT 2 CULTURE
1. Important information lecture language: I want to point out that

Important information: These are the most recent so these are the most accurate
findings we have.
2. Important information lecture language: I'll say that again.
Important information: Internet users are going online twelve and a half hours a week.
3. Important information lecture language: this is important
Important information: One thing they found was that getting the news was the third
most popular activity among all the Internet users they surveyed.
4. Important information lecture language: I want you to notice
Important information: The increase in the number of people who are using the Internet
to get the latest information on what we can call the big events.
5. Important information lecture language: listen to this
Important information: They reported that around 44 percent of online Americans

used the Internet to look for news about the war in Iraq.
6. Important information lecture language: so the bottom line is
Important information: The Internet is going to remain a source of information for big,
current news stories.
Task 1: Vocabulary
1. classic
2. brief
3. universal
4. origin
5. gender
6. scope
7. generation
8. surnames
152
Task 2: Listening
Activity 2: Use your notes to answer the following questions. Circle a, b, or c.
1. What does the speaker say about a person’s name?
a. It is easy to choose.
b. It can tell us a little about a person’s family.
c. It is difficult to remember.
2. One way that parents choose the first name for their child not mentioned in the lecture
is:
a. uncommon names
b. a name passed from previous generation
c. a name of someone they admire
3. According to the lecture, what is the most common way parents choose a name?
a. because of the birth order
b. because of the meaning
c. because they like it
4. What is the speaker’s main point in comparing fashions in names to fashion in clothes?
a. Names are important.
b. Names change in popularity.
c. Parents need to be fashionable.
5. The speaker’s main reason for mentioning the last name “Cook” is
a. to emphasize the great variety of place names
b. to illustrate how an added name could be used
c. to show there is no longer a connection between names and their origins
153
Topic: (1) names
Scope: (2) English language names
Ø Ways parents choose first name for their child
- 1st way: (3) by family history – passed from (4) generation to generation
E.g. firstborn son might be named after (5) his father or grandfather - William
Parker the second
- 2nd way: (6) after a family member/friend who has died recently, or after
someone they admire
- 3rd way: (7) to provide a “push for the child
Parents prefer names that sound (8) very successful.
Or they choose a name that works for (9) either gender.
à Most common way: they choose a name simply because (10) they like it, or because
(11) it’s fashionable or classic.
Ø Origin of last names: 4 categories
- Place names: identified (12) where a person lived or worked.
- Patronymics: (13) the father’s name plus an ending S-E-N or S-O_N
- Added names or (14) nick names: describe a person
- (15) Occupational names: most common examples are Baker, Tailor and Smith.
à though names tell us something about (16) family history, they may not tell us
much about (17) the present. Many people (18) change their names for various
reasons.
154
Names are sometimes called a cultural universal. In the United States, parents choose a first name
in a variety of ways.
• One way is to use the name of a friend or family member who has recently died.
• Another is to pass a name from one generation to the next.
• Some parents choose a name that sounds successful to them to help their child do well in
the business world.
• Most parents, thought, choose a name because they like it.
The four categories of English-language surnames are: place names, patronymics, added names
and occupational names. Examples of each are: the Rivers, Robertson, Biggs, and Smiths.

1. approach approach 2. approachable
describe 3. description 4. descriptive
5. occupation occupational
admire 6. admiration 7. admirable
8. originate origin 9. original
10. brief brief
TRANSCRIPT
Practice
155
OK, we've been ... we've been looking at news sources, meaning where people are getting their
news ... and we've also, we've explored this in both the print media and online news. So, today
we're going to focus just on Internet news. And my focus today is on ... is on the research on the
kinds of news that Internet users are getting from ... from online news sources.
OK, I, I . . . I'm going to be reporting on a few recent studies on Internet use. Now, I want to point
out that these are the most recent so these are the most accurate findings that we have. They're
pretty accurate I think. OK, then, I'm going to report on a very large study done by the University
of Southern California in 2004. So class, these are important findings. OK, first of all, they found
out that Internet users are going online an average of twelve and a half hours a week. I'll say that
again. They're going online twelve and a half hours a week. And that's up from nine hours in 2000
OK, and ... and this is important. One thing they found was that getting the news was the third
most popular activity among all the Internet users they surveyed, so that means, um, out of nine
things people can do on the Internet like shop, do business, use e-mail, do research, get driving
directions, do homework and, you know, other activities, getting the news was number three.
So, we have to ask at this point. What kind of news are Internet users getting online? Well, first of
all, I want you to notice is the ... the increase in the number of people who are using the Internet to
get... to get the latest information on what we can call the big events, you know, things like wars,
deaths of important people, and so forth. So now, now this is according to another important
survey. This one was done by the Pew Research Organization back in 2003. So listen to this, they
reported that around 44 percent of online Americans used the Internet to look for news about the
war in Iraq. That's 44 percent who went online to learn about the war in Iraq.
So, the bottom line is that the Internet is going to remain a source of information for big, current
news stories. We know this now. OK, you know, we'll pick this up next week and, um, we'll
talk about other popular kinds of online news. Yeah, got to go. See you next time.
Lecture
156
TEACHER: Good morning, everybody. Good morning, Felipe, Monica, Theo,. And I can't
remember your name.
STUDENT 1: Patricia.
TEACHER: Patricia, right, Patricia. Those are all beautiful names, and that's our topic today—
names. Names are a cultural universal. This means everyone uses names. A person's name can tell
us a bit about a person's family. Today, we'll begin by looking at first names and how people
choose names for their children. And then we'll talk about family names, and look at the different
categories of family names. Although the scope of the lecture today is English-language names, we
can use the same approach, you know, to look at names from any culture. Let's take a brief look at
first, or given, names. There are several ways parents choose the first name for their child. The first
way is by family history. Parents may choose a name because it is passed from generation to
generation; for example, the firstborn son might be named after his father or grandfather. Although
family names are also passed to daughters, it is usually as a middle name. Adding 'junior" or 'the
second"—for example, William Parker the second—is only done with boys', not with girls' names.
The second way parents choose a name is after a family member or friend who has died recently, or
after someone they admire, like a well-known leader or a famous musician. Although most
English first names mean something, for example, "Richard' means powerful and "Ann means
grace, nowadays meaning is not the main reason people select their baby's name. The third way is
to provide a 'push" for the child. Parents want to choose a name that sounds very "successful." A
strong name might help them in the business world, for example. Or they might choose a name that
works for either gender, like Taylor or Terry. So, given these three methods, what is the most
common way parents choose a name? Many parents choose a name simply because they like it, or
because it's fashionable or classic. Fashions in names change just as they do in clothes. One
hundred years ago, many names came from the Bible—names such as Daniel, and Anna, and
Hannah and Matthew. Then, fifty years ago, Biblical names went out of fashion. Nowadays, names
from the Bible are becoming popular again
Similarly, parents often choose classic names, names that were popular in 1900, 1950, and are still
popular now Classic names for boys include Thomas, David, Robert, and Michael. And for girls:
Anna, Elizabeth, Emily, and
Katherine, just to name a few. They're classic. They never go out of style.
157
Let's look at the origin of last names, also called family names or surnames. Researchers have
studied thousands of last names, and they've divided them into four categories. The categories are:
place names, patronymics, added names, and occupational names. A recent survey showed that of
the 7,000 most popular names in the United States today, 43 percent were place names, 32 percent
were patronymics, 15 percent were occupational names, and 9 percent were added names.
The first category is place names. Place names usually identified where a person lived or worked.
Someone named John Hill lived near a hill, for example, and the Rivers family lived near a river. If
you hear the name Emma Bridges, what image do you see? Do you see a family that lives near a
bridge? If you do, you get the idea.
The second category is patronymics. That's P-A-T-R-O- N-Y-M-I-C-S. A patronymic is the father's
name, plus an ending like S-E-N or S-O-N. The ending means that a child, a boy, is the son of his
father. The names Robert- son, Petersen, and Wilson are patronymics. Robertson is son of Robert;
Petersen is son of Peter, and so on.
The third category is added names. Linguists sometimes call this category "nicknames," but when
most of us hear the word "nickname," we think of a special name a friend or a parent might use.
The word 'nickname' is actually an old English word that means an additional name, an added
name. So I'll use the term "added name." This category of last names is fun because the names
usually described a person. Reed, Baldwin, and Biggs are examples. Reed was from "red" for red
hair. Baldwin was someone who was bald, someone who had little or no hair. And Biggs?
STUDENT 2: Someone big?
TEACHER: Yeah, someone big, right. Now, if we look around the room, we could probably come
up with some new last names, like, uh, Curly or Strong.
Now, the fourth category is occupational names. The origin of the family name was the person's
occupation The most common examples of occupational names still used today are Baker
(someone who bakes bread), Tailor (someone who sews clothes), Miller (someone who makes
flour for bread), and Smith. Now, Smith is actually the most common name in the western English-
speaking world. The name comes from an Old English word, that's S-M-I-T-E, which means to hit
or strike. in the old days, a smith made metal things for daily life tools. Every town needed smiths.
What's interesting is that many languages have a family name that means Smith. In Arabic it is
Haddad, H-A-D-D-A-D. In Spanish it is Herrera, H-E-R-R-E-R-A. In Italian it is Ferraro, F-E-R-
R-A-R-O. And in German it is Schmidt for many reasons, spelled S-C-H-M-I-D-T.
158
Though names may tell us something about someone's family history, you need to keep in mind
that they may not tell us much at all about the present. For example, there's usually not much
connection between the origin of the name and the person who has it now. Take the name Cook,
for instance. A person named Cook probably doesn't cook for a living. Also, many people change
their names for various reasons. Lots of people who have moved to the United States have changed
names to sound more American. This happens less now than in the past, but people still do it.
People also use pen names or stage names to give themselves a professional advantage. For
example, the writer Samuel Clemens used the pen name Mark Twain, and Thomas Mapother IV
uses the stage name Tom Cruise
So, let's recap now. In today's lesson, we looked at how parents choose English first names. We
also looked at some common origins of family names. In the next class, we'll look at how names
are given in Korea and in Japan. This is covered in the next section of the book. That’s all for
today.
UNIT 3 BUSINESS SYSTEMS
159
Underline words and phrases that tell you the topic and the main ideas of the lecture.
Today, I’d like to spend some time discussing international students – in this case students from
other countries studying at U.S colleges and universities. First, I’ll give you some facts and
figures about these students, then discuss some of the benefits these students bring to the States,
and finally I’ll explore three current criticisms related to international students.
Task 1: Vocabulary
[
1. real estate
2. interweave
3. replicate
4. innovation
5. ignorance
6. attempt
7. consistency
8. duplicate
9. reliance
10. compromise
Task 2: Listening
Activity 2: Use your notes to decide whether the statements are True (T), False (F) or Not
Given (NG). Try to correct the false statements.
1. F (in a bigger scale)

2. NG
3. F (most large industries)
4. F (the managers place too much trust in the people…)
5. F (2 mains types of mistake)
6. T
Activity 1: Listen to the lecture again and complete the notes.
160
Topic: (1) What can go wrong when businesses try to copy their own best practices
• Fact:
- Business successfully introduced a new process, parent organization’s goal is (2)
utilize existing knowledge and not to generate new knowledge
- Getting things right 2nd time (3) not necessarily any simpler than it was the 1st
time
• Research:
- Most large industries trying to repeat their own successes + manage their acquired
knowledge, but it has been shown (4) the overwhelming majority of attempts fail.
• Reason for failure: (5) The managers place too much trust in the experts who
are running the successful operation
Experts not aware of their own ignorance. E.g.: (6) lots of details of systems are
invisible to managers and difficult to describe, impossible to describe in a way
that’s helpful
• 2 types of mistakes:+ (7) manager forgets that he was trying to copy another
process, start trying to improve on it
+ (8) use best parts of various different systems, in hope of creating the
perfect combination
• Cause of problems: + (9) inaccurate information
+ (10) the business setting weren’t really comparable
• Solutions: + (11) adjusting attitudes
Firstly,(12) being more realistic and cautious
Secondly, (13) exerting strict controls on organizational and
operational systems
+ (14) copy original very closely à not merely duplicating the physical
characteristics of the factory, but also (15) duplicating skills that the original
employees had
161

This lecture talks about setting up systems based on an existing process. Most large industries are
trying to repeat their own successes, and manage their acquired knowledge, but it has been shown
the overwhelming majority of attempts fail. The reason for failure is that the managers place too
much trust in the experts who are running the successful operation.
There are 2 types of mistakes
• The managers forget that they was trying to copy another process, and start trying
to improve on it.
• They use the best parts of various different systems, in the hope of creating the
perfect combination.
Hence, there are three solutions for these problems.
• The manager should change the attitudes, being more realistic and cautious.
• They should exert strict controls on the organizational and operational systems.
• The last one is to copy original very closely: both the physical characteristics of the
factory and the skills that the original employees had.
VERB NOUN ADJECTIVE

fail 1. failure
generate 2. generation
162
3. combine combination 4. combinable
5. accuracy accurate
6. isolation isolated
ignore 7. ignorance
8. cautiousness cautious
9. compare 10. comparison comparable
TRANSCRIPT
Lecture
Once a business has successfully introduced a new process - managing a branch bank, say, or
selling a new product - the parent organisation naturally wants to repeat that success, and capture
it if possible on a bigger scale. The goal, then, is to utilise existing knowledge and not to generate
new knowledge. It’s a less glamorous activity than pure innovation, but it actually happens more
often, as a matter of fact. However, surprisingly, getting things right the second time is not
necessarily any simpler than it was the first time.
Now, there’s been a lot of research into how companies can repeat their previous successes, and it
certainly hasn’t been confined to the United States. It seems that most large industries are trying to
repeat their own successes, and manage the knowledge they’ve acquired - but even so it has been
shown that the overwhelming majority of attempts fail. A host of studies confirm this, covering a
wide range of business settings: branch banks, retail stores, real estate agencies, factories, call
centers ... to name but a few.
So why do-so few managers get things right the second or third time? Let’s consider one reason for
failure - placing too much trust in the people who are running the successful operation, the
‘experts’ shall we say. Managers who want to apply existing knowledge typically start off by
going to an expert - such as the person who designed and is running a successful department store -
and picking their brains. Now, this approach can be used if you want to gain a rough understanding
of a particular system, or understand smaller, isolated problems. The trouble is, even the expert
doesn’t fully grasp the whole thing because when it comes to complex systems, the individual
components of the process are interwoven with one another. The expert never has complete access
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to the necessary information. And the situation’s complicated even further by the fact that experts
are usually not aware of their own ignorance. The ignorance can take various forms. For instance,
a lot of details of the system are invisible to managers. Some may be difficult to describe - learned
on the job and well known by workers perhaps, but impossible to describe in a way that’s helpful.
And there are some things that people know or do that they’re not even aware of Now, let’s
consider two types of mistake that can occur when a manager actually starts to set up a duplicate
system to replicate a successful process. Firstly, perhaps he forgets that he was just trying to copy
another process, and starts trying to improve on it. Another mistake is trying to use the best parts
of various different systems, in the hope of creating the perfect combination.
Unfortunately, attempts like these usually turn out to be misguided and lead to problems. Why?
Well, for various reasons. Perhaps there weren’t really any advantages after all, because the
information wasn’t accurate. Or perhaps the business settings weren’t really comparable. More
typically, the advantages are real enough, but there are also disadvantages that have been
overlooked. For example, the modifications might compromise safety in some way.
So, what’s the solution? Well, I don’t intend to suggest that it’s easy to get things right the second
time ... it’s not. But the underlying problem has more to do with attitudes than the actual difficulty
of the task, and there are ways of getting it right. These involve adjusting attitudes, first of all...
being more realistic and cautious really. Secondly, they involve exerting strict controls on the
organisational and operational systems. And this in turn means copying the original as closely as
possible. Not merely duplicating the physical characteristics of the factory, but also duplicating the
skills that the original employees had. Reliance on a template like this offers the huge advantage
of built-in consistency.
UNIT 4 TREND OF GETTING THE NEWS

Task 1: Vocabulary
1. a. print
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b. media
2. a. accessed
b. informed
3. a. interactive
b. in-depth
4. a. reliable
b. accurate
5. a. headlines
b. features
6. a. flip-side
b. trend
Task 2: Listening
Activity 2: Use your note to answer the following questions.
News media and how people get the news
2. What are the major trends that experts see in the way people get the news?
The number of people getting their news from print is declining and the Internet is
becoming an important source of news.
3. What are the reasons why people are choosing to get the news from the Internet?
The news is current. The news is more in-depth, and the news is interactive
4. What are the downsides of getting news from the Internet?
Reporters can make mistakes because they must work quickly. Internet users will
limit their news if they control what news they get, and on the Internet, it's not always
possible to know which news is important
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Topic:(1) News media and how people are getting the news
Ø Trends of getting news:
- Number of people (2) getting news from print media declining
- The Internet (3) becoming more important source
Ø WHY is this trend happening? (positive sides of Internet)
- 1st reason: (4) news is more up-to-date
àdifferent from the news in the newspaper that (5) comes out once a day & stay
the same for 24 hrs.
- 2nd reason: (6) news is more in-depth
E.g. read a news story à go to a related (7) audio or video link
àkeep going and get more info.
- 3rd reason: (8) news is interactive
àThere is communication between (9) person looking for the news and website
Ø Downsides of Internet
- 1stdownside: easy for reporters to (10) make mistake or leave out important info
à Internet news might be (11) less accurate and less reliable
- 2nd downside: Internet users (12) limit their news too much
àThey only learn (13) what they want to learn and miss other important info they
should know.
+ On front page of newspaper: the important news (14) has bigger headlines
+ Online news: line of headlines to choose
à Internet news readers have (15) much less important info àbecome less informed
citizens
Activity 1: Write a short passage in about 100 words summarizing the information you have
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The lecture is about the news media and how people get the news. There are currently two trends
of getting the news. While the number of people getting the news from media is dropping, the
Internet is becoming an important source of more people.
These two trends happen for three reasons.
• The Internet news is faster and more up-to-date.
• The news from the Internet is more complete and in-depth.
• The Internet is interactive.
However, some downsides of Internet news make people worried.
• Reporters may make mistake or leave out important information when they are in a rush.
• Internet users will possibly limit their news too much as they only learn what they want to
learn. There is a fear that people will know less about the world around them and therefore
become less-informed citizens.
Activity 2: Complete the following table with the correct parts of speech. Most of the
VERB NOUN ADJECTIVES
1. rely reliability 2. reliable
accuracy 3. accurate
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4. trend trendy
interact 5. interaction 6. interactive
limit 7. limitation 8. limited
TRANSCRIPT
Lecture
All right... Let’s get going. I've got a lot of material to get through today. So, let's go back to our
discussion of the news media and how people get their news. And yeah, this turns out to be a very
interesting topic because we are seeing a significant change in the way people get their news these
days, and it's important to note that this change ... like so many other trends we see today, has a lot
to do with the Internet. So what I want to do today is, I want to cover several aspects of this trend
and talk about what this means for news. Now, we see the number of people actually getting the
news from print media is declining.
It’s dropping ... hm. And the Internet is quickly becoming an important source of news for more
and more people.
OK? Great. Now, let me move on to give you some statistics on this trend. I want you to pay
attention to this: Researchers noticed that in 2000, about 70% of the people they asked said that
papers were an important source of information for them, so 70% said reading the newspaper was
important. In 2003, that number dropped to 51% ... 51%! That's a pretty significant decline, and I'm
willing to bet that that number is even lower now.
So, now I'm looking at this room full of college students. Most of you are between 18 and 24, and
my guess is that most or maybe all of you use the Internet. The reason I'm talking about your age
group is that you represent the new trend away from newspapers and toward the Internet. You are
the trend, and experts predict that this trend away ... this trend away from newspapers will continue
as more and more young people grow up using the Internet to do so many things.
Let me spell this out a little more for you: There was a key study of young people done in 2004.
And for this study, they interviewed 35-54 year olds who read the newspaper, and they asked them
if the newspaper was an important part of their day. Well, 38% of them said yes. But... but when
they asked 18 to 24-year-old newspaper readers the same question ... the same question, only 17%
of them said yes .. .only 17%. This is big news! All right, so to be sure, there is a move away from
the traditional way that people have gotten their news.
OK, let's move on to why this trend is happening. So, why? Now many young people say that they
prefer Internet news because it's a fast way to keep up with events. Now that's probably true, but
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there are a couple of other significant reasons why news on the Internet is gaining popularity. One
is simply that news on the Internet is more up- to-date. It's the most current information. That's a
significant difference from the news you read in the newspaper that comes out once a day and stays
the same for twenty-four hours.
Now, a second feature of Internet news is, it gives people the ability to get informed about any kind
of news—weather, world events, traffic ... news that is more in-depth than in a newspaper. So, the
bottom line here is Internet news is more complete. With an online newspaper, for example, you
can begin to read a news story, go to a related audio or video link, and so on. You can keep going
and get more information.
Now let's move on to another attraction of the Internet. I want you to notice I keep talking about
links. That's because ... because on the Internet those links are there, and you decide how much you
want to learn, and you decide what kind of news you want to get. So, the Internet is interactive. In
other words, there is communication between the person looking for news and the website. Again,
you, the Internet user, control the news you get.
Now, I want to point out that this movement to Internet news has obviously made a lot of people
excited, but it's also made some experts who study the media ... well, it's made them worried. Some
of their concerns are the flip side meaning the opposite of the attractions we talked about earlier.
For example, I mentioned that Internet news is fresh. It's up-to-date. Well, the down side ... that is,
the negative side of this is that reporters writing the news for the Internet must work extremely
quickly to research, write, and get the news on the Internet as soon as possible. So, in this rush,
rush, rush to get the news onto the Internet, it's easy for the reporters to make mistakes or maybe
leave out some important information. So media experts are concerned that Internet news might
sometimes be ... less accurate and less reliable than newspaper news. So that's one possible down
side of Internet news.
OK. Now, here's another possible problem: We said before that many Internet users really enjoy
controlling their news. Maybe that sounded good, right? But the worry for media experts is the
possibility that Internet users will limit their news too much. They won't know everything they
should. Now, this is a crucial idea, and the idea is that people who get their news on the Internet
may only learn what they want to learn and miss other important information that they should
know.
All right. Now I want to bring up another concern, and it’s related to the previous one. It has to do
with this idea of limiting what news you get on the Internet. Right? So, now ... right now let's take
a look at this. It’s the front page of a newspaper. It's a typical front page of a newspaper. Here you
see all kinds of news, just on the front page—international, national, local news—and you can also
find out right away what news is most important. The important news has a bigger headline. Here it
is, at or near the top of the page, and maybe it's longer. Look at this headline. Hmm? You know by
where it’s at that it's the most important news. It’s more important than the other news. But, when
you get the news online, you tend to see something like a list... a list, you know ... line, line, line of
headlines to choose. You don't always know what's important, so the worry is that Internet
newsreaders will have much less information about the important things they need to find out in
today's news. So what I'm saying is, some experts fear that online newsreaders will be less
informed citizens who maybe, well, who might not participate as much in their communities. In
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other words, if people know less about the world around them, then they might not vote say, or ...
or help make other decisions in their communities. They just won't be as interested in the events
going on around them. That's the fear.
All right. I see our time is almost up. Well, I want to stress that the trend away from newspapers to
the Internet is happening right in front of us, and as students of the media, you may or may not
agree with some of the concerns of the researchers. But it certainly offers us a lot to think about.
OK,
I'll see you guys next time.
UNIT 5 TEAM BUILDING
Listen to the following extract from a talk and note down the transition signals.
- Ok, so to finish
- The next resource on the list is….
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- Now, the third item on the handout is…
- Finally…
Task 1: Vocabulary
Look at the sentences (1-10). Then match the nouns to the definitions (a-c).
1. c
2. b
3. g
4. k
5. e
6. i
7. h
8. f
9. a
10. d
Activity 2: Use your notes and check (v) the ideas below that were mentioned in
the lecture.
1. _(v)
2. _(v)
3.
4.
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Topic: (1) styles of business management

• A good management approach now is: (2)_team building
This approach emphasizes (3) employee relations and (4) it benefits the company
Employees do their best when (5) they feel valued and value each other
And a strong manager knows how to build a team of employees who (6) help each
other do their best work.
• An example in ABC company: The manager makes a team-building plan. She begins
by:
ü (7) Scheduling a meeting, she gives the employees an opportunity to say what
probs they’re having and to ask questions
End of the meeting: (8) she gives the employees some questions to answer in writing
so they can share their ideas. She will use their answer and ideas to decide on the
next step in the office.
ü The manger reads the employees’ answers to the questions. She
decides to (9)_modify the way she has reorganized the office.
Not big changes- just a few small ones
The new manager’s messages: + she values their ideas
o (10) she is in charge but she values what they say
o (11) change is not necessarily good if there is no good reason for it
o (12) she is human, she can admit her mistakes, she is willing to
do what benefits the group
The last part of the team-building plan: The new manger (13) plans a picnic
at the park near their office so they know each other better and work
together better.
• The key points of the new manager’s team-building plan:
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Ø (14) solve problems
Ø (15) employees sharing ideas
The topic of the lecture is about styles of business management.
• One approach to good management is team building, which emphasizes employee
relations.
• A good and strong manager knows how to build a team who help each other do
their best work.
• Through the team-building plan, the manager understands more about her
employees and makes some small changes in the office.
• The team-building plan is based on the importance of solving problems and on
the belief that communication is vital.

1. benefit 2. benefit beneficial
3. emphasize emphasis
4. influence influence 5. influential
6. value value 7. valuable
perform 8. performance
stabilize 9. stability 10. stable
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TRANSCRIPT
Practice
OK, so to finish I want to look at the resources available for researching UK census information for
the essay you'll be writing at the end of this module . There are many resources for the study of the
civilian population and family history out there ranging from public to academic to commercial.
Some are available for the public to access free of charge, whilst others are only available by
payment of fees, or restricted to academics and subject to registration. Some are more appropriate to
family or genealogical investigation, others to historical population research.
So if we start at the beginning of the list on your handout, you'll see firstly there is the Family
Records Centre based in central London. The centre and their website are available to anyone in the
country who has an interest in researching demographic data. Their work might be useful to give
you an overview of the general sorts of data and services available. Unfortunately. you do have to
pay a registration charge of £20 for a year's access to their material.
The next resource on the list is Genes Reunited, which is mainly for people who want to find out
more about their ancestors . There are some good interactive tools on this website, especially the one
which shows you how to manipulate the National Census Association's statistical data. Although
Genes Reunited is very useful. it is used by a range of businesses and therefore accessing the site
will cost you.
Now, the third item on the handout is The National Census Association, which contains the
most up-to-date data as it's compiled from official government census data every ten years. Both
companies and individuals are able to access all their resources without payment, so this may be a
good place to start your research.
Finally, I'd just like to draw your attention to two journals at the bottom of the handout. The first
one, Journal of Historical Migration, is not actually a journal but a collection of articles on a
website. Anyway, you might like to take a look at it because it has several articles on the importance
of recording census data from a historical research perspective. This site is available to the general
public so you don't have to pay or register. The other one. the Journal of Social Demography. is only
available using your university online journals login details as it can only be accessed by those
studying or researching in higher education. Right. Well, that should be enough reading for you.
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Lecture
TEACHER: Good morning. Hope you had a good weekend. Today we’re going to start talking
about styles of business management. Styles of management vary from country to country,
company to company, and, from person to person. One approach to good management now
considered important worldwide is team building. Team building is only part of what makes
someone a good manager, but it underlies many good management practices.
When team building, the manager does things to help employees work together effectively as a
group, as a team.
This is based on the idea that the manager’s job isn’t simply to tell people what to do, but to
help solve problems and help people communicate so they work well together. This approach
emphasizes employee relations, and it benefits the company.
It hasn’t always been this way. Not so many years ago there was an attitude in American
companies, of “What the manager says, goes.” Employees were expected to do what they were
told. But we’re seeing a new paradigm because companies have realized that employees don’t
do their best work when they’re treated like this. This was a big change in American
management style, perhaps influenced by the Japanese model.
First, in order to build a team, a good business manager knows that different people are good at
different things and values the special skills that each employee brings to the company. A good
manager needs to find a way to let the employees know that their particular skills are important to
the company. The employees are then more likely to do their best when they feel valued, and
value each other. A strong manager knows how to build a team of employees who help each
other do their best work.
So, what can a manager do to help employees feel they’re valued, like part of the team? Let’s
consider a situation at a company called the ABC company. Let’s say there’s a new manager in
the office, Mrs. Gomez, and she’s made some changes. One day, an employee—Mrs. Parks-—
decides to approach Mrs. Gomez about some problems she is having at work. Mrs. Parks has
worked at the company for more than ten years. The new changes make it difficult for her to do
her job well. She’s stressed, and this is affecting her job performance.
So, Mrs. Gomez and Mrs. Parks talk. Mrs. Gomez listens. She knows she has made some
changes, and that the office isn’t being run like it was before. But she tells Mrs. Parks to try her
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best, and to give it more time. Oh, I see a question. Anna?
STUDENT 1: I’M not clear. What kind of changes are you talking
about?
TEACHER: Oh. Well, let’s say one change is that, before, you gave a rough draft of your report to
the secretary, and she edited it and sent it out.
Now, the secretary doesn’t do this for you. You have to do it yourself. She changed the way the
office was organized.
STUDENT 1: Oh, OK.
TEACHER: Later that night, Mrs. Gomez thinks about what Mrs. Parks said. She thinks it’s
possible that other people in the office are having problems, too. Mrs. Gomez knows that she
needs a strong team to be successful manager. She needs a stable group of employees.
She doesn’t want people to leave. She decides she needs to get an accurate idea of the employees’
perspectives. She decides to give the employees an opportunity to share their ideas. She wants to
show them she values their work and their experience at the company.
So Mrs. Gomez makes a team-building plan. She begins by scheduling a meeting for the next
day to talk about changes she has made, to give the employees an opportunity to say what
problems they’re having and to ask questions. At the end of the meeting, she gives the employees
some questions to answer in writing to make it easy for them to share their ideas. She tells them
she will use the answers they write and the ideas from the meeting to decide on the next step in
the office.
Let s consider the kind of questions she gives them. She wants questions that focus on the work
itself, questions that would be easy for an employee to answer honestly. Questions like:
- Is it clear to you what your responsibilities are?
-Do you know who to talk to if a task is unclear?
-Do your team members support you? If not, what specific things could they do to help you
do a better job?
-What was done in the past that you think worked better?
These questions are about the work, about how the office is organized, and about working
together. They don’t focus on the employee’s feelings about the manager.
Mrs. Gomez reads their answers to the questions. She also checks her notes from the meeting.
She decides to modify the way she has reorganized the office. Not big changes— just a few
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small ones. She realizes that some of the old ways were better. So, she makes a few changes
back to how the office was organized before. She also comes up with a six- month plan for
improvement, and tells the employees they will all review the plan together in six months.
What message is she communicating to the employees by these actions? Well first, she’s telling
them she considers their ideas important; she values their opinions. Second, she is telling them
she is in charge, but she values what they say. Third, she’s telling them that change is not
necessarily good if there is no good reason for it. In other words, she didn’t need to make so
many big changes when she started as manager. And, finally, she is telling them that she is
human, that she can admit her mistakes, and that she is willing to do what benefits the group. This
puts her on the road to gaining their support, and to being a successful manager. Now, on to the
third part other plan. Mrs. Gomez plans a picnic at the park near their office. They have lunch,
play games, and talk. They laugh and joke and relax. By the end of the day, they know each
other better. Hopefully, this will help them work together better, as well.
Let’s review the three parts of Mrs. Gomez’s team-building plan: She had a meeting, she gave
employees questions about the office organization, and she planned a fun activity to help them
get to know each other. We can see that her plan is based on the importance of solving
problems, and on the belief that communication is vital in order to succeed as a team. This is a
key point: Her plan is based on the idea of solving problems and employees sharing ideas.
Any questions? Felipe?
STUDENT 2: Well, I’ve studied some business management courses, and I understand that
it’s important to develop communication and build up team players, but isn’t it just a waste of
time to have these “fun” activities?
TEACHER: Well, a lot of managers do think it’s a waste of time, especially in the short term.
But, in the long run, it’s definitely not a waste of time. In fact, it’s often a great way to save time
in team building.
Let’s stop here. Today we discussed team building and why it has become important. In the
next class, 1 want to talk about other group activities managers can use to build a team. We’ll
start there next time. That’s all for today.
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UNIT 6 CLASSROOM COMMUNICATION
Listen to the following extract from a talk and note down the phrase to signal a definition.
- What exactly is….
- One definition is that…
Task 1: Vocabulary
Fill in the blanks with the appropriate word.
1. Alex made a …………………………..of apology.

a. part
b. gesture
c. form
2. The website aims to promote ………………………….. understanding.
a. Intercultural
b. Positive
c. People
3. How do you………………………………. this passage of the poem?

a. Interpret
b. Transcribe
c. Describe
4. Because of their achievements they were given high…………………..
a. esteem
b. reward
c. goals
5. If you're both going to lie, at least stick to the same story and don't
……………………………each other!
a. argue
b. contradict
c. intervene
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1. What is communication?
Communication is a form of human behavior that results from a need to interact with
other human beings.
2. What plays an important role in determining how teachers and students communicate in the
classroom?
Culture plays an important role in determining how teachers and students
communicate in the classroom.
3. What is the main topic of the lecture about?
The influence of culture on behavior and communication between teacher and students
in the classroom.
4. Which is one of examples of rituals related of teaching and learning?
When a teacher enters the classroom, the students ritually stand up.
5. How teachers are treated in Germany?
Students value the personal opinions of their instructors and it is not customary to
disagree with or contradict a teacher during class.
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Topic: (1) Today’s lecture deals with language, culture and communication in
classroom.
Communication: form of human behavior that (2) results from a need to interact with
other human beings.
To meet this need, people (3) send verbal and non-verbal messages to communicate with
both friends + strangers.
Some scholars conduct research on (4) the topic of intercultural communication.
They study communication between people from different cultures, example in the
classroom.
Classroom: although many people have similar mental image of classroom, their culture
greatly (5) influences the way they view teacher-student relationship.
Culture: (6) plays important role in determining how teachers and students
communicate in classroom.
Culture teaches us how to interpret (7) their verbal and non-verbal behavior.
Culture influences rituals in classroom.
Rituals: systematic procedures used to (8) perform a certain act or to communicate a
certain message.
Example: In some countries, when teacher enters class, (9) the students ritually stand
up.
Jamaican students (10) snap or flap their fingers to signal when they want to answer
question.
Class participation:
-Students:
North American: (11) are usually more talkative in class and more willing to
state their opinions.
European- American students: (12) are taught that learning is shaped and
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helped by their talk and active engagement in exploring or discussion issues.
Asian- born and Asian- American students: (13) are generally taught that they
will learn best by listening to and absorbing the knowledge being given to them by
the teacher.
-Teachers:
Asian people: (14) See teachers, instructors, and the professors as the very
“symbol” of learning and culture.
Germany: Sts value teachers’ personal opinions.
Conclusion:
(15): Learning a language involved more than studying vocab, idioms and grammar of
the language, but also the expected procedures of classroom participation and
communication, that is the ritual of language, culture and communication.

The topic of the lecture is about language, culture and communication in the classroom.
• People send verbal and non-verbal messages to communicate with both friends + strangers.
• Culture plays important role in determining how teachers and students communicate in
classroom.
• Culture influences rituals in classroom.
• Rituals are systematic procedures used to perform a certain act or to communicate a
certain message
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1. communicate communication 2. communicative
3. interpret interpretation
culture 4. cultural
participate 6. participation 7. participatory
interact 8. interaction 9. interactive
value value 10. valuable
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TRANSCRIPT
Practice
Today’s lecture deals with language, culture and communication in classrooms. First of all, what
exactly is communication? One definition is that communication is a form of human behavior that
results from a need to interact with other human beings. So, to meet this need, we send verbal and
nonverbal messages to communicate with both friends and strangers. Communication can take the
form of talk, or it can take the form of gestures, or nonverbal signals, of one kind or another. The
talk or signals send messages that communicate a person’s thoughts, feelings, and intentions to
others.
Lecture
Today’s lecture deals with language, culture and communication in classrooms. First of all, what
exactly is communication? One definition is that communication is a form of human behavior that
results from a need to interact with other human beings. So, to meet this need, we send verbal and
nonverbal messages to communicate with both friends and strangers. Communication can take the
form of talk, or it can take the form of gestures, or nonverbal signals, of one kind or another. The
talk or signals send messages that communicate a person’s thoughts, feelings, and intentions to
others. Many scholars study the topic of communication, in general, and speech communication,
specifically, in order to learn how individual send and interpret messages. Some of these scholars
conduct research on the topic of intercultural communication. That is, they study communication
between people from different cultures. One area of research in intercultural communication is the
study of the influence of the setting, or environment, on the success or failure of communication.
In this lecture, I’ll be talking about one specific aspect of intercultural communication, that is,
intercultural communication that takes place in the classroom.
But what exactly is a classroom? When you are asked to picture a classroom in your mind’s eyes,
what do you see? You probably see a classroom that is familiar to you and that would be familiar
to students from your culture. Not everyone will see the same picture in their minds. Although
many people have a similar mental image of a classroom, their culture greatly influences the way
they view the teacher-student relationship. And culture also influences how a person understands
the ways in which information is taught and learned in the classroom. Culture also plays an
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important role in determining how teachers and students communicate in the classroom. In this
lecture, I’ll give you a few examples of some of the ways that culture affects this communication.
The “classroom” as we know it, by the way, is a relatively recent innovation. Great teachers like
Socrates, Plato, Aristotle, and Confucius taught without the benefit of a board, desks, and the
standard comforts (or discomforts) of a classroom building.
But let me return to the main topic of this lecture- the influence of culture on behavior and
communication between teacher and students in the classroom.
If you have come from another culture to study in the United States, you may already have noticed
that teachers and students in American schools interact and communicate in the classroom in ways
that differ from how teachers and students communicate in your home culture. It’s culture that
influences and establishes these interactions and communication patterns.
But what do we mean by culture? Of course, culture is a term that is used in many different ways.
Basically, culture provides us with a system of knowledge that allows us to communicate with
others and teaches us how to interpret their verbal and nonverbal behavior. Culture influences and
establishes how people interact with one another- or do not interact with one another.
In particular, culture influences the rituals that take place in the class setting and it influences the
ways that students participate in the classroom discourse. It also influences the esteem in which
teachers are held.
Just what exactly are “rituals”? I’ll give you a dictionary definition to begin with: Rituals are
systematic procedures used to perform a certain act or to communicate a certain message. Well,
there are many rituals associated with teaching and learning, and with education in general. In
some countries, when a teacher enters a classroom, the students ritually stand up. In the United
States, a classroom ritual occurs when students raise their hands to signals to the teacher that they
know the answer to a question. This hand raising is not a universal classroom ritual to signal intent
to answer a question, however. Jamaican students snap and flap their fingers to signal that they
want to answer to a question. In some college – and graduate-level seminars in American
universities, students do not make any physical signs when they want to speak; they state their
ideas whenever they feel the urge or when it is appropriate. This sort of classroom behavior is
especially confusing to students from cultures in which there are no rituals for attracting the
teacher’s attention because the students is not expected to participate in the class at all.
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This brings us to the issue of classroom participation. North American students from families of
European origin are usually more talkative in class and more willing to state their opinions than are
students of American Indian heritage or from Asian backgrounds. This difference is directly related
to cultural values about learning and education and classroom behavior. European- American
students’ culture teaches them that learning is shaped and helped by their talk and active
engagement in exploring or discussing issues. Some Asian-born and Asian- American students,
however, are generally taught that they will learn best by listening to and absorbing the knowledge
being given to them by the teacher. So, some cultures do not have a way for students to signals a
desire to talk to a teacher; in these cultures, students speak out only after the teacher has spoken to
them.
And what about how teachers are treated? How much are they respected? The esteem in which
teachers are held also varies from culture to culture. Many Asian peoples see the teacher, the
instructor, the professor as the very symbol of learning and culture. In Germany, students value the
personal opinions of their instructors and it is not customary to disagree with or contradict a
teacher during class. Israeli students, on the other hand, might criticize a teacher who they feel is
wrong about an issue or who they believe has provided incorrect information.
There are many other ways that culture can affect interaction and communication between teachers
and students in the classroom. I’ve discussed differences in how students get the teacher’s attention
during class, and I’ve pointed out the differences in the ways students from various cultures
participate and communicate with the teacher during class. From this brief consideration of
classroom communication, you should begin to see that learning a language involved more than
studying vocabulary, idioms and grammar of the language, If you are to succeed in communicating
in a second-language classroom, you need to learn not only the language spoken in the classroom
but also the expected procedures of classroom participation and communication, that is the ritual of
language, culture and communication.
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UNIT 7 HIGH ANXIETY – PHOBIAS
Vocabulary
p
1. objective
2. psychologist
3. extreme
4. rational
5. displayed
6. treated.
7. characteristics
8. developed
9. normal
10. classified
Topic: Two types of genre in literature

Comedy Tragedy
- Character typically improves his or her - Character end up in worse situation

situation - E.g. Hamlet – the most famous tragedy
- E.g. Twelfth night.
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Activity 2: Choose the correct word or phrase to complete the following statements.
1. Phobia is a normal fear/ a very strong fear.

2. The speaker’s brother is afraid of computer/ is addicted to computer.
3. He was treated by a psychologist, but he still cannot use computer now/ and now he uses
computer all the time.
4. A phobia often lasts for a short time/ months or even years.
5. It is possible/impossible to control the reaction of a person to their phobias.
6. Hypnophobia means the fear of dogs/ sleep.
7. Ali is scared of dogs because he was attacked by a dog/ learned the fear of his mother.
8. The teenager who was very afraid of the dark had a real fear of his father/ of going outside.
9. He was once made something bad in the dark/ once made to sit in the dark when he did
something bad.
10. Doctors’ objective is to help patients hide away/reveal their psychological problems.
To
Topic: A psychological problem – A phobia

Definition: A phobia is an extreme fear/ a strong fear.
Characteristics of a phobia
(1)extreme/strong/not (2) long-lasting (3) uncontrollable

normal/ irrational
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Phobia are classified by (4) the thing or situation that
a person fear
For example
(5) Hypnophobia (6) cynophobia (7) aerophobia

fear of sleep fear of dogs fear of flying
Causes of phobias
Theory 2 (11) is a sign of a deeper

Theory 1 (9) phobia is learned problem
E.g. Ali's afrain of dogs as he E.g. A teenager who is scared of the

developed cynophobia from (10) dark because of (12) the real fear
watching his mother. of his father
In the first theory, phobia is (13) a In the second theory, phobia is

problem itself (14) is a sign of a deeper problem
a person has
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Phobia is a psychological problem in which a person has an extreme fear of something.
• Phobias are irrational, long lasting and uncontrollable.
• They are classified by the thing or situation that cause the fear.
Scientists have different ideas about phobia.
• Phobias are said to be learned while some other scientists believe they are signs of deeper
psychological problems.
• In the first theory phobia is the problem itself. However, the second theory says that phobia
indicates a hidden problem.
Understanding the difference is important for psychologists to have a suitable treatment.
VERB NOUN ADJECTIVE

psychology 1.psychological
2. rationalize 3. rationality rational
control 4. control 5. controllable
fear 6. fearful/ fearless
7.scare scare 8. scary/ scared
treat 9. treatment 10. treatable
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TRANSCRIPT
Practice
Genre is a French word that, translated literally, means type or category. It is used in literature to
refer to the group a particular work or writing falls into. For example, two types of genre are comedy
and tragedy. If the character in a particular work-be it novel or play or whatever – if the character
ends up in a worse situation at the end of the story, we all it a tragedy. Hamlet is probably the most
famous or well-known tragedy.
A comedy, on the other hand, is a work in which humor is used to entertain. In comedies, the main
characters may not be great heroes, but we find them amusing or endearing because of their
personalities. The ending of a comedy is usually happy, or at least not tragic. A famous example of a
comedy is Shakespeare’s Twelfth night.
We can see, therefore, that in a tragedy, the main character ends up worse than he or she began,
while in a comedy, the main character typically improves his or her position.
Lecture
Teacher: good afternoon. Today we’re going to turn to a new topic in psychology and start looking
at se “specific psychological problems” There are variety of mental problems that can affect us in
our daily lives – some are not so serious, like a fear of cats or insects, and other are more serious.
Now as psychologist, we try to study these different problems and find ways to help people.
I want to start the discussion by talking about a fairly common kind of psychological problem – a
phobia, that’s p-h-o-b-b-i-a. first, I’ll explain what a phobia is, and then I’ll talk about some theories
on why people have phobias. As you probably know, a phobia is a fear so do any of you have
phobias? Oh, come on, you can tell me; I’m a psychologist. Yes, Monica?
Student 1: I have a fear of swimming. I don’t like to go near the ocean.
Teacher: Ok, that’s not an unusual phobia. Anyone else? Alt?
Student 2: I hate dogs. I mean, I just don’t like them. When I see a big dog, actually any dog, I just
get nervous, so I avoid them.
Teacher: Ok, that’s another common phobia. Thanks for sharing those examples of phobias. A
phobia is not a common fear; it is an extreme fear – a very strong fear. For example, my bother,
who’s a successful artist, had computer phobia. He didn’t simply dislike using computers. He used
to have a very strong fear of using them.
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Psychologists have come up with three characteristics of a phobia. People display these three
characteristics if they have a phobia, not just a normal fear. Now first, a phobia is not a rational
response. It’s a very strong reaction, too strong for the situation. For my brother, this meant he had a
very strong physical reaction if someone asked him to use a computer. He started shaking violently
and had trouble breathing. Once, he even started choking. Physical reactions like this are common.
Second, a phobia often lasts for a long time, for months or even years in my brothers case, it lasted
several years. Third, the reaction is too strong for a person to control. For example, even if my
brother told himself not to be afraid at the computer, it didn’t help. He still felt very afraid. Usually,
people avoid whatever it is they are so afraid of. So, in my brother’s case, he avoided using a
computer.
Ok, so those are the three characteristics of phobias. Its an extreme, irrational response its long –
lasting and its uncontrollable.
Student 3: So uncontrollable means even if you try to control it, you can’t?
Teacher: Yes, it means you can’t control it by trying to deny you feel the phobia. There are ways to
treat phobias, and we’ll talk about those in a minute. Yes?
Student 4: What happened to your brother? Did he get over it?
Teacher: Yes, he did. The main thing was that he decided that he wanted to get over it, and he was
treated by a psychologist. Now he uses computers all the time.
Ok, so let’s spend a minute going over some classifications of phobias. Phobias ware classified by
the thing or situation that the person fears. Greek or Latin names are usually used to describe the
fear. Here’s an example: hypno, h-y-p-n-o, means sleep, so fear of sleep is hypnophobia, Cyno, c-y-
n-o means dog. So a fear of dogs is …bynophobia, right? Here’s another example. Aerophobia.
Listen to the first part, Aero. What’s the fear? Aero as in airplane - aerophobia is fear of flying.
Lets turn now to the causes of phobias. One theory is that phobia is learned. This means something
happens that causes someone, or in a sense “teaches someone” to feel afraid. For example, all could
have learned to be afraid of dogs if he was attacked and injured by one as a child.
People can also learn to have phobias by watching how other people react. In fact, doctors find that
phobias tend to run in families. For example, let’s imagine that Ali’s mother has always been afraid
of dogs. Whenever Ali and his mother were together and saw a dog, his mother would get very
scared, very nervous. When Ali saw how his mother reacted, he would then gradually become very
scared, too. He would then have developed cynophobia from watching his mother. So, you can see
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that there are two ways learning can be involved in phobias. So the first theory is that a phobia is
learnt. Learnt either by direct experience or by watching the reactions of others.
The second theory says that a phobia is only a sign of a deeper problem. This means that the phobia
isn’t the whole problem. Let’s take another example. I once treated a teenager who was very afraid
of the dark. He couldn’t be I a dark room himself. He was terrified to go outside at night, and so on.
According to this theory, when he acted afraid of the dark, he was really showing his fear of
something else. In therapy, it was revealed that he was afraid of his father. His father was very strict
when he was young, and once his father made him sit in a dark room when he did something bad.
According to this theory, his fear of the dark was a sign of his deeper, real fear of his father. Yes,
question.
Student 4: So what did you do? Did he have to talk with his father?
Teacher: Well, no, we couldn’t do that. But recognizing that he was really afraid of his father, and
not the dark, was the key step in the treatment. Now he’s cured. No more fear of the dark.
Ok, so let’s think about these two theories, and about the main differences between them. The first
theory says that the phobia is the problem itself. Right? And, the second theory says that the phobia
is a sign of a deeper problem the person has. Why is this difference important? It’s mostly important
in deciding how to treat the person. According to the first theory, if a phobia is learned, perhaps it
can be unlearned. A psychologist who follows this theory will try to teach someone to react
differently, to behave differently when he or she feels afraid. Changing the persons behavior is the
goal. On the other hand, a psychologist who believes the second theory may start by trying to teach
the person to react differently, but the doctor is interested in more than that. The doctors objective,
or goal is to help the patient reveal deeper psychological problem, because it will be easier to treat
the phobia if the deeper problem is identified and worked on as well.
I want you to think for a minute about the significance of having these two theories, or any
competing theories. What does it mean? It tells us that psychologists, like any scientists, have to
continue to do research, to learn, and to test treatments we believe will be effective based on
research. Treatments improve the more we learn.
I’m going to stop there for today. In the next class, I want to talk about other psychological
problems. Read the text unit in your book before the next class. That’s all for today.
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UNIT 8 MULTICULTURALISM
Listen to the following extract from a talk and use a visual form to note down important information
and explanation that speaker uses to illustrate the point.
Ecology is the study of the relationships between an organism and its environment.
The organism is the plant or animal that we are observing. E.g. the cactus
The environment is the organism’s surrounding. E.g. the desert
ð Why does organism like this environment?
ð That is why hot dry desert a good place for a cactus to live?
Vocabulary
1. ………………………. is the traditional metaphor for the way different A melting pot
groups of immigrant came together in the United State.
2. In theory, the result of many nationalities blending together is one homogeneous

culture
………………………….
4. One of the 1.6 million children in the United States who are adopted, multiracial.
about 18% are of a different race than their adopting parents, making their
families ………………………….
5. U.S society does not assimilate a new cultural until later, after the new prejudice
immigrants are viewed with less ………………………….
6. The ………………………….focuses on the many subcultures – all the multiculturalist

view
different ethnic and racial groups that make up the population.
7. The most recently arrived group, whether Irish, Italian or Chinese, discrimination
typically faced strong …………………………. from those already in the
United States.
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8. With …………………………., individuals become part of the larger assimilation
culture be accepting much of that culture.
9. ………………………….of children of another race make a difference in adoption

how people in a family look at themselves.
10. 15% of …………………………. in the United States were between intermarriage

people of different races or ethnicity.

The lecture is about three different ways that U.S. culture has been seen and discussed
over the year.
2. What does culture means in this lecture?
Culture doesn’t only mean tradition, but more importantly the basic beliefs, and values
that people in a society share.
3. How many different views of U.S. culture are there? What are they?
There are three different views of U.S. culture. They are single culture view;
multiculturalistic view; and pluralistic view.
4. In single culture view, what is the U.S culture compared to?
It is considered as a “melting pot”.
5. In multiculturalist view, what is the U.S. culture compared to?
The multiculturalists see the U.S culture as a patchwork quilt or mosaic of separate
subcultures.
6. How many cultural influences are mentioned in the pluralistic view?
There are three influences.
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Activity 1: Listen to the lecture again and complete the notes below.
Definition of culture:
Culture means
- not only (1) traditions,
- but also (2) the basic beliefs and values that people in a society share.
The beliefs can be seen in
- (3) family structure,
- the educational system,
- (4) business practices,
- political institutions,
- (5) entertainment
- (6) all parts of the society.
Topic: Ways of looking at U.S. culture
(7) Three ways that US culture has been seen:
1. The single culture view of the United States as a (8) “melting pot”
- many nationalities blending together is (9) one big, homogeneous culture.
- However, most recently arrived group faced (10) strong discrimination and
they are view with much prejudice.
2. The multiculturalist view
- The multiculturalist view focuses on the (11) subcultures – all the different (12)
ethnic and racial groups
- They see the U.S. as a mosaic of (13) separate subcultures.
- (14) little or no mixing of the different subcultures.
3. The pluralistic view
- individuals have a number of (15) cultural influences
(1. Culture from our families
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(2. Culture learned from (16) TV, videos, …
(3. Culture influence we choose from many subcultures in the U.S.
- People share a larger portion of (17) common culture; people also have (18)
individual cultural characteristics.
- With (19) assimilation, individual becomes part of a larger culture.
Conclusion: continued immigration will always change the character of the U.S. culture.

Culture does not only mean traditions but also the basic beliefs and values in the society. The beliefs
are illustrated in:
• family structure,
• the education system,
• business practices,
• political institutions,
• entertainment and etc.
Accordingly, U.S culture is looked at three different ways: as a melting pot, a multiculturalist view,
and pluralistic view.
• In the first view, many nationalities are blended together in one big, homogeneous culture..
However the most recently are viewed with prejudice.
• In multiculturalist view, the U.S culture is considered as a mosaic of separate subcultures.
There’s little or no mixing of the different subcultures.
• In the pluralistic view, culture influences come from families, TV, videos, etc…
People have common culture and also have individual cultural characteristics. The U.S culture
will continuously change due to the continued immigration.
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VERB NOUN ADJECTIVES

1. assimilate assimilation 2. assimilable/ assimilative
3. discriminate discrimination 4. discriminative/discriminable
5. culture cultural
absorb 6. absorbance 7. absorbable
8. originate 9. origin original
10. race racial
TRANSCRIPT
Practice
Ecology is the study of the relationships between an organism and its environment. The organism is
the plant or animal that we are observing. The “environment” refers to the organism’s surrounding.
For example, we might be studying a cactus plant in the desert. So, our organism will be the cactus,
and the environment will be the desert. But why does our organism like this environment? That is,
why is a hot, dry desert a good place for a cactus to live? We may also ask which other members
make up a certain type of community. For example, what other types of plants (or animals) prefer a
hot, dry desert climate?
Lecture
Let me begin today’s lecture by explaining the meaning of the word “culture” as I’m using it today.
For this lecture, I’m using the word “culture” to mean not only traditions, but more importantly, the
basic beliefs and values that people in a society share. These beliefs and values can be seen in family
structure, in the educational system, in business practices, in political institutions, in entertainment –
in all parts of the society. A person who focuses on “traditions” alone probably won’t see the whole
picture when it comes to the United States.
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People from other countries have trouble identifying an American culture. To be fair, I have to say
that it understandable. Not even the best minds in the country agree on the basic nature of U.S.
culture. So, today I want to talk about ways of looking at U.S. culture.
I’m going to contrast three ways that U.S. culture has been seen and discussed over the years. Then
you can decide which point of view seems the most logical to you. We’ll take a look at the older,
single culture view; a newer, multiculturalist view; and finally, a third view, which I’ll call the
pluralistic view.
So, first is the single culture view of the United States as a “melting pot”. A melting pot – literally, a
pot in which metals like iron and chromium are melted on order to blend them – is the traditional
metaphor for the way different groups of immigrants came together in the United States. In theory,
the result of many nationalities blending together is one big, homogeneous culture. It is like an alloy,
comprised of all the parts that went into it. In other words, the culture is a combination of all the
different parts mixed together into a single whole that is different from each of its parts. However,
many people today believe the idea of one common U.S culture is a myth and has always been a
myth. These people point out that many groups, especially African, Asian, and American Indian,
have at times been excluded from participating fully in a society through segregation and
discrimination. In fact, a characteristic of U.S immigration has been that the most recently arrived
group, whether Irish or Italian or Chinese, typically faced strong discrimination from those already
in the U.S.
We know that every group has made important contributions to the culture, but that’s not the point.
The point is, U.S. society does not assimilate a new cultural group until later, after the new
immigrants are views with less prejudice. Often that happens only after the second or third
generation.
Now let’s move on to another view of U.S culture. Ok, the second view of U.S culture is the
multiculturalist view. The multiculturalist view focuses on the many subcultures – all the different
ethnic and racial groups – that make up the population. Each group brought its own distinct culture
when it immigrated to the United States. In the multiculturalist view, the United States is not a
melting pot. Rather, the metaphor multiculturalists use is the patchwork built, a bedcover made of
many small pieces of material of different colors and patterns. The metaphor of the patchwork seems
right to the multiculturalists because they see the United States a mosaic of separate subcultures,
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each one distinct from the others. U.S. culture, in this view, is a sum of the distinct parts, with little
or no mixing of the different subcultures.
Opponents of this view (and there are many) say that the multiculturalist view ignores the
characteristic mixing of groups, both ethnic and racial, that has been common in the United States.
For instance, Americans of different European backgrounds have long intermarried. Many
Americans today are a combination of four or more ethnic and racial backgrounds – and often more
than they can keep track of. Now, I don’t want to imply that the United States has overcome its race
problems – far from it. But recent census statistics do indicate more mixing than previously.
- First, in 2010, 15 % of new marriages in the United States were between people of different
races or ethnicity. These marriages include combinations of whites, blacks, Latinos, Asians,
and American Indians.
- Second, of the 1.6 million children in the United States who are adopted, about 18% are of a
different race than their adopting parents, making their families multiracial. These children
were either American children of another race or children from abroad, especially from Asia
or Latin America.
Intermarriage and adoption of children of another race make a difference in how people in a family
look at themselves.
So, the point here is that few individuals belong to a single ethnicity or a single race. The lack of
mixing implied by this multiculturalist view is more the exception than the rule. Therefore, many
people prefer another, more satisfactory, view of U.S culture.
This last cultural view, the pluralistic view, is a combination of the first two. The pluralistic view
says that individuals have a number of cultural influences. Some of these they share with others and
some are different from one person to the next. These cultural influences have three distinct sources.
One, we inherit some of our cultural from our families. Two, we absorb some of our culture
subconsciously from just living in the culture – through TV and videos, for example. And three, we
choose some cultural influences that we find attractive from the many subcultures in the United
States. In this way, the population shares a large portion of common culture, but people also have
individual cultural characteristics that make them different from others furthermore, the pluralistic
view recognizes the strong role of assimilation, of becoming part of the larger culture by accepting
much, if not all, of that culture. The pluralistic view differs from the single culture view in that
pluralism does not mean that immigrants must forget or deny their original culture. But those
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immigrants do become a little less what they were – Mexican, Chinese, Russian – as they assimilate
into the new culture. If assimilation doesn’t take place in the first generation, it will by the second or
third generation, as I mentioned earlier.
To conclude, the United States has always reflected to cultures of its immigrants and will likely
continue to do so. If we accept this idea, continued immigration will always change the character of
the U.S culture somewhat. Not as much as some people fear, I think. I suspect U.S culture, to use
another metaphor, will continue to seem like the same dish – but it will be a dish with a somewhat
different flavor in the future. In the future, the real challenge of the United States as a culture may
well be whether its ideal of tolerance is a reality.
200
UNIT 9 THE POPULATION
Extract 1
Topic: Today we’re talking about animal communication.
Main idea 1: How animal communicate with each other?
Main idea 2: How is animal communication different than human communication?
Extract 2.
Topic: This lecture is going to introduce you to traditional Chinese philosophy.
Main idea 1: The yin and yang philosophy
Main idea 2: Elements of this philosophy

Task 1: Vocabulary
a. census b. geographical distribution c. death rate
d. life expectancy e. median age f. mixture
1. For all customary marriages, the median age for bridegrooms remained the same at 34 years
but there was a decrease of one year from 29 years in 2014 to 28 years in 2015 for brides.
2. Their wide geographical distribution shows that honeybees have the ability to adapt to very
different new environments.
3. Generally speaking, the mixture of indigenous and European peoples has produced the
largest segment of the population today, who account for between one-half and two-thirds of
the total.
4. It's the risks relevant to the place where you currently live that affects your life expectancy
while living there.
5. The traditional way of doing this has been to use death rates or self-reported measures of
chronic illness derived from census or survey of the population.
6. Since the beginning of this decade, death rate has risen among people between the ages of 25
and 44 in virtually every racial and ethnic group and almost all states, according to a
Washington Post analysis
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Task 2: Listening
It is about population in the United States.
2. What are the three most populous countries?
They are China, India and America.
3. What are the different ways to look at the U.S. population?
- by age and gender
- by race and origin
- by geographical distribution.
4. According to 2010 statistics, what was life expectancy for men and women in the U.S.?
Life expectancy for women was 80.8 years and for men it was 75.7 years.
5. What is median age of population? Why is it increasing?
Median age is the age that half of the population is older than and half is younger
than. It is increasing because of decreasing birth rates and an increasing life
expectancy for the population as a whole.
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Topic: (1) Population in the United States
Interesting facts about U.S.
- (2) Population is almost 309 mil ppl
- Increase of about 27 mil ppl since 2000
- (3) The third most populous country in the world
Look at population in (4) three different ways:
1. By (5) race and origin
- 72.4 % is white
- 12.6% (6) is black
- 4.8% is of Asian origin
- and a (7) mixture of more races 2.9%
2. By (8) geographical distribution
- Five (9) most populous states in America (including (10) California - 37
million; Texas – more than 25 mil, New York – more than 19 mil and
Illinois – 13 mil)
The South & West The East
- (11) Half of the population - More (13) densely populated
- Larger geographical size - Smaller (14) geographical size
- (12) Growing much faster than any
other areas of the country
3. By (15) age and gender
- more than 5 mil more women than men because (16) women live longer than
men
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- life expectancy for women is (17) 80.8 years, while for men it is only (18)
75.7 years.
The United States is the third most populous nation. Population in the United States is looked at in
three different ways: by age and gender, by race and origin, by geographical distribution.
• In terms of age and gender, there are more than 5 million more women than men because
women live longer than men.
• In terms of race and origin, 72.4 % is white, 12.6% is black, 4.8% is of Asian origin, and a
mixture of more races 2.9%.
• By geographical distribution, there are some differences between the South West and the
East, California, Texas, New York, Florida and Illinois.

1. populate population 2. populous
3. die death 4. dead
5. geography geographical
6. mix mixture 7. mixable
distribute 8. distribution 9. distributable
10. progress progressive
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TRANSCRIPT
Practice
Extract 1
Ok, class, today we’re talking about animal communication. How do animals communicate with
each other? How is animal communication different than human communication? There are the two
major questions we’ll delve into. From the reading I assign you, you all should know that a wide
range of animal behaviours can be viewed as communication. Also, umm, a wide range of animals,
even very small ones like single-celled protozoa can communicate.
How do animal communicate? First, they communicate by touch. Soft touches show tenderness, and
violence shows anger, just like humans. What else, well, they use body language, too – gestures
with various body parts, like legs, tails, ears, whatever… (fade away)
Extract 2
This lecture is going to introduce you to traditional Chinese philosophy. First, you will learn about,
uh, the yin and yang philosophy. Secondly, we will look at the five elements of this philosophy. It is
important that you remember these five elements, as we will be discussing them throughout the
lecture. The five elements of yin and yang are: water, wood, fire, earth, and uhm metal. Ok, so those
are the five elements. Umm, let’s begin with a definition of yin and yang. Yin and yang could be
considered as opposite forces like, uhh, like land and ocean…(fade away)
Lecture
Today we’re going to talk about population in the United States. According to the most recent
government census, in 2010, the population is almost 309 million people, an increase of about 27
million people since the 2000 census. A population of close to 309 million makes the United States
the third most populous country in the whole world. Now as you probably know, the People’s
Republic of China is the most populous country in the world. Do you know which is the second
most populous? If you thought India, you were right. The fourth, fifth, and sixth most populous
countries are Indonesia, Brazil, and Pakistan. Now let’s get back to the United States and look at the
U.S population in three different ways. The first way is by race and origin. Here we’re talking about
the percentages of whites, blacks and so on – and from the parts of the world that they or their
ancestors came from. Second, we’ll look at the population by geographical distribution. In other
words, where people live. And the third way is by the age and gender of the population. Let me
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make sure you got all of those down in your notes. Ok, first, we’ll look at the population by race
and origin. Second, by geographical distribution. And last, by age and gender.
First of all, let’s take a look at the population by race and origin. The 2010 U.S. census reports that
72.4 percent of the population is white, whereas 12.6% is black. About 4.8 percent are of Asian
origin, native Hawaiians and other Pacific Islanders comprises 0.2 percent, and Native Americans
are 0.9%. 2.9% of population is a mixture of two or more races and 6.2% report themselves as “of
some other race”. Let’s make sure your figures are right: white, 72.4 %, black: 12.6%; Asian: 4.8%;
Native Hawaiian and other Pacific Islanders: 0.2%; native American 0.9%; a mixture of two or
more races: 2.9%; and people who say they’re of some other race: 6.2% Interestingly, Hispanics,
whose origins lie in Spanish-speaking countries, comprise whites, blacks, and native Americans, so
they are already included in the above figures. However, it is important to note that Hispanics make
up 16.3% of the present U.S. population.
Another way of looking at the population is by geographical distribution. Do you have any idea
which states are the five most populous in the United States? Well, I’ll help you out there. The five
most populous states are California, with more than 37million people; Texas, with more than 25
million; New York, with a little more than 19 million; Florida, with a little less than 19 million; and
finally Illinois with almost 13 million people. These figures are surprising to many people because,
although over half of the total U.S population lives in the South and West, the East is more densely
populated. Nevertheless, there are more people all together in the South and West. To understand
this seeming contradiction, one need only consider the relatively larger size of many southern and
western states, so although there are more people, they are distribute over a larger area. By the way,
the South and the West are growing much faster than any other area of the country. Now to finish
up this section on geographical distribution, consider that about 83% of the people live in
metropolitan areas like Los Angeles, New York, Chicago and Houston. That means that fewer than
two out of ten people live in rural areas.
Before we finish today, I want to discuss the distribution of the U.S. population in terms of age and
gender. Just for interest, would you say there are more men or more women in the United States?
Well, according to the 2010 census, there are more women. In fact, there are more than 5 million
more women than men in the United States. If we consider that more males than females are born
each year, how can this difference be explained? Well, one important reason is that there is a
progressively higher death rate for males, as they get older. As of 2010 the life expectancy for
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women was 80.8 years, whereas for men it was only 75.7 years. In fact, statistically, women
generally live longer than men worldwide. A 2011 estimate of the average life expectancy
worldwide for the total population is about 69 for females and 65 for males.
You don’t need to take notes on this, but I thought you might be interested in the life expectancy for
the total population in the other five most populous countries I mentioned earlier: China: about 75
years of age; India: about 67, Indonesia: about 71, Brazil: about 72 and a half, and Pakistan: about
70
Now, to finish up, let’s look at the median age of the whole population. The median age is the age
that half of the population is older than and half is younger than. Overall, the median age of the U.S.
population is increasing: from 35.5 years in 2000 to 37.2 years in 2010. The median age has been
slowly, but steadily, increasing over the past several decades. This trend toward a higher median
age can be explained by a decreasing birth rate and an increasing life expectancy for the population
as a whole. I’d like to investigate these two subjects further, but I see our time is up, so we’ll have
to stop now.
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UNIT 10 CULTIVATING PRACTICES
1. Extract 1:
a. Topic: OECE – organization for economic cooperation and development.
b. Main ideas:
§ What it is?
§ Its history
§ What it does today? ?????
2. Extract 2:
a. Topic: Blood
b. Main ideas:
§ The makeup of blood
§ Flow of blood through the body
§ Types of blood cells
§ Transfusion
Task 1: Vocabulary
1. I
2. C
3. B
4. D
5. A
6. J
7. E
8. G
9. H
10. F
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1. T
2. F (480 million hectares)
3. F (There’s a number of things can be done)
4. T
5. T
6. T
7. F (relatively poor)
8. T
Topic: the solutions to the growing problem of (1) supplying enough food - "dry land
farming".
Definition: Dry land farming is a set of (2) agricultural practices, agricultural
techniques to be used in areas where the rainfall- or the snowfall- is slight, erratic, or
seasonal.
For example: - (3) North American prairies,
- The South American pampas
- The Russian steppes
- The (4) Middle East
These areas have marginal rainfall, precipitation.
Ways to improve for successful farming:
1st key factor: (5) Water is the key requirementàto be saved
- Precipitation must be (6) captured, conserved and used sparingly.
- Providing windbreaks
- Providing some slight shade
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- (7) Leaving residues from previous crops
- Terracing can be used
- (8) Contour plowing to prevent run-off
- Choosing precisely the (9) right time to plant
- Choosing the optimum seed depth
2nd factor: crop choice
- (10) Drought-resistant varieties
- (11) Heat-tolerant varieties
- Varieties that can stand hot, dry conditions
3rd factor:
- (12) Fertilizers
- Other mulching techniques - putting a (13) protective cover over the field à solve
this problem of soil (14) deterioration, and erosion.
In ugly year, more susceptible to (15) low crop yields or complete crop failures
à the farmer must be ready and willing to (16) abandon his effort to save his
fertilizers and his seeds and his energies.
In promising years, - take advantage of it- by (17) boosting yields with extra or
broader plantings
Conclusion: With such approaches, the productivity of marginal dry lands help us
keep up with our (18) irresistibly growing populations.
Task 1: Write a short passage in about 100 words summarizing the information you have.

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“Cultivating practices in dry area” is considered to be the answer to the growing problem of
supplying enough food for people.
It is a set of agricultural practices to be used in dry, erratic areas.
However, there’re a number of things to improve the land condition.
• Firstly, conserving, using water sparingly, and preventing water from evaporating and
running off in many ways.
• Also, choosing crops that can stand hot and dry condition is the key factor.
• Finally, topsoil must be preserved and protected with cover to avoid deterioration and
erosion.
VERB NOUN ADJECTIVE

cultivate 1. cultivation 2. cultivatable
3. precipitate precipitation
conserve 4. conservation 5.conservative
evaporate 6.evaporation
7. optimize 8.optimism optimum
nutrient 9. nutritious/nutritional
moisturize moisture 10. moist
TRANSCRIPT
Practice
Extract 1.
The focus of our lecture this morning will be on the OECD. We will learn about what it is, talk
briefly about its history and consider what it does today. We have a lot to cover, so listen carefully.
Some of you know what I mean by OECD, others may not. OECD stands for the Organization of
Economic Cooperation and Development. Quite a long title! The abbreviation OECD is much easier
to remember and say. The Organization of Economics Cooperation and Development is a mouthful.
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Now, you are probably wondering exactly what the OECD is. Well, it is an international
organization. Its members are developed countries that believe in democracy and free market
economy.
Extract 2
One thing that all humans have in common is blood. Blood flows through the veins and arteries of
all humans. Today we will specifically discuss the makeup of blood. I want to discuss the flow of
blood through the body, the types of blood cells, and transfusion.
Blood is carried through the body by two types of blood vessels, arteries and veins. Blood carried
by the arteries has received oxygen from the lungs. Arteries take this oxygen-rich blood to all parts
of the body. After delivering oxygen around the body, blood travels through the veins back to the
heart and lungs for more oxygen. So arteries carry blood without oxygen back to the heart. Now
let’s look at blood itself in more detail. Whole blood is made up of three types of blood cells. They
are ….(fade away)
Lecture
Narrator Listen to part of a university lecture on agriculture.

Professor: Good afternoon, class. We've been looking at various of the world's population
problems and their possible solutions over our last few classes, and today I'd like us to take a quick
look at one of the solutions to the growing problem of supplying enough food for us all. It's called
"dry land farming".
Dry land farming is a, a set of agricultural practices, agricultural techniques, that should be, or need
to be used to produce profitable crops in areas where the rainfall- or the snowfall- is slight, is
erratic, or is very seasonal, and is generally less than about fifty centimeters a year. All over the
world, there are countries that must use these less-than-optimal lands to grow their food- the North
American prairies, the South American pampas, the Russian steppes, the Middle East- all these
areas have marginal rainfall, precipitation. Almost half of India's arable- cultivatable- land, 47 out
of a total of 108 million hectares, is dry land, as opposed to land fed by adequate rainfall.
Originally, these lands were covered with well-adapted grasses, but today much of the natural cover
is gone, and these vast plains are seen as, potentially at least, our global breadbasket.
Now, dry land farming is something that must be practiced in places where the land is inherently
only barely suited for food production in the first place, and you can't make a silk purse out of a
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sow's ear, but there're a number of things you can do that can improve the situation, the conditions,
for successful farming.
Water is of course a key, or the key, requirement, and the little precipitation that does fall must be
captured and conserved and used sparingly. Providing windbreaks, and providing some slight shade,
and leaving residues from previous crops can often save water, keep it from evaporating so quickly.
And weeding can save the water that the weeds would otherwise drink up. If the countryside is
hilly, terracing can be used, and this goes along with contour plowing to prevent run-off. In some
areas, it may even be feasible to build cisterns so that rainwater can be collected and stored. Also,
planting the seeds carefully, with consideration- choosing precisely the right time to plant them,
choosing the optimum seed depth, and so forth, can help use the available moisture most efficiently.
Professor: Mentioning seeds brings me to the next point: crop choice. Drought-resistant varieties,
heat-tolerant varieties, of wheat or corn, for instance, must be chosen or developed. Varieties that
can stand hot, dry conditions, whose seeds will germinate in such adverse conditions, and which
have growth cycles, life cycles, that are fitted to the conditions they must face. With careful
attention to these choices and to these practices we are talking about here, even crops like
watermelons have been grown successfully in dry lands!
So, conserving and carefully distributing what rainfall is available and choosing crops that can best
tolerate dry conditions are key factors for success. And the soil itself is also a key factor.
Dry land soils are, as you might expect, relatively poor in nutrients, because dry conditions allow a
lot of topsoil to be blown away. So the quality of the thin top soils must be preserved and
maintained as carefully as possible. The most obvious help here is fertilizers, but other techniques
like mulching- putting a protective cover over the field, like old vegetable matter, plant stalks and
leaves, for instance, or plastic sheeting- and minimal tillage, minimal plowing, help solve this
problem of soil deterioration, as well as the other main soil problem, erosion. Erosion can also be
fought with windbreaks and strip-farming, which is the planting of alternate strips of land each
growing season
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UNIT 11 AMERICANS AT WORK

Listen to the following extract from a talk and note down the signpost language that the speaker
used.
- Today, however, we won’t look at work ……
- ……we’re going to take a look at ………. in three different ways.
- First, we’ll take a historical look at ….
- Then, we’ll look at how …..
- And after that, we’ll take a look at ….
- And finally, we’ll look at what ….

Task 1: Vocabulary
Find the synonyms from the box for the words that follow.
1. to favor: to support, to be for, to be in favor of

2. productivity: yield
3. to stagnate: to stop developing, to cease growing/progressing/advancing
4. perspective: view, outlook
5. per capita: per person
6. controversial: debatable
7. to romanticize: to idealize, to glamorize/glamourize), to glamour (up),to glorify,
Task 2: Listening
1. While the number of people in the goods producing industries rose (fell), the number of
people in the service industries fell (rose). False
214
2. Whereas wages and salaries increased over the century, the average workweek declined.
True
3. People often tend to complain (romanticized) about the past and talk about “the good old
days”. False
4. Longer working hours in the U.S.A is a more popular trend whereas the trend in other
industrialized countries is the opposite. True
5. Workers in some European countries actually outproduce than American workers per hour of
work. True
6. Workers in some European countries achieve a higher rate of productivity than American
workers because European workers are more (less) stressed than U.S workers. False
7. Between 1949 and 1974, increases in productivity were matched by increases in wages. True
8. After 1974, productivity dropped (rose) in manufacturing and services, but real wages
stagnated. False
9. According to a recent book, the money earned from increased productivity goes for salaries
to CEOs, to the stock market and to workers (corporate profits). False
10. Some people say that labor unions have lost power since the beginning of the 1990s (1980s).
False
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• TOPIC: Look at work in USA today (1) from two perspectives
- historical look at how things changed for American workers from 1900 to 1999
- (2) look at how US workers are doing today
• HISTORIC LOOK AT AMERICAN WORKERS
Changes in type of work
At the beginning of 20th At the end of 20th cen.

cen.
o 38% worked in agriculture o (3) 3%
o 31% worked in mining, o (4) 19%
manufacturing, construction
o (5) 31% worked in service o 78%
Changes in Child + women labor
At the beginning of 20th At the end of 20th cen.

cen.Child labor was not unusual -
o o Child labor laws became stricter
1,750, 000 children (10-15) (6) illegal for children under 16
worked full time to work full time
o (7) 19% of women were o 60% of women had jobs
employed
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Changes in (8) wages + salaries
At the be. of 20th cen. in 1999$ At the end of 20th cen. in 1999$
o Average income: $4,200/year o (9) $33,700
o More benefits: health insurance
o (10) Work week dropped
Changes in (11) workplace safety

o Nearly 1,500 were killed in coal o (12) 35 people died
mining accidents
o (13) 2,555 railroad workers o 56
were killed
• LOOK AT HOW U.S. WORKERS ARE DOING TODAY
(14) Working hours
o U.S. workers are most productive among industrialized nations, but (15) they
work longer hours than European workers

o Europeans have 4 to 6 weeks of vacation/year, but American workers have
about 2 weeks
Wages/salaries
U.S productivity has increased greatly but wages do not rise at the same rate
- Growing gap /. / rich & poor Americans: 1949 – 1974, rises in productivity
(16) were matched by increases in wages in manufacturing + services but
since 1974, productivity increased 68% in manuf. & 50% in service but (17)
real wages stagnated.
o Why? (18) Money goes for salaries for CEOs, stock market and corporate
profits, not for pay rise for workers
Reasons for current situation

o Labor unions in USA (19) have lost great power since beginning of 1980s
o (20) Government has passed laws that favor the rich and weaken the rights of
workers
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The lecture gives a look at how things changed for American workers from 1990 to 1999 and
how U.S. workers are doing today.
• There was big change in types of work when the number of workers in agriculture,
mining, manufacturing, and construction fell while that in service rose sharply.
• There were also fewer children and more women working. The average salaries also
rose considerably and workweek dropped.
• There were fewer work accidents, too.
• Currently, U.S. workers are most productive among industrialized nations, but they work
longer hours than European workers and have fewer and shorter vacations.
• U.S productivity has increased greatly but wages do not rise at the same rate as the
money goes for salaries for CEOs, stock market and corporate profits. This is because
USA labor unions have lost power and the government has passed laws that favor the
rich and weaken the rights of workers.
Task 2: Make one sentence with one of the words given. Answers vary
TRANSCRIPT
Practice
Whether you love it or hate it, work is a major part of most people’s lives everywhere in the
world. Americans are no exception. Americans might complain about “blue Monday,” when they
have to go back to work after the weekend, but most of them put a lot of importance on their job,
not only in terms of money but also in terms of identity. In fact, when Americans are introduced to
a new person, they almost always ask each other, ‘What do you do?’ They are really asking,
‘What is your job or profession?’ Today, however, we won’t look at work in terms of what work
means socially or psychologically. Rather, um, we’re going to take a look at work in the United
States today in three different ways. First, we’ll take a historical look at work in America. Uh,
we’ll do that by looking at how things changed for the American worker from the year 1900 to the
year of the latest statistics, 2010. That is, from the beginning of the twentieth century to recent
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times. Then, we’ll look at how U.S. workers are doing today. And after that, we’ll take a look at
some possible reasons for the current economic situation. And finally, we’ll look at what people
are saying about what the government should and should not do in order to improve the country’s
economy.
Lecture
Whether you love it or hate it, work is a major part of most people’s lives everywhere in the
world. Americans are no exceptions. Americans might complain about “blue Monday,” when they
have to go back to work after the weekend, but most people put a lot of importance on their job,
not only in terms of money but also in terms of identity. In fact, when Americans are introduced to
a new person, they almost always ask each other, ‘What do you do?’ They are asking, what is
your job or profession. Today, however, we don’t look at work in terms of what work means
socially or psychologically. Rather, we’re going to take a look at work in the United States today
from two perspectives. First, we’ll take a historical look at work in America. We’ll do that by
looking at how things changed for the American worker from the beginning to the end of the
twentieth century, that is, from the year 1900 to the year 1999. Then we’ll look at how U.S.
workers are doing today
As we look at the changes over the last century, we’re going to use a lot of statistics to describe
these changes. You will need to write down a lot of numbers in today’s lecture. First, let’s
consider how the type of work people were involved changed. At the beginning to the twentieth
century, about 38% of the workforce was involved in agriculture, that is, they worked on a farm.
By the end of the century, only 3% still worked on farms. There was also a large decrease in the
number of people working in mining, manufacturing, and construction. The number of workers in
mining, manufacturing and construction went down from 31% to 19%.
While the number of people in these goods producing industries went down, the number of people
in the service industries went up. As you may know, a service industry is one that provides a
service, rather than goods or products. A few examples include transportation, tourism, banking,
advertising, health care, and legal services. I’m sure you can think of more. The service industry
workforce jumped from 31% of the workforce at the end of the century to 78% in 1999.
Let’s recap the numbers: in 1900, 38% in agriculture, 31% in mining, manufacturing and
construction, and 31% in the service industries. That should add up to 100%. In 1999, 3% in
agriculture, 19% in mining, manufacturing and construction and 78% in the service industries.
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Again, that should add up to 100%.
The labor force changed in other important ways. For example, child labor was not unusual at the
beginning of the twentieth century. In 1900 there were 1,750,000 children aged 10 to 15 working
full time in the labor force. This was 6% of the work force. Over the years, child labor laws
became much stricter and by 1999, it was illegal for anyone under 16 to work fulltime in any of
the 50 states. While the number of children in the workforce went down, the number of women
went up dramatically. In 1900, only 19% of women were employed. In 1999, 60% of women
were holding down jobs.
Let’s see what has happened to wages and salaries. All the numbers I will give you are in terms
of 1999 dollars. Let me explain. In 1900 the average per capita income was $4,200 a year. That
does not mean that the average worker in 1900 earned $4,200 but that what he or she earned was
equal $4, 2000 in 1999. That is, the amount of money the average worker earned in 1900 was
worth the same as $4,200 in 1999. The average per capita income in 1999 was $33,7000, not
only did people earn a lot more money at the end of the century, they also received a lot more
benefits than at the beginning of the century. One of the important benefits most workers
received late in the century was health insurance. Whereas wages and salaries rose over the
century, the average workweek dropped. That is, workers in general did not work as long hours in
1999 as they did in 1900.
The last area that I’d like to give you a few statistics about is work place safety. Most of us who
go to work every day don’t think a lot about whether we are safe or not, but in 1900 it was a real
concern for a lot of workers. There aren’t many statistics available, but the U.S. government does
have statistics on two industries that will give you some idea of the difference today. In 1900
almost 1,500 workers were killed in coal-mining accidents, in 1999 the number was 35. 2,555 rail
workers were killed in 1900, compared to 56 in 1999.
People often tend to romanticize the past and talk about “the good old days” but I think it’s fair to
say that by the end of the twentieth century, U.S. workers in general made more money, they
enjoyed more benefits, and their working conditions had improved greatly.
Now, let’s turn our attention to the current situation for U.S workers. The picture is not so rosy as
the one drawn by comparing U.S workers at the beginning and the end of the twentieth century.
I’m going to focus on the current situation in terms of productivity, working hours and wages and
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salaries.
First, let’s consider the number of hours worked. According to a 2003 study released by the
United Nations International Labor Organization, U.S. workers are the most productive in the
world among industrialized nations, but they work longer hours than Europeans workers to
achieve this productivity. Europeans typically have 4 to 6 weeks of vacation a year, whereas the
average American workers have only about two weeks. This study points out that the longer
working hours in the United State is a rising trend, while the trend in other industrialized countries
is the opposite. Workers in some European countries actually out-produce American workers per
hour of work. It has been suggested that their higher rate of productivity might be because
European workers are less stressed than U.S. workers at any rate, there seems to be general
agreement that U.S productivity has greatly increased over the last thirty years. However, workers
have not seen their wages rise at the same rate. A group of sociologists in their book Inequality by
Design point out that there is a growing gap between rich Americans and everyone else in the
United States. They write that between 1949 and 1974, increases in productivity were matched by
increases in wages for workers in both manufacturing and the service industries, but since 1974
productivity increased 68% in manufacturing and 50% in services, but real wages stagnated. That
is wages moved up little or not at all. Where does all the money generated by the increased
productivity go then? According to the author of this book, the money goes for salaries to CEOs,
to the stock market and to corporate profits. Workers play a great role in increasing productivity
but no longer see their wages connected to increased productivity. In other words, CEO’s’
salaries, the stock market, and corporate profits go up as work productivity goes up, but workers’
wages do not.
What are the reasons why U.S. workers who are the most productive in the work have to work
longer hours, have fewer vacations days and see their wages stagnate and not rising at the same
rate as productivity? The answer to this question is complex and controversial, but there are two
reasons most people who speak or write about these issues mention; the first is labor unions in the
United States have lost great power since the beginning of the 1980s, and the second is that the
government has passed laws that favor the rich and weaken the rights of the workers.
I see your time is up. See you next time.
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UNIT 12 UNDERSTANDING IMMIGRATION

Listen to the following extract from a talk and note down the words that the speaker used to signal
the definition:
- What we mean by …….
Task 1: Vocabulary
Circle the correct word.
1. contagious
2. conviction
3. Politics
4. predominant
5. diverse
6. heritage
7. equivalent
8. restoration
9. desire
10. purchase
Task 2: Listening
Activity 2: Use your notes and complete the sentences.
1. patterns
2. underwent
3. currency
4. somewhere different
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5. a dramatic change
6. airline staff
7. considerable overpopulation
8. construction
Topic: (1) New York as a model for understanding immigration patterns in relation to
national rather than international change.
Firstly, conditions of entry
- affected by (2) rules of immigration which determine the conditions of entry.
After that, internal changes can affect patterns considerably.
Diagram of Ellis Island and process of admitting immigrants:
1st, a medical inspection to ensure (3) immigrants were not bringing in any contagious
diseases.
Fail Pass
(4) Anyone who did not pass the (5) If the examination was passed,
medical examination was refused immigrants were required to take a
entry to New York and sent home on further examination: this time a legal
the next available ship. examination to establish whether

they had any criminal convictions.
When completed this process, they had to wait: (6) as long as five hours- before
boarding a ferry to take them to New York City.
è Millions of immigrants entered the US à (7) largely responsible for the ethnic
make-up of the city today.
Secondly, changes within a country
- Communitiesà (8) became wealthier
- Govt (9) introduced new laws
- Employment opportunities (10) came and went
These factors affect: (11) where people choose to live or force them to move to
somewhere different.
E.g: Brooklyn: (12) an interesting e.g.:
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used to be a predominantly working class area of the city and attracted
unskilled migrant workers.
à Nowadays its fame as a centre for up-and-coming artists and musicians
means it has attracted a new and much more diverse population of middle class
residents.
Thirdly, Brooklyn- a case study of local change.
Brooklyn’s Population : (13) changed significantly over the years and this can most
easily be seen in its economic activity.
Brooklyn industries:
(14) from the current financial services companies to manufacturing in the 1950s,
to shipbuilding in the 1900s
àBrooklyn industries affect its population density: (15) population density has been
steadily increasing over 100 years from 1.5 mil in 1900 to 2 mil in the middle of
20th century to 2.3 mil inhabitants today.
New York – a model for understanding immigration patterns.
Conditions of entry include
- medical inspection to ensure the immigrants were not bringing any contagious diseases.
- Legal examination to establish whether they had any criminal convictions.
Changes within the country:
- Communities became wealthier
- Govt introduced new laws
- Employment opportunities were better
Brooklyn- a case study of local change.
• Brooklyn’s Population changed significantly over the years and this can most easily be
seen in its economic activity.
• Brooklyn’s infrastructure construction- subway and the extent and type of local heritage
attract the middle class to live in this particular place
Task 2: Answers vary.

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TRANSCRIPT
Practice
Good morning. I’m very pleased to have been invited along to your club to talk about our
Charity Sponsored Walking Holiday for Education Aid. I’ll start by giving you a brief overview
of what it entails. First of all let me explain what we mean by “sponsored” here. This is where
people promise to donate money to the charity if you achieve your goal, in this case to walk a
certain number of miles.
Lecture
This morning I'd like to focus on New York as a model for understanding immigration patterns
in relation to national rather than international change. Firstly, it is important to understand that
migration patterns are primarily affected by the rules of immigration which determine the
conditions of entry. After that, internal changes can affect patterns considerably. To highlight
my first point let's study this diagram of Ellis Island and the process of admitting immigrants
in the late nineteenth and early twentieth centuries. Upon arrival at Ellis Island, people
underwent a series of examinations and questions before being allowed to enter the US. First
of all, there was a medical inspection to ensure the immigrants were not bringing in any
contagious diseases. Anyone who did not pass the medical examination was refused entry to
New York and sent home on the next available ship. If the examination was passed,
immigrants were required to take a further examination: this time a legal examination to
establish whether they had any criminal convictions. After this, immigrants were able to
change currency and purchase tickets for onward rail travel from New York. Having
completed this simple process. Immigrants were told to wait - this wait could be as long as
five hours - before boarding a ferry to take them to New York City. This simple system
allowed millions of immigrants to enter the US and is largely responsible for the ethnic make-
up of the city today. Even though the immigrants themselves may have had a variety of reasons
for deciding to migrate, it was only possible because of US national immigration laws.
Moving on to the second point- how changes within a country can have much or more of an
effect than those outside the country. Various parts of New York have changed radically in
their ethnic make-up over the last 200 years : communities became wealthier, governments
introduced new laws, and employment opportunities came and went. These factors affect
where people choose to live or force them to move to somewhere different. For example, most
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people think that the population has changed in Manhattan due to the rise of its importance as a
financial trade centre, which is true to some extent . But like the Ellis Island example, a change
in politics, namely a change of mayor. allowed the city to boom as a financial centre. and this
resulted in different types of people moving to the area. Brooklyn is an interesting example,
too and we'll be looking at it as our case study later in the lecture. Whereas it used to be a
predominantly working class area of the city and therefore attracted unskilled migrant workers,
nowadays its fame as a centre for up-and-coming artists and musicians means it has attracted a
new and much more diverse population of middle class residents. Finally, Queens has shown a
dramatic change in its population over the last fifty years due to the airports there. This means
that the number of airline staff living in the area has dramatically increased and changed the
nature of the local population.
Finally, I'd like to use Brooklyn as a case study of local change.
Brooklyn's population has changed significantly over the years and this can most easily be seen
in its economic activity. Tracing the Brooklyn industries back from the current financial
services companies. to manufacturing in the 1950s. to shipbuilding in the 1900s, we can map
this onto average wages and therefore the type and class of resident. And this has affected the
population density too which has been steadily increasing over the past 100 years from 1.5
million in 1900 through to 2 million in the middle of the twentieth century to the 2.3 million
inhabitants today. In fact Brooklyn is suffering from considerable overpopulation now. But this
large population increase was due not to employment but the building of the subway which
linked Brooklyn to other areas of New York. Prior to this at the beginning of the twentieth
century the only way of transportation was the Brooklyn Bridge. Another factor which
traditionally increases the desire for the middle classes to live in a particular place is the extent
and type of local heritage, especially for those people with young children. In Brooklyn this is
evident in the increase in population after the construction of Coney Island. The modern day
equivalent of this is the restoration of Prospect Park which has brought more middle income
families into the area.
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UNIT 13 STAYING HEALTHY

Listen to the following extract from a talk and note down the words that the speaker used to signal
examples.
- Common examples of aerobic exercise include ……
- For example, it may be best to start …

Task 1: Vocabulary
Fill in the gaps with the words given in the box. Make changes to some of the words to
1. resist
2. transmitted
3. microorganisms
4. adapt
5. allergic
6. exposed
7. infectious
8. immune
9. outbreak
10. treat
Task 2: Listening
Activity 2: Use your notes. Write the letter of the phrase that best completes each statement.
1. j
2. b
3. d
4. c
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5. g
6. e
7. i
8. h
9. a
10. f
Topic: Stay healthy with better immunity systems
• More contagious diseases à many challenges for doctors and healthcare workers à
Important to have realistic view and (1) develop a sense of optimism in meeting
them
• Reasons for rapid spread of diseases:
- People travel overseas more à(2) infectious diseases are transmitted more
often and more quickly
- More people have allergic and breathing problems (3) due to pollution
• Immune system:
- Fight diseases: Defend (4) body against things that harm us
e.g. (5) sb sneezes on us on crowded train
à have a strong immune system if (6) we want to stay healthy
• How immune system works?
- People develop immunity to the surroundings à adaptive immunity: people exposed
to causes of disease (7) develop ability to fight disease
- People go to new places with no immune system to fight bacteria and viruses à
they get sick à contagious à infectious diseases (8) are transmitted to others
when back home
• How to have immunity?
- (9) Develop immunity
- Get immunization shot à immune systems (10) work harder when we contact new
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microorganisms
• (11) Immunity system problems
- AIDS (acquired immune deficiency syndrome)
o People with AIDS lack immunity à(12) cannot fight infections or diseases
- Allergies (Most prevalent)
o Allergy: (13) reaction to sth that does not normally affect people
o Allergic reaction means immune system working too hard: it fights (14) to
protect people against sth not dangerous to them, like cats, flowers,
grass.
o Allergy (sneezing, red itchy yes, difficulty breathing) à uncomfortable but
(15) not too serious
o Anaphylactic reaction: very dangerous, sb can (16) die if no medicine is
given to stop reaction
o To treat allergies, build up immune system by introducing allergies to body
àmake us less sensitive to allergen and (17) teach bodies not to react so
strongly
• How to develop immunity system?
- Be aware that (18) various diseases, allergies and environmental illnesses are
linked at some level
- Try to live a healthy lifestyle by eating well, exercising, (19) controlling stress,
being happy
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The topic of the lecture is about how to stay healthy with better immune systems.
• The reason for rapid spread of disease: There are more contagious diseases and they
spread quickly because people travel overseas more.
• How immune system works: Immune system defends the body against things that harm us.
• How to have immunity: we should develop immunity and get immunized.
• Immunity system problems:
o AIDS: people with AIDS lack immunity => cannot fight infections or diseases
o Allergy: their immune system makes a mistake when it protects people against
something that is not dangerous.
All people have immunity challenges and they won’t go away because we continue travelling.
However, we can take some control by trying to live a healthy lifestyle and being aware of risks that
we face.

1. immunize immune 2. immunized
3. infect 4. infection infectious
adapt to 5. adaptation 6. adaptive
7. allergy allergic
8. expose to 9. exposure exposed
transmit 10. transmit transmitted
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TRANSCRIPT
Practice
So, what can you do to lose weight? Well, exercise is by far the best way. Burning calories and
working off the fat will help you look and feel better. Regular exercise helps you burn calories
faster, even when you are sitting still. But what is the best type of exercise for your heart? Well,
studies have shown that aerobics exercise causes you to breathe more deeply and makes your heart
work harder to pump blood. Aerobic exercise also raises your heart rate and thus burns calories.
Common examples of aerobic exercise include walking briskly, jogging, running, swimming and
cycling.
People are often unsure just how much exercise they need. Again, recent studies can help. These
have shown that it’s best to begin slowly and gradually work up to 30 minutes of exercise, four to
six times a week. However, your doctor may make a different recommendation based on your
health. For example, it may be best to start with only a couple of minutes of exercise or begin at a
fairly show pace. If you are not used to exercise, be sure to pay careful attention to your body. One
sure sign that you may be overdoing it is if you can’t carry on a conversation while you exercise.
To give your body the chance to recover, it’s also best to alternate exercise days with rest days.
Lecture
TEACHER: Good afternoon. Have you heard in the news that there is a new outbreak of Ebola
in Central Africa?
This outbreak is an example of what we’re going to talk about today.
There has been plenty in the news about medical problems around the world. There are new
strains of malaria, West Nile virus, ongoing news about AIDS. It seems the incidences of many
contagious diseases are increasing, even with the great progress being made in healthcare. So there
are many challenges for doctors and healthcare workers. As future public health workers, it’s
important for you to have a realistic view of these challenges, and also to develop a sense of
optimism in meeting them. Why are diseases spreading more rapidly? Well, we are traveling
overseas more than ever before. As more and more people travel, infectious diseases are
transmitted more often and more quickly. How many of you traveled overseas in the past six
months?. . . A lot of you. Where did you go?
STUDENT 1: To Taiwan.
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TEACHER: How about you?
STUDENT 2: I went to Turkey.
TEACHER: And you?
STUDENT 3: Brazil.
TEACHER: So you see, just among us, we’ve probably been around the world recently! Along
with these infectious diseases, there has been an increase in the number of people with allergies
and breathing problems. Some believe this is due to pollution. Are any of you allergic to
anything? . . . Yes, see a lot of you are. I know I am.
To understand these problems, it helps to understand what our immune system is and why the
world we live in makes our immune system work very hard. Let me explain briefly what the
immune system is. The immune system is the system in our bodies that fights diseases. The job
of the immune system is to defend the body against things that may harm us, that may make us
sick. For example, when someone sneezes on us on a crowded train . . . Oh, I hate when that
happens! How healthy we are depends on how well we can fight and destroy the bad guys,” the
germs or microorganisms that can hurt us. To have immunity means to be able to fight them
off. It’s very important to have a strong immune system if we want to stay healthy.
Here’s a key point. We develop immunity to what is around us, to what we are exposed to. So if
you live in Tokyo, you develop immunity to microorganisms in Tokyo, if you live in Paris, you
develop immunity to what is dangerous in Paris, and so on. Adapting to the environment takes
time. This is called adaptive immunity. Adaptive immunity means people who are exposed to
the causes of a disease develop the ability to fight the disease. So, for example, a girl gets a
disease, say chicken pox. That girl develops immunity to chicken pox, and she won’t get
chicken pox again.
Now, how about someone from the U.S. taking a boat trip on the Amazon River, or someone
from Taiwan traveling to Africa? These people are in new places, places that have bacteria and
viruses that cause diseases. But the person’s immune system hasn’t adapted to fight those dis-
eases, so the person might get sick. Then if that person returns home from a trip and is sick, he
or she might be contagious. But the people back home won’t have the ability to fight the disease
either, their immune systems won’t know how. This is how infectious diseases can be
transmitted to other people. To resist a disease, someone must have immunity. That’s very
important.
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We can have immunity by developing it, like the little girl with chicken pox, or by being
immunized. One way to get immunized is to get an immunization shot, for example, a shot for
cholera. People often get shots before they travel to build up their immunity. This does help, but
in any case, our immune systems have to work harder and harder when we come into contact
with new microorganisms.
In recent years, we have learned more about a variety of immune system problems. Probably the
most well known is AIDS, or acquired immune deficiency syndrome, caused by HIV, human
immunodeficiency virus. Most of us know the terms AIDS and HIV, but let’s look at what the
letters stand for. The I-D in AIDS stands for immune deficiency. “Deficient” means lacking, to
not have enough of something. So people with AIDS lack immunity. They can’t fight infections
or diseases.
Now, back to allergies. A lot of people don’t think of allergies as being an immune problem, but
they are. In fact, allergies are the most prevalent immune problem we have today. An allergy is a
reaction to something that shouldn’t normally affect people. Allergic reactions are really an action
of the immune system. As I said earlier, the immune system’s job is to protect you from things
that are dangerous to your health, things like the germs on the subway or bus. When you have an
allergic reaction, it’s a signal that the immune system is working too hard. Another way to think
about it is that the immune system makes a mistake. The mistake is that it fights to protect you
against something that is not dangerous to you, like cats, flowers, or grass. Allergic reactions like
sneezing, red itchy eyes, or difficulty breathing can make people uncomfortable, but are common
and generally not too serious. However, some people can develop a much more serious reaction
that affects the whole body. This is called an anaphylactic reaction—A-N-A-P-H-Y-L-A-C-T-I-C.
This can be very dangerous. In fact, someone can die if no medicine is given to stop the reaction.
We treat allergies the same way that we try to prevent infectious diseases. We try to build up the
immune system by introducing small amounts of the allergen to the body. This makes us less
sensitive to the allergen and teaches our bodies not to react so strongly.
Well, let’s conclude this here. We all have some immunity challenges. These challenges won’t go
away anytime soon because we are going to continue to travel, and so on. But, we can take some
control of the situation by being aware that the various diseases, allergies, and environmental
illnesses are linked at some level; they all have to do with our immune system. Then we can take
some positive steps. We can try to live a healthy lifestyle by eating well, exercising, controlling
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stress, and being happy. Yes, some research shows that happy people are healthier. And, of
course, by being aware of the risks we face when we travel in countries that are very different
from our own. Are there any questions?. . . Cynthia.
STUDENT 1: So when you have an allergy to something, like cat hair, you’re saying that you can
cure it by becoming healthier?
TEACHER: Yes, it helps to be in good health. That will reduce the symptoms.
STUDENT 1: Then can you avoid getting some disease like cholera or AIDS by staying healthy
and having a strong immune system?
TEACHER: Well, perhaps, but some microorganisms are so strong that they can attack even very
healthy immune systems. . . . So, our immune systems protect us. We can develop immunity to
diseases by being exposed to them, by adapting, or by getting immunized, usually by shots.
Allergies are the most common immune system problem. In an allergic reaction, the immune
system is working to fight something that doesn’t really cause us harm. And finally, a healthy
lifestyle can help us build up our immunity. We’ll stop here. Please read the next unit for next
time.
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UNIT 14 LAND
Vocabulary
1. irrigation
2. Productive
3. evaporates
4. eroded
5. Overgrazing
6. implemented
7. alleviate
8. genetically engineered crops
9. preserve
10. priority
- Let’s start with Venus
- which is why Venus appears so bright from Earth
- Let’s consider Saturn next
1. The lecturer considers loss of productive land to be a global problem. T
2. New dry areas are developing on every continent. F
àNew dry areas are developing on every continent except Antarctica.
3. The lecturer is concerned about current deserts, like the Sahara Desert. F
àThe lecturer is concerned about new land becoming dry and less productive.
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4. As soil gets compacted, more plants can grow. F
àAs soil gets compacted, fewer plants can grow.
5. As trees are cut down, they erode the soil. T
6. Irrigation often washes away the salt from the soil. F
àIrrigation often builds up the salt from the soil.

7. Both overgrazing and overcutting of trees lead to erosion. T
8. The lecturer emphasizes that weather extremes cause the problem. F
àThe lecturer emphasizes that people’s actions cause the problem. F
9. At this point, experts think nothing can be done to alleviate the problem. F
àAt this point, experts are trying to alleviate the problem.
10. The United Nations is looking for worldwide solutions to the problems. F
àSome organizations are looking for local solutions to the problems. F
Topic:(1) Land – a limited resource
2 parts:
- (2) Factors to pressure on land
- (3) Ways to address problem and meet future needs of people
Facts
• Less good and productive land
• New dry areas (4) are expanding worldwide
Factors
• Weather – (5) not the main reason
• People’s actions: poor land management, (6) overpopulation, poor farming
techniques, too many animals, à main problems: à dry areas expand
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• People’s contribution to problem:
- Overgrazing: 35%
- (7) Overtcutting of trees: 30%
- Loss of land from farming methods: 28%
• Explanations
- Overgrazing: (8)
à not enough plants to hold soil in place àtop soil is eroded
à animals walk around à soil is compacted à (9) rain water isn’t absorbed à few
plants grow
- (10) Overcutting of trees à nothing holds soil à rain/wind erode soil
à less productive land
- (11) Farming methods
§ Traditional methods no longer work well (increasing population + not equipped well
à (12) Farmers use too much fertilizers àland less fertile
- (13) Irrigation à salt builds up in soil à land can’t be used for farming
Solutions
• Experts have tried to (14) to find ways to address the problem
• U.N. try to help people look at problems + find changes to protect good land
- Suggest farmers to (15) grow genetically engineered crop
- Plant new trees

- (16) raise fewer animals
- Build new irrigation systems that (17) leave less salt in soil
- Look for local solutions – what has been done traditionally and (18)
implementing modern farming methods in ways that respect local culture
• Estimates of world population in 50 yrs: (19) 9 bil.

à protecting good land (20) high priority
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The topic of the lecture is about land, which is less productive, and new dry areas are expanding
worldwide.
The weather is not the main reason, but people’s actions are the main cause for expanding dry
areas due to
• overgrazing,
• overcutting of trees
• farming methods.
There are some solutions to this.
• grow genetically engineered crops,
• plant new trees,
• raise fewer animals,
• build new irrigation systems that leave less salt in soil.
• modern ones should replace the traditional farming methods.

1. prioritize priority
irrigate 2. irrigation 3. irrigated
alleviate 4. alleviation 5. alleviated
6. productivity productive
preserve 7. preservation 8. preservative
9. implement implementation 10. implemented
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TRANSCRIPT
Practice
Many people believe that one day we will form a colony on another planet. Today, we’re going to
look at some other planets and consider why it will never be feasible for humans to live on them.
Let’s start with Venus. Now, Venus is unusual because it rotates in a different direction to the
other planets orbiting the sun. In terms of its physical features, it’s similar in size to Earth.
However, unlike Earth, it doesn’t have any oceans. It’s also extremely hot, thanks to the thick
covering of cloud, which keeps the heat at 484 degrees centigrade. This cloud also reflects
sunlight, which is why Venus appears so bright from Earth. A further problem is the continual
thunderstorms, which could make life there rather unpleasant. The surface of Venus also has
many craters as a result of asteroid collisions.
Next is Mercury, which is the third of the size of our planet. In fact, it’s smaller than all the other
planets, except Pluto. Life would be difficult there because it’s close to the sun and has almost no
atmosphere. On Mercury, the temperature varies more than on any other planet in the solar
system and, as it has no water, it is usable to sustain life.
Let’s consider Saturn next. We know a lot more about Saturn nowadays, thanks to the Voyager
space shuttle, which taught us a lot about the rings around Saturn. We also know that Saturn has a
large number of moons. Saturn has barely any soil surface, as its composition is mostly gas. It is
also extremely hot, making life for humans impossible.
Lecture
TEACHER: The topic for today’s class is land as a resource. Land, water, trees, oil . . . these are
all resources, and as future environmental scientists, you need to understand how to manage these
resources. As the world population increases, managing land resources will become a greater
priority. Land is a limited resource.
Today I’m going to divide the lecture into two parts. First we’ll look at some of the factors
contributing to pressures on the land we have, and then I want to turn to some of the ways people
worldwide are trying to address land problems and meet the needs of future generations. Think of
it as first the bad news, then the good news.
Let me start by saying there is less good productive land now than there was even ten years ago.
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By productive land I mean land that is fertile, that we can use to grow food and raise animals.
Each year more and more land becomes degraded. We are losing productive land. Worldwide,
new dry areas are developing and expanding. This is happening on every continent except
Antarctica.
I don’t mean existing deserts like the Sahara are getting bigger. I’m talking about new dry areas,
areas where land has been declining in quality. You can see these areas in the map in your book.
Why are these areas forming and expanding? What do you think? Theresa?
STUDENT 1: it’s the climate, isn’t it? The earth is getting, you know, hotter because of global
warming, so water gets evaporated and the land dries out.
TEACHER: OK. Marcel, do you agree?
STUDENT 2: Well, yeah. It has to be the weather. What else could it be?
TEACHER: Well, different reasons have been given. Some people contribute it to global
warming or to climate changes. They say nature simply produces dry regions, like the Sahara
Desert, as well as wet regions, like the Amazon Rainforest. Well, let’s think about this. Is it only
the weather? Let’s see if there are other factors contributing to this trend.
Is nature, or the weather, really the problem? According to a large group of scientists, the weather
isn’t the main factor. Instead, they say, people are the main factor. When they say people are the
main problem, they mean people’s actions—how people use and manage land. Poor land
management, overpopulation, poor farming techniques, too many animals, and so on, can all
affect the land.
Look at the chart in your book. As you can see, researchers have identified several ways human
activities contribute to the problem. The first is overgrazing by farm animals. They say about 35
percent of the loss of productive land is due to overgrazing by farm animals. The second is
overcutting of trees, which leads to about 30 percent of the loss. And lastly, 28 percent of the loss
of good land is from methods of farming. Overgrazing, overcutting, and farming methods. Let’s
look at these one at a time.
The first is overgrazing. Good topsoil is lost or damaged because of overgrazing by farm animals.
Overgrazing means the animals eat too many of the plants. 1 here are several bad results of
overgrazing. First, there aren’t enough plants left to hold the soil in place. I hen, the topsoil is
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eroded by wind and rain; they carry it away. Second, as the animals walk around, the soil is
compacted, and gets very hard. If the soil is too hard, rainwater isn’t absorbed into the soil, and
this causes the soil to stay dry and warm. As the soil gets drier, even fewer plants can grow. This,
in turn, causes the animals to walk around more and more, in order to find enough food to eat.
And, this causes the ground to get packed down even more, and get even drier, and so on. So, you
can see that overgrazing can create this cycle.
Second, overcutting of trees also contributes to the loss of good land. The main problem is too
many trees are cut and not replanted. For years we’ve heard about how this is happening on a large
scale in the Amazon Rain Forest in Brazil. Trees, like land, are a resource we depend on. They’re
vital to the whole environmental balance on earth. If trees are cut down and not replanted, there is
nothing to hold the good soil. Wind and water carry the good soil away and it erodes quickly,
leaving land that is dry and less productive. So, overcutting is another reason why land quality is
declining.
Third, farming methods are another big factor. In some places, traditional methods that have been
used for hundreds of years no longer work well. Why do they no longer work well? Partly because
the population is increasing, and farmers aren’t equipped to meet these new demands, and partly
because the soil is getting worn out. More people need to be fed from less land. As a result, some
farmers may use too much fertilizer on the limited land they have, or not let the land rest from year
to year, causing it to become less fertile. Irrigation is a huge factor many of us don’t think about.
Irrigation water often has salt in it, and when the salt builds up in the soil, the soil can no longer be
used for farming. Currently, about one third of the irrigated land in the world has too much salt in
it. Irrigation has taken a heavy toll on good land.
So, basically, how people use the land seems to be a bigger factor in the decrease of productive
land than weather. Of course, weather extremes, like no rain or too much rain, can add to the
problem. However, the weather is not the main reason for the problem. Some of the extremes in the
weather caused by global warming can make the situation worse for people who live in these dry
areas. But the weather alone is not the main issue.
The decline of productive land is a worldwide problem. Currently, about one third of the world’s
land area is considered unproductive because it is too dry and damaged.
OK, so that’s the bad news. Now let’s turn to the good news. What are countries doing to help
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preserve land as a resource? As experts learn more about this worldwide problem, they have tried
to find ways to address it. Right now there are several organizations, the United Nations for one,
that are working to help people. They try to help countries or communities look at their specific
problems and figure out what possible changes they can make to protect their land. They talk to
people about their farming methods, their animals, and how they use trees and other resources.
Then they suggest changes that might alleviate some of their problems. Farmers might try to grow
genetically engineered crops that don’t hurt the soil as much, or plant new trees, or raise fewer
animals, or build new irrigation systems that leave less salt in the soil. They look for local solutions
that will work best for that country. This includes looking at what has been done traditionally and
implementing modern farming methods in ways that respect the local culture.
So, let’s review what we covered today. I mentioned that about one third of the available land
worldwide has become dry and less productive. The main reason for land degradation is people’s
actions, including overgrazing by animals, overcutting of trees, and farming methods. As scientists
learn more, we need to work to help countries make specific changes and for farmers to become
better equipped so that they can preserve the good land that is left.
Let me just add that if we look at the estimates of what the world population will be fifty years
from now— about 9 billion people—it helps us see that protecting the good land that’s left needs
to be a high priority.
I’ll stop there. We’ll continue with this next class. That’s all for this afternoon
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UNIT 15 HOW CHILDREN ACQUIRE LANGUAGE


Listen to the following talk and write down the important word or words. Then listen once more
and write down the pronunciation signal that you heard.
I’m a French teacher, but I remember when I first started to learn the language I really
struggled with it. I didn’t really have a problem with the pronunciation like the other kids in
my class. I was just overwhelmed by all of the vocabulary. But I persevered and soon I was
scoring ten out of ten in all of the tests. By the time I got to university I could produce essays
and translate 18th century texts without much difficulty and I actually enjoyed learning the
grammar rules. Then, as part of my university course, I had to go and live in France for a
year. That’s when I learned that communication was more important than accuracy. As soon
as I arrived, I realized I didn’t know how to order the type of coffee I liked, and trying to find
accommodation was a nightmare. I called people about ads in the paper but I had to keep
putting the phone down because I couldn’t understand a word they were saying – they all
spoke so quickly! There was a very real language barrier. I could see then that there’s no
point in just knowing words if you can’t hold a conversation with a native speaker. Fluency is
what helps you to function properly – it’s what helps you get a job, hold a conversation or
just buy the things you need.
Task 1: Vocabulary
1. cooing noises = soft and gentle sounds like the sound a pigeon makes
2. babble = to make and play with meaningless sounds like “go-go-go” or “da-da-da”
3. to overgeneralize = to use a rule too freely; to use a rule where it doesn’t fit
4. to invent words = to create their own special words
5. telegraphic = in a style of a telegraph, that is expressed as short as possible
6. to acquire words = to learn words

7. essential = basic, necessary, required
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Task 2: Listening
1. Babies can communicate as soon as they are born. True

2. Around 4 months old, (a few weeks old) babies start to make cooing noises when they are
happy. False
3. When babies are ten months old, the babbling of babies from different language
backgrounds sounds different. True
4. Babies begin a new stage of language development when they begin to speak their first
words. True
5. When 18 months, babies begin to say one-word sentences. (two word sentences) False
6. Babies just keep the most essential words and omit the others. True
7. Between two or three years old, young children begin to learn more grammar. True
8. Making mistakes is normal when children learn the language. True
9. It takes a long time (is soon) for children to learn to use the past tense for regular and
irregular verbs correctly. False
10. There are both similarities and differences involved in the processes of child and adult
language learning. True
Topic: (1) child language development
How children develop their first language?
• Babies able to communicate (2) as soon as they are born – even before they learn to
speak their first language.
• Communicate by crying to (3) let their parents know when they are hungry, or unhappy
or uncomfortable.
243
• Process of language acquisition
- few weeks after birth: (4) make cooing noises when they are happy.
- around four months: (5) begin to babble
- ten months:
o (6) babbling of babies from different language backgrounds sounds
different
o begin to speak their first words: (7) They invent their own words for
things e.g., in English-speaking home “baba” for “bottle” or “kiki” for “cat”.
- (8) Next few months: babies will acquire a lot of words - usually names of things
in their environment à begin to use words to communicate with others.
e.g. “juice”: “I want more juice, Daddy” or “May I have more juice, Daddy?”: (9) a
one-word sentence.
- 18 months: (10) babies begin to say two-word sentences
o They begin to use grammar to put words together “telegraphic” speech (11)
because babies omit all but the most essential words
e.g. “Daddy, up” means “Daddy, pick me up, please”.
- Two or three years: (12) learn more and more grammar
o e.g. use the past tense of verbs
o say things such as “I walked home” or “I kissed Mommy.”
o begin to (13) overgeneralize this new grammar rule and make a lot of
grammar mistakes
e.g “I goed to bed” instead of “I went to bed” or “I eated ice cream”
instead of “I ate ice cream”.
o these mistakes (14) are normal and the children will soon learn to use
the past tense for regular and irregular verbs correctly
o (15) continue to learn other grammatical structures in same way
à quite amazing how quickly (16) babies and children all over the world learn
their language and how similar the process is for babies all over the world.
244
Process of learning English as a second language. Now think about (17) similarities and
differences involved in the processes of child and adult language learning.
Tomorrow talk: (18) some similarities and differences in the first and second language
learning processes tomorrow
This is about how babies develop their language and communication ability. Babies are able to
communicate as soon as they are born.
• At first, they communicate by crying and then soon begin the process of acquiring their
language just a few weeks after birth when babies start to make cooing noises when they
are happy.
• Then, around four months of age they begin to babble. Babies begin a new stage of
language development when they begin to speak their first words. At first, they invent their
own words for things. In the next few months, babies will acquire a lot of words to
communicate with others.
• Around the age of 18 months, babies begin to say two-word sentences with a kind of
grammar to put these words together.
• Between two or three years of age, young children begin to learn more and more grammar.
They also begin to overgeneralize this new grammar rule and make a lot of grammar
mistakes.
TRANSCRIPT
Practice
I’m a French teacher, but I remember when I first started to learn the language I really struggled
with it. I didn’t really have a problem with the pronunciation like the other kids in my class. I
was just overwhelmed by all of the vocabulary. But I persevered and soon I was scoring ten out
of ten in all of the tests. By the time I got to university I could produce essays and translate 18th
245
century texts without much difficulty and I actually enjoyed learning the grammar rules. Then,
as part of my university course, I had to go and live in France for a year. That’s when I learned
that communication was more important than accuracy. As soon as I arrived, I realized I didn’t
know how to order the type of coffee I liked, and trying to find accommodation was a nightmare.
I called people about ads in the paper but I had to keep putting the phone down because I
couldn’t understand a word they were saying – they all spoke so quickly! There was a very real
language barrier. I could see then that there’s no point in just knowing words if you can’t hold a
conversation with a native speaker. Fluency is what helps you to function properly – it’s what
helps you get a job, hold a conversation or just buy the things you need.
Lecture
What I’d like to talk to you about today is the topic of child language development. I know that you
all are trying to develop a second language, but for a moment, let’s think about a related topic: How
children develop their first language. What do we know about how babies develop their language
and communication ability? Well, we know babies are able to communicate as soon as they are
born – even before they learn to speak their first language. At first, they communicate by crying.
This crying lets their parents know when they are hungry, or unhappy or uncomfortable. However,
they soon begin the process of acquiring their language. The first stage of language acquisition
begins just a few weeks after birth. At this stage, babies start to make cooing noises when they are
happy. Then, around four months of age they begin to babble. Babies all over the world begin to
babble around the same age, and they all begin to make the same kinds of babbling noises. By the
time they are ten months old, however, the babbling of babies from different language backgrounds
sounds different. For example, the babbling of a baby in a Chinese speaking home sounds different
from the babbling of a baby in an English-speaking home. Babies begin a new stage of language
development when they begin to speak their first words. At first, they invent their own words for
things. For example, a baby in an English-speaking home may say “baba” for the word “bottle” or
“kiki” for “cat”. In the next few months, babies will acquire a lot of words. These words are usually
the names of things that are in the baby’s environment, words for food or toys, for example. They
will begin to use these words to communicate with others. For example, if a baby holds up an
empty juice cup and say “juice” to his father, the baby seems to be saying “I want more juice,
Daddy” or “May I have more juice, Daddy?” This word “juice” is really a one-word sentence.
246
The next stage of language of acquisitions begins around the age of 18 months when the babies
begin to say two-word sentences. They begin to use a kind of grammar to put these words together.
The speech they produce is called “telegraphic” speech because the babies omit all but the most
essential words. An English speaking child may say something like “Daddy, up” which actually
could mean “Daddy, pick me up, please”. Then between two or three years of age, young children
begin to learn more and more grammar. For example, they begin to use the past tense of verbs. In
other words, they begin to learn the rule for making the past tense of many verbs. The children
begin to say things such as “I walked home” or “I kissed Mommy.” They also begin to
overgeneralize this new grammar rule and make a lot of grammar mistakes. For example, children
often say such things as “I goed to bed” instead of “I went to bed” or “I eated ice cream” instead of
“I ate ice cream”. In other words, the children have learnt the past tense rule for regular verbs such
as “walk” and “kiss” but they haven’t learnt that they cannot use this rule for all verbs. Some verbs
like “eat” are irregular and the past tense forms for irregular verbs must be learned individually.
Anyway, these mistakes are normal and the children will soon learn to use the past tense for regular
and irregular verbs correctly. The children then continue to learn other grammatical structures in
the same way.
If we stop to think about it, actually it’s quite amazing how quickly babies and children all over the
world learn their language and how similar the process is for babies all over the world.
Do you remember anything about how you learned your first language during the early years of
your life? Think about the process for a minute. What was your very first word? Was it “mama” or
maybe “papa”? Now think also about the process of learning English as a second language. Can
you remember the first word you learned in English? I doubt that it was “mama”. Now think about
some of the similarities and differences involved in the processes of child and adult language
learning. We’ll talk about some similarities and differences in the first and second language
learning processes tomorrow. See you then.
UNIT 16 EXAMINATIONS

247

Look back at the strategies that have been presented in the student’s book. Review them by giving
some examples of lecture language for each one.
1. Listen for the topic of a lecture:
- Today, I’d like to spend some time discussing
2. Listen for the big picture of a lecture:
- First, I’ll give you……., then discuss……., and finally I’ll explore ……
3. Listen for transitions in a lecture:
- Ok, let’s begin with ….
- Let’s take a look at
- Now, let’s look at where …
- Now that we know their home countries, let’s take a look at what …
- Finally, let’s look at where …
4. Listen for definitions in a lecture:
- so let me expand a little on what these include.
5. Listen for examples in a lecture:
- Social sciences includes such disciplines as sociology, psychology, and political

science,
- Physical sciences includes such fields as physics, chemistry, and astronomy.
6. Listen for explanations in a lecture:
- so let me expand a little on what these include.
- Social science includes such disciplines as sociology, psychology, and political

science, in other words, the study of individual and social human behavior.
Task 1: Vocabulary
248
1. supervision
2. practical
3. academic standards
4. psychological
5. rational
6. regime
7. regulate
8. allocate
9. physiologically
10. dissect
Activity 2: Use your notes and complete the sentences below.
1. shocked
2. higher
3. less supervision
4. well below expectations
5. stress
6. physiological / psychological
7. Time management
8. allocate their time
9. spend too much time
10. study skills workshop
249
Topic: (1) help sts how to cope with exam period with some practical strategies
Reality
- Students with (2) good understanding of subject material failed the exam
- Students who work very little (3) passed with flying colors
à Why? (4) stress or lack of it
à Don’t underestimate stress in exams. You should
• feel confident
• (5) get relaxed
• (6) be organized
How to manage exam stress?
Signs Effective management includes

Physiological
- Increased pulse - (8) control breathing
- Sweaty hands
- (7) shortness of breath
- Sleeping problem
Psychological - Be confident and organized
- Irrational (9) thinking - Look at questions (10) calmly
- Panic and rationally dissect questions
Advice:(11) don’t rely on other sts in
the time they allocate to study
(Follow your study regimes and don’t
listen to others)
How to manage time?

- Read questions, noting marks and weighting of questions
- Allocate time to each question
250
- Answer (12) questions you know first
- Don’t (13) spend too much time on easy questions
To achieve good grades in exams, you need to:
- (14) have academic ability
- Think clearly under pressure
- (15) Be mindful of time
- Observe time management practices
The aim of this lecture is to give students some practical strategies to cope with exams.
• In reality, students with good understanding of subject material failed the exam while
students working very little passed with flying colors and the reason is stress or lack of it.
• Students should not underestimate stress in exams. They should
o feel confident,
o get relaxed
o be organized.
• Exam stress can be managed physiologically by controlling breathing
• Psychologically, students are advised to look at questions calmly and rationally dissect
questions.
• Students should learn to manage their time more effectively by reading questions, noting
marks and weighting of questions, allocating time to each question, answering questions
they know first. Students should not spend too much time on easy questions.
Task 2: Make one sentence with the words given. Answers vary.
TRANSCRIPT
Practice
In your last lecture about education, you heard about student admission to various types of
postsecondary institutions in the United States. Today, I’d like to spend some time discussing
international students – in this case, students from other countries studying at U’S colleges and
251
universities. First, I’ll give you some facts and figures about these students, then discuss some of
the benefits these students bring to the States, and finally I’ll explore three current criticism
related to international students.
Ok, let’s begin with the number of international students studying in the United States. This
number has risen quite steadily over the last 50 years to 60 years, with an occasional small dip
due to politic or economic reasons. Let’s take a look at just the first decade of this century. In the
academic year of 2011-2012, there were more than 600,000 international students. This was an
increase of 39% over the academic year of 2001-2012.
Now, let’s look at where these international students came from. In the academic year 2011-
2012, over half of international students came from just five countries: China, India, South
Korea, Saudi Arabia and Canada. Let me give you some numbers to go with these countries.
China sends about 25.5 percent of the international students; South Korea, 9.5 percent; Saudi
Arabia, 4.5 percent; and Canada, 3.5 percent. China had only recently surged ahead on India,
which had been number one for most of the previous decade.
It might surprise you to hear that number four on the list is Saudi Arabia. Although students
from Saudi Arabia made up only 4.5 percent of all international students in 2011-2012, the total
number of students from Saudi Arabia studying in the States had increased over 77 percent in
just five years. The number of students from Japan, which is number seven on the 2011-2012 list
with close to 3 percent, decreased by about 44 percent over the same period.
Now that we know their home countries, let’s take a look at what these international students are
studying. Their top five areas of study are business and management, engineering, math and
computer science, physical and life science, and social sciences. I think most of you are pretty
familiar with the first three areas, but maybe less so with the last two, so let me expand a little on
what these include. Physical sciences includes such fields as physics, chemistry, and astronomy.
Life sciences on the other hand involve the study of living organism and includes biology,
microbiology, and biochemistry. Social sciences include such disciplines as sociology,
psychology, and political science, in other words, the study of individual and social human
behavior.
Finally, let’s look at where these international students study. The top three states where
international students study are California, New York, and Texas. These three states have been
the most popular ones for many years. From the list of the top 20 institutions hosting
international students in the year 2011-2012, California has two: USC and UCLA; New York
252
has three NYU, Columbia, and SUNY Buffalo; and Texas has one; UT Austin.
Lecture
Welcome to our Examinations Workshop – this is an annual event which we’ve found very
helpful for first year students like yourselves and I hope that this year will be no exception.
By now, you’ll all have realized that studying at university is quite diffident to studding at
school. Some of you might have been shocked at one time or another during the semester, when
you received results for your assignments that weren’t as high as you’d expected. I trust that
you’ve spoken to your lecturers and tutors and sorted out those issues. The truth is that the
transition from school to university can be a difficult one. The academic standards are higher
and of course, there is considerably less supervision at university ands it’s incumbent on the
students to follow their own study regime.
My aim today though is to help you to learn how to cope with the impending exam period by
giving you some practical strategies to take with you into the exam.
We’ve all known students who’ve had a good understanding of the subject material yet failed
exams or performed well below expectations. Likewise, we’ve known students that have to all
intents and purposes done very little work and passed with flying colors. Often these results can
be put down to one thing – stress or a lack of it.
Don’t underestimate the importance that stress plays in exam performance. With any exam, you
should front up feeling confident, relaxed and organized. Rightly or wrongly, exams in effect,
not only test your academic ability, they test your frame of mind and your ability to perform
under pressure.
Stress has to be managed on two fronts – the physiological and the psychological. We all
recognize that stress affects us physically – I’m sure you’ve all experienced an increased pulse,
or sweaty hands or underarms, or shortness of breath when placed in a stressful situation.
Sleeplessness can also be a problem around exam time. The most effective way to manage these
physiological reactions is through controlled breathing - which we’ll practice later. By
controlling or regulating your breathing, you’ll find that you can put yourself rather effectively
into a relaxed state.
Psychologically, stress affects the way you think. For an exam you need to think rationally and
this is why you need to be confident and organized before walking into the exam. Continuing to
think rationally after you read an exam paper which you know nothing about is very hard to do.
But if you are organized and you’ve put in the time needed to learn the subject matter, you will
253
have the self-control you need to think rationally. Stress can make you panic- the worst thing
you can do in an exam. Look at the question calmly and rationally dissect the question. And let’s
face it, even if you haven’t prepared well enough, you’ll still need to think rationally in order to
do your best under those very trying circumstances.
Just while I think of it, this is probably a good time to tell you a piece of advice that I give first
year students that come to see me. Don’t rely on what other students tell you about the time they
allocate to study. The reports we have had over the years have been ridiculously overestimated
and underestimated. Follow you own study regime and don’t listen to others. We’re all different,
so it stands to reason that the time we need to allocate to study will be different. Generally
speaking, for every hour of lectures you attend, you will need another hour of follow-up or
research work if you want to achieve good grades.
Right- so where was I? We have to learn how to control our breathing and we need to have
enough confidence in our ability to think rationally.
Time management is another important factor that can make or break you in an exam situation.
After you have gone through the breathing exercises, which you’ll be familiar with, read over the
entire exam noting the different marks and weighting of questions. Only after you have done this
can you allocate your own time to each question. If I had a dollar for every time a student has
told me that they didn’t do as well in an exam as they’d hoped, because they’d run out of time I'd
be rich!. If you can manage your time properly in an exam, you will reduce the amount of
pressure that you’re under.
Anyway, note the different questions and their marks and allocate your time accordingly – as I
said. Then, answer the questions that you know first. This serves to relax you further and gives
you the confidence you might need to tackle the more difficult questions. However, don’t spend
too much time on the easy questions either – always be mindful of the time restraint and the
marks that are assigned to the question.
In summary, to do well in an exam, you not only need the academic ability – you need to be in a
relaxed state of mind with the ability to think clearly enough under pressure, to allocate suitable
time frames to questions. If you can equip yourself with these skills and train yourself to observe
time management, exam success is almost guaranteed.
We’ll be holding a study skills workshop next week in the Language & Learning Centre to deal
with ways in which you can study effectively for exams. You are all welcome of course.
Right, now you’ re ready to learn some controlled breathing exercises.
254

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TÀI LIỆU BỔ TRỢ

Kỹ năng Nghe ghi – Học kỳ III

TABLE OF CONTENTS ..................................................................................................... iii

USEFUL WEBSITES FOR SELF-STUDY ......................................................................... ix

UNIT 2 CULTURE .......................................................................................................... 9

UNIT 3 BUSINESS SYSTEMS ..................................................................................... 18

UNIT 4 TREND OF GETTING THE NEWS .................................................................. 26

UNIT 5 TEAM BUILDING ............................................................................................. 35

UNIT 6 CLASSROOM COMMUNICATION.................................................................. 43

UNIT 7 HIGH ANXIETY – PHOBIA ............................................................................. 51

UNIT 8 MULTICULTURALISM .................................................................................... 60

UNIT 9 THE POPULATION ......................................................................................... 69

UNIT 10 CULTIVATING PRACTICES ........................................................................... 77

UNIT 11 AMERICANS AT WORK .................................................................................. 86

UNIT 12 UNDERSTANDING IMMIGRATION ................................................................. 96

UNIT 13 STAYING HEALTHY ....................................................................................... 104

UNIT 15 HOW CHILDREN ACQUIRE LANGUAGE .................................................... 122

UNIT 16 EXAMINATIONS ............................................................................................. 131

REFERENCES ................................................................................................................ 142

UNIT 1 HAPPINESS.................................................................................................... 146

UNIT 2 CULTURE ...................................................................................................... 152

UNIT 3 BUSINESS SYSTEMS ................................................................................... 159

UNIT 4 TREND OF GETTING THE NEWS ................................................................ 164

UNIT 5 TEAM BUILDING ........................................................................................... 170

UNIT 6 CLASSROOM COMMUNICATION................................................................ 178

UNIT 7 HIGH ANXIETY – PHOBIAS ......................................................................... 186

UNIT 8 MULTICULTURALISM .................................................................................. 193

UNIT 9 THE POPULATION ....................................................................................... 201

UNIT 10 CULTIVATING PRACTICES ......................................................................... 208

UNIT 11 AMERICANS AT WORK ............................................................................... 214

UNIT 12 UNDERSTANDING IMMIGRATION .............................................................. 220

UNIT 13 STAYING HEALTHY ....................................................................................... 225

UNIT 14 LAND ............................................................................................................. 234

UNIT 15 HOW CHILDREN ACQUIRE LANGUAGE .................................................... 242

UNIT 16 EXAMINATIONS ............................................................................................ 247

1. https://www.ted.com/talks: Presents speeches by famous people on all sorts of different

2. http://www.abc.net.au/btn/ Watch and listen to the BTN news.

3. http://eslradioandtv.com/: This Australian site was created by Monash University. The

4. http://www.uefap.com/listen/exercise/exlis.htm: Listening comprehension & note-taking

6. http://www.americanrhetoric.com/moviespeeches.htm: Speeches from American movies

7. http://freevideolectures.com/: An extensive selection of online lectures from a variety of

8. http://www.onlinecourses.com/lectures/: This website contains a very interesting compilation

9. http://www.bbc.co.uk/radio4/reith/historic_audio/reith_historic.shtml Historic lectures of the

10. http://www.rsa.org.uk/audio/: Modern lectures in UK, one with transcript

2. What were the difficulties you had during the lesson?

3. What have you intended to do to overcome these difficulties?

- There are (two theories)....

- One (example) is called....

- Let's look at what a/an.... is

1. personality a. successfully reach (a desired objective or result) by

2. factor effort, skill, or courage

5. optimistic d. the combination of characteristics or qualities that

8. psychology given context.

1. What is the lecture about?

2. What are the three most important factors for happiness?

3. What do unhappy people spend time on?

4. What do happy people spend time on?

5. Will winning the lottery help you achieve happiness?

Topic: (1) ________________________________________________________

ü 1st factor: (2)_ ü 1stfactor: (5)_

with (3)_____________. - always looking for (6) _

- think more about (4)_ _________________

ü 2nd factor: (7)_ ü 2nd factor: (10)__

ü 3rd factor: (11)__ ü 3rd factor: (14)

- They try to have (12)____ - They have trouble (15)

- 1st way: (3)______________– passed from (4) _