Academic Connections 1 PDF
Academic Connections 1 PDF
Academic Connections 1 PDF
71
1
PEARSON
Longman ET
Academic Connections 1
Copyright © 2010 by Pearson Education, Inc.
All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or
by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission
of the publisher.
Pearson Education, 10 Bank Street, White Plains, NY 10606
Staff credits: The people who made up the Academic Connections 1 team, representing editorial,
production, design, and manufacturing, are Pietro Alongi, Andrew Blasky, Aerin Csigay, Christine
Edmonds, Ann France, Shelley Gazes, Gosia Jaros-White, Lise Minovitz, Sherry Preiss, Karen Quinn,
Robert Ruvo, and Debbie Sistino.
ETS staff credits: The ETS people who made up the Academic Connections team, representing
research, test design and scoring, item development, statistical analysis, and literature reviews,
are Matthew Chametzky, Terry Cryan, Phil Everson, Elizabeth Jenner, Kate Kazin, Dawn Leusner,
Brad Moulder, Jan Plante, Jonathon Schmidt, and Jody Stern.
Project editors: John Beaumont, Mykan White
Cover art: Art on File/Corbis
Text composition: Kirchoff/Wohlberg, Inc.
Text font: 11/13 Times Roman
Reviewers: See page xxvi
ISBN-10: 0-13-233843-2
ISBN-13: 978-0-13-233843-1
Audioscript 155
Credits 164
Audio CD Tracking Guide 165
Contents vii
WELCOME TO ACADEMIC CONNECTIONS
Academic Connections is a four-level, integrated skills course designed for students
preparing for academic study as well as for standardized tests. A systematic,
building-block approach helps students develop and sharpen their language skills as
well as their academic and test-taking abilities.
• Academic skills and content prepare students for success in the classroom
ACADEMIC and on standardized tests.
• Explicit, step-by-step skill development leads to student mastery. With
careful instruction and engaging practice tasks, students learn how to
organize information, make connections, and think critically.
• Key academic skills are introduced, reinforced, and expanded in all four
levels to facilitate acquisition.
WM/
Psychology
WI Chemistry
First Impressions
and Attraction
Unit 17,7:1:=Crili-1,
"'
Art History
The Art of Marc Chagall
2 Ecology
Unit Description
Content This course is designed to familiarize the student
with concepts in ecology and ecosystems.
Skills: Organizational Structure
• Organizing information
• Listening for cause-and-effect expressions
Niche Marketing
• Cause-and-effect organization: block organization
• Preparing for en oral presentation
-Milifel/SI!
19
I. Many artists paint self-porkrals, or pictures of themselves. Study the three self-
portraits. They are examples of three different styles of art. Number the paintings
from I (most realistic) to 3 (most abstract). Than work in small groups to answer
the questions.
82 Uni1.5 • Chemistry
2. Like Chagall, many artists in the early twentieth century were influenced by
the new abstract style in art. Lyubov Papaya was one such artist. Work with a
partner Compare Papaya's painting Lady with the Guitar to Chagars I and
the Village on the next page. Then discuss the questions with a partner. Use the
key words in your discussion.
100 Unit 6 •
and
Building
3 a text or listen to a lecture on a topic related to the unit's academic discipline. They
acquire reading and listening skills through careful instruction and engaging practice
tasks.
Every unit includes both reading and listening.
Academic
Reading and
Listening Skills
MyAcademicConnectionsLab
2
Before You Read
1. Read the timeline of Marc Chagall's life.
icons remind students
Building
Academic to complete their online
Reading Skills M=111111111213., 1887 Chagall is bona into a large Jewish family in assignments.
In this section, you will
Vitebsk, Russia.
practice distinguishing
between facts and
opinions. Pablo Picasso and 1906- 1907- Chagall studies many styles of art in
Georges Braque 1908 1910 St. Petersburg, Russia. He is in jail fora short
For online assignments.
begin to develop the time because he does not have apemrit' to
.co to cubist style of art live there. At this time, Jews need a permit to Before You Listen
lTh;112Mendren
1914
live in St. Perersburg.
1910- Chagall lives in Paris, France. Cubist and
modernist artists inspire him, but he develops
his own independent style. Chagall paints
3
Building
Peter M. Todd (20071, a psychologist from Indiana
University, studied speed dating to learn more about
Key Words some of his most famous work, showing many Academic elements of attraction. At speed-dating sessions, people
universal Listening Skills try to find a romantic partner—someone to have a
_ _ themes.
World War I begins. 1914 1914 loving relationship with. Two people meet and talk for a
dreamlike ad/ as if Chagall returns to Russia. In this section, you will
happening in a dream very short time. After three to 10 minutes, they move to
1915 Chagall marries Bella Rosenfeld, who is the practice listening for meet another person and soon. After that, they decide
fantasyn an subject of many of his paintings. and taking notes on the
experience or situation which men or women they want to see again. In his
1916 Chagall's daughter Ida is born. main ideas and details study, Todd wanted to find out two things;
that you imagine but is
not real; fantastic adj The Russian 1917 of a lecture. • what qualities people said they wanted in a
Revolution happens. For online assignments,
independent adj romantic partner
not controlled by other World War I ends. 1918 go to
• what qualities really attracted people to each other during the
people 1923 Chagall returns to Paris with his wife and
,B;Incaden °chop speed-dating session
inspire v to make daughter.
someone want to do World War 1.1 begins. 1939 Chagall Ines in Paris. Nazis destroy much of Todd studied how important certain qualities were to participants:
something • similarity to themselves
MICIZ:=1
his art
modemismn a style The Nazis occupy 1941 Chagall lives in the United States. • physical beauty
of art and building that Eumpe and
was especially popular • having a good job
persecute Jews. element n one part of
from the 19405 to the whole • the belief that family is important
1944 Bella dies.
1960s, In which artists
World War II ends. 1945 physical adj relating to
used simple shapes; . _ Todd, no. el al. 12007l. 0;llarent coani4n procews underlie human oswd otces and male
modernistic adj the body, net the mon
1948 Chagall moves from the United States back to or soul
theme n the main Paris, France.
idea or subject in a quality n a part of
1952 Chagall marries Valentina Brodsky. someone's personality
book, movie, painting, I. What qualities are most important to you M a romantic partner? Number the
speech, etc. 1958 Chagall begins working on larger projects, romantic adj showing qualities in order of importance from I to 4. Number 1 is the most important,
such as colorful glass windows in public and strong feelings of love
universal adj true or and number 4 is the least important
religious buildings.
right in every situation session n a meeting
1985 Chagall dies in Saint-Paul de Vence, France. fora particular purpose - 1. a person who is similar to me
similar adj almost the - 2. a person with physical beauty
permit n an official written statement giving a person the right to do something same, but not exactly
the same; similarity n 3. a person with a good job
occupy a to enter a place in a large group and keep control of it, especially by military
force - 4. a person who thinks family is very important
persecute e to treat someone badly because of his or her religious or political beliefs
2. Work as a class to complete the chart. Write the number of men and women
in your class who wrote 1 for each item in Exercise 1. Than add up the total.
Do most people in your doss agreeon what is most important in a romantic
12/ Unit 6 • The Art of Marc Chagall 103 partner? Do men and women agree?
similar to me
physical beauty
good job
- 4. If a small business tries to attract a large market right away, it will 2. Has stress ever helped you (or someone you know) to do good work? Explain.
probably run out of customers. 3. Has stress ever caused you (or someone you know) any health problems?
Explain.
Global Reading
A speaker or writer's specific purpose is his or her reason for making a specific
statement or including certain information. Much of the specific information 1. Look at the pictures. Discuss the questions in small groups.
a speaker or writer includes will support the general purpose, so recognizing
specific purpose can help you understand important ideas. 1. What causes stress for the people in the pictures?
These are some common specific purposes, 2. How is stress different for each person? Explain.
• to give an example or to illustrate a point
• to show agreement or disagreement
• to request information
• to emphasize or show the importance of a point
A specific purpose may be stated directly. If it is not, you can ask these questions
to recognize it:
• Why is the speaker (or writer) making this statement or including this
information?
• What does the speaker (or writer) wont the audience (the listeners or readers)
to do?
Key Words
Understanding Stress
lifestyle n the way
in which you live,
1 Stress—the may a person they did in the past. Forty-eight
including your job,
what you own, and responds to changes and difficult percent of people in the United
what you do situations—is a common States report that they feel more
release v to let experience that people all over stressed today than they did five
someone or something the world share (Blonna, 2005). years ago.I In addition, most
go free In fact, most people have stressful doctor visits in the world (three out
experiences every day. However, of five) happen because of problems
research shows that people related to stress.' Scientists and
experience more stress today than health workers are interested in
42 Unit 3 • Health
To express ideas clearly, speakers often use intonation and stress to give clues
about their meaning.
Intonation is the rising 'I and falling 1 of your voice. Speakers can use intonation 4. Who studied people's
M show the meaning of a word or statement Intonation often rises when someone predictions about
is happy, excited, asking a question, or joking in a positive way. Intonation often relationships?
Falls when someone is upset, serious, or joking in o negative way.
0 Example.,
Twenty-five dollars for a meal' ? (Meaning( The meal is probably great and 5. How many first-year
doesn't costa lot.) college students were in
Twenty-five dollars fora meal! 1 (Meaning: The meal costs too much.) Sunnafrank's study?
Checkpoint 1 FRaTidemicconnectionslabi
Checkpoint 2 Fffell'demiccannectionslab4
Before you Speak
When preparing to write or speak, think about your audience—the people you are
writing or speaking to. Understanding your audience can influence your purpose
and affect how you present information. To help identify your audience, think
about these questions:
• Who will be your readers? (children, men, students, parents, etc.)
Focused Speaking
• What do you know about them? /gender, interests, feelings toward topic,
education level, etc.)
Use what you know about your oudience to identify your own purpose and to Preparing for an Oral Presentation, Coned
choose the best techniques for sharing information. Here are some examples:
• If your audience has opinions that ore different horn yours, you may try to You can use certain expressions to help your listeners follow your presentation.
persuade them. To introduce your main idea or topic:
• If your audience hos little knowledge of your subject, you may need to inform Today I am going to talk about . .
them about it or explain it to them.
My presentation today is on . .
• if your audience hos little interest in your subject, it may be helpful to entertain
To introduce a point:
them as you give information.
First/Second, .
Another muse/effect is . .
Finally, .
Oil Unit 7 • Niche Marketing 133
My final point is
To conclude your presentation:
In conclusion, . . .
To close, . . .
To ask if there ore any questions from your listeners:
Are there any questions?
Do you hove any questions?
I. id Listen again to the presentation in Before You Speak on page 32. Check 14
the expressions you hear.
Today I am going to talk about ...
- My presentation today is on ...
- First, .. .
- Second_
Next,
- Another cause is ...
Another effect is ...
- Finally, ...
- My final point. ...
- In conclusion, ...
To close, ...
Are them any questions?
Do you have any questions?
34 Unit2 • Ecology
5. Use your outline to write a paragraph. Use the paragraphs on pages 4 and 13
as examples. Then share your paragraphs in small groups.
7. likes to shop?
Time
2. Each sentence illustrates a man point from the unit. label the sentences with the
words and phrases from the box. Then compare your answers with a partner's.
Place
beauty first impression self-fulfilling prophecy
exchange primacy effect similarity
Characters
1. Rosa and Akiko both like to shop.
2. Hiro tells Rosa that Akiko is nice. Rosa expects Akiko to be nice.
Problem
3. When Rosa meets Akiko, she notices that she is nice, has short hair, and is
well dressed Moir events of plot
Step 3: Use your notes and review the skill box on page 74 and the guidelines
and expressions on pages 75-76 to outline a narrative summary of your folktale.
16 Unit 1 • Psychology a Use the summary of The Tree with the Golden Apples on page 75 as a model.
• In your opening sentence, introduce the common elements of folktales
discussed in the lecture: the culture or tradition in which the story is based,
the main characters, and the main problem in the plot.
ta Unit • Folktales 77
4 Performance
Course Performance
Reading Activity 1
Reading Activity 2
items Due Note
Student Perlormence
Reading Activity 3
riVacademicconnectionslaba)
Choose the word or phrase that is closest in meaning to the boldfaced word
UNIT) Vocabulary (heck Remediation DIRECTIONS
1) The citizens of the town were very concerned about safety. Guess and Spell
criminals
someone who lives or stays in a particular place
Workers
2) We want to make our community safer for our children. leaders
5) The residents of the building worked together to create the flower garden.
N
6) We moved here because there was very little crime.
AB DEFGH I JKLM
N O P Q R S T U V W X Y Z
1 2 3 4 5 6 7 8 9 10
Reading and listening selections from the student book and additional practice
activities are available to students online. Students benefit from virtually unlimited
practice anywhere, anytime.
• Reading-based activities allow students to further engage with the unit's
reading selection. Students practice comprehension, academic skills,
grammar, and content vocabulary.
1 Many people quote the phrase from Jane Jacobs that "there must
be eyes on the street" to emphasize the relationship between urban
safety and design. Jacobs's views on urban safety were, in tru
far more complex than this phrase suggests, and they were w
attacked and dismiss
when her book The I myacadernicconnectionsiab4
and Life ofGreatAmi
Cities was published Read each sentence. Based on the reading, choose true or false.
they have become th
of a worldwide move
foster safer cities.
2 Jacobs made an i 1) All of Jacobs's recommendations have been followed by city planners today.
contribution to o C true
understanding of
by emphasizing C false
link between the
crime and urban
Jacobs was visionary in arguing that we should be concerned 2) Jacobs felt that street lighting could contribute to 'eyes on the street'
the everyday experiences of city inhabitants, instead offocusi true
false
4) The would occupy only 12% of the ground. The rest of the
land-88%—would remain open for and recreation.
ey Vocabulary
itiyacade 'cconnections','
RESEARCH TASK
ACTIVITY: Making a Better Market Street
WEBSITE: www.streetfilms.orgiarchivestmaking-a-better-market-street
At
IRDG
ew message
Walkable communities
[1] Improving urban transportation involves more than just deciding where and h
build streets and highways. Urban residents need transportation choices, and on
available choice should be walking. However, many urban planners do not consid
Click the button to read the student essay.
pedestrians as they plan streets and highways and make decisions about urban s
Then answer the questions.
As urban planners look to improve cities in the United States, a critical focus shot
making cities more walkable. 1) Skim the passage. Which set of words best represents the author's main ideas?
0 Drivers, libraries, streets
[2] A walkable community is one that is friendly to pedestrians. It has walkways a
most, if not all, of the streets. They are safe for people of all ages to walk becaust O Quality, businesses, crosswalks
are paved with secure materials and are properly maintained. Walkways provide e
access to schools, libraries, bus stops, and stores, and their surroundings are vis VC) Pedestrians, accessibility, safety
appealing. While walkways are wide enough to accommodate pedestrians, streets
narrow in order to discourage high-speed driving. O Residents, groceries, income
[3] Urban planners should consider a variety of factors when deciding how to mai 2) Which sentence expresses the author's main point?
city more walkable. For example, streets and highways may need to be redesigne x ® Research has shown that walkable communities support a healthier
order to create space for adding sidewalks, as well as safe crosswalks over inters lifestyle.
Lions. They can encourage designs which place a physical barrier between pedes
Yfr 0 As urban planners look to improve cities in the United States, a critical
focus should be making cities more walkable.
People without cars need convenient access to stores, bus stops, and a
wide range of community service buildings.
ConnectionsLab offer
tips and suggestions for My Academic Connections Content Library AND SE NCE
C won Pearson Longman
teaching the Academic
Connections material and
. Teacher Resources !JAL! 2
Add Content
make lesson planning
❑ Neme
easier.
• MyACLab User Guide
Urban Planning: sore Business: Leadership Behavior
Scope and Sequence
Main Ideas and Details Organizational Structure
Reading Reading
1:1 6. Tips for Teaching English for Academic Purposes (EAP)
• Finding the main idea in reading quickly: • Recognizing multiple organizational patterns
Skimming • Recognizing relationships among ideas in a text
• Findley details when reading:Scanning
▪ Unit Teaching Tips
JAM
Reading Listening
• Finding the main idea • Organizing information
• Skimming for main ideas • Listening for cause-and-effect expressions
• Scanning for supporting details
Listening Reading
• Listening for main ideas • Cause-and-effect organization: block
• Using outlines organization
• Listening for details
Writing Speaking
• Recognizing parts of a paragraph • Preparing for an oral presentation
• Writing a topic sentence
• Using an outline to organize a paragraph
Reading Listening
• Recognizing coherence in texts • Recognizing summary statements
• Using connectors for cohesion • Distinguishing major from minor points
• Using transition words for cohesion
Listening Reading
Writing Speaking
• Planning a coherent paragraph • Preparing narrative summaries
• Using cohesive expressions • Giving a narrative summary
• Writing a cohesive and coherent paragraph • Preparing and presenting an oral summary of
about technostress a folktale
14.1E115
Listening Listening
• Recognizing the relationship between two • Recognizing a speaker's degree of certainty
spoken sources • Identifying support for opinions
Writing Speaking
• Writing a problem-solution paragraph • Giving and supporting an opinion
• Introducing problems and solutions • Showing agreement and disagreement
Purpose Inference
Reading Listening
Listening Reading
Writing Speaking
• Writing a letter persuading someone to invest • Preparing and participating in a role play
in a business demonstrating nonverbal communication
REVIEWERS
For the comments and insights they graciously offered to help shape the direction of
Academic Connections, the publisher would like to thank the following reviewers and institutions.
Donette Artenie, Georgetown University; Jennifer Castello, Cariada College; Carol A. Chapelle,
Iowa State University; JoAnn (Jodi) Crandall, University of Maryland; Wendy Crockett, J. W. North
High School; Lois Darlington, Columbia University; Christopher Davis, John Jay College; Robert
Dickey, Gyeongju University, Gyeongju, Korea; Deborah B. Gordon, Santa Barbara City College; Mike
Hammond, University of California, San Diego; Ian Hosack, Ritsumeikan University, Kyoto; Sylvie
Huneault-Schultze, Fresno City College; Barbara Inerfeld, Rutgers University; Joan Jamieson, Northern
Arizona University; Scott Jenison, Antelope Valley College; Mandy Kama, Georgetown University; Dr.
Jose Lai, The Chinese University of Hong Kong; Rama Mathew, Delhi University, Delhi, India; Mitchell
Mirkin, Baltimore City Community College; Carla Billings Nyssen, California State University, Long
Beach; Yannick O'Neill, Gyeongnam Education Board, Changwon, South Korea; Gretchen Owens, San
Francisco State University; Angela Parrino, Hunter College; Sarah C. Saxer, Howard Community College;
Diane Schmitt, Nottingham Trent University, Nottingham U.K.; Gail Schmitt, Montgomery College; Fred
Servito, University of Washington; Janet Shanks Van Suntum, Fordham University, Pace University;
Karen Shimoda, Freelance ESL Development Editor; Dean E. Stafford, Sanho Elementary School, Mason,
South Korea; Fredricka L. Stoller, Northern Arizona University; Richmond Stroupe, Soka University,
Tokyo; Jessica Williams, University of Illinois; Kirsten Windahl, Cuyahoga Community College
xxvi Acknowledgments
Psychology
First Impressions
and Attraction
Unit Description
Content: This course is designed to familiarize the
student with concepts in social psychology.
Skills: Main Ideas and Supporting Details
• Finding the main idea
• Skimming for main ideas
• Scanning for supporting details
• Listening for main ideas
• Using outlines
• Listening for details
• Recognizing parts of a paragraph
• Writing a topic sentence
• Using an outline to organize a paragraph
Unit KM11.1111elliel
Reading: "The Power of First Impressions" (an excerpt
from a scientific journal)
Lecture: "Elements of Attraction"
Listening: "A First Meeting" (a campus conversation)
Integrated Writing Task: Writing a paragraph to make a
prediction about a relationship
Assignments: www.MyAcademicConnectionsLab.com
1
Previewing the Academic Content
1
Preview
Things and people are not always what they seem. But studies show that first
impressions—what people think of each other when they first meet—can greatly
help or hurt a relationship. Feelings of attraction can also make relationships
For online assignments, successful or unsuccessful. But how do people form first impressions, and why
go to are first impressions important? What causes attraction between two people? In
this unit, you will learn the answers to these questions.
er17,465'demicconnectionslab
1.How do you form a first impression about a person? Check (✓) three things
you notice.
way of talking clothes and accessories face
attraction n the
feeling of liking hair posture (how a person sits or stands) body shape
someone very much;
attractive adj
impression n an Dr. Marianne LaFrance,1 a psychology professor at Yale University, conducted
opinion or feeling a study on first impressions and hairstyles. She asked participants to describe
about someone
people in 300 photos. La France gave each person only two seconds to form
interact v to talk an impression.
to other people or
to work together
with them
notice v to see, hear, 2. Look at each photo. Then complete the chart. How well does each adjective
or smell something describe the person? For each person, number each adjective from 1 to 5.
opinion n an idea or Number 1 means the adjective describes the person very well. Number 5
belief about something means the adjective does not describe the person at all. Work quickly!
, i,
1. What did you first notice about the people in the photos (for example, eyes,
hair, smile)?
2. What was your first impression of each person?
3. Which person do you find most attractive? Why?
4. Which person would you most like to meet? Why?
This unit will help you Previewing the Academic Skills Focus
recognize main ideas
and details in readings 1. Read a paragraph from a psychology textbook. Underline the sentence that you
and lectures. It will also think is the author's most important idea or point.
help you to write clearly
with main ideas and
details.
Forming First Impressions
People are very good at forming first impressions from little
information. Just seeing someone's face or hearing someone
speak can affect how we think about him or her. Clothing and
hairstyle can also affect our feelings. We even form opinions
about a person's body and posture. We form these early
ideas about others very quickly, often without meaning to or
knowing what we are doing.
In this unit, you will learn to find and use main ideas and supporting details. A
main idea is the most important idea about the topic. Supporting details are small
pieces of information that help explain the main idea. Learning to find main ideas
and supporting details will help you understand college reading assignments and
class lectures.
3. Read the paragraph again. Discuss how the other sentences help to explain and
support the main idea. What kind of information does each sentence give?
behave v to do or say As you have learned, the main idea is the most important idea of a text. It gives
things in a particular general information about a topic. Other sentences in the text provide supporting
way details.
expect v to believe You can usually find the main idea of a paragraph in the title (or paragraph
strongly that heading) or in the first or last sentence of the paragraph.
something will happen;
expectation n
impact n the effect 2. Read the paragraph about schemata from a psychology textbook.
that an event or
situation has on
someone or something
influence v to have The Importance of Schemata
an effect on the way
When people meet someone for the first time,
someone or something
they form a fast impression about that person by
behaves, thinks, or
develops putting her or him into a familiar category or group.
They use schemata to help form these impressions.
prediction n a guess
Schemata are ideas and expectations about a group
about what is going to
happen; predict v based on past experiences (Aronson, Wilson, &
Ackert, 2005). For instance, if someone sees a woman
wearing a white coat and a stethoscope' around her neck, he will probably
think she is a doctor. He will think this woman is like other doctors he
knows. For example, he may think she is well educated and knows about
disease and medicine. Organizing people into familiar groups like this is a
common way that people form first impressions very quickly.
4 Unit 1 • Psychology
3. Work with a partner. Write MI next to the statement that gives the main idea of
the paragraph. Then underline the sentence in the paragraph that best expresses
this main idea.
4. How did you find the main idea? Check (✓) your answer(s).
Compare your answers in small groups. Why are the other two statements in
Exercise 3 not the main idea?
Global Reading
Skimming is reading quickly to find main ideas in a short time. Skimming before
you read will prepare you to read and understand the passage better. To skim for
main ideas, look at:
• the title
• repeated ideas and words
• the first and last sentences (in paragraphs)
• the first and last paragraphs (in longer texts)
When skimming, do not:
• read every word or sentence
• look up words you don't know
1. The reading in this section is an article from a scientific journal. Skim the text on
page 6. Circle the number of the paragraph that includes the main idea of the
entire text. Underline the sentence that states the main idea. Then read the entire
article.
Focused Reading
Scanning is very fast reading for details, such as examples, reasons, and
definitions. When you scan, look for the answer to a specific question. Move your
eyes quickly, and look only for specific information that will answer the question.
To answer questions about Look for
who and where capital letters and names
when numbers, dates, and time periods
how much, how many, and how long numbers and measurements (such as
meters, inches, etc.)
what, how, and why key word(s) or word(s) from the question
Questions Answers
Checkpoint 1 i-765E5demicconnectionsiabt
2. Work as a class to complete the chart. Write the number of men and women
in your class who wrote 1 for each item in Exercise 1. Then add up the total.
Do most people in your class agree on what is most important in a romantic
partner? Do men and women agree?
similar to me
physical beauty
good job
Global Listening
The first step to understanding a lecture is to listen for main ideas. The main idea of
an entire lecture often comes at the beginning (introduction) and/or end (conclusion)
of a lecture. You will hear additional important ideas throughout the lecture.
To find main ideas in a lecture, listen for certain expressions:
Today's lecture is about . . .
I will talk about . . .
The most important idea here is . . .
Another important point is . . .
Note: Speakers often stress important ideas by speaking more slowly or more
loudly.
1.4") Listen to the introduction of the lecture. What is the main idea of the lecture?
Check (✓) your prediction.
1. Interpersonal attraction is when a person wants a relationship with
someone.
2. Three elements of interpersonal attraction are important in all
relationships.
3. Relationships include those with friends, family, and romantic
partners.
2. Check (✓) the ways the professor shows the main idea.
1. He gives the main idea at the beginning of the introduction.
2. He uses a certain expression to introduce the main idea.
3. He slows down his speech.
4. He speaks more loudly.
10 Unit 1 ■ Psychology 1
Using an outline is a good way to take notes on a reading assignment or a
lecture. An outline is a list of main ideas. Each main idea is followed by a list of
supporting details. Students often make their own outlines for note-taking, and
some professors give students lecture outlines.
When using an outline, you don't have to write complete sentences. You can save
time by using words, phrases (groups of words), and symbols (for example, %, =).
3. Listen to the whole lecture. Write the main ideas in the outline. Use words,
phrases, and symbols where possible. You will take notes on the details—shown
with bullets (*)—later.
(Main idea)
. Peter Todd study:
. People believe that
. Teachers
•
(Main idea)
. People usually choose
. more confident
. Peter Todd study:
(Main idea)
. Definition=
. 2 people feel good about exchange=
•
(Conclusion)
4. Discuss your outline with the class and make any necessary changes.
As in a written text, the details in a lecture give more specific information about
the main idea. Listening for details will help you understand the professor's main
points. You can find different types of details by listening for these expressions:
Type of Detail Expression
example for example, for instance, specifically
reason because, since
definition this is, this means
1.4. Listen to the lecture again. Notice the expressions that introduce details.
Complete the outline on page 11 by writing details. Then compare your outline
with a partner's.
2. Discuss the details you wrote in the outline with a partner. Decide if each is an
example, reason, or defintion. Then report back to the class.
3. Work with the same partner. Read the statements. Decide if they are true
or false. Write T (true) or F (false). Use your outline on page 11 for help. If
necessary, listen to the lecture again.
4. Complete the chart. Connect ideas from the reading and lecture to a
relationship you have had.
My first impression of my roommate Ken was that he was lazy. When I first
met him, it was noon, and he was sleeping. Also, his room was very messy.
I predicted right away that we were not going to be great roomates, because
I am a hard worker who likes to keep things clean. Ken is a friendly and
helpful person, but I think I'll find a new roommate soon.
Checkpoint 2 MsTindemicconnectionsiabl)
Building
Academic A paragraph is a group of sentences about the same main idea. An academic
Writing Skills paragraph usually has three parts:
1. A topic sentence that introduces the main idea.
In this section, you will
2. A body with supporting details that help explain the main idea.
practice recognizing
parts of a paragraph and 3. A concluding sentence that reviews the main idea or makes a final comment.
Source: Morris, C.G., & Maitson, A.A. (2008). Understanding psychology (8th ed.) Upper Saddle River,
NJ: Pearson Prentice Hall.
(Topic Sentence)
(Body/Details)
•
(Concluding Sentence)
Focused Writing
The topic sentence introduces the main idea. When you write a topic sentence,
always include these two parts:
• A topic — who or what the paragraph is about
• A controlling idea — what you want to say about the topic
The controlling idea often gives a feeling or opinion about the topic. Examples of
opinion and feeling words are important, special, good, bad, and interesting.
Opinion Word
1. Work with a partner. For each sentence, circle the topic and underline the
controlling idea. Check (✓) the opinion/feeling words.
3. Work with a partner from your group. Write a paragraph outline in your
notebook. Use the outline on page 14 as an example. Follow the steps.
• Choose a topic sentence from Exercise 2. Write it in the outline.
• Write three supporting details about your main idea.
• Write a concluding sentence that reviews your main idea.
4. Work with two partners from another group. Compare outlines. Use the checklist
to help you. Can you suggest any changes?
Outline Checklist
Does the concluding sentence review the main idea or make a final
comment?
1. Listen to the conversation between Akiko and Rosa. Who does each item in
the chart apply to? Check (✓) the name(s). Then compare your answers with a
partner's.
1. is a new student?
2. knows Hiro?
2. Each sentence illustrates a main point from the unit. Label the sentences with the
words and phrases from the box. Then compare your answers with a partner's.
3. When Rosa meets Akiko, she notices that she is nice, has short hair, and is
well dressed
4. Rosa thinks Akiko's bag looks very nice
5. Rosa shows Akiko the cafeteria. Akiko buys Rosa coffee.
Paragraph Checklist
Does the paragraph have a topic sentence that introduces the main
idea?
Does the concluding sentence review the main idea and make a
final comment?
Step 5: Rewrite your paragraph based on your partner's comments. Then share
your paragraphs in small groups. How are your predictions similar? How are they
different?
Unit Description
Content: This course is designed to familiarize the student
with concepts in ecology and ecosystems.
Skills: Organizational Structure
• Organizing information
Unit Requirements
Lecture: "Web of Life"
19
Previewing the Academic Content
Earth is home to millions of kinds of people, plants, and animals. They live
together and interact to form different ecosystems. Like a spider's web, everything
Preview in our environment is connected. If one part of the web breaks, it influences the
For online assignments, whole web. In this unit, you will study the web of life on Earth and our place in it.
go to You will learn how a healthy ecosystem works and what happens when part of an
PEARST LOtraWlid
ecosystem changes. You will also discover what products and services ecosystems
m,,aca ermcconnectionsab provide to people. Finally, you will find out the value of these services and what it
costs us to keep them safe.
Key Words., Look at the flier. Then discuss the questions in small groups.
1. What are the two examples of ecosystem services described in the flier?
connected adj related
or joined 2. What connection between people and ecosystems does the flier describe?
depend on v to need 3. What other useful services or products do ecosystems provide?
something
ecosystem n all the
animals and plants
in a particular area,
and the way in which ECOSYSTEM
they are related to
each other and to their
SERVICES
environment
environment n the People around the world depend on ecosystems for many products
world of land, sea, and services. Some say that these products and services are worth
and air that a plant or $33 trillion.
animal lives in
provide v to give Water Purificationl
something to someone • Lakes, rivers, and forests are all important for
or make it available making water pure.
to them because they
• Unhealthy things come out of water as it travels
need it or want it
through these ecosystems.
value n the
importance or • This natural water purification provides clean water
usefulness of for people and other living things to use and enjoy.
something; v to think
that something is Pollination2
useful or important • Most plants with flowers need pollination to
produce fruit and seeds.
• More than 100,000 different kinds of insects, birds,
and animals pollinate plants.
• Many important food crops depend on pollination.
Purification takes away the dirty or unhealthy parts from something, thus making it
pure, or clean.
2 Pollination is when a flower or plant gets pollen so that it can produce seeds.
20 Unit 2 • Ecology
4
In Unit 1, you learned
Previewing the Academic Skills Focus
how to recognize and
use main ideas and
Organizational Structure
details. This unit will
help you recognize
As you learned in Unit 1, academic texts and lectures often have three main parts:
how writers and
an introduction, a body, and a conclusion. The way these ideas are organized
speakers organize is the organizational structure. Organizational structure is related to a writer or
such information. You speaker's purpose. For example, someone may use a compare/contrast structure
will also learn how to tell how things are the same or different. Recognizing organizational structures
to understand and will make reading and listening faster and easier.
use cause-and-effect In this unit, you will learn about the organizational structure of cause and effect.
This structure is used to explain the relationship between a cause (the reason
organization.
something happens) and the effect (the result of the cause).
1. Study the cause and effect sentences. Underline the two parts in each sentence.
Label the cause C and the effect E.
C E
A change in one part of the web of life can lead to problems in other parts.
Key Words
E C
cause n a person Some ecosystems have changed due to human actions.
or thing that makes
something happen; 1. Pollination causes plants to make new seeds and fruit.
v to make something
happen
2. We need trees because they help clean the air.
consequence n
something that 3. Purification removes dirty parts from water so it is clean and healthy.
happens as a result of
something else 2. Read the paragraphs. Then work with a partner to complete the tasks.
effect n a result
1. Underline the topic sentence of Paragraph 1. Put a check (✓) next to each
supporting detail.
2. Circle the word that best completes the sentence:
Paragraph 1 explains the causes / effects of losing pollination.
(continued on next page)
The Brazil nut tree grows in the Amazon rainforest. People eat Brazil nuts,
and the international Brazil nut business is worth $50 million a year. To
make new trees and new fruit, each tree needs the help of bees to pollinate.
22 4
Unit 2 • Ecolog
As a result of this pollination, there is new fruit.
The agouti' opens the fruit to eat the nuts inside.
1
When bees visit the flowers of the tree to eat, pollen gets on their bodies.
Then the agouti puts nuts in the ground to eat later.
When the bees go to another flower, the pollen comes off their bodies.
Consequently, new Brazil nut trees grow.
2. Use the sentences from Exercise 1 to complete the paragraph about the Brazil
nut tree. Then answer the questions.
A Brazil nut tree in the Amazon rainforest can grow and produce
nuts because of its ecosystem. When bees visit the flowers of the
tree to eat, pollen gets on their bodies.
Global Listening
Organizing Information--
24 Unit 2 ■ Ecology
4. One effect of rain forest destruction is
a. more bees that pollinate plants
b. the loss of new medicines
5. The professor believes that the health of people is
a. connected to the health of the rain forests
b. more important than the health of the rain forests
Focused Listening
1. Listen to the lecture again. Circle the correct answer to complete each
sentence.
Fifty to seventy / eventy to ninet percent of all plants in the rain forest
depend on pollination.
1. The Brazil nut business is worth 50 million / 5 million U.S. dollars a year.
2. Today in the Amazon, rain forest is destroyed to build new houses /
use for farms.
3. Twenty percent / Two percent of the Amazon rain forest has been
destroyed.
4. Many / Few of our medicines come from rain forest plants.
5. Scientists have tested only 10 percent / one percent of the plants from the
rain forest to use for medicines.
effect
Farmers need money. Therefore, they sell their rain forest land.
• Excerpt One
since consequently
G) Excerpt Two
so since
• Excerpt Three
therefore since
3.° Listen to the excerpt from the lecture. Complete the excerpt with the cause-
and-effect expressions you hear.
4. Discuss the questions in small groups. Then share your ideas with the class.
1. According to the lecture, how are people connected to the rain forest? What
other ways can you think of? Make a list in your notebook.
2. According to the lecture, how are people destroying the rain forest? What
other reasons can you think of? Make a list in your notebook.
3. Which statement would the professor agree with? Which statement do you
agree with? Explain your answers.
• People should stop rain forest destruction; we need to protect planet
Earth.
• People should use the rain forest however they wish because they need to
support their families.
Checkpoint 1 FhWademicconnectionsle
26 Unit 2 • Ecology
Before You Read
Building
Academic
Reading Skills
In this section, you will
learn additional tools
that effective writers use
to organize cause-and-
effect ideas.
For online assignments,
go to
sfiy4cademicconnect ionslab
Key Words
benefit n something
that helps you
cost n the amount of
money you must pay
in order to buy, do, or
produce something;
v to have a particular
price; costly adj
degrade v to make Ecosystems provide people with many important products and services. The watershed
something worse than shown in this diagram is an ecosystem service. As water moves through the plants and
it was; degradation n; land in a watershed, it becomes clean.
degraded adj
economy n the way 1. Read the paragraph about water purification, an ecosystem service. Circle the
that money, business, correct words to complete the paragraph.
and products are
organized in a country Pure water is very (1) valuable / degraded. The (2) cost / benefit of clean
or area; economic adj
water comes from healthy ecosystems around watersheds—places like forests,
process n a set of
actions or events that where water from rain travels before it goes into rivers or lakes. During the
cause change
(3) cost / process of moving slowly through the watershed, water gets clean.
valuable adj
important; costing a Watersheds can become (4) degraded / worth when people build things like
lot of money; value n, v
roads and parking lots in these areas. As a result, unclean water runs into
worth adj having a
particular value rivers and lakes. This can have a big (5) benefit / cost for the environment and
the (6) economy /process. For this reason, it is important to protect watersheds.
1. What is a natural ecosystem that you enjoy in your area? What services, or
benefits, does this ecosystem bring to people or to the local economy?
2. How are these services valuable to you? Why?
My example
My partner's example
Global Reading
Cause and effect is a common organizational pattern for science texts. In block
organization, all the causes are discussed together in one section, often in one
paragraph, and all the effects are discussed in another block. (Note: Some texts
discuss only causes or only effects.)
4
28 Unit 2 • Ecology
1. Read the textbook passage. As you read, pay attention to how the ideas
are organized.
Focused Reading
1. Read the text on page 29 again. Take notes on supporting details in the chart.
• Brazil
30
4,
Unit 2 • Ecology
Paragraph Main Ideas Details
• Brazil
2. Write short answers to the questions. Use your notes from the chart in Exercise 1.
1. What are two ecosystem services described in the text?
4. How much would it have cost New York City to build a water purification
plant?
5. How much are ecosystem services worth, according to the study by Robert
Costanza?
Examoies
The ecosystem service of provides
The ecosystem is in danger due to
Checkpoint 2 iffSrandeMiCC011iteCtiOnSiabt,
4
Building
Academic In academic courses, students often give short presentations. When you speak, it is
Speaking Skills better to use notes rather than to read a paper word for word. That way, you can
look at your audience while you talk. To prepare for your presentation, you can
In this section, you will take notes on the introduction, main ideas, details, and conclusion in several ways:
practice preparing oral • In an outline
presentations. Then • In a PowerPoint presentation
you will prepare and • On note cards
give a presentation Practice giving your presentation with a clear, strong voice. Look up from your
about the causes and/or notes as much as possible.
effects of destruction to
an ecosystem service.
You will use ideas and 1.G) Listen to a student presentation. As you listen, complete the note cards on
vocabulary from this page 33 with the words from the box. Then compare notes with a partner's.
unit.
For online assignments,
go to costly economy pollination work
32 Unit 2 • Ecology
A. Intro: Pollination and the loss of bees B. Causes:
1. Bees used for: • too much
• honey • poor
• services • insecticides used on farms
1.bees are leaving their beehives
2. smaller bee population= costly
consequences
C. Effects: D. Conclusion:
• food • bees are important to our
• food not as good
2. Work with a partner. Read the statements. Decide if they are true or false. Write
Key Words
T (true) or F (false).
honey n a sweet,
a. Beekeepers use bees mainly to
sticky liquid made
by bees and eaten
produce honey.
by other animals and b. Pollination services are very
humans valuable.
population n the
number of people c. The bee population is growing.
or animals living in a
d. Bees may be disappearing because
certain area
they work too hard.
e. Pollination by people is not as good
as pollination by bees.
f. The speaker hopes scientists
will soon find a way to improve
pollination by humans.
Preparing for an
You can use certain expressions to help your listeners follow your presentation.
To introduce your main idea or topic:
Today I am going to talk about . . .
My presentation today is on .
To introduce a point:
First/Second, . . .
Next, . .
Another cause/effect is . . .
Finally, . . .
My final point is . . .
To conclude your presentation:
In conclusion, . . .
To close, . . .
To ask if there are any questions from your listeners:
Are there any questions?
Do you have any questions?
1.4) Listen again to the presentation in Before You Speak on page 32. Check (✓)
the expressions you hear.
Today I am going to talk about . .
My presentation today is on .
First, . . .
Second, . . .
Next, . . .
Another cause is . . .
Another effect is . . .
Finally, . . .
My final point, . . .
In conclusion, . . .
To close, . . .
Are there any questions?
Do you have any questions?
34 Unit 2 ■ Ecology
2. Complete the note cards to prepare a short presentation about causes and
effects of degraded watersheds in the Catskill Mountains as described in the
reading on page 29.
D. Conclusion:
3. Work with a partner. Take turns giving your presentations, using your note
cards. Use the cause-and-effect words and expressions that you have studied in
this unit, as well as the expressions in the skills box on page 34. Give feedback
on your partner's presentation. Tell your partner one thing that he or she did
well and one thing that he or she could do better.
Step 1: Choose an ecosystem to present. (You may use one of the ecosystems you
discussed on pages 28 and 32.) Write notes in the chart to connect your topic to
ideas from the reading and listenings. If needed, use the library or the Internet to
find information.
Ecosystem: Location
Service(s) provided
Causes of degradation /
destruction
Step 2: Decide whether you will talk about causes, effects, or both. Then write
notes on note cards.
Step 3: Practice the presentation with your note cards. Try speaking in front
of a mirror and not reading from your notes word for word. Use the expressions
you have learned to show cause and effect and to help your audience follow
your ideas.
Step 4: Give your presentation in a small group. Answer your classmates'
questions. As you listen to other students' presentations, take note of whether they
discuss causes, effects, or both. Think of one question to ask each presenter.
36 Unit 2 ■ Ecology
Health
Stress and Health
Unit Description
Content: This course is designed to familiarize the student
with the concept of stress and how it affects health.
Students will also learn strategies for stress management.
Skills: Coherence and Cohesion
Unit Requirements
Readings: "Understanding Stress" (an excerpt from a health
management textbook)
"Stress in the Modern World: Technostress" (an excerpt
from a website)
Assignments: www.MyAcademicConnectionsLab.com
37
Previewing the Academic Content
Every day we experience different kinds of problems—some small, some big. For
some people, getting to work might be the most difficult part of the day. Others
Preview experience real dangers to their physical and emotional happiness—an accident,
For online assignments, the sickness of a loved one, or the loss of a job. Stress is how our bodies and
go to minds respond to these situations. Stress is a normal part of life, but too much
stress can seriously affect our health. Scientists and health professionals study
M:'""Selr'dernicconnections:E how stress affects the human body, and they suggest ways to lower stress. They
also study new kinds of stress that people are experiencing in today's world. You
will examine these issues in this unit.
38 Unit 3 ■ Health
2. Look at the Student Stress Scale, which lists common stressors that students
experience. Check (.1 each event you have experienced in the last two years.
Adapted from Holmes, T., & Rahe, R.N. (1967). The social readjustment rating scale. Journal of Psychosomatic
Research, 11, 213.
1. Read the two paragraphs about stress. Notice how they are different.
Paragraph A
Some experts think that the best way to find out a student's stress level is
to look at the small daily stressors in his/her life. Some examples of daily
stresses are arriving late to class, losing a car key, and having problems with a
roommate. According to Blonna (2005), these daily stresses can tell us more
about a person's stress level than big events can. Big life events can give a
general idea about a person's stress level. However, they are hard to measure.'
In addition, Miller and Rahe (1997) found that people in today's world respond
differently to big life events than people did in the past. For example, getting
a traffic ticket was not a big cause of stress 30 years ago, but today a ticket
might cost a lot of money. This may cause a person to experience much more
stress.
40 Unit 3 ■ Health
Paragraph B
Some experts think that the best way to find out a student's stress level is to
look at the small daily stressors in her life. Like losing keys and having problems
with roommates. My sister often fights with her boyfriend, too. This causes a
lot of stress in her life. Blonna points out that these daily stresses can tell us
more about a person's stress level than big events can. Big life events can give
a general idea about a person's stress level. You can't measure them easily.
Miller and Rahe found that people in today's world respond differently to big
life events today than they did in the past. Getting a traffic ticket was not a big
cause for stress 30 years ago. Today a traffic ticket might be very expensive.
Last week I got a ticket for driving too fast.
Building
Academic Coherence makes a text easy to understand. In a coherent text:
Reading Skills • All ideas support the main idea of the text.
In this section, you • Every paragraph discusses only one main idea.
will learn more about • The connection between ideas is clear.
the tools that effective • The organization and order of ideas is logical.
writers use to create
coherence and cohesion.
For online assignments, 1. You will read a textbook passage with this main idea: Modern life has created
go to serious problems related to stress. Check (✓) the ideas that you think will be in
the passage.
MPFSdernicconnectionsab
Many things cause stress in today's world.
Stress can make people very sick.
Students should take breaks when studying for a test.
Problems with money cause a lot of stress today.
People in Tokyo have busy lives.
People live longer now than they did in the past.
Global Reading
1. Look at the pictures. Discuss the questions in small groups.
1. What causes stress for the people in the pictures?
2. How is stress different for each person? Explain.
42 Unit 3 ■ Health
this subject because high stress levels have more danger of having an accident at work or
serious consequences that can affect people's while driving, and they might start bad habits
health and daily lives. more easily such as smoking or eating too
2 Researchers at Rutgers University suggest much.
that recent changes in people's lifestyles have 4 It is important to point out that stress is not
caused more stress. Stress causes the body to always bad, however. Actually, today's busy
experience physical changes such as a faster lifestyles cause two kinds of stress—eustress
heartbeat and breathing rate. The right level and distress. Eustress is the effect of positive
of stress can make a person feel stronger and events that cause a change in a person's life.
more energetic. Researchers believe that in Eustress provides the amount of stress that
the past this energy helped people to hunt is just right for a person to grow, to stay
for animals and to protect themselves from energetic, and to feel happy with life. For
danger (Cannon, 1932). They released stress instance, getting married is a happy life event
with physical activity involved in hunting, and for most people. However, getting married is
then their bodies could relax again. Although also a big change, so it causes stress. Distress,
people today still experience an increase in on the other hand, is the effect of bad or
energy in response to stress, they do not use difficult experiences. Problems with money,
energy like the hunter-gatherers3 did. As a school, or relationships are common causes
result, it is more difficult for their bodies to let of distress in modern life. According to the
go of stress. Holmes and Rahe Social Readjustment Rating
3 Too much stress—or stress that continues for Scale (1967), the death of a husband, wife, or
a long time—can cause serious physical and child causes the most distress in a person's
emotional problems. These problems include life. Distress can cause serious health and
trouble sleeping, sickness, and pain. Heart emotional problems, but eustress can actually
disease and even cancer probably result from improve a person's well-being.
stress. Moreover, people under stress are in
hunter-gatherer n a member of a group of people who live by hunting and looking for plants to
eat, rather than by keeping animals for food or growing crops
Blonna, R. (2005). Coping with stress in a changing world. New York: McGraw-Hill.
Cannon, W. (1932). The wisdom of the body. London: Kegan Paul, Trench, Trubner.
Holmes, T., & Rahe, R.H. (1967). The social readjustment rating scale. Journal of Psychosomatic Research, 11, 213.
3. Circle the letter of the sentence that best expresses the main idea of each
paragraph. Use your notes.
Paragraph 1
a. More stress has become a problem in modern life.
b. Stress is common all over the world.
c. Stress makes people unhealthy.
Paragraph 2
a. Stress helped hunter-gatherers hunt and protect themselves.
b. Changes in lifestyle have caused more problems with stress.
c. People today use less energy than people in the past.
(continued on next page)
Connectors are words and expressions that connect two ideas in a sentence or
combine two sentences. Use and to connect ideas or to combine sentences that
are similar or that give extra information. Use but to connect ideas or to combine
sentences that are contrasting or opposite.
Connecting ideas
I need to study. I need to finish my paper. —. I need to study and finish my paper.
My job is interesting. My job is stressful. —+ My job is interesting but stressful.
Combining sentences
I have too much stress. My family doesn't help. —■ I have too much stress, and my
family doesn't help.
I don't have enough money. I feel fine. --■ I don't have enough money, but I feel fine.
To combine two complete sentences, use a comma before and or but. Do not use
a comma to connect two ideas in the same sentence.
44 Unit 3 • Healt h
2. Distress can cause physical problems. Eustress can help you grow.
3. People in the past used a lot of energy. People today do fewer physical
activities.
Focused Reading
1. Read the textbook passage on pages 42-43 again. Complete the chart with
the missing information. If the information isn't in the text, leave the chart blank.
Compare your chart with a partner's.
Changes in lifestyle
Consequences of stress
Eustress
Distress
Transition words and phrases create cohesion by showing the relationship between
ideas in paragraphs. They are often at the beginning of a sentence and followed
by a comma.
• To add information about or build on ideas from the previous sentence, use:
Also, In addition, . . . or Moreover, . . .
These terms are similar in meaning to the word and.
pies
I am stressed. I get upset with people. In addition, I worry about my family.
Also, I am worried about finding a job.
I have to study for an exam. Moreover, I have to finish a paper tonight.
• To contrast information, use: However, . . . or On the other hand, . . .
These terms are similar in meaning to but.
Examnie
My friends want me to help them with their problems. However, I have no time.
My housemate is very friendly. On the other hand, he always makes a big
mess.
Use these transition words at the beginning of a sentence. Do not use them after a
comma.
Right: Many women are stressed. However, working mothers are the most stressed.
Wrong: Many women are stressed, however, working mothers are the most
stressed.
3. Read Understanding Stress on pages 42-43 again. Circle the transition words.
46 Unit 3 • Health
.4.
4. Complete the chart. Answer the questions about yourself in the Me column. Then
ask a partner the questions and complete the My Partner column.
Me My Partner
5. Write three sentences comparing and contrasting you and your partner. Use
transition words and phrases where possible. Then share one sentence with the
class.
11=1=11111i
anxiety n a feeling of
How often do you use these stress management techniques?
Check (./) Always, Sometimes, or Never.
worry; anxious adj
Stress Management Technique Always Sometimes Never
realize v to know or
understand something
that you did not know I make a schedule to manage my time.
before
I take time to relax and have fun.
schedule n a plan of
what you will do and I say "no" if I am too busy to do something.
when you will do it
technique n a
I sleep eight or more hours a night.
special way of doing I exercise three or more times a week.
something
I do one thing at a time.
I arrive early for appointments.
Remember: Taking time to manage stress will keep you healthy and happy!
48 ..94101
Unit 3 • Health
3. Work in small groups. Compare your answers to the questionnaire. Then discuss
the questions.
1. What other techniques do you use to manage stress? Add three of your
own or your classmates' ideas to the questionnaire, and check the correct
column.
2. Do you use different management techniques for different stressors?
Explain.
3. What is your biggest stressor in life, and which technique would be best for
managing it?
Global Listening
In Unit 2 you learned special words and phrases to show the introduction, main
ideas, and conclusion of a presentation. These expressions are called speech
markers. Listening for speech markers will help you follow presentations and
lectures and understand how they are organized.
Introduction
Today I'd like to talk about . . .
Today's topic is . . .
The focus of today's lecture is . . .
Main Idea
The first/second/next/last point I'd like to make
This brings us to another point I'd like to make .
Finally, . . .
Conclusion
To sum up today's lecture, . . .
In conclusion, . . .
Introduction There are ways you can lower your Today I will talk to you about . . .
stress.
Part 1
Part 2
Part 3
Conclusion
50 Unit 3 • Health
4
3. Read the statements. Decide if they are true or false. Write T (true) or F (false).
1. In stress inoculation, you do not think about the cause of stress.
2. Time management helps students do better in school.
3. People who manage their time well have no time to relax.
4. Staying healthy helps you manage stress better.
Focused Listening
There are other speech markers that speakers use to introduce examples and to
create cohesion:
For example, . . .
One example of . . . is
Another example is . . .
For instance, . . .
To illustrate, . . .
. . . such as . . .
. . . like . . .
Pay attention to these speech markers as you listen to lectures. They show that an
example follows.
1. Listen to the presentation again. Note the expressions the speaker uses to
introduce examples. Then take notes on the examples in the Lecture Examples
column. Compare your chart with a partner's. You will complete the My
Examples column later.
Time management
Healthy lifestyle
2. How could you use each technique in your life? Write examples in the My
Examples column. Then share your ideas with a partner.
3. Listen to the excerpts from the presentation. Circle the best word to complete
each statement.
0 Excerpt One
The presenter believes that speaking in public is a(n) common / uncommon
fear.
0 Excerpt Two
The presenter suggests that most people think those who schedule their time
are usually too stressed / busy to relax.
0 Excerpt Three
The presenter thinks / does not think that people with a healthy lifestyle
have no stress.
4. Prepare a one- to two-minute presentation on your experience with stress. Follow
the steps.
Step 1: Choose one of the topics from the list or choose your own topic.
• A health problem related to stress
• How eustress helps you do well
• How people in your culture manage stress
• Why college students today have more stress
Step 2: Write the main idea about the topic in the outline on page 53. Then add
three supporting details and a conclusion. Try to make a connection to at least
one idea from the reading and one idea from the listening.
52 Unit 3 • Health
.441101
(Main idea)
(Details)
•
(Conclusion)
Step 3: Practice your presentation. Use connectors and speech markers to add
cohesion.
Step 4: Give your presentation in a small group.
Building
Academic You can use the outlining skills you learned in Unit 1 to plan a paragraph.
Writing Skills Following these guidelines will help you outline a coherent paragraph that is easy
for readers to understand:
In this section, you will
• Topic Sentence: Make sure that your main idea is clearly introduced in a topic
practice coherence and sentence.
cohesion in writing. • Body: Every detail should relate to and support your main idea. In addition,
Then you will write make sure that your ideas are in a logical order. Use cohesive expressions
a paragraph about to show organization and to introduce details and examples. Use connectors
stress. To write your and transitions to connect ideas and sentences.
paragraph, you will use • Concluding sentence: Often, a concluding sentence repeats the main idea in
ideas and vocabulary different words or gives a final comment.
from this unit.
For online assignments,
go to
WR73"dernicconnectionslab
Outline 1
computers, etc.
Outline 2
54 Unit 3 ■ Health
2. Read the paragraph. Is it coherent? Which outline from Exercise 1 does
it follow?
Money is a big stressor for students. In today's world, many students have
jobs. However, their jobs do not pay enough to cover all their costs. In addition,
schools are more expensive these days than they were in the past, so many
students must borrow money to pay for their school. The cost of living is also
higher. For example, gas, food, and rent all cost more than they did in the past.
Finally, many students must buy cars to get to school and computers to do
their schoolwork. As a result, students often need more money than they
have. In conclusion, today's students experience stress because of problems
with money.
Focused Writing
Review the cohesive expressions you can use to help readers follow your
paragraph.
To . . . Use . . .
• add information and • and, in addition, also, moreover
contrast • but, however, on the other hand
• give examples • for example, for instance, to illustrate this, another
example, such as, like
• show order • first, second, next, last, finally
• finish a paragraph • in conclusion, in summary
0° „) 0 www.modernstress.com/technostress
WHAT'S
TECHNOSTRESS? Eighty-five percent of people have problems
working with technology. Technostress is
ARE YOU A
VICTIM? a common type of stress in today's world.
Technostress is stress caused by technology,
(1) cell phones and computers.
Technology can make a person's life easier
GET HELP
(2) more exciting.
SHARE YOUR (3) , as Patrick Ngo found, it can
STORY
also cause frustration.
CONTACT US Patrick, a Chinese student at the University of Bristol, likes to play computer
games in his free time. He finds them challenging (4) fun to play,
(5) they cause him a lot of stress when he doesn't win.
(6) , he often spends too much time playing them, which has
caused his studies and health to suffer. In many ways, the computer games are like
the exciting hunt of the hunter-gatherers of the past. (7) , they get
Patrick's energy going. (8) , unlike the hunter-gatherers, there is
no release of stress. As a result, Patrick began to experience headaches and
sleeping problems. After a visit to his university health center, Patrick now plays
games less and exercises three times a week to control his technostress.
56 Unit 3 • Health
Patrick's Case
Type of technostress
Eustress / distress it
causes
Consequences of
stress
Stress management
solutions
2. Follow the steps to write a short paragraph answering this question: How does
Patrick Ngo's experience with technostress show the ideas about modern stress
and stress management in this unit? Follow the steps.
Step 1: Review the chart in Exercise 1. Add any new information related to the
question.
Step 2: Make an outline to organize your ideas. Use the skill box on page 53 to
check your outline.
Step 3: Write your paragraph. Remember to use cohesive expressions, connectors,
and transitions.
Step 4: Work with a partner. Exchange paragraphs. Use the information in the
skill box on page 53 to provide feedback on your partner's paragraph.
Type of technostress
Consequences of stress
Step 2: Make a paragraph outline using ideas from the chart. Use the skill box on
page 53 to check your outline.
Step 3: Write your paragraph on a separate piece of paper. Use your outline and
the checklist in Step 4 to help you.
Step 4: Exchange paragraphs with a partner. Read your partner's paragraph and
provide feedback. Use the checklist.
Step 5: Revise your paragraph based on your partner's feedback. Then share your
paragraph in small groups.
58 Unit 3 • Health 11
Literature
Folktales
Unit Description
Content: This course is designed to familiarize the student with the literary form of folktales.
Skills: Summarizing
• Recognizing summary statements
• Distinguishing major from minor points
• Using time-order words
• Paraphrasing
• Preparing narrative summaries
• Giving a narrative summary
Unit Requirements
Lecture: "Common Characteristics
of Folktales"
Readings: How Raven Gave Light (a folktale)
"The Trickster" (a descriptive paragraph)
How Anansi Gave People Stories (a folktale)
Listening: The Tree with the Golden Apples
(a narrative summary)
Integrated Speaking Task: Preparing and
presenting an oral summary of a folktale
Assignments:
www.MyAcademicConnectionsLab.com
59
Previewing the Academic Content
Many cultures, especially those that don't use writing, tell stories to explain the
world and to pass down history and beliefs to the next generation. People have
Preview shared these stories, called folktales, in the oral tradition for hundreds or even
For online assignments, thousands of years. Now the stories can be found in books, stories for children,
go to and movies. Folktales have many purposes. Some teach lessons about life. Others
explain mysterious events as being the results of magic. And some entertain the
ti ge"5"demicconnectionsiab audience. In this unit, you will read and listen to folktales and learn about the
common features of folktales.
1.G) Read and listen to an example of a short folktale, How Raven Gave Light.
This folktale is popular in Alaska and in the Pacific Northwest area of the United
States. It is about a time when people lived in darkness, and it explains how a
bird named Raven gave people light.
60 Unit 4 ■ Literature
2. Work with a partner. Complete the chart with information about the story.
Where does it
happen?
What is the
problem?
How is the
problem solved?
1. Have you ever heard this folktale before? If so, was that story similar to the
one you have just read or different? How?
2. What other folktales have you heard?
3. What kinds of stories did you hear as a child? Have you ever seen one
of these stories written down or in a movie? If so, was the written story
different from the one you heard?
This unit will help you Previewing the Academic Skills Focus
recognize summaries in
readings and lectures.
You will also learn how
to summarize material
A summary briefly gives the main information of a longer written or spoken text in
you read and hear.
your own words. A good summary:
• includes the main points of the text
• answers important questions about the text (such as Who?, What?, When?,
Where?, Why?, and How?)
A good summary does not:
• include unimportant details
• give your opinion
Summarizing what you read and hear in class can help you to review and
understand the main ideas.
Unit 4 ■ Folktales 61
1.Read the summaries of How Raven Gave Light.
Summary 1
How Raven Gave Light is a very old Alaskan folktale. Long ago Raven saw
that the people lived in darkness because a chief was hiding the ball of
light in the sky. Raven wanted to help the people. First, he used magic
to change into a baby boy, the chief's grandson. Then the baby cried for
the ball of light until the chief finally gave it to him. Raven put the ball of
light in the sky so the people could live in light.
Summary 2
Raven came down from the sky and saw that the people needed light
because they were living in the dark. An old chief wanted to keep the
light because he was selfish. Raven changed into a leaf and went into
some water. Then Raven changed into a baby. Everybody loved the baby,
but he cried because he wanted to play with the ball of light. The chief
was tired of the crying, so he gave the baby the ball of light. This story
was very interesting.
2. Check (✓) the correct columns to complete the chart. Then compare answers in
small groups. Which summary do you think is better? Explain.
62 Unit 4 ■ Literature' 1
Before You Listen
Circle the elements that you think make a good story. Then discuss your choices in
Building small groups. Give examples from stories you like.
Academic
Listening Skills characters that seem real humor (funny) simple story
In this section, you will clever characters interesting setting surprises
learn more about how
(place and time)
to recognize summary complex story teaches a lesson
statements in a text. You lots of action
fight between good other
will also learn how to and bad magic
recognize the ideas that
are most important to happy ending romance
include in a summary.
For online assignments,
go to Global Listening
i3755'demicconnection&a r:
A summary statement is one sentence that brings together the most important
ideas from a paragraph or a longer text. Summary statements are most often
located in the conclusion of a paragraph, lecture, or text. In a longer text or
lecture, each section or paragraph may have a summary statement. These
expressions introduce summary statements:
In conclusion, . . .
To conclude, . . .
In summary, . . .
To sum it up, . . .
Recognizing summary statements will help you identify the main points of a
Key Words reading or lecture.
characteristic n
a typical quality or 1.G.) Listen to the lecture. Pay attention to summary statements to help you identify
feature of something the main ideas. Take notes on the main ideas in your notebook.
or someone
clever adj able to use 2. Check (✓J the three main ideas in the lecture. Use your notes to help you.
your intelligence to
Storytellers from different cultures make changes to folktales.
get what you want,
sometimes in a slightly Folktales were not written down, so they changed over time.
dishonest way
extraordinary adj
Animal characters in folktales have human-like qualities such as the
very unusual, special, ability to talk.
or surprising Folktale characters are often simple.
role n the position or
job that someone has The plot of the story starts with a problem.
in a group The plot of the story is interesting.
task n a job or piece
of work
Unit 4 ■ Folktales 63
3.G) Listen to the summary statement of the entire lecture to check your answers to
Exercise 2. Circle the expression you hear.
Focused Listening
1. Ga Listen to the lecture again. Complete the outline using the words from the box.
Then compare your outline with a partner's and make any necessary changes.
Similar characters
• ordinary characters do (3) things
• have one or two strong characteristics
(4)
• oral tradition
• similar characters
• strong (0)
64 Unit 4 ■ Literature
Distinguishing Major from Minor Points
Major points are main ideas and important details that are necessary for
understanding. A good summary includes only major points. Minor points add
interest or give extra information, such as examples, but they are not essential for
understanding. Minor points are not included in a summary.
To find major points, ask yourself these questions:
• Is this information important to understanding the text or lecture?
• Does this information give the main idea?
• Is this an important detail for understanding the main idea?
To recognize minor points, ask yourself these questions:
• If I take out this detail, can I still understand the text and the main idea?
• Is this a small detail? Does it only give extra information?
2. Review the outline in Exercise 1 on page 64. Put a * next to the major points—
the main ideas and important details. Put an X next to the unimportant, minor
details. Use the information in the skill box to help you decide. Compare your
choices as a class and make any necessary changes.
4. Think of a folktale you know. Use the questions listed to help you organize
information. Then tell your folktale to a partner.
• What is the name of your folktale?
-l Unit 4 ■ Folktales 65
5. Work with a partner. Use the Venn diagram to compare and contrast your
folktales. For example, compare time, place, characters, problems, and endings.
Then use your Venn diagram to explain one similarity or difference to your class.
Title: Title•
66 Unit 4 ■ Literature
Before You Read
1. Do you know folktales with a clever character? Read the paragraph that
Building describes one type of folktale character, the trickster. Underline the key words
from the box.
Academic
Reading Skills
In this section, you
will learn about
paraphrasing, an
important academic THE TRICKSTER
skill. Folktales from around
For online assignments, the world have wonderful,
go to interesting characters. One
common folktale character
RIFSadernicconnections'ab is the trickster. The
trickster shows good and
bad human qualities. In
some stories the trickster
is strong, proud,' and
Key Words sometimes stupid, like the
ugly, frightening trolls2
obtain v to get of Scandinavia. These
something characters often have a
scheme n a plan,
scheme. In the scheme,
especially to do they make weak animals do
something that is not something for them. Many
honest other trickster characters
trick v to make are small and not strong, but they are very clever. They
someone believe carefully use their own special abilities to obtain something
something that is not they want. Examples of these tricksters are Anansi the spider
true to get something from West Africa, and the rabbit from the American South.
from him/her Tricksters often enjoy tricking other characters, but they do
not always win in the end.
1 proud adj thinking that you are better or more important than other
people
2 troll a an imaginary creature in traditional stories, like a very large
or very small ugly person
Unit 4 ■ Folktales 67
2. Work in small groups. Look at the pictures that illustrate the events in the folktale
you will read. Make predictions about the tale by answering the questions.
Share your ideas in small groups.
1. Who are the characters in this folktale?
2. What do you think is the problem in this story?
3. How do you predict the problem will be solved?
68 Unit 4 ■ Literature'`
Global Reading
1. Read the West African folktale How Anansi Gave People Stories. Complete the
chart. Then compare your notes with a partner's.
Time
Place
Characters
Problem
Unit 4 ■ Folktales 69
Nyame laughed, "Ha ha ha!" Anansi sadly Then he said to the bees, "It is raining!
went back to Earth with no stories. He Don't get wet! Quick—get inside my
asked his wife, "How will I ever obtain the gourds. It will keep you dry." So the bees
• second thing, a leopard?" fell for his trick and all flew into Anansi's
7 Again, Aso had a plan, and Anansi gourd. With a big smile, Anansi used his
22 followed it. First, he made a hole in the web to close the gourd, so the bees could
2 •
ground and put sticks over it so no one
could see the hole. The next day, Anansi
not get out.
9 Finally, Anansi took the bees to Nyame. •
went back to the hole—and Leopard had Nyame was not laughing anymore. Nyame
2 fallen inside! Anansi used his web to kept his promise and gave Anansi all of
s quickly tie him up. He took Leopard to
Nyame. Nyame looked surprised this time.
the stories.
10 Very carefully, Anansi carried all the
z
He said, "You still must bring the bees!" stories back down to Earth. First he told the •
2 8 Again, Anansi asked Aso for help. Again, stories to his wife, Aso. Next, he told them
2 he followed her plan. The next day he
found a tree with bees in it. He quickly
to the other animals. Finally, he told them
to the people. And after he told each story,
2 threw water on the tree and on himself. he said, "Stories are for telling, not for • X
2 keeping in boxes." X
s
2 1 gourd n a large fruit with a hard shell that is sometimes used as a container
•
2
• a • • • X
L 1041. Oft.* S14K1t1414>t1t1114111tANL 141L JIM JIM Pt Mt 14 1■11. me*
2. Work with a partner. Circle the main idea of How Anansi Gave People Stories.
a. Anansi gets stories from Nyame by completing difficult tasks.
b. Anansi catches a snake, bees, and a leopard.
c. Nyame gives Anansi a difficult task but his wife helps him complete it.
In a story, writers and speakers use time-order words and phrases to show when
things happen. Some of the time-order words and phrases are:
First (of all) / Second / Third
Next / The next day / Later that day
Then /Just then / Immediately
After / After that / Soon after
Again
Later
Finally
Recognizing time-order words will help you follow and understand the main events
of a story.
Focused Reading
1. Read the tale on pages 69-70 again. Then complete each question with Who,
What, When, Where, Why, or How. Finally, circle the correct answers.
1. does Anansi build a web to the sky?
a. to show his power
b. to get the stories
c. to tell stories
2. does Nyame laugh?
a. because he is happy to watch Anansi try to complete the tasks
b. because he does not think Anansi can complete the tasks
c. because he thinks Anansi is telling him a joke
3. has plans for catching a snake, a leopard, and bees?
a. Aso
b. Anansi
c. Nyame
4. does the snake move next to?
a. a web
b. a stick
c. a box
5. does Anansi catch the leopard?
a. with a web
b. with a stick
c. with a hole and some sticks
Unit 4 ■ Folktales 71
6. do the bees go when they think it is raining?
a. in a gourd
b. in a web
c. in a hole
7. does Nyame stop laughing?
a. after Anansi brings him the leopard
b. after he gives Anansi his task
c. after Anansi completes the task
Paraphrasing is stating someone else's ideas in your own words. While a summary
gives the main points of a text in fewer words, a paraphrase usually restates a
small part of a text, such as a sentence or quotation.
When you paraphrase:
• Don't change the speaker's or writer's meaning.
• Use your own words.
There are a few techniques you can use to help you paraphrase:
• Use synonyms for the key words in a sentence. Synonyms are words very
close in meaning. For example, big and large.
• Change the form of the key words in a sentence (nouns to verbs, adjectives to
nouns, etc.). For example, happy — happiness.
• Change the organization of the clauses in the sentence.
Example
Sentence: Nyame hid all of the stories in the sky so nobody could tell them.
Paraphrases:
• Nyame didn't like anyone on Earth, so he kept the stories in the sky. (not
good because it changes meaning)
• Nyame kept all of the stories in the sky so no one could tell them. (not good
because it does not use the person's own words; is an almost exact copy of
the original sentence)
• To stop people from telling stories, Nyame kept them hidden in the sky.
(good because it uses the writer's own words and doesn't change the
meaning; it uses synonyms and changes the form of some key words and the
organization of the clauses)
2. Read the paraphrases of some of the sentences in the tale on pages 69-70.
Find the original sentences in the tale and write them on the lines.
1. All the people and animals were unhappy since they couldn't tell stories.
Because they had no stories to tell, everyone was very sad.
4. Anansi told the snake that he was shorter than the stick.
5. Anansi tied up the leopard with his web and took him to the sky god.
3. Read each sentence from the tale and its paraphrase. Complete the chart.
Check (✓) whether the paraphrase changes the meaning, uses the same words,
or is a good paraphrase. Then compare your chart with a partner's.
4. Work with a partner. Paraphrase the sentences from How Raven Gave Light on
page 60. Make sure that you do not change the meaning and that you use your
own words.
1. [Raven] saw that the people of the world were living in the dark because an
old, selfish chief was hiding the great ball of light.
Unit 4 ■ Folktales 73
2. Raven thought that people should not live in the dark, so he decided to bring
light to them.
3. As soon as he had the light, the baby changed back into Raven.
5. Work in small groups. Complete the Venn diagram comparing and contrasting
How Raven Gave Light (page 60) and How Anansi Gave People Stories
(pages 69-70). Include common characteristics of folktales. Share your diagram
with the class.
Checkpoint 2 sacademicconnectionslb
Building
Academic A narrative summary retells the events in a story. It quickly introduces the
Speaking Skills characters and main problem. Then it explains the plot (what happens) in correct
time order. A narrative summary may conclude with a summary statement retelling
In this section, you will the problem and its solution.
give an oral summary of
a folktale that you know.
For online assignments,
go to
i-17,74`ademicconnectionsia b
74 Unit 4 • Literature I
1.G" Read and listen to the narrative summary of a Dutch folktale, The Tree with
the Golden Apples.
The Tree with the Golden Apples is a romantic folktale from Holland. In this
story, a man gives three brothers, Jan, Dirk, and Cornelius, a task to bring him
a golden apple from an island in the center of a lake. The brother who obtains
an apple can marry the man's daughter, Jan's true love. At first, Jan's brothers
almost reach the island by boat, but then a magic wind keeps them from the
island. Next, the lake suddenly freezes, so Jan can ice-skate quickly to the
tree and get a golden apple. Finally, with the help of the weather, Jan is able to
complete his task and marry his true love.
2. Work with a partner. Identify the parts of the narrative summary. Look for:
• the introduction of characters and the problem
• the plot
• the solution of the problem
• time-order words
Focused Speaking
Eng a Narrative Su
Unit 4 ■ Folktales 75
• Use time-order words to help the listeners follow the summary.
• Do not include your own ideas or opinions.
When giving a narrative summary, you can use certain expressions to help your
reader.
To introduce the story, characters, and problem:
The title of the story / folktale is . . .
It is from . . .
It is about . . .
To describe the plot:
The story goes . . .
In this story, . . .
To conclude your presentation:
Finally, . .
And that is how . . .
This story explains . . .
1.In your notebook, write a summary of How Anansi Gave People Stories. Follow
the guidelines for writing a summary in the skill box.
2. Work with a partner. Exchange your summaries. Then follow the steps.
• Underline the title of the original story.
• Check (✓) the main events of the plot.
• Note any major points that are missing.
• Make an X next to any unimportant details or opinions.
• Circle the transition words.
• Note any paraphrases of statements from the text, or places where your
partner should paraphrase.
3. Give each other feedback on your summaries. Tell one thing you like, and
make suggestions about things that your partner could do better. Then use your
partner's suggestions to revise your summary.
4. Work with a new partner. Take turns giving oral summaries of How Anansi
Gave People Stories. Use your written summary as a guide, but do not read
from it directly.
76 Unit 4 ■ Literature !
Integrated Speaking Task
You have read about the common elements of folktales, read and heard several
folktales, and read and heard a model narrative summary. You will now use your
knowledge of the unit content, topic vocabulary, and strategies for summarizing
to give an oral narrative summary of a folktale you know.
Time
Place
Characters
Problem
Step 3: Use your notes and review the skill box on page 74 and the guidelines
and expressions on pages 75-76 to outline a narrative summary of your folktale.
Use the summary of The Tree with the Golden Apples on page 75 as a model.
• In your opening sentence, introduce the common elements of folktales
discussed in the lecture: the culture or tradition in which the story is based,
the main characters, and the main problem in the plot.
Unit 4 ■ Folktales 77
• Following your summary, discuss at least one similarity or common element
between your folktale and How Anansi Gave People Stories, How Raven
Gave Light, or The Tree with the Golden Apples. These expressions might
be useful:
• As in How Anansi Gave People Stories, . . .
• Like the character in How Raven Gave Light, the character in
my story . . .
• The plot/characters in both stories . . .
Step 4: Practice giving your summary.
Step 5: Work in small groups. Take turns giving your summaries. Take notes
on common elements of the stories as you listen. Then discuss similarities and
differences between your stories. Report your results to the class.
78 Unit 4 ■ Literature M
~:hemisfry
Unit Description
Content: This course is designed to familiarize
the student with concepts of green chemistry.
Skills: Synthesizing Information
• Recognizing relationships between
different pieces of information
• Recognizing the relationship between
abstract concepts and concrete
information
• Recognizing the relationship between two
spoken sources
• Writing a problem-solution paragraph
• Introducing problems and solutions
Unit Requirements
Readings: "Green Solutions to Challenges in
Chemistry" (a scientific essay)
"Taking Green Chemistry to the Developing
World" (an excerpt from a speech transcript)
Lecture: "From French Fries to Fuel"
Listening: "Driving on Vegetable Oil" (excerpts
from a radio report)
Integrated Writing Task: Writing a problem-
solution paragraph
Assignments: www.MyAcademicConnectionsLab.com
79
Previewing the Academic Content
1
Preview
It is hard to imagine modern life
without petroleum. Our lifestyle
depends on it. We use petroleum fuel
For online assignments, to drive cars, to heat our homes, and
go to to fly airplanes. Petroleum is also
part of hundreds of other products
Tgrademicconnection&ab that we use every day, such as
medicines, clothes, and toys.
However, petroleum production
and its use in chemicals also causes
many problems. Petroleum that gets
chemistry n the on land and water kills many plants
science which studies and animals. Burning fuels pollutes
substances like gas, the air, and many products that
metals, liquids, etc., are made with petroleum can be dangerous to people's health. Scientists in one
what they are made of,
modern field of chemistry, called green chemistry, are finding creative ways to
and how they change;
chemical adj, n; make chemicals that don't cause so much harm to people and to the environment.
chemist n In this unit, you will learn about green chemistry and solutions it offers to
fuel n a substance that petroleum problems.
provides light, heat, or
power when it burns 1. How much do you know about petroleum and green chemistry? Test your
harm n damage or knowledge. Read the statements. Decide if they are true or false. Write T (true)
injury; harmful adj or F (false). Then check your answers at the bottom of the page.
industry n the 1. Petroleum may not be available to us within 40 years.
making of products in
factories; industrial adj 2. China uses the most petroleum in the world.
petroleum n oil from 3. Saudi Arabia produces the most petroleum in the world.
beneath the ground,
used for making 4. If we use all the petroleum on land, we can get more from the
gasoline oceans.
pollute v to make
5. An important goal of green chemistry is to stop using harmful
the air, water, or soil
dirty or dangerous
chemicals.
by adding harmful 6. We can use safer fuels instead of petroleum.
substances; pollution
n; polluted adj 7. Green chemistry solutions are usually very expensive.
substance n a
particular type of solid, 2. Discuss the statements and the correct answers with the class. Do any of the
liquid, or gas answers surprise you? Why or why not?
(aAISUOdX0 X.I0A 1011) '9 'g `(t,trea am) A .17 `(vS11) A 'Z 'if
80 Unit 5 • Chemistry
3. Look at the cartoon. Work in small groups to answer the questions.
1. What items in the cartoon do you think use or are made with petroleum?
Circle the items in the box.
2. Check your answers to question 1 at the bottom of the page Think about
these products and the way we use petroleum. Does anything surprise you?
If so, what?
3. Describe what is happening in the cartoon. Why do you think the woman
says she cares about the environment and thinks other people don't? Do you
think she is right?
4. Do you use any of the items in the cartoon? If so, which ones?
5. Do you use any green products? Tell about one.
6. Which products do you think green chemists should try to make safer?
Explain.
.aap NT pun ‘14-ruj 'peaKt JOI ldaoxa unnannod tuvsn acrem oin xoq aqt tir[ slorpoid away
82 Unit 5 ■ Chemistry
2. Complete the tasks.
1. What information did you learn from the graph and the excerpt? Complete
the chart. Note any new information in the Information from Graph and
Information from Excerpt boxes. Then compare your answers with a
partner's.
I use petroleum for . . More people have cars and are using more
petroleum.
3. How does synthesizing information from different sources help you understand a
topic? Discuss it with the class.
2
Building
1. Green chemistry is based on a group of principles, or rules, that green chemists
use in their work. Match the principles on the left with the paraphrases on the
right.
Academic
Principles of Green Chemistry Paraphrases
Reading Skills
In this section, you will 1 No chemical waste. a. Any chemicals we make should not be
practice recognizing the toxic.
relationship between 2. Make chemicals that b. Only use materials that we can make
abstract concepts and break down naturally. or get more of.
concrete information.
3 Use renewable resources c. Chemical processes should not make
For online assignments,
and not nonrenewable materials that people don't want or
go to
resources. can't clean up.
Fifgadernicconne tionslab
4 Make safer chemicals. d. Only make chemicals that naturally
change into something that is not
harmful.
Paint
This paint benefits you, your family,
and our Earth. It contains no harmful
chemicals that pollute the air inside your
home. Also, the color in this paint comes
from natural materials.
Principles•
Laundry Detergent
Wash your clothes the green way!
The scientists who made this laundry
soap used only natural ingredients,
not dangerous toxins. The bottle is
biodegradable, too.
Principles.
84 Unit 5 ■ Chemistry
Global Reading
1. Read the essay written by a green chemist. Then write the number of the
paragraph next to its main idea.
Green chemists must think about the effects of their alternative fuels.
Biofuels are less dangerous than fossil fuels.
People want and need chemical products that are safe.
One opportunity that green chemistry offers is finding alternatives to
fossil fuels.
Biofuels have negative consequences, too.
Pan European Image Survey, European Chemical Industry Council (CEFIC), 1994.
2 Corporate Image of the Chemical Industry, CIA (UK), 1993.
2. Work with a partner. Identify the relationships between the pieces of information
from the reading. Circle the correct answer to complete each statement.
1. The writer presents the negative views people have of the chemical industry
as a the field of chemistry is in trouble.
a. reason why b. solution to why
2. The beginning of green chemistry was a(n) our need for safe products.
a. effect of b. reason for
3. Biofuels are a the problem of petroleum fuel.
a. reason for b. solution to
4. Problems with biofuels are those with petroleum fuel.
a. similar to b. different from
Problems Solutions
1 Chemical products are a stops new
dangerous to our health. problems and offers solutions to
2 Humans depend too much on existing ones.
petroleum, a harmful b. There is no perfect solution, but
nonrenewable chemical. are looking.
3 Use of biofuels has caused c are safe and
destruction of rain forests, renewable.
high food prices, and pollution.
Focused Reading
1. Read the essay on pages 85-86 again and complete the chart. Check (✓) the
correct columns.
Petroleum is toxic.
Abstract concepts are based on general ideas or principles. They are usually not
very specific.
Biofuel production in the United States grew 200 percent from 2004 to 2005.
In academic texts, main ideas are often abstract concepts. The supporting facts,
details, and examples provide concrete information.
2. Write the abstract statements from the box that match their concrete information.
Compare your answers with a partner's.
Checkpoint 1 iiiTiademicconnectionslab:4
11g=21P
1
Scientists are excited because they have found a good solution to today's
fuel problems.
Waste vegetable oil has two roles. First, it cooks food. Then it fuels cars
and trucks.
Waste vegetable oil is a good solution to petroleum fuel because it is
already available, doesn't cost much, and is simple to use.
In academic classes, you will need to connect ideas from many sources you hear
(spoken sources) for a better understanding of a topic. These spoken sources
include lectures, conversations, classroom or group discussions, television, radio,
and the Internet.
To connect ideas from two spoken sources, take notes on each source and
compare them. Make sure you understand the ideas in each source.
4. Compare the notes you took on each excerpt with the information in the Ideas
from the Lecture column. In the Relationship between Ideas column, write Agree
or Disagree to describe how the speaker in the excerpt would probably feel
about the idea from the lecture.
92 Unit 5 • Chemistry
2. How does WVO compare to other fuels you have learned about? Explain
your answers.
Example
Checkpoint 2 i117Eidemicconnectionsiabit
4
Building
Academic A problem-solution paragraph describes a problem. Then it explains a solution or
Writing Skills possible solutions to the problem. A problem-solution paragraph typically includes
three parts:
In this section, you • a topic sentence with a description of the problem
will practice writing
• a body with a description of (a) possible solution(s)
problem-solution
• a conclusion with an explanation of how the solution is helpful
paragraphs. Then you
will write a paragraph
about a modern problem Read a transcript from a talk given by Martyn Poliakoff, a chemist at the University
related to green of Nottingham. Then answer the questions on page 94.
chemistry. You will
synthesize information
and use vocabulary Recently I was asked to introduce the ideas of
from the readings and Taking green chemistry to a group of high school students
the lecture.
For online assignments, Green and teachers at Wachamo Comprehensive High
School in Hossana, Ethiopia. The problem was
go to
Chemistry that I wasn't sure of the best way to explain green
=7/4"5"cierrlicconnections":",b chemistry simply. My solution was to use an
to the example of a plastic bag that I got two days earlier
at the town's market. They make bags like these
Developing from petroleum from other countries because
Ethiopia does not have much petroleum of its
World own. After people use these bags, they throw them
away. On the road I counted 12 bags that people
had thrown away in just 100 meters on my way to the school. By
contrast, Ethiopia produces a lot of sugarcane. If people there
made the bags from sugarcane, then Ethiopia would not have to
buy its bags—or oil to make bags—from other countries. More
(continued on next page)
Together with Proctor and Gamble and Ethiopian chemists, Poliakoff is developing
plastic bags made from local sugarcane.
Poliakoff, M., & Noda, I. (2004.) Plastic bags, sugar cane and advanced vibrational spectroscopy:
taking green chemistry to the Third World. Green Chemistry, 6.
Focused Writing
94 Unit 5 ■ Chemistry
1.Read the transcript from Martyn Poliakoff's talk on pages 93-94 again.
Underline the expressions he uses to introduce the problem and solution.
2. In his talk, Poliakoff describes the plastic bag problem in Ethiopia. Follow the
instructions to write a short paragraph about the problem.
1. Complete the chart using the information from Poliakoff's presentation.
Step 1: Read more about the global plastic bag problem. Check (✓) the facts that
are most important to you.
Step 2: Many countries are trying to solve the plastic bag problem. Read the
possible solutions. Consider the pros (positive reasons) and cons (negative
reasons). Choose the solution that you think is best. You may also choose your
own solution based on the principles of green chemistry. (Note: Your solution
must be different from Poliakoff's solution on pages 93-94.)
SOLUTION 1: Change waste plastic back SOLUTION 2: Use plastic made of plants.
into oil.
PRO: These bags break down more quickly than
PRO: Plastics don't have to be clean. Waste bags made from petroleum, and they are made
plastic goes through a process under heat and is from renewable resources.
then turned into valuable diesel fuel.
CON: The process of growing plants to make this
CON: Only certain plastics can be used. If the plastic uses pesticides, land, and freshwater, and
wrong plastic is mixed in, the diesel fuel cannot this harms the environment.
be sold. The process of changing plastic into oil
causes pollution and puts many toxins in the air.
96 Unit 5 ■ Chemistry
Step 3: Work with a partner. Look for connections among the plastic bag issue,
the green chemistry principles, and the concepts and ideas in this unit. Discuss
the questions and take notes.
• How is the plastic bag problem similar to problems related to petroleum fuel
and biofuel use?
• Are there any similarities between the solution you chose and the solutions
of biofuel and WVO offered for the petroleum problem? Does the solution
you chose have possible negative consequences?
• Which green chemistry principles relate to your proposed solution?
Step 4: Complete the chart with ideas you want to write about in your paragraph.
To support your ideas, make connections to ideas from the listenings and readings
in this unit.
Topic sentence
(describe the
problem)
Body
(describe the solution
or possible solutions)
Conclusion (explain
how the solution is or
would be helpful)
Step 5: Use your notes from Step 4 to write a problem-solution paragraph about
plastic bags. Use the vocabulary and skills you learned in this unit, including
expressions that introduce problems and solutions.
Step 6: Exchange paragraphs with a partner. Use the checklist for feedback.
Feedback Checklist.
Unit Description
Content: This course is designed to familiarize the student with the life and art of
Marc Chagall.
Skills: Fact and Opinion
• Identifying facts
• Identifying opinions
• Recognizing a speaker's degree of certainty
• Identifying support for opinions
• Giving and supporting an opinion
• Showing agreement and disagreement
Unit Requirements
Reading: "Themes in Chagall's Art"
(an excerpt from an art history
textbook)
Lecture: "Chagall: Style and Criticism"
Listening: A discussion of Lyubov
Popova's Lady with the Guitar
Integrated Speaking Task:
Participating in a group discussion
about a painting by Marc Chagall
Assignments:
www.MyAcademicConnectionsLab.com
99
Previewing the Academic Content
1
Preview
The late nineteenth and early twentieth centuries were a time of great change in
art. Before this time, artists tried to make paintings look realistic. The new artists,
like Pablo Picasso, used an abstract style to show ideas about people and objects
For online assignments, without showing how they looked in reality. They shocked the art world with
go to their modern techniques. In one such kind of art—cubism—images were made
up of shapes like circles and squares or patterns seen from different views. These
Riraadernicconnections;:: objects and people did not look real. Russian artist Marc Chagall was greatly
influenced by the abstract work and artists of his time, but Chagall is famous for
his own style of modern art. In this unit, you will explore the life and work of
Marc Chagall.
1. Many artists paint self-portraits, or pictures of themselves. Study the three self-
portraits. They are examples of three different styles of art. Number the paintings
from 1 (most realistic) to 3 (most abstract). Then work in small groups to answer
the questions.
2. Like Chagall, many artists in the early twentieth century were influenced by
the new abstract style in art. Lyubov Popova was one such artist. Work with a
partner. Compare Popova's painting Lady with the Guitar to Chagall's I and
the Village on the next page. Then discuss the questions with a partner. Use the
key words in your discussion.
3. What do you think these quotations about art mean? Circle the best answer.
Quotation 1: Why do you try to understand art? Do you try to understand the
song of a bird? —Pablo Picasso
a. Picasso thinks people should try to understand art.
b. Picasso thinks people should not try to understand art.
Quotation 2: Unlike abstract painters, it is important for [Chagall] that people
who see his paintings understand what he is trying to show." —Jean-Michel
Foray, director of the Chagall Museum in Frances
a. Chagall thinks his art should be easy to understand.
b. Chagall thinks his art does not have to be easy to understand.
I Adapted from Michels, S. (2003, August 19). Celebrating Chagall. Online NewsHour.
Retrieved on May 22, 2009 from http://www.pbs.org.
Read the statements about Marc Chagall. Write Facts above the column with
statements that can be proven to be true. Write Opinions above the column with
statements that express feelings or beliefs. Discuss your answers as a class.
• Marc Chagall was born in 1887. • Marc Chagall's art is too joyful.
• Chagall was Russian. • Chagall is the best artist of the twentieth century.
• He used bright colors in his art. • Chagall's paintings tell interesting stories from
• He used cubist ideas in his early paintings. his life.
• Chagall lived and worked in Paris for many years. • Chagall was probably a happy person.
• Chagall's wife's name was Bella. • Chagall's paintings look like pictures from a dream.
3. Use the information in the timeline to form opinions about Chagall's life. Discuss
your opinions in small groups.
1. When do you think Chagall was happiest? Why?
2. When do you think Chagall was saddest? Why?
3. How do you think Chagall felt about Bella? Why?
4. Why do you think Chagall lived in the United States during World War II?
5. Starting in 1944, Chagall stopped painting for some time. What do you
think was the reason?
Global Reading
1. Read the excerpt from an art history textbook. As you read, underline the
opinions. Take notes on the main ideas.
1 movement n a group of people who share the same ideas or beliefs and who work
together to complete a particular goal
Chagall, M. (1987). Marc Chagall: 100th anniversary of his birth: The Marcus Dienner Collection. Tel Aviv: Tel Aviv
Museum.
2. Read the statements. Decide if they are true or false. Write T (true) or F (false).
Then check your answers with the class. Discuss any differences in your answers.
1. Chagall's themes include love, nature, and home.
2. Chagall painted subjects that were important in his own life.
3. He showed themes that weren't interesting to many people.
4. The main theme of I and the Village is love.
5. I and the Village shows a connection between humans and animals.
6. Chagall's paintings are completely realistic.
7. Paris was an important place to Chagall.
A fact is information that is true for everyone. In other words, it can be tested or
proven. For example:
Marc Chagall was a Russian artist.
I and the Village is a painting.
To find facts, ask yourself, "Can this be proven to be true?" If the answer is yes,
then it is a fact. Recognizing and remembering important facts can help you
understand any subject. Including facts in your own writing and speech will help
you support your own ideas.
Example
Focused Reading
1. Read the text on pages 104-105 again. Circle the best answer to complete
each statement.
Identifying Opinions
Example
The main part of the painting shows a green man (probably Chagall
himself) and an animal (a horse or a goat) looking at each other.
1. The place in the painting must be Vitebsk, the small Russian farming
village where Chagall was born into a large Jewish family.
2. A circle connects the two images. This could be an example of Chagall's
belief in a strong connection between humans and animals.
3. In I and the Village, Chagall brings together fantasy and reality to show a
love of home and the natural world.
4. Chagall married Bella in 1915.
5. Chagall painted many images of them together, and these works clearly
show the feelings of romantic love and joy he felt for her.
6. Even after her death in 1944, Bella continued to inspire his work.
3. For homework, an art professor has asked students to share thoughts on the
class blog about Chagall's painting I and the Village. Their responses should
include at least one fact about the painting and two or more personal opinions.
Read two students' entries. Underline the facts once. Underline the opinions
twice. Did both writers include a fact and two or more opinions? Compare your
answers with a partner's.
www.spring-art101.com
The title of the painting is / and the Village. I think the "I" from the title
is the green man in the painting. The textbook says that the man is
probably Chagall himself. He's wearing a schoolboy hat, so I think it's
Chagall when he was a boy. In my opinion, Chagall is showing that he will
always remember the place where he grew up.
4. Write your own blog entry on a separate piece of paper. Make sure to include
at least one fact and at least two opinions. Then exchange entries with a
partner. Underline the facts once and the opinions twice.
Checkpoint 1 PiTandemicconnectionslabP1
Building
Academic
Listening Skills
In thissection, you will
practice recognizing
a speaker's degree
of certainty when
expressing opinions.
For online assignments,
go to
Riirandemicconnectionslati People create and enjoy art for many reasons. It has many purposes.
1. What is the purpose of art? Check (i) the opinions that you agree with. Then
discuss your opinions in small groups or with the class.
Art should . . .
2. Listen to the lecture. Then circle the statement in each pair that expresses the
main idea. Check answers as a class.
Marc Chagall.
4. a. Chagall's work shows war and loss of hope.
The Birthday. 1915. b. Chagall's work expresses love, joy, and beauty.
Oil on canvas.
Speakers may use special words and phrases to show certainty, or how sure they
are of their opinions.
Very certain Not very certain
3. Listen to the excerpts from the lecture. How certain is the lecturer about each
feature of the painting? First, note the words the professor uses to express
certainty. Then decide the lecturer's degree of certainty. Compare your answers
with a partner's.
Focused Listening
1. Listen to the lecture again. Take notes in the chart with examples from the
lecture. Then compare your chart with a partner's.
Ott:
Chagall's art:
Riley:
Effective speakers and writers support their opinions with reasons or details that
are specific, clear, and logical. These may include certain types of details:
• Examples (from personal experience or background)
• Common sense (things everyone knows or can understand)
• Expert evidence (the opinion of experts)
• Statistics (numbers that come from research)
As you read texts or listen to lectures, identify the details that support people's
opinions.
3. Read the statements from the lecture. Opinions are underlined once, and
supporting details are underlined twice. Check (/) the type(s) of support used.
Then compare your answers in small groups.
Common Expert
Examples Statistics
Sense Evidence
1.. . . with themes such as love, simple life, and nature,
Chagall's art is easy to understand and full of hope.
4. Discuss the questions in small groups. Use words to show certainty and provide
details to support your opinions.
1. Do you think Chagall's paintings are too sentimental? Why or why not?
2. Do Chagall's paintings inspire you to look for deeper meaning? Why or
why not?
3. What are some other possible purposes of Chagall's paintings? Explain.
4. Chagall said, "Art must be an expression of love or it is nothing." Do you
agree or disagree with this statement? Explain.
5. Chagall has been called the "most beloved—and most misunderstood" artist
of the twentieth century. Why do you think he has been described this way?
Checkpoint 2 liTigndemicconnectionsiz 4
4
Building
Before You Speak
Opinion: I like the painting The Birthday better than the painting I and the
Village.
Reason: The flying couple gives me a feeling of joy.
Your Opinion•
Reason:
Reason:
Reason:
2. Use your notes from Exercise 1 to write a paragraph expressing and supporting
your opinion. Then work with a partner. Evaluate each other's paragraphs.
Answer the questions.
If needed, give your partner feedback on how to make the paragraph stronger.
Focused Speaking
2. Did the speakers agree or disagree about these ideas? Circle Agree or
Disagree.
1. The painting shows a table. Agree Disagree
Lyubov Popova.
Lady with the Guitar. 2. The guitar player is wearing a dark shirt or suit. Agree Disagree
1913-1914. Oil on canvas.
3. Lady with the Guitar shows a strong feeling
of sadness. Agree Disagree
4. The painting tells the story of a guitar player who
lost someone. Agree Disagree
5. Popova's Lady with the Guitar is cubist. Agree Disagree
3. Discuss the questions with a partner. Use expressions from the skill box on
page 113.
4. Review your notes and paragraph from Exercises 1 and 2 on page 113. In small
groups, discuss which Chagall painting you like better—I and the Village or The
Birthday. Use your notes and expressions from the unit to support your opinions
and to show agreement and disagreement. You can use these expressions to ask
for an opinion:
• [Name], what do you think about that?
• [Name], what is your opinion?
• How about you, [Name]?
Step 1: Look at the painting. Complete the chart with facts and opinions about
the painting.
Marc Chagall.
Self-Portrait with Seven Fingers. 1913.
Oil on canvas.
Gave an
opinion
Agreed with
an opinion
Disagreed with
an opinion
Supported an
opinion
give opinions?
Skills: Purpose
• Recognizing general purpose
• Recognizing persuasive language
• Recognizing specific purpose
• Understanding meaning through intonation and stress
• Writing a persuasive paragraph
• Understanding how audience affects purpose
Unit Requirements
Readings: "Jollibee: A Niche Market Success Story" (a case study)
"A Niche of Your Own" (an excerpt from a marketing website)
Assignments: www.MyAcademicConnectionsLab.com
Previewing the Academic Content
Marketing influences what products and services a customer will buy or use.
However, since there are so many different kinds of customers and needs,
Preview businesses cannot market their products to everyone. As a result, businesses
For online assignments, divide markets into specific groups of buyers (for example, by age, family size,
go to marital status, education level, job, nationality, interest, needs, and opinions).
Businesses then look at each group and choose the one(s) to which the product
academiccannections.a.`c will sell the best. Companies often target products to only one small group, or
niche market. In this unit, you will look at the benefits of niche marketing and
study some examples of niche marketing. You will also look at examples of
products sold to niche markets and discuss how a seller can find a niche market
for his or her product.
1. Study the advertisements. Take notes in the chart on page 119. Then discuss the
questions with a partner.
Advertisement A Advertisement B
1. Match the type of text on the left with the general purpose on the right.
1 advertisement a. to entertain
2 newspaper article b. to get someone to buy something
3 novel c. to give information
2.4-) Listen to the classroom conversation between a professor and two students,
Lucy and Anthony.
3. Listen to the excerpts from the conversation. Match the excerpt on the left with
the specific purpose on the right.
Global Reading
A general purpose is the main reason behind a written or spoken text. It applies to
the whole text. These are some common general purposes:
• to persuade (to make someone agree with an opinion or do something)*
• to entertain (to amuse or interest people)
• to narrate (to tell a story)
• to inform (to give information, to teach)*
• to explain (to tell why or how, to give directions)*
* These purposes are common in academic texts.
Use these skimming strategies to recognize the purpose of a written text:
• Quickly read the title and introductory sentence or paragraph. The writer's
purpose may be directly stated there.
• Look at pictures and charts. These are often included to inform or to explain.
• Notice the type of supporting details. Facts are often used to inform or to
explain. Opinions are often given to persuade.
• Look at the quotations included. Do they support a specific opinion or general
information?
PI 0
4 j[C j - ri www.mktg101.kline.com - ck
—- Augamiii•Eiligia.
---
Source: Adapted from Kotler, P., & Armostrong, G. (2006). Principles of marketing (11th ed). Upper Saddle
River, NJ: Pearson Prentice Hall.
3. Skim Part B of the text—the Student Response section of the class website—for
one minute. Work with a partner. Identify the general purpose of the student
paragraph (see the skill box on page 121). Underline any information from the
paragraph that shows this purpose. Discuss your choices with the class.
Part B
1 C 1 1=G-°Iwww.mktg101.kline.com
Jollibee should open a restaurant in Dubai. Dubai is one of the fastest-growing cities in the
world, so there is a clear possibility for growth. Dubai also has a large Filipino community. In
fact, Tagalog, the official language of the Philippines, is one of the most commonly spoken
languages in Dubai. It is essential that Jollibee continues its successful marketing strategy by
targeting its niche market—Filipino families. Clearly, Dubai is the best choice.
4. Read both Part A and Part B. Then work in groups of four. Each person should
choose one question and write a main idea statement to answer the question.
When done, each person shares the main idea statements with the group.
Decide together if each person answered his or her question completely and
correct the statements as needed.
1. Who did Jollibee target?
1. Read the text again. Then read the sentences from the text in the chart. Write
details to support each statement. Then scan the text to check your answers.
2. Scan the text and circle the persuasive expressions. Then discuss the questions
with the class.
Checkpoint 1 FrVindemicconnectiork
3
Building
1. Read the advice from marketing experts. Then paraphrase it starting with the
phrase You should . . . . Write in your notebook.
Academic
Listening Skills
In this section, you will 1.Know your market before you start your business.
practice recognizing EXAMPLE: You should understand your customers before
beginning a company.
the purpose of specific
statements. You will 2. Stress how your service is different.
also learn how speakers 3.Evaluate your budget.
use intonation and stress 4. Use a niche marketing approach when your company
to express meaning. resources' are limited.
For online assignments, 5. Know your target customer groups so well that you meet their
go to needs better than other businesses.
Waridemicconnectionslab resources n all the money, skills, etc. that you have available to use
Source: Items 1 and 2 adapted from Brotsky, B. (1992). Finding your niche: marketing your
professional service. Berkeley, CA: Community Resource Institute Press. Items 3-5 adapted
from Kotler, P., & Armostrong, G. (2006). Principles of marketing (11th ed). Upper Saddle
River, NJ: Pearson Prentice Hall.
1 tjiij IAA.)
A speaker or writer's specific purpose is his or her reason for making a specific
statement or including certain information. Much of the specific information
a speaker or writer includes will support the general purpose, so recognizing
specific purpose can help you understand important ideas.
These are some common specific purposes:
• to give an example or to illustrate a point
• to show agreement or disagreement
• to request information
• to emphasize or show the importance of a point
A specific purpose may be stated directly. If it is not, you can ask these questions
to recognize it:
• Why is the speaker (or writer) making this statement or including this
information?
• What does the speaker (or writer) want the audience (the listeners or readers)
to do?
G) Excerpt Two
2. Why does the teaching assistant say, "Yes, that's exactly right"?
to give an example/illustrate a point
to show agreement
to show disagreement
to request information
to emphasize or show the importance of a point
Clues•
3. Why does the teaching assistant repeat the definition of niche marketing?
to give an example/illustrate a point
to show agreement
to show disagreement
to request information
to emphasize or show the importance of a point
Clues•
4-) Excerpt Three
4. Why does Park mention Jollibee?
to give an example/illustrate a point
to show agreement
to show disagreement
to request information
to emphasize or show the importance of a point
Clues:
Focused Listening
1. Listen to the lecture again. Complete the statements with the words from
the box.
1. Big companies may not serve a certain part of the market because it is not
enough for them to make a profit.
2. Many small businesses want to serve all customers even when they have a
amount of money.
3. Small business owners sometimes fear that if they focus on only one group
of , they won't make enough of a profit.
4. A small business owner should always find out who has the biggest
for his or her product.
5 is an example of a business that started small and
grew bigger after becoming
To express ideas clearly, speakers often use intonation and stress to give clues
about their meaning.
Intonation is the rising 1' and falling of your voice. Speakers can use intonation
to show the meaning of a word or statement. Intonation often rises when someone
is happy, excited, asking a question, or joking in a positive way. Intonation often
falls when someone is upset, serious, or joking in a negative way.
Examples:
Twenty-five dollars for a meal! T (Meaning: The meal is probably great and
doesn't cost a lot.)
Twenty-five dollars for a meal! (Meaning: The meal costs too much.)
Stress is putting extra emphasis on certain words—for example, by saying them
more loudly or slowly. A statement can have different meanings depending on
which word is stressed.
Examples:
We saw a funny advertisement. (The ad wasn't sad or serious.)
We saw a funny advertisement. (We didn't hear the ad. We saw it.)
We saw a funny advertisement. (We saw the ad, but you didn't.)
3.0 Listen for stress in an excerpt from the lecture. Circle the correct answers.
1. Which word does the speaker stress in the following statement? You can't
do that.
a. you
b. can't
2. What does the speaker mean?
a. That could work for a big business, but not for you.
b. You are not allowed to do this.
3. If the speaker wanted to show that the client could do something else, which
word would he probably have stressed?
a. do
b. that
Checkpoint 2 P's°46:idemicconnectionslab4
4
Building
Before You Write
Academic The goal of a persuasive paragraph is to convince the audience to take an action
Writing Skills or to think about something in a certain way. In a persuasive paragraph:
• The topic sentence (main idea) usually gives the writer's opinion. It may give
In this section, you
his or her purpose directly.
will practice writing
• The body of the paragraph includes facts, quotations, and examples that
persuasive paragraphs. support the writer's opinion. All of these details relate to the main idea.
Then you will use ideas • The concluding sentence either calls the reader to take a specific action or
and vocabulary from repeats the topic sentence in different words.
this unit to write a letter
to persuade an investor
to invest in a business.
For online assignments,
go to
-̀--,ykaderrucconnections
2. Susan van der Kamp is looking for someone to invest' in her business selling
stroopwafels—Dutch cookies—to coffee and tea shops in New Zealand. Read
her letter. Later, you will choose a persuasive paragraph to complete the letter.
After you have looked over my marketing plan, I would like to discuss the
opportunity for you to invest in this unique business.
Sincerely,
Juzarb Van, dm, k.c6w,
Susan van der Kamp
'invest v to give money to a company, business, or bank in order to get a profit later on
Paragraph B
4. Work with a partner. Compare the notes you took while reading. Which
paragraph is more persuasive? What makes this paragraph more persuasive?
Be specific.
When preparing to write or speak, think about your audience—the people you are
writing or speaking to. Understanding your audience can influence your purpose
and affect how you present information. To help identify your audience, think
about these questions:
• Who will be your readers? (children, men, students, parents, etc.)
• What do you know about them? (gender, interests, feelings toward topic,
education level, etc.)
Use what you know about your audience to identify your own purpose and to
choose the best techniques for sharing information. Here are some examples:
• If your audience has opinions that are different from yours, you may try to
persuade them.
• If your audience has little knowledge of your subject, you may need to inform
them about it or explain it to them.
• If your audience has little interest in your subject, it may be helpful to entertain
them as you give information.
Step 1: Choose a product or service that interests you (for example, a health
product or a type of entertainment or work you can provide). Imagine that you are
a small business owner marketing this product.
Step 2: You will write a letter to Julia Pinto, a young investor who works with
small, local businesses. Your purpose is to inform her about your business and
persuade her to invest in it. Answer the questions to provide information about
your business. Take notes in your notebook.
1. What is your business? What product or service do you provide?
2. Why is your business a good investment? How will a niche marketing
approach help it succeed?
3. Use Leduc's advice to find a niche market. Describe the specific
characteristics of your target market. Why is this market strong?
4. Consider Jollibee's niche marketing approach. What is one example or
connection with Jollibee that you can use to persuade your investor?
Step 3: Use your notes to make a paragraph outline. Use the skills box on page
130 as a checklist. In your topic sentence, give your opinion about why your
business will be successful and why it is a good investment opportunity. See
Paragraph B on page 132 for an example.
Step 4: Use your outline to write a persuasive paragraph. Use persuasive
language and some of the expressions to make connections between your
marketing plan and important ideas and examples in this unit.
• I have chosen to focus on a small niche market because . . .
• I believe the market I have chosen is strong because . . .
• You've probably heard about the success of Jollibee . . .
• Like Jollibee,.. .
(your street)
(today's date)
Julia Pinto
Pinto Investment Group
771 Commonwealth Avenue
Boston, MA 02116
I will contact you again soon to see if you are interested in investing in this
opportunity, and to answer any questions you have.
Sincerely,
(your signature)
(your name)
Paragraph Checklis
Skills: Inference
• Making inferences about a speaker's attitude
• Inferring word meaning from context
• Presenting a role play
• Using stress, intonation, and pauses to express
meaning
Unit Requirements
Lecture and Discussion: "Nonverbal Communication:
Uses and Misunderstandings"
Assignments: www.MvAcademicConnectionsLab.com
137
Previewing the Academic Content
The process of sending and receiving messages without words is called nonverbal
communication. Nonverbal communication includes the use of the body and face
Preview to express meaning. This element of communication is central to how people
For online assignments, understand and relate to one another. Each day people send and receive thousands
go to of nonverbal messages. Nonverbal communication is also complex, as people
interpret nonverbal messages based on their own culture and background.
Fq;gademicconnections
In this unit, you will study elements of nonverbal communication and how
important nonverbal clues are in everday communication. You will also learn
some universal ways in which people use nonverbal communication. Finally, you
Key Words will look at issues or misunderstandings that can happen when people interpret
nonverbal messages.
attitude n a general
opinion or feeling 1. Read the paragraph about a study by psychologist Albert Mehrabian and study
about someone or the pie chart showing Mehrabian's findings. Then discuss the questions on page
something
139 with the class.
communication n
the process of
sharing information
or expressing Albert Mehrabian is a psychologist known for his studies of the relationship
thoughts and feelings; between verbal and nonverbal communication. Mehrabian found that face-to-face
communicate v communication has three basic elements: words, tone of voice, and nonverbal
complex adj messages. He also found that nonverbal messages are especially important in
consisting of many communicating feelings and attitudes. According to his study, when a person's
different parts and words express a different attitude or feeling than the nonverbal messages he or
often difficult to
she gives, people are more likely to believe the nonverbal messages.
understand
interpret v to
explain or determine
How People
the meaning of
Understand Meaning
a statement,
action, event, etc.; When Words and
interpretation n Nonverbal Signs 7%
Do Not Match words
misunderstanding n
a failure to
comprehend a 38%
question, statement, emotional
or situation;
meaning
misunderstand v
(tone of voice)
tone of voice n
the way your voice
sounds, which often
shows how you are 55%
feeling or what you nonverbal
mean messages
Source: Adapted from Mehrabian, A. (1981). Silent messages: Implicit communication of emotions and attitudes.
Belmont, CA: Wadsworth.
2. Look at the photo of two people. What attitudes and feelings does each person
show? Write W for the woman, M for the man, or B for both. Some of the
choices may not be correct for either person. Use a dictionary if needed.
i..j
, .I
Unit 8 • Nonverbal Communication 139
This unit will help you Previewing the Academic Skills Focus
understand ideas and
attitudes that are not
stated directly. It will
also show you how to
Writers and speakers do not always state their meaning, purpose, or feelings
express your own ideas,
directly. They often imply, or suggest, these things by giving certain types of clues.
meanings, and attitudes The reader or listener must look for these clues and put together all the information
using stress, intonation, given to infer, or guess, the meaning, purpose, and feelings.
and pauses. To make inferences, look for these types of clues:
• Content: What facts or information are included or not included?
• Word choice: What attitudes or opinions does the choice of words show?
• Intonation or stress (for speakers only): How does the speaker say something?
What does this show?
To check your inference, ask, "How do I know the writer (or speaker) meant this?"
2.G- Listen to and make inferences about a comment made by a student from a
class on nonverbal communication. Take notes to answer the questions. Then
compare your answers with a partner's.
1. What is the student's purpose for sharing this information? What specific
facts or information does she include to communicate this purpose?
2. How does the student feel? Which words show this? Does she use stress or
intonation to show her feelings? If so, how?
appropriate ad.( 3. Do you think gestures mean the same thing in every culture? Explain.
correct or good for 4. Do you know of any gestures that are appropriate in one culture or situation
a particular time,
but not in another? Explain.
situation, or purpose
assume v to think
that something is true Global Listening
even though you do
not know that it is;
assumption n
1.G Listen to the lecture and group discussion. Take notes on the main ideas.
gesture n a movement
2. Read the statements. Decide if they are true or false. Write T (true) or F (false).
of your head, arm, or
Use your notes. Then compare your answers with a partner's.
hand to express your
feeling 1. Not all cultures use nonverbal communication.
potential n the 2. One way people use nonverbal communication is to regulate
possibility that
something will develop conversation.
or happen in a 3. A gesture is specific intonation that communicates an idea.
particular way
regulate v to control
4. Nonverbal signals are an effective way to communicate across
an activity or process, cultures.
usually by having rules
5. Ai's (the Japanese student's) experience is an example of how
signal n a sound, nonverbal signals are used to take turns speaking.
action, or event that
gives information or
tells someone to do
something
Notes.
2. The professor suggests that people can / cannot change their
communication style when needed.
Notes.
• Excerpt Two (Ai Sato)
3. The student implies that in Japanese culture it is not polite to be quiet / talk
too much in conversation.
Notes
4. The student suggests that Japanese and American cultures use different /
the same nonverbal signals to regulate conversation.
Notes-
4) Excerpt Three (Ai Sato)
5. The student would disagree / agree with the idea that people can change
their nonverbal communication styles when needed.
Notes-
• Excerpt Four (Tim White)
6. The student's general purpose is to entertain / inform his classmates with a
personal example.
Notes.
Focused Listening
1. Listen again to the lecture and the discussion. Answer the questions in small
groups.
1. What are two examples of how people in Western cultures show they want a
turn to speak in conversation?
2. According to the professor, what is one example of a gesture?
3. According to Tim White, what are two examples of how his classmate is
rude?
No.
NO!
• Intonation. Speakers often use rising intonation to show positive feelings and
falling intonation to show negative feelings.
4")
"Good morning!" (rising intonation)
"Good morning." (falling intonation)
2. Read the words. Decide if their meaning shows a positive or negative attitude.
Write + for positive and — for negative. Use a dictionary if needed.
3. Listen to the excerpts from the lecture and the discussion. Listen for stress,
intonation, and word choice to infer attitude. Write + for positive or — for
negative to show the general attitude expressed in each excerpt. Then use the
words from the box to complete the statements describing each speaker's feeling
or attitude. You can use more than one word for each statement.
G) Excerpt One
general attitude.
Ai Sato used to feel when she first had
conversations with Americans.
Global Reading
analyze v to look at or 1. Read the student summary and classmates' comments from the website of an
think about the parts of online communications class. Underline the main ideas. (Do not use a dictionary
something in order to for new words. Later you will infer their meaning.)
understand the whole
thing
calm down v to [ I + www.Garcia.Commioi.com
become quiet and
relaxed after you have
been angry, excited,
or upset, or to make COMM 101: Interpersonal Communication
someone become
Assignment 3: Summaries of Studies
quiet and relaxed; • PAGES
Posted by: Professor Garcia, October 28, 4:36 p.m.
calm adj ASSIGNMENTS
•
method n a planned Instructions:
way of doing 1) Post a brief summary of a study about nonverbal • RECENT POSTS
something communication. The purpose of your summary is to
inform the class of the study and to make your classmates
interested in the topic.
2) Read your classmates' summaries. Then make comments
and ask questions.
3) Respond to all questions and comments
about your summary.
Kidwell Summary
Posted by: Robert B., October 30, 9:12 p.m.
Summary of Mardi Kidwell's article "Calm
down!: The role of gaze in the interactional
management of hysteria by police" (Discourse
Studies, 2006)
1 Police officers experience many situations
where communication is difficult but very important. Sometimes
they must get information from dangerous or dishonest people.
Officers also need to help people calm down when they are hurt
or upset in traumatic events such as car accidents. Mardi Kidwell
did a study about this in 2006. In her study, she shows that the
use of gaze is a very important part of regulating face-to-face
communication in difficult situations for a police officer.
2 Kidwell reviewed real video from the television show COPS to
study how police officers use gaze. COPS is a reality program that
COMMENTS
6 Posted by Akiko N., October 30, 10:55 p.m.
In my culture, touching someone's face like that would make them
very uncomfortable. They might even get more agitated and upset.
Looking the woman straight in the eye is inappropriate, because her
experience and feelings are personal!
4. Kidwell found that when the woman refused to meet the officer's gaze, he
Focused Reading
1. Complete the statements with details from the website on pages 145-146.
In academic settings, you will be expected to learn a lot of new vocabulary. You
can infer a new word's meaning by looking at clues in the context (the words and
sentences before and after the word). Look for these kinds of clues:
• Synonyms (words very close in meaning)
synonyms
Example The woman was very upset earlier, but now she is sedate.
• Examples or explanations used with the word
Eye contact, gestures, and smiling are all examples of kinesics.
2. Work in small groups. Infer the meaning of the words from the reading. Follow
the steps to complete the chart.
1. Scan the website on pages 145-146 for the words listed in the chart.
2. Look for clues about the word's meaning. Write them in the chart.
3. Write the type of each clue (explanation, example, synonym, antonym,
contrast, grammar).
4. Write a definition for each word.
hysterical
(paragraphs
2, 4)
refuse
(paragraphs
3, 4)
footage
(paragraph 9)
3. Write two other new words from the website in the chart in Exercise 2. Infer their
meanings from context. Then share them with the class.
Step 1: Review the lecture, group discussion, and readings from this unit. In your
notebook, take notes on specific rules of nonverbal communication and examples
of nonverbal signals mentioned in the lecture, the discussion, and the reading.
Then write examples from your own knowledge and experience. Keep your notes.
You will need them later.
Checkpoint 2 iii7Sadernicconnectionslabt
2. Perform the role play for another pair of students. As you watch your classmates'
performance, make a note of one thing they did well and one thing they could
have done better.
Focused Speaking
1. Read the article about proxemics, a form of nonverbal communication that
studies personal space.
T he distance people keep between themselves and others expresses their level
of comfort together and the closeness of their relationship. As the diagram
shows, intimate space—the zone very near the body—is usually for people with
whom we have a very close relationship, such as romantic partners. On the
other hand, space farther away from the body is used with people we do not
know as well. This idea is generally universal, though the exact distances vary
from culture to culture and person to person.
0-1.5 feet
1.5-4 feet
4-12 feet
12-25 feet
Source Based on Hall, E.T. (1966). The hidden dimension. Garden City, NY: Doubleday.
2.G) Listen to four short conversations. Mark the letter (A, B, C, or D) of the
conversation next to the correct photograph. Then identify the zone shown in
each photograph.
2.
Conversation: Conversation•
Zone: Zone•
3. 4.
Conversation• Conversation:
Zone: Zone•
In Unit 7, you learned to listen for stress and intonation in order to understand a
speaker's meaning. When speaking, use these techniques to make your own ideas
and feelings clear:
• Stress important words by saying them more loudly, slowly, and clearly.
• Use rising or falling intonation to express meaning (see skill box on page
128) or attitude (see skill box on page 143).
• Pause, or stop very briefly, before saying important words or ideas.
4) Excerpt Three: So, I can go to the library today to find some articles.
4) Excerpt Four: I'll go with you. Alberto, what can you do?
Audioscript 155
Akiko: OK. I'm very glad to meet you! Can I buy you a So, as you can see, destroying the rain forest has serious
coffee to thank you for your help? effects on living things across our planet. OK. . . next week,
we're going to talk more about global warming.. .
Rosa: That would be great. Thank you! ...Hiro told me you
like to shop. I do too! Focused Listening
Akiko: Oh! I stepped on your foot. I'm so sorry. Exercise 2, Page 26
156 Audioscript
So, I know you're all asking, like, where did the bees go? Second, time management is an important way to lower
What's happening? Right? Why are there fewer bees? stress. One of the things that causes students stress is
Experts are studying this. Any guesses? First, just like all feeling like there is too much to do. Studies like the ones
of us students, bees work too much and they have a poor by Campbell and Svenson in the 1990s show that good
diet—it's not natural. This can cause bees to get stressed time management skills help students do better in school.
and sick—just like with people. Finally, insecticides used One example of how you can manage your time is to make
on farms can hurt bees. a schedule and write down what you do in a day—and
Like I said, there are serious consequences of losing bees. how much time you spend on everything. This shows how
With no bees, people will have to pollinate all the foods that you're using your time. Ask yourself questions like: Do I
depend on insect pollination—including apples, onions, and want or need to do each of these things, and for this long?
about—oh-150 other fruits and vegetables. This would If not, make changes. For example, you may need to spend
cause the food to be very expensive and not as good. So, less time in front of the TV. Another example of time
in other words, losing bees is very costly for the economy. management is making a list of things you need to do each
One expert says that losing bees may cause farmers in the day. You may realize that you need to divide projects into
United States to lose $15 billion—and other businesses to smaller steps so you can finish them. And that brings us
lose $75 billion. to a surprising point: People who manage their time well,
often schedule time to relax, too. That's also an important
In conclusion, bees are a super valuable part of our web technique to use.
of life. The effects of losing them can be very costly.
Finally, having a healthy lifestyle also helps manage stress.
Hopefully, we can find a way to save bees soon. OK. Are
Things like exercising, eating good foods, and getting
there any questions?
enough sleep keep your body strong and give you energy.
When you feel healthy, you'll be able to manage stress
UNIT 3 better.
Health: Stress and Health So to sum up, a few easy stress management techniques can
help students in a lot of ways. They lower stress, help you
Global Listening live a healthier life, and help you be better students. Any
Exercise 1, Page 49 questions?
Presenter: Hello everyone, and thank you to Dr. Ayala for Focused Listening
inviting me to speak to your class today. Now. . . research Exercise 3, Page 52
shows that college students are more stressed now than in
the past. Does that surprise you? So, today I'll talk to you EXCERPT ONE
about stress management techniques—helpful ways to For example, at least a few of you must be afraid of
manage or lower stress. speaking in public.
EXCERPT Two
Lecture: Stress Management
And that brings us to a surprising point: People who
Presenter: Hello everyone, and thank you to Dr. Ayala for manage their time well often schedule time to relax, too.
inviting me to speak to your class today. Now. .. research
EXCERPT THREE
shows that college students are more stressed now than in
the past. Does that surprise you? So, today I'll talk to you Things like exercising, eating good foods, and getting
about stress management techniques—helpful ways to enough sleep keep your body strong and give you energy.
manage or lower stress. When you feel healthy, you'll be able to manage stress
better.
The first technique I want to talk about is called stress
inoculation. When you use stress inoculation, you learn
what gives you stress and then you try to change how you
UNIT 4
behave in that situation. For example, at least a few of you
must be afraid of speaking in public. If you had to give a Literature: Folktales
class presentation next week, you could prepare for this Lecture: Common Characteristics of Folktales
stressful event by taking small steps to get used to the
situation. For instance, you could practice your presentation Professor: Hi class. Good morning. Everyone ready? OK.
in front of your friends, in front of a mirror, or on video. For today's lecture we're going to talk about some common
Studies show this technique can reduce your anxiety in characteristics of the folktale. Most of us know some very
stressful situations. old folktales. People shared these stories orally for years
Audioscript 157
before writing them down. Since people told stories instead UNIT r-
of writing them, the stories changed in between places and
with each storyteller. Each new storyteller made changes Chemistry: Green Chemistry
to the stories based on his own traditions and culture. For
example, many cultures have stories like the raven tale Global Listening
about how people got light. In these tales, though, the main Exercise 1, Page 90
character is another type of animal. So, to sum up, folktales
began in the oral tradition, and as a result they have Professor: Good morning, everyone. As you know, we
changed over time. have been talking about biofuels as an alternative to
petroleum fuel. Today we will hear from Dr. Steven Schultz
Next, the characters in folktales are similar. They are about a new kind of biofuel that has green chemists feeling
usually ordinary characters who do extraordinary things. excited. Dr. Schultz is a green chemist who works with
They usually have only one or two strong characteristics. governments and businesses on how they can benefit from
For instance, the chief in the Raven story is selfish and not alternative fuels. Please welcome Dr. Schultz.
very smart. But Raven is very generous—he wants to help
people. And he's very clever as he finds a way to get the Dr. Schultz: Well, thank you, Dr. Kim. You may think that
light. In addition, often the characters in folktales are not chemists don't get excited, but we do. Sometimes we get
people but animals with human qualities. They talk, make really excited, and this is one of those times. We may have
plans, and have strong emotions. Small animals such as actually found a product—waste vegetable oil (also known
the popular spider and turtle play this role in West African as WVO)—that can solve some of our fuel problems. And,
stories. In summary, the characters of folktales are simple the great thing is, it already exists! Waste vegetable oil is
but often clever in achieving their goals. oil that restaurants have used to cook food—like French
fries. Then we process the oil into fuel for cars. So actually,
Finally, the plot, or what happens in the folktale, is usually this oil is used twice. Now, I know this may sound strange
exciting. Most folktales begin with an expression like to a lot of you, but WVO is a good alternative when you
"a long time ago" and then move very quickly into the think about it, because it's available, inexpensive, and as
story, which starts with a problem. For instance, a strong, easy to use as, regular fuel.
bad character often gives a weaker character a task and
promises something if he completes the task. The weaker Lecture: From French Fries to Fuel
character often uses clever tricks, special skills, or magic
to complete the task. In the end of a folktale, the good Professor: Good morning, everyone. As you know, we
characters usually win and the bad characters lose. In have been talking about biofuels as an alternative to
petroleum fuel. Today we will hear from Dr. Steven Schultz
conclusion, the plot of a folktale is interesting.
about a new kind of biofuel that has green chemists feeling
So, in summary, we know that the tradition of folktales excited. Dr. Schultz is a green chemist who works with
is very old. They are told all over the world, but they governments and businesses on how they can benefit from
share several of the same features—they began in the oral alternative fuels. Please welcome Dr. Schultz.
tradition and changed through the years, they also have the
same types of characters and a strong plot. Dr. Schultz: Well, thank you, Dr. Kim. You may think that
chemists don't get excited, but we do. Sometimes we get
Global Listening really excited, and this is one of those times. We may have
Exercise 3, Page 64
actually found a product—waste vegetable oil (also known
as WVO)—that can solve some of our fuel problems. And,
So, in summary, we know that the tradition of folktales the great thing is, it already exists! Waste vegetable oil is
is very old. They are told all over the world, but they oil that restaurants have used to cook food—like French
share several of the same features—they began in the oral fries. Then we process the oil into fuel for cars. So actually,
tradition and changed through the years, they also have the this oil is used twice. Now, I know this may sound strange
same types of characters and a strong plot. to a lot of you, but WVO is a good alternative when you
think about it, because it's available, inexpensive, and as
easy to use as regular fuel.
So, first of all, WVO is already available For example, the
U.S. produced over 11 billion liters of WVO in 2000. Don't
you think that says a lot about our diet? Of course, all that
oil from fried food has to go somewhere, right? It's usually
just waste. So, using vegetable oil for fuel turns an existing
158 Audioscript
waste into a valuable product. . . it's like turning garbage UNIT 6
into gold! Right now restaurants have to pay to dispose of
their cooking oil. So they are, of course, happy to give it
away for free.
Art History: The Art of Marc Chagall
Audioscript 159
But Chagall's art might have a very important purpose. Claudia: I agree. I can't tell if the person is alone or if
Art director Tim Riley explains how Chagall lived through there's an audience.
two terrible world wars, but he always stayed interested
Roberto: Yeah, it's hard to tell. To me it looks like the
in, quote, "the power of good in the world," because he
person's alone.
believed art, quote, "could and should make the world a
better place through themes of love and hope." Claudia: OK. So what do you think is the purpose of the
painting?
So in a time when many artists and thinkers lost hope,
Chagall's work showed joy and beauty, and this made him Roberto: I believe that this painting shows a strong
unpopular with some critics. But why is Chagall's art so emotion: a deep feeling of sadness. The colors are all so
popular then? In my opinion, it must be because it shows dark.
what everyone wants to experience: love and hope. So what
Claudia: I agree, but I also think that the painting might be
do you think?
telling the story of a lonely guitar player who lost someone
special. That's why the person is so sad and wearing black.
Exercise 3, Page 110
Roberto: I don't quite agree. But our time is almost up, so
EXCERPT ONE
what about the style? Isn't the painting cubist? There are a
Look at the painting The Birthday. It shows a man and a lot of shapes like circles and squares.
woman. We know how much he loved Bella, so the man
must be Marc and the woman must be Bella. Claudia: That's right. It really looks like a lot of cutout
shapes. It reminds me a lot of Picasso's painting The Guitar
EXCERPT TWO Player. It's also very abstract like this one, and I know
Only one of the woman's feet is touching the ground, and Popova was very influenced by Picasso's modernist ideas.
both of Chagall's feet are off the ground, with his head
turned to kiss her. Roberto: I feel the same way.
EXCERPT THREE
And where are they? We see a bed and a dresser, so UNIT 7
they may be in a bedroom. Maybe it's a dream? This is
something we see so much of in Chagall: bringing together Marketing: Niche Marketing
the real and the unreal. This might be what creates that
feeling of dreamy joy. Previewing the Academic Skills Focus
Exercise 2, Page 120
Focused Speaking
Lucy: I noticed Starbucks mentioned in the next homework
Exercise 1, Page 114
assignment. I love Starbucks. What do they have to do with
Roberto: So what do you see in Popova's Lady with the target marketing?
Guitar?
Professor: Actually, Starbucks is an interesting example
Claudia: Well, the painting is called Lady with the Guitar, of target marketing. Instead of focusing on fast and cheap
so this must be the lady and that must be the guitar. But coffee—like at fast food restaurants, for instance—
don't you think that the woman looks more like a man? Starbucks started with a plan to create a unique, European
coffee experience. They wanted to serve high quality
Roberto: I think so, too. That could be some writing on coffee drinks in a comfortable place where people could
the left.
relax, think, and talk with others. So they targeted a very
Claudia: I think you're right. specific group of people: college-educated men and women
between 18 and 30 that care about social issues like the
Roberto: And there's a table. It might be at a restaurant. environment.
Claudia: I disagree with you. I don't see a table. Lucy: The same kind of customers they still target today?
Roberto: Doesn't that square on the left right above the Anthony: No, I don't think that they still target a niche
guitar look like a table? market. You see everyone at Starbucks now: students,
Claudia: It looks like another square to me. business people, families, children . . .
Roberto: Oh well. It looks like the person is wearing a Professor: That's right, Anthony. As Starbucks has grown
dark shirt or suit. over the years, it's added other products and services to
attract a larger market.
160 Audioscript
Exercise 3, Page 120 Nora: But you won't make a profit that way. I guarantee
EXCERPT ONE
you that your business will be stronger if you recognize
What do they have to do with target marketing? who has the biggest need for your product and take time to
understand that niche market. Then you can specialize to
EXCERPT TWO meet the exact needs of your customers. Plus, you'll be able
Instead of focusing on fast and cheap coffee—like at fast to advertise more effectively, which saves money.
food restaurants, for instance . . .
Park: Yeah. Take Jollibee, for instance. Even they started
EXCERPT THREE small by targeting a niche market.
No, I don't think that they still target a niche market.
Nora: Yeah, and once they became successful, they were
EXCERPT FOUR able to expand and reach more customers. Now—in their
That's right, Anthony. market—they do better than McDonalds.
Lecture and Role Play: The Power of TA: Ah-ha. I see what you're saying. I need to think about
Niche Markets who really wants my ice cream. Good job guys. Thanks for
volunteering. Ok, moving . . .
Teaching Assistant: Morning, class. OK, for today
everybody read about niche marketing. Let's see. . . who Global Listening
can review the definition of a niche market for us? OK? Exercise 3, Page 127
How about you, Paul?
EXCERPT ONE
Paul: OK, uh, a niche market is a small, specific group of Park: Instead of advertising to a large general market right
possible buyers who have a real need or want for a product away, you should become successful in a small niche first.
or service. If you don't, you will run out of money. There is too much
TA: Yes, that's exactly right. Niche marketing means competition in big markets.
specializing in one small part of the market that most TA: Well, I don't have a lot of money for marketing, but
competitors don't serve. Maybe the market is too small still, I'm really hoping to expand my business quickly.
for a big company to make enough of a profit, or maybe
other companies have not identified the market's need for a EXCERPT Two
certain product or service. OK, now, when you're out in the Paul: OK, uh, a niche market is a small, specific group of
real world, let's say consulting with clients, you'll quickly possible buyers who have a real need or want for a product
realize that many small businesses want to serve everyone, or service.
even with a limited amount of money for marketing. This is TA: Yes, that's exactly right. Niche marketing means
not a good idea for a small business. It costs too much and specializing in one small part of the market that most
makes it difficult to focus on the needs of customers. competitors don't serve.
So, let's do a role play to look at how you might help EXCERPT THREE
someone see the benefits of niche marketing. Imagine that Nora: I guarantee you that your business will be stronger
I'm planning to start my own ice cream business. I need a if you recognize who has the biggest need for your product
team of consultants to help with my marketing plan. Any and take time to understand that niche market. Then you can
volunteers? Anyone at all? Don't all offer at once! OK, specialize to meet the exact needs of your customers. Plus,
thank you, you, Nora and Park. Here we go! I'll start: "I you'll be able to advertise more effectively, which saves
need to find a lot of customers. If I limit my market to only money.
one group of buyers, I won't make enough money. Plus,
who doesn't like ice cream?" Park: Yeah. Take Jollibee, for instance. Even they started
small by targeting a niche market.
Park: Well, how many millions of dollars do you have
to market your product to the world? You can't do that. Focused Listening
Instead of advertising to a large general market right away, Exercise 3, Page 129
you should become successful in a small niche first. If
you don't, you will run out of money. There is too much Well, how many millions of dollars do you have to market
competition in big markets. your product to the world? You can't do that.
Audioscript 161
UNIT Student 1: OK. . . The first point of the lecture was
that people use nonverbal communication to regulate
Communication: Nonverbal conversation. Anyone have an example of this?
Communication Student 2: Yeah, like when I first left Japan and went
to America, I had a really hard time talking in groups of
Previewing the Academic Skills Focus Americans. They didn't give me a turn to speak. I was
Exercise 2, Page 140 silent and polite—in the Japanese way—but they just talked
and talked! It was difficult for me because they talked so
I don't feel like my older brother listens to me, because of much. It took me a long time to learn to give appropriate
his nonverbal communication. He tells me he's listening, signals, but now I understand, and I am comfortable talking
but I just don't believe it. Often when I'm talking, he with Americans.
doesn't even look at me, or he does something else. These
signs tell me he's not listening. He needs to take this Student 3: I have an example of someone being rude.
communication class. There's this guy in my math class—when the teacher asks
a question, he doesn't just raise his hand to answer—he
Lecture and Discussion: Nonverbal waves it around. Or, he calls out the answer. He just wants
Communication: Uses and Misunderstandings to make a good impression on the teacher, but the rest of
Professor: Good morning! Let's get started. So, last time us interpret this as inappropriate, because no one else has a
we talked about what nonverbal communication is. Let's chance to answer. It's good to raise your hand, of course—
review with an example. Have you ever wanted to say but quietly, ya know?
something in a conversation, but the other person just
Global Listening
talked on and on? OK, so take a moment to imagine what
you would do in this situation. Write down the nonverbal Exercise 3, Page 142
signals you might give to show you want to say something. EXCERPT ONE
Now, if you compared notes with the person next to you, Of course, you must be careful with gestures, because
would your signals be the same? That depends. See, they're not the same across cultures.
everybody uses nonverbal communication, but the specific
signals used are different among people and cultures. So EXCERPT Two
today we're going to discuss two universal ways nonverbal Yeah, like when I first left Japan and went to America, I
communication is used, but also how people assume things had a really hard time talking in groups of Americans. They
based on personal interpretations. didn't give me a turn to speak. I was silent and polite—in
the Japanese way—but they just talked and talked!
Now, one way people use nonverbal communication is
to regulate conversation, like in the example I just gave. EXCERPT THREE
In Western cultures when a listener wants a turn to speak It took me a long time to learn to give appropriate signals,
to someone else, she will make eye contact with the but now I understand and I am comfortable talking with
speaker, or look straight in the speaker's eyes, and raise her Americans.
eyebrows. In a large group, like in a classroom, a student EXCERPT FOUR
will usually raise her hand to show she wants to speak. I have an example of someone being rude. There's this guy
In addition to helping to regulate a conversation, nonverbal in my math class—when the teacher asks a question, he
signals can be used to quickly communicate an idea. When doesn't just raise his hand to answer, he waves it around.
a specific body movement is used instead of words, it's Or, he calls out the answer.
called a gesture. Putting a finger to the lips can mean "be
Focused Listening
quiet," for example. Of course, you must be careful with
gestures, because they're not the same across cultures. A Exercise 3, Page 143
gesture like putting your thumb up means "Good job!" in EXCERPT ONE
the United States, but it can easily get you in trouble in Like when I first left Japan and went to America, I had a
certain other cultures. Clearly, there is a lot of potential for really hard time talking in groups of Americans. . . . It was
misunderstanding with nonverbal signals. difficult for me because they talked so much.
Now, I'd like you to break into groups and discuss your EXCERPT Two
own experiences with nonverbal communication . . . But now I understand, and I am comfortable talking with
Americans.
162 Audioscript
EXCERPT THREE
There's this guy in my math class—when the teacher asks a
question, he doesn't just raise his hand to answer, he waves
it around. Or, he calls out the answer.
EXCERPT FOUR
Of course, you must be careful with gestures, because
they're not the same across cultures.
Focused Speaking
Exercise 2, Page 151
CONVERSATION A
Tom: Honey. Can't we talk about this? I'm so sorry.
Sonia: No! I'm just really upset right now.. .
CONVERSATION B
Sarah: I can't believe we graduated!
Ana: I'm really going to miss you guys.
Sarah: I'll miss you too. I'll call you all the time.
Jennifer: I know—and you'll text me all the time, too! Aw,
I'm going to miss you so much. But we'll see each other
during vacation too.. .
CONVERSATION C
Next, I'll tell you about another example of how nonverbal
miscommunication affected my business trip overseas. A
really uncomfortable misunderstanding happened one day...
CONVERSATION D
Eric: Well, guys, the project is due next Tuesday. So, I can
go to the library today to find some articles.
Sue: I'll go with you. Alberto, what can you do?
Alberto: I'll look on the Internet.
Eric: OK, then let's meet again on Friday morning to put all
the information together and plan our presentation.
Audioscript 163
CREDITS
Text credits: Page 2 (text and Exercise 2), "First Shutterstock; p. 33 Shutterstock; p. 37 (TR) Shutterstock,
Impressions and Hair Impressions: An Investigation of (T) Shutterstock, (B) Dex Images/Corbis; p. 38 (L)
Impact of Hair Style on First Impressions," by Marianne Shutterstock, (T) Shutterstock, (R) Mark Wilson/Getty
LaFrance, February 2001.; p. 3, "At First Sight: Persistent Images, (B) Radius Images/Alamy; p. 42 (L) David
Relational Effects of get-acquainted conversation," in Crausby/Alamy, (R) Dex Images/Corbis; p. 49 (T)
Journal of Social and Personal Relationships, Vol. 21, Shutterstock, (B) Shutterstock; p. 56 Shutterstock;
by M. Sunnafrank and A. Ramirez, pp. 361-379.; p. 13, p. 59 (TR) Shutterstock, (M) Spencer Grant/PhotoEdit;
Understanding Psychology, 8th Edition by C. G. Morris p. 60 (T) Shutterstock; p. 64 Spencer Grant/PhotoEdit;
and A. A. Maitson, 2008. Pearson Prentice Hall.; p. 67 Shutterstock; p. 79 (TR) Shutterstock, (background)
p. 32, "Estimating the Economic Value of Honey Bees as Shutterstock, (T) Shutterstock, (M) Shutterstock, (B)
Agricultural Pollinators in the United States," in Economic Shutterstock; p. 80 Shutterstock; p. 85 Shutterstock;
Entomology, 85(3), by E. E. Southwick and L. Southwick, p. 90 Shutterstock; p. 94 Issouf Sanogo/AFP/Getty Images;
Jr., pp. 621 - 633. "Mystery Bee Disappearances Sweeping p. 96 Moodboard/Corbis; p. 99 (TR) Shutterstock, (B)
U.S.," by S. Lovgren, in National Geographic News, Digital Image The Museum of Modern Art/Licensed by
February 23, 2007.; p. 39, "The Social Readjustment Rating SCALA/Art Resource, NY ©2009 Artists Rights Society
Scale," in Journal of Psychosomatic Research, 11, by T. (ARS), New York/ADAGP, Paris; p. 100 (L) Art Resource,
Holmes and R. H. Rahe, 1967.; pp. 42-43, Coping with NY, (M) Banque d'Images, ADAGP/Art Resource, NY
Stress in a Changing World, 3rd Edition, by R. Blonna, ©2009 Artists Rights Society (ARS), New York/ADAGP,
2005. McGraw-Hill.; p. 94, "Plastic Bags, Sugar Cane Paris, (R) Francis G. Mayer/Corbis; p. 101 (L) Museum
and Advanced Vibrational Spectroscopy: Taking Green of Art, Smolensk, Russia/SuperStock, (R) Digital Image
Chemistry to the Third World," in Green Chemistry, by M. The Museum of Modern Art/Licensed by SCALA/Art
Poliakoff and I. Noda, 2004, 6. Reprinted by permission of Resource, NY ©2009 Artists Rights Society (ARS), New
the Royal Society of Chemistry.; pp. 101, 102, "Celebrating York/ADAGP, Paris; p. 103 Li Erben/Kipa/Corbis; p. 104
Chagall," in Online NewsHour, by S. Michaels, 2003. Digital Image © The Museum of Modern Art/Licensed by
Retrieved May 22, 2009 from http://www.pbs.org.; March SCALA/Art Resource, NY ©2009 Artists Rights Society
Chagall, by F. Le Target, 1985. Rizzoli International (ARS), New York/ADAGP, Paris; p. 108 Jaubert Bernard/
Publications.; pp. 122-123, Principles of Marketing, 11th Alamy; p. 109 Digital Image The Museum of Modern
Edition, by P. Kotler and G. Armstrong, 2006. Pearson Art/Licensed by SCALA/Art Resource, NY ©2009 Artists
Prentice Hall.; p. 133, "Target a Niche Market to Increase Rights Society (ARS), New York/ADAGP, Paris; p. 114
Your Sales and Profits," by B. Leduc, 1999. Retrieved Museum of Art, Smolensk, Russia/SuperStock; p. 115
May 27, 2009 from http://www.soho.org/Marketing- Banque d'Images, ADAGP/Art Resource, NY ©2009
Articles/Target-a-Niche.htm.; p. 138, Silent Messages: Artists Rights Society (ARS), New York/ADAGP, Paris;
Implicit Communication of Emotions and Attitudes, by A. p. 117 (TR) Shutterstock, (M) Jeff Greenberg/PhotoEdit;
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1966. Doubleday. p. 127 Jeff Greenberg/PhotoEdit; p. 130 (T) Shutterstock,
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Photo credits: Cover: Art on File/Corbis; Page 1 (TR) Shutterstock, (T) Dreamstime.com, (M) Shutterstock, (B)
Shutterstock, (T) Shutterstock, (M) Shutterstock, (B) Image Source/Corbis; p. 139 Radius Images/Jupiterimages;
Shutterstock; p. 2 (T) Shutterstock, (MT) Dreamstime.com, p. 140 www.CartoonStock.com; p. 141 Dreamstime.
(MB) Canstockphoto.com, (B) Shutterstock; corn; p. 145 Kayte M. Deioma/PhotoEdit; p. 151 (TL)
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Shutterstock, (T) Shutterstock, (B) Dreamstime.com;
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Gosia Jaros-White, (R) Shutterstock; p. 24 Shutterstock; Hughes, Pages 84, 89; Gary Torrisi, Pages 20, 22, 68, 75
p. 27 www.awag.org; p. 29 Dorling Kindersley; p. 31
164 Credits
AUDIO CD TRACKING GUIDE
Track Activity Page Track Activity Page
UNIT 5
UNIT 1
20 Global Listening, Exercise 1 90
2 Global Listening, Exercise 1 10 21 Exercise 2 90
3 Exercise 3 11 21 Focused Listening, Exercise 1 91
3 Focused Listening, Exercise 1 12 22 Exercise 2, Excerpt 1 91
4 Integrated Writing Task, Exercise 1 16 23 Excerpt 2 91
24 Exercise 3 92
UNIT 2
UNIT 6
5 Global Listening, Exercise 1 24
25 Global Listening, Exercise 1 109
5 Focused Listening, Exercise 1 25
26 Exercise 2 109
6 Exercise 2, Excerpt 1 26
27 Exercise 3, Excerpt 1 110
7 Excerpt 2 26
28 Excerpt 2 110
8 Excerpt 3 26
29 Excerpt 3 110
9 Exercise 3 26
26 Focused Listening, Exercise 1 110
10 Before You Speak, Exercise 1 32
30 Focused Speaking, Exercise 1 114
10 Focused Speaking, Exercise 1 34
UNIT 7
UNIT 3
31 Previewing the Academic
11 Global Listening, Exercise 1 49
Skills Focus, Exercise 2 120
12 Exercise 2 50
32 Exercise 3 120
12 Focused Listening, Exercise 1 51
33 Global Listening, Exercise 1 126
13 Exercise 3, Excerpt 1 52
34 Exercise 3, Excerpt 1 127
14 Excerpt 2 52
35 Excerpt 2 127
15 Excerpt 3 52
36 Excerpt 3 127
33 Focused Listening, Exercise 1 128
UNIT 4 37 Understanding Meaning
16 Previewing the Academic Content, through Intonation and Stress 128
Exercise 1 60 38 Exercise 2, Excerpt 1 129
17 Global Listening, Exercise 1 63 39 Excerpt 2 129
18 Exercise 3 64 40 Excerpt 3 129
17 Focused Listening, Exercise 1 64 41 Excerpt 4 129
19 Before You Speak, Exercise 1 75 42 Excerpt 5 129
43 Exercise 3 129
(continued on next page)
UNIT 8
44 Previewing the Academic
Skills Focus, Exercise 2 140
45 Global Listening, Exercise 1 141
46 Exercise 3, Excerpt 1 142
47 Excerpt 2 142
48 Excerpt 3 142
49 Excerpt 4 142
45 Focused Listening, Exercise 1 142
50 Making Inferences about a
Speaker's Attitude 143
51 Exercise 3, Excerpt 1 143
52 Excerpt 2 144
53 Excerpt 3 144
54 Excerpt 4 144
55 Focused Speaking, Exercise 2 151
56 Exercise 3, Excerpt 1 152
57 Excerpt 2 152
58 Excerpt 3 152
59 Excerpt 4 152
60 Excerpt 5 152
61 Excerpt 6 152
Academic Connections was developed with the Educational Testing Service (ETS)
and is based on extensive research into the actual language demands of higher
LONG MAN education.
Dictionary • INTEGRATED. Academic Connections integrates all four language skills and teaches
students how to integrate skills and content in real-world academic contexts.
of American English
fiWacademicconnectionslabdI
MyAcademicConnectionsLab, an integral part of the Academic Connections series,
Access code is an easy-to-use online program for students and teachers that saves time and