CONTEMPORARY TOPICS 3 ADVANCED LISTENING AND NOTE-TAKING SKILLS =a SECOND EDITION DAVID BEGLAR NEIL MURRAY MicHaet Rost ‘Series EDITOR‘Contemporary Tp 3: Adve Lisening and Noting ile ‘Scena Baton ‘Allapie ened, oe ‘Nope hi pblein sy be eg (fodigs inal oem ome {stay frm oly a ren ecole mechan, ppg nang, er, fic penkann ote pla amon Esco, 1 Bank Sen, Whe Pn NY 10606 Vie ries pobiing Alen acker Edita de Looe Heep ‘eqns eter lane Bas Benge dar Rey ape Derg or Le Minor ‘Yes pes dcr of deg and poducion: Res Baker ‘sete margig co: Lia More rlacion nap ay Keng ‘amatuer eto: Mel Len Dior mantstng Paice Feo ‘Sir manftng ape Dave Diky ‘how secs Mado (Coeds Hab Caton (Goes mage: apie ‘Savage baton ‘Tercompion Clr Aone, ‘Tovar Clr Asocaer Ph ri 1 Gay naps I Pots Diss nes cer © 201 Phe de ihe (Cat ede Maes © Cain Sock Nasr 16D Cosh Sek Mate | Soy 29k © Cot Soe Nee Rab awn igh © Ca Seoce Micke! (Gag Sy 31 ie © Eh Soden! Ons Pot Commaton, Tes ih ‘Skt Ky Burney 39 Gey nag Ines 46 Ane Pons Pen 39 © Mlle nl Pe 61 © Car Sek eed Nane Mao 69 ee (hea) Gey Ines lac rater (Mae on) © Dem! Wiliam aa, Doms Phony Ligh (on Bde de Ose Neer 78 Cs Digi Sod 87 © Sed Kan “exc 20 ped wth pean fm “Th Rs Caen yb Bee ‘Braet Tnfbrmson Gop pli naiiscan: 85 exept wih pene [am Surinder mnaiinkraa) Wows npizion Stoning eps ‘i sony dein ce by Langan gph ier of Congres Caoging nPbtton De , ISBN o13-094802-4 ne nih sid Sef Ameri. 13S4Se7 a9 1oaAbzas olaso200CONTENTS Scape and Sequence Acknowledgments Preface tothe Contemporary Topics Series Introduction Usit 4 Unit 2 Unit 3 nit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 nit 14 Unit 12 Slang: Talking Coo! Murphy’ Law “Types of Memory Actions Speak Louder Than Words Marriage: Tadtions and Tends Black Holes, White Holes and Wormholes Animal Tale Gender Differences in Language Fashion and Statue ‘The Making of Genius The New Global Supercueure ‘Computer Security Appendix A: Academic Woed List Appendix Be Aix Chares 96 101__Topic king Tip Communication | Organize main ideas and Sees | espponing deal _ Savi (ote numbers and opnitve Sdence [List and number i Acions Spek toviet|Pyehnogy ‘(| Us abbreviaonsand symbols |_ han Words__ | — 5 Marriage: Tadiions | Sociology [ae chs waited | _ @ Black Hole, White | Astronomy | Draw skerches Holes, and Wormbles \ _ 7 Animal Tall Cognitive ‘Note Descriptions Linguistics |p Gender Difecacein| Lnguageand | Now comparsonsand cont Language Commneston [pFutionand’Sanoe [Fashion Design | Nove definitions ~ ous king | Babi Sener | Note proses —_ of Genius V1 The New Global | Sociology ‘Note xamples Supereulure 112 Computer Security | Computer Science | Note causes and effec - oe WV Scope and Sequence 7dcade / deviates / exploit persist with / phenomenon / p iy ~~ anticipate / device / encounter / random / revolution / widespread Corpus-Based Vocabulary Discussing sang Lisening for sang in movies Discussing Murphys Law Reading about probably theory ‘conceivable / distorted / duration / phenomena / somewhat / emporarily / visual Presenting memorization techniques Researching ways to improve memory bulk / clarification / differentiate / namic | intel intensiy minimal ‘conform [erode F mature / norm / obligations / subordinate / undergoing ceased / collapse / controversial / deny 1 empirical identical via confiem / contaty / innovation / manipulate /cigid/ straightforward / tranquil contemporary / crucial /devored to / dramatic exhibit inkerent abandoned / conform / definite / hierarchical radical / vehicles Demonstrating gestures Discussing body language in business Ranking mariage partner characteris | Presenting marrige customs Discussing time travel Researching astronomy ‘Condicting interviews about peer ‘Writing a response to an article -Bralting the lecturer conclusions ‘Analyzing male/female conversation soyles Giving a presentation ‘Summarizing an atile detect enormous / intense / notwithstanding / persistence / quoted Ranking advice Examining mliple intelligences ‘commodities / diminishing | highlighted / homogeneous! ideologies / ineviable J insight ‘colleague / devet / integrity! persist. Discussing symbols of global culture Reading about endangered cultures ‘Conducting interviews about computer Researching computer crimeAcknowledgments ‘The series editor, authors, and publisher would like to thank che following consueans, reviewers, and teachers who offered invaluable insights and suggestions forthe second edition of the Contemporary Topic stes: Michele Alvarez, Univesity of Miami: Dorothy Avondstsonds, Univenizy of Miami; Cynthia Bermudez, University of Miami: Ana Maria Bradley Hess, ‘Miami-Dade Community College; David Burge, Seigakuin University: David Chatham, Orake YMCA Incerational College; Maty Brickson, Wichita tate University; Heidi Evans, Wisensin English a: a Second Language Isitate; Carole Franklin, University of Houston; Chaslowe Gilman, Texas Intensive English Program: Talin Grigoian, American Englic Intcre; Aaron Grow, Pierce College, Washingon; Adele Hanson, Univesity of Minnesota; Pay Heiser, University of Wachington; Funda Jaan, Yeditepe Univer, Itanbul, Turkeys Greg Jewell Drexel Univeriy; Lorne Kiskwold, Hotta! Gakuen Univeriy; Oswaldo Lopes, ddiami-Dade Community College; Diane Mabin, Univeniy of Miami: Michele McMenamin, Ruger: Univers: Donna MeVey, Drexel University; Masanori Nishi, Orake YMCA Intemational College Paick O'Brien, Hobhat Galen Univers: Gary Ockey, International Universi of Japan: Bivin Poole, Oraka YMCA International Colleges Kathy Sherak, San Frencic State Universe Eiji Suenaga, Hobe! Gatuen Universi; Margaret Teske, Mount San Antonio College; Bill Thomas, Wichita Stare Univer: Margery Tel, California Seate Univeriy at Fre; james Vance, ELS Language Center, Se Jonepht University Sasan Vik, Beton Unive; Andrea Voitus, California Sate University at Fresno; Cheryl Weeksler, Drevel Univer and Jean Wiulson, Toyo Ei Univenity In addition, the authots of Contemporary Tepes 3 woul like xo thank Eleanor Barnes, Lise Minoviz, and Michael Rose for cheir enormous support ding the writing of Contemporary Topics 3. Thee perceptive and incisive Feedback on the material was invaluable, and their professionalism was crucial ro maintaining the momencim ofthe project and bringing i to feuiion. We would alo like co thank Averil Coxhead for allowing us the use ofthe Academic Word Lis, Thanks also go to Faye and Alexander Muay for helping create computer graphice for concepts mentioned in the book, and to all hose who took the time to provide us with their ideas about how we might improve the first edition of Contemporary Topics 3. LONGMAN ON THE WEB Longman com ofr clanoom sive ching span aline remus fr ech of all levee aod dete ofall sg. Vist ws for cousespeifc Conapanion Wee, ur copecensive caine cate o al Longman {ie and ees al ol Langman web ic conte ound the wor Join gob community of teacher and suds Longa com Longman English Succes fer elie cour gre mes ele, el pnd dy opto, Detlop er tustom intact, couse corer Genel Engh, Business Eaplsh and Stance ering ot colon ram Preparation, er mot infortion vt EnglhSucces com. viPreface to the Contemporary Topics Series, Second Edition ‘As many language teachers now realize, listening is not simply an important ail. I is alo esental for progres in language learning, EAecive listening enhances students abilities to pay atention, remember new grammat and vocabulary, process ideas, and respond appropriately. As seudents develop this listening abilities, they feel more capable and confident in all axpect of language we Seudents ar different levels need differnt kinds of listening skis and strategies, bbut most eventually encounter the ned for academic listening. More than merely enabling them to succeed in college lectures and discussions, effective academic listening allows students to build, synthesize, and use knowledge in the eget language. As a result, chey can flly participate in che exchange of authentie ideas about relevant topics ‘Recent progress in language eraching and esting has provided many new instructional approaches and scrategies tha help students develop good academic listening skills. Contemporary Topics, a thace-level audio and text series, incorporates these new ideas into a coherent, carefully sequenced approach that ‘works well in a varery of dasscooms, Authentic Language and Active Listening Each level of the series comprises twelve orginal leceues on relevant contemporary topics drawn fom a range of academic disciplines that are accessible to sents of all backgrounds. In 2 feature new to this edition, the lcrures are recorded in an interactive syle chat models both the narra, authentic language of academic lectures and the active ltening of suudents questioning end responding o the teaches. In addition, the lectures include explicie discourse markers that guide ‘understanding. Key poines are also ceinforced so that they ae easier to remember ‘The activites that accompany each lecate are designed to slow down the listening process. Scudents are encouraged to preview vocabulary listen with a clear purpose, take notes efficiently, organize and review theie notes, and apply the ‘content, The activities also help students develop critical thinking skills, including: + activating prio knowledge * guessing meaning from context + predicting information * organising ideas + discriminating berween main ideas and details + seconsteucting and summarizing main ides * transferring knowledge from lectures to other areasPreface The Academic Word List Because Contemporary Topics is designed as abridge to the world of content listening, a least half the target voeabulary in each lecture is drawn from che latest seademic word corpora. The Academic Werd Liston pages 96-100, developed by ‘Aver Coxhead, consis often sublists containing che most eommonly used academic vocabulary. OF these lists, Sublist I contains the most frequently used ‘words, Subs 2 the next most frequently used, and so on. Contemporary Topics 1 Includes words fom Subliss 1-4, Contemporary Topics 2 includes words from Subliss 5.7, and Contemporary Topice 3 includes words from Sublist 7-10. As Seudents progress dhrough the sercs,ehey internalize the vocabulary they necd tinderstand academic leetares on a wide range of topics. In addition tothe Academic Word List, the Affix Chars on pages 101-102 provide a usefil tool for building academic vocabulary. “Although the lectures and activites in this seies provide the basis for learning, the key to making Contemponer Topics work in the classroom is involvement. Listening i an active proces that involves predicting guessing, interacting, risl-akang, clarifying, questioning, and responding, The authors and editors of (Contemporary Topics have created a ich framework for malig studenss more active, succesful learners and teachers more active guides in thar proces Micha Rost, Ph.D. Series EditorIntroduction ‘We had sveal goals in revising Contemporiry Topics 3. As withthe fist eiton, we ‘wanted to find a way to make locus intresting, lively, and sometimes humorous— and appropriate for scudent at an advanced level. Ou search led us to Slee from a range of academic topics and to record leurs in as authentic a sete as posible, ‘with sucen interaction and narwral language In developing the accompanying, sudene activities, we rediscovered many fundamental piacpls of sucesfl learning: + Students need to be atively involved in each stage ofthe leson, + Students need to develop an underlying knowledge of words and concepts that will help them comprehend new ideas and make inferencrs, + Students need opportunities to revise their seudy eile. + Students need the expectation ofa clear outcome to focus their effors, ‘This book and audio program is the raul of out efforts to find “the righe stul?’— the tight content and the sight leaning activities ro engage students in the classroom and prepare them for the more challenging leaning expetiences of an academic environment. We alsa wanted to make the leatning stages in each unit at transparent as posible, so scetions are clearly labeled and activities are clearly ordered. Organization of Units “The Student Bole consis of ewer unis, Akbough the units ate sequenced, they can szand on thei cnn Each unit contains sx ection Topic Preview, Vocabulary Preview, Ting Beer Notes, Listening othe Lecture, Using Your Notes and Poets Topic Preview ach unie opens with a ttle and one oF more pictues, By spending 1 few minutes talking about the pictues, students begin to predict what will be ‘covered in the lecture. The Topic Preview questions can be answered in pits oF small groups. This section introduces the eopic, stimulates interes, and elicits background knowledge and vocabulary related tothe topic Vocabulary Preview The Vocabulary Preview prepares students by previewing academic vocabulary specific to the leceure chey will heat. Fist, students ery to {gues the meanings of common academic words, Then chey read dictionary entries for more technical lecure specific vocabulary Finally, they check the pronunciation of the new words by consulting a dicsionszy Taking Better Notes Recent research has undedtined the importance of effecive note-taking ara strategy for fective litening. In ths edition of Contemporary Tapes 3, we present specific note-taking suategies before seadents listen tothe leceure and provide students an opportunity to practice the strategy ina brief controled accvig Asa ceslt, students are better prepared ra rake good nots at they listen tothe eeure islListening to the Lecture In this section, students begin by making predictions about the leeute content based on the exer activities. After istening to the lecture once and raking notes on the main ideas, chey use thee noes to answer general questions about the lcrure. While listening othe lecture a second time, they focus on lundessanding supporting deals and correcting nial eros in their nots. Then they answer a series of questions that ask for more dele information. ‘The explicie requirement to use lecture notes to answer questions further undetines the importance of good note-taking. Using Your Notes This new feature in Contemporary Topics 3 encourages students to evaluate how well they have applied the notecaking strategies presented in “Taking Better Notes, Students work with chee own notes and with those of their classmates to check for specific information. In addition, they evaluate their use of the cumulative Note-Taking Tips presented throughout the textbook and discuss hhow they can improve their note-taking sls. Finally, they use theit notes ro summatie o rconsteuct the leccure. Projects This brie; practical section provides a range of projects that allow seudents to extend the ideas they have encountered in the lecture. Typical activities include discussion, further reading, research, interviews, and writing, Other Components An audio program (available on both cassette and CD) accompanies this textbook. Ie contains recotded lectures and quizzes. A Teachers “Manual contains quizes, leeeue and quiz audioscriprs, and answers co selected To the Student “When you begin studying English in an academic envionment, you wil Iisten to lectures that requite you to understand long pasages of spoken English. Ar fist, you may fel overwielmed by the speed and content level of dhese lectus, especialy if ‘you have had lide listening practice in your previous English courses. Tere is no mystery in learning to listen ro and understand lectures—but you can make it easier, Good listening skills and note-taking strategies will help you alos. ‘This book is designed ro develop these suategies, which include predicting content, focusing on main ideas, taking good notes, and reviewing those notes effectively. “Another key to academie success ie bung your vocabulary. This book suggests ‘many sateges for vocabulary building. The Academic Word List and Alix Chars at the end ofthis book can give you a strong foundation in common academic vocabulary, Using both 2 dictionary and 2 thesaurus wil lo help. ‘Overall, we have designed this book to help you build he listening and note-aking skills you need. We hape you will ind i engaging, and we wish you succes David Beglar [Neil MurrayCommunication Studies - Slang: Talking Coo! {ts Topic Preview Work in small groups. Discuss the questions below, 1. What does the slang expression cvol mean? 2. Look at the pictures. Desribe the people, Do you think any of them are col? If so, which ones? Why? 3. Do you know any other slang expressions? If so, what are they?Vocabulary Preview IE The boldfaced words below are from a lecture on slang Real each sentence. Circe the letter of the word or phrase that i closest in meaning to the boldfaced word. People in business or politics often exploit language to gin power or satus. a completely ignore bh take advantage of makeup In interviews, people usually use mainstream language instead of slang, 2. widely accepted very formal © very informal 3. Some English teachers chink learning slang is nota priority. They prefer co teach standard English a. easy thing b. difficule thing © importane thing 4, Language changes ftom decade o decade, Many expressions thae were fashionable in the 1950s were out of syle i the 1960s. a. period of 100 years bb period of 20 year, period of 10 years 5. The rwo people were clase fiends so they used colloquial language. 2. informal b. standard © formal 6. The teacher coulda tolerate the sudenc’s bad language, s0 he ordered her to leave the room, a. understand b. accepe © argue 7, Slang is no acceped inal situations because ie deviates frm standard, more formal expressions a. differs fom bh isthe same as © comes fiom 8. Even today, very conservative people often persist with the idea that slang is ‘unacceptable in all situations, even informal ones disagree enttely ith 1. continue o fee strongly about ignore the imporeance of9, We construct our own style of speaking based on what weve ead throughout cour lives a. build b. desire discover 10. In some societies, language is asociated with social clas and education. People judge one’ level in society by the kind of language use, a. connected 10 b. separated from © notallowed by M1. The use of language isa complex phenomenon. Linguists, sociologists, anthropologists, and peychologat are all trying to understand it beret a. belict b. technique 12, Many slang expressions that are acceptable in informal situations ate taboo in more formal context a. well known be norallowed © desirable Ei te words blow ae aso fom the lecture Read ther definitions andthe ‘xample phrases or sentences | codesiteing to san ssbentreebafa/n the | | Seta es ngs rity eb bes cv eo flee ose oes enamel pap of pele ina oly vents eget prpe who tantra ton bore] _are able to spcak both languages equally _socicty: the drug siubeultn 1 Sat $ underground eulture/'ands-graund aco 'UskorHelinguge "aor n warren mate | wecipeiouarisotpeshr omen a st oily | Ne hein of donate. groan wy ome gs [diene ‘Stag mined hig |, set kt ok vey onal yontbapeak spk informal | | ten ene atin ond sconincetiie ety altars Some { used especially only by people who | ‘slong to particular group ; Use a dictionary to check the pronunciation of the new words in Parts A and B.Taking Better Notes Organizing Main Ideas and Supporting Details “There are wo main purposes for taking lecture notes: * to help you concentrate +o record information that you can review later “Taking orgenized notes is very important, especially for che purpose of review. It can be helpfil to write che main topics on the lef side of the page. Indene the usin idea slightly tothe right, and indent the supporting facts, details, and ‘examples even farther co the right. Look atthe example below. Work witha partner. Think of one more fac, detail or example that i relevant to i the example notes, and decide where it would best fit. Explain the reasons for | your choice. ‘When you listen tothe lecture, try to take organized notes. Listening to the Lecture Before You Listen You will hear a lecture about slang. Write two topics you think the speaker might Aliseuss, 1 — 2 4 unitsListening for Main Ideas [EN close your book. Listen to the lecture and take notes. [lve your notes to complete the sentences belove Circe a,b, orc 4, The speaker defines sang as , a. informal nguage used by a pardcula group of people b. informal language used by most people informal language used only by young people 2. Soadents use sng. a, allthe dime b. only where is accepted only in clas or at work 3, Slang is considered cool because (Circle ro reasons) 1. ie shows thatthe speaker isin syle by. ie shows thatthe speaker is inrellgent i reinforces relationships 4, The most common, a. love and romance b. approval and disapproval © study and the workplace 5. Today, slang is ic was ten years ago. ‘a. more acceptable than bless acceptable chan © about as acceptable as 6. Historically, slang has been associated with a. the media be youth © criminals Listening for Details YEN close your book. Listen to the lecture a notes and correct any mistakes. ‘Add supporting details to your Hi Use yournots to decid if the statement below are tue or false, Wite fous or fae). Correct the fase statements. 1. Allclures contin subcultures, —— 2 Young men and women use diffrent slang expressions Communication Studies3. Slang can communicate shared emotional experiences. 4. Shang is arly humorous, 5. Aword che “works hard has several meanings i 6. Many dang expressions show approval or disapproval 7. Gimme fie i a slang expression that disappeared quickly. 8. Students use more slang than colloquial vocabulary. Using Your Notes Information is missing from the notes below. Use your notes to complete them, a aypes.of Sl a aut _ atten bens of agpeaval/disagpeaval.. |__| __=some work hava’used athen with |S units“ype 3_wevds that " Exawgles:—gimuse fi — obken assaciated with persenalities Che Ei take notes carefully because you may not look at them again for weeks, or leven months. When you look at them again, you should be able to reconstruct the lecture, or describe tin deta Wirk in small groups Try to use the notes from Part A to reconstruct the lecture. Took at the NoteTaking Tp below. How can you improve your notes the next time you stn oa lecture? » Note-Taking Tip e | + Organize main ideas and supporting detalls i Rewrite or revise your notes so that the organization is clear. If you need to, listen to the lecture again Projects 1. The dang expresions below were mentioned in dhe lecture. Discuss their possible meanings in small groups wasted chillout hela Kideie sweet the bomb whatsup tight «bad the man 2. White a least five slang expressions from your culture. Then waite cheir English definitions. Share the expresions and definitions with your classmates. ‘Are any expressions or definitions similar? Iso, which ones? 3. Read an article from an English-language magzzine or the Internet. Undetine any slang expressions you find. Shae the expressions with your classmates and discus their posible meanings ‘4. Watcha fifeen-minuce excerpt ftom a situation comedy or movi. Litten for slang expressions and write them dow. Discuss their posible meanings. Communication Studies 7Statistics Murphy's Law Murphy's Law: If anything can go wrong, it will Topic Preview ‘Work in small groups. Discuss the questions below, 1. Whacis happening inthe picure? Hias anything like this ever happened to you? To anyone you know? Exphin 2. According to Murphy's Law, Ifanyhing can go wrong, it will What does this mean? Do you agree with this law? Why or why not? Do you believe “had luck” realy exists? Why or why not?Vocabulary Preview ik The boitaced words below are from lecture on Murphy's Lav. Read each sentence. Guess the meanings ofthe boldfaced words. Compare your answers in smal groups 1. Before performing the experiment, the researcher ied to anticipate any problems chat mighe occu 2, People may perceive choosing the somes ine tthe supermarket a bad luc, bac actualy luck has nothing todo with 3. Asa carincrees speed, che tres requite estme ro make one complete revolution 4. The probability of winning the lowery is exremely low because so many people buy ticket. 5. Mose event are not nendow: they are part ofa ager pattern oF plan. 6. eas catastrophe when Ned lost ll it moncy gambling: he had no money Jef for food or rent. 7. People often encounter bad luck when gumblng, They may ase a loc of money before they win anything. 8. The ides thar cher is good and bd lick is widypread. Every cleure sceme corhave is own panicularsupersitons 9. Scientists se che blooming ofa ower has a Hie history because a beginning, ‘mide, and end poine canbe cal identified 10, Alice’ theory is that she wil win the loctery if she aways plays the same numbers. 11, Some students who think findamental arithmetic i eaxy have difficaley ‘understanding more complex areas of mathematics, such as tats. 12. Alot machine is a gambling device. you puta coin inthe machine and three identical pictures appear, you get more money back. Statistic;Ei the words blow are also from the lecture. Read ther efits and the ‘example phrases and sentences, lee! das», pla small blocks of ‘wood or paste wih deca umber ‘of sot on each side, used in games: | Seams rolled he dee lacy tin pra tats ‘aie a tle pec oe hata physics fziks te scence that als wih he say of physical objects tnd subeance, and naturel forces sach ‘sight, beat, movement, te ate of spa sestav'spin/a how uekl something spins | | etotpeone sive strc: Dow’ | bs he flay that money rings | depress oe | sMatistican/ stetos'tfon 1» someone ‘who wok with saris /sttstiks/ force of gravity / ors av ‘gota TRIAL he force that makes abject Use a dictionary to check the pronunciation of the new words in Pats A and & Taking Better Notes Noting Numbers and Statistics ‘Whether you are studying socialsciences or physical sciences, you will ffen work ‘with numbers and statistics. In order to hear numbers corectly, you need 10 secognize three things, Fist you need co recognize sreved pllbles, since many numbers sound similar bat have different patterns. For example: 50 fifty 1 Second, you need to listen careflly for number group markers. Listen for markers such as millions, chousanal and hundreds Bor example 25,678-—ewentyfive thousand, sx hundred and seventy-cight 142,590—one hundred and forey-two thowsend, five hundred and ninery 4,064,150 —four millon, sixy-four thousand, one hundred and fifty 18,244,876—ighteen milion, two hundred and forty-four thousand, eight unde and seveney-six 15—fifeen 19—nineseen — 90—ninery 10 unit‘Third, you need co listen carefully for decimals, actions, powers, and squace roors. Nore how they are writen below. Decimals: 2.5—1wo point five 0.02—poine zero owo (OR point ob two) Fractions: one fifth 7é—seven eighth 2/4—ewo and one third (ona fh) (0 wo and a tind) Vironchalf Ys—onethird one quarter (onahalf) (Ra third) (ona quartet) Powers: 3°—thice squared 12*—twelve tothe thied power (OR twelve cubed) Square roots: G—the square root of 36 YID—the square root of 49 [Make a list often numbers. Include large numbers, decimals, fractions, powers, and square roots. Then work witha partner. Student A, read your list of number Student 8 take notes. Compare the list withthe notes. Then change roles. When you listen toa lecture, try to write any important numbers and statistics you heat. Listening to the Lecture Before You Listen ‘You wil hear a lecture about Murphy's Law, Check (7) two topics you think the speaker might discuss, 1. Murphy’ life history 2. Laws about gambling, 3. Laws about stasis 4. Computer use in statistics 5. Predicting weather istening for Main Ideas TEEN close your book, Listen to the lecture and take notes. Statsts 11[Use your notes to answer the questions below. Check (7) a,b, oF. 4. What has the greatest effece on whether toast falls butered side down? a the rate of spin bs the weight of the roast, 6 the Ha shape of toast 2, What has the greater effect on ones ability to choose the fastest supetmarker Fine? ‘the number of people in each ine bs the numberof lines __— € the speed of the sales desk. 3. Whats the belief that devices such as dice have aie history? a probability theory _b- single event probabilcy the gambler’ fallacy 4, Why can statisticians predict single event probabilities? The mathematics are very complicated ___b, There are too many uncontolled variables. 6 The events have no life history. 5. Whats the main idea of che entire lecture? 8. Marphy’s Law is usually form of bad luck. ___b. Marphy’s Law is often based on scientific principles. © Murphy's Law is often noe true. Listening for Details 7) Biictose your book sen tothe lecture agin, Add supporting etal to your notes and cect any mistakes tse your notes to decide if he statement below ae tue or fase. Write tru) or Fae), Comet the fas statements 1. There is. «50 percent chance that rast will and buctered side up, 2, The rate of spin of coast allows i to make one revolution (360° turn) before i ies the ground. Unit 2__— 3. The rate of spin i controlled by the force of gravity. __- 4 You can use probability theory to prodict whether you have chosen the fastest supermasket line. 5. Weather partes do not havea life history. 6, Sutisticians believe chat single event probable cannot be caleulated mathematically, 1, Some "bad luck” has scientific explanation, Using Your Notes Work with a partner. Exchange notes. Ask your partner questions about the numbers and statistic in his or her notes. For example: [As What does 50 percent refer to? Bs Some people believe roast wil land burered-side dow 50 percent of Discuss how to improve the use of numbers and statistics in your notes. [Bl Look at the Note-Taking Tips below, Did you use any of them when you ‘00k notes? How can you improve your notes the next time you listen to the lecture? » Hote Taking Tips » ‘+ Organize main ideas and supporting details “+ Note numbers and statistics Rewrite or revise your notes so that all of the numbers and statistics are clear, Ifyou need to, sten tothe lecture again, Bl Use your notes to write a summary of the lecture Statisties 13“4 nt Projects Since Murphys Law was ineroduce For example: ‘Murphy's Technology Law #16:'To err is human, but o really foul things Lup equites a computer. {many similar laws have been create. Georges Law: Tall people there ae 300 billion sas in the universe, and they believe you, Tall them a bench has wer paint on i, and theyll touch, ie to be sure Oliver's Law: Experience is something you dont get until afer you need i. Discus these laws. Do you agree with any of them? Why or why not? Give examples from you experience. 2, Read the article about probability. Then answer she questions thac fellow. ——— Probability Probebiity is a highly controversial concept among statisticians. (One gencal definition is that probability is the likelihood tata particular event will occu. The values for statistical probability range fron 0 (oever to 1.0 (ahonyn). For example, he probably that a person dawving a card at random from a deck of fity-wo playing cards will select are cardi 2652, of 30 percent. The probability of drawing 8 diamond is 13/52, or 25 percent. Although his type of probability is straightforward, other types of probability are more complicate. Conditional probability concerns situations in which the probability of ‘one event depends on another event. Fr insane, you ca get sunbumed without going othe beach, but going tothe beach increases the probability that twill happen, ‘We generally use probability to make guesses about the fate ‘We think about the probabiliy that we will work overtime next week or that fiend will all ws onthe phone. When we do this type of thinking, we sometimes we Bayesian inference. Named after Thomas Bayes, an eighteenth-century English mathematician, Bayesian inference {volves working backward from effect to cause by using new information to revise our estimates of probability that were based on old information. For instance, imagine that you ask a fiend to go aut eat vcasionaly. Sometimes yout find says “yes” and sometimes “no.” Your frend’ answer is the effect and you ar interestd in the cause ‘Afler hearing “yes” and “no” a number of times, you are able to work backward and realize that there is pater —your fiend usually says“no” atthe beginning ofthe week (Monday of Tuesdy) and usualy says ‘yes late in the week (Thursday or Friday. This knowiedge allows you ‘o bepin making predictions about the probability of whether your fiend can go out ona particular night. As you gain mere experience, you may notice thatthe pattern is more complicated—your frend almost always says “no” on any day inthe last week ofthe month, Ths, ore information and experience allow you to judge the probbilty ofa “yes” answer more and more accurately, a. What is conditional probabil? 'b, Whar example of conditional probability is given inthe article? « Can you think of any other examples of conditional probabilis? 16:0, what ae they? 4, What ie Bayesian infirence What example of Bayesian inference is given inthe atc? 4. Can you think of any other examples of Bayesian inference? IFso, what axe they? Interview someone about an experience in which he or she seemed to have bad luck. Write about the experience in detail Tey to explain what went wrongCognitive Science Types of Memory Topic Preview Work in small groups Discuss the questions below. 1. Look at che picture, Do you think memory isimportane for this person? Why ‘or why not? 2. At what other times isa good memory important? 3. Do you think memory is important for learning vocabulary? Why or why not? 4, Rank the following techniques for remembering vocabulary rom 1 (mast fective) wo 5 (least effective). Compare your answers. ; White the words Read the words silently. Say the words aloud. Use the words in original sentences ‘Make a story using the words.bd Vocabulary Preview Il he boléfoced words blow are from a lecture about memory Read the sentences below and the definitions on page 1 Match each sentence with the correct definition of the boldfaced word. 1 1 2 10. ‘The duration ofa memory can vary. We keep some memories for ‘only ashore time and aches for our whole lives. 2. In order to learn new words, itis estemtial to see or hear them several times, . es conceivable that his story is inaccurate; he may have forgorten cexacly what happened. Infants gain visual stimulation and input through thei ees ‘This is «necessary par of learning to judge the speed and disance of objects. 5. Scientists have tried vo exphiin phenomena such as memory. 5. Students can remember new vocabulary somewhat beter if they write ie down, They wont remember every word, but they will notice an improvement, . The psychologise’ report on memory wae very detailed. She wed many examples to explain he ideas ut brains store some memories temporarily. Late, we forget them. Many of our memories fade overtime, s0 the details ae lost. For ‘example, we may remember having been somewhere but forge the exact date ‘Many people can ealoulate simple mathematical problems in their heads, Sometimes our memories are distorted, Therefore, we may remember some events inaccurately Scientists have distinguished three different memory systems Cognitive Science | 1718 Unie 3 related to sight using a lot of information or faces things thac are dificult co understand I. happening fora limited time litle or slightly able co be believed or imagined gradually become weaker or disappear recognize the diference benween two or more similar things ‘measure or compute using numbers important and necessary the length of time chat something continues * changed ftom the orginal or correct meaning LB The words below are also from the lecture, Read their definitions and the example phrases or sentences. lnapresson miprefon/ nthe pion reall a, ak n he ably 10 trieclngyoulneatnitemene | tenemberapmeing You be emed onething teas ofthe waythatin,| or expres ol eal ‘ie cise Phat wee erent hive eet of _Imonesions of on Ye he hits sneak Se conte een es | | ci omateeet | Shounen wtnmctine | [eee Jbgsause yoy fine Seen head | Ioaptera bot cniaura | epee arene ow ne | ru ong psd feo rt Sars The Kane tan AR OF short-term /,Jortn/ dd} contiquing Seen freely ato ti he oe: | memories ema aeal_—_| shores en oenler grater | nmin al shod hve 0 | tnermenorzed by Fray. [tse aicionary to check the promunclton of the new word in Parts and B Taking Better Notes isting and Numbering Items “When you take notes, grouping related items together will help you understand and remember them. One way to group related items is to list them. You can also number the items in the ist.For example, ina leeaue on memory, che speaker discussed thee rechniques for improving memory. One student listed and numbered the techniques a follows __SHPRONING MEMORY. [se rithen abortion = were calendes,————] » | | “_scheaules ——————-— smageny=asseciate te intanation uit 2.8 mental tages ————— | ceacentente=thivk cacefly avait ianmation—| oan be semeniney ——————————] Make alist of fve things you have to do this week (or example, do homework, buy groceries). umber the items inthe list. Then work with a partner, Student A, tell Student B what you have todo this week. Student B, take notes. Compare the list withthe notes. Then change roles When you listen to a lecture try to list and number related items Listening to the Lecture Before You Listen You will hear a lecture about memory. Write two topics you think the speaker might discuss, Listening for Main Ideas [Close your book. Listen to the lecture and take notes, Cognitive Science) 19Ei tse your notes o complet the outine below. 1. Thee pes of memory A — B _ i c 1 Thee ways of measuring memory | A 8. t ee | Listening for Details | (77 Bil cose your book stn to the lecture again. Ad supporting de notes and comect ny mistakes to your Buse your notes to complete the statements below. Cirle the correct answers. 1. Working memory is also called sensory /shorescrm J Jong-tcom memory. 2. Sensory memory lat under aba snd / moss shan one sson/ more than ssw minusss 3. Sensary/ working Jong-crm memory allows us to remember things as long 2 we think about them. 4. Working memory is necesay for doing mathematics exercising / smndersanding visual infocmation, 5. We genealy remember the main ideas / deal sensory cespanss of dildhood even ' 6 Many scents believe that information stored fr longer than one minute ‘ne. day / ive year isin our long-term memory. 7. ‘The recognition / recall / memorization test involves writing words that you remember seeing, ‘The scengition / recall memorization test involves looking a a list of words and remembering which words you saw before. 9. The scall/ elearning | memorization test involves memoriing a list of words i and seviewing ie a week lace.Using Your Notes FEN Work with a partner Exchange notes. Ty tnd th ists blown your partners notes 1. Thee pes of memory 2. Three ways of easing memory Discuss how to improve the use of fists in your notes, 100k atthe NoteTking Tis belo Did you use ay of them wien you took notes? How can you improve your notes the next ime you listen fo alecare? fi oy | s Note-Taking Tips oy * Organize main ideas and supporting details # Hote numbers and statistics + List and number items Ta Workin sat groups. As group, use your notes o orally reconstruc the lecture or describe in detail Rewrite or evise your notes so thatthe organization is clear. you need to, listen to the lecture again Projects 1 Present a technique you use fo remember people’ names, vocabulary, or other information. List the steps in the techaique. Explain chem ro your classmates and have them take notes, 2, Read che anicle. Then answer the questions that follow Three Rules for Efficient Learning A German philosopher, Herman Ebbinghaus, began the sciontfe study of memory around 120 years ago, Ebbinghaus concenttated on studying how quilly the human mind can remember information, One result of hs research is known as the total time Iypothesis. This means tht the amount you lear depends on the time you spend trying o learn it In other words, the first rle of efficent Cognitive Seince }24Jeaming i that if you study something longer, you tend to learn it sore thoroughly. ‘While itis usally tus that studying for four hours is better than studying for one hows, the question remains as to how we should tse the four hours. For example, is it better to study forfour hours ‘continuoualy or to study for one hour a dey on four consecutive days? ‘The answer, as you may suspect, is that it is beter to spread out the study time, The theory that wo can lara more efficiently by dividing cur practice time i known as the disibution of practice effet Thus, the second rule of efficient learning is thai is beter to study briefly but often, ‘What isthe best way to lean over short periods of time? The nvr lies in wat it known a6 miro-dstributon practice, Imagine that you ate trying to lean some new and rater dificult English vocabulary ‘using Nasheads, Should you look atthe same word in rapid succession? (Or should you look at the word and then wait before you look at it again? “The answer stats betr to wait. This isthe tied rule of leaning, “wo paychologists, Toms Landauer and Robert Bjot,ereted a technique that works very well or studying foreign language ‘ecabulry. Essentially you should test anew item after short delay Then, a the item becomes better learned, extend the delay. Te idea is to test the fem afer the longest possible interval and yet get it ight Imagine that you have a stack of eight vocabulary cards that you wish to dy, You lok a the frst one on the top ofthe stork. Reems yon have rot studied it before, you might place it only two cards deep. Because you will othe card again soon, you will probably remember the word ‘Next you should extend the delay by placing the card deeper inthe stack Ifyou remember i the next time, you might then place the card a ‘the bottom ofthe stack. (One advantage ofthese three rules is that you will learn more efficient. Another is that you will fl more confident about your ability to Tear, Try these techniques before your next vocabulary test ‘You may find that they work better than your present system! ‘What are the three cules for efficient learning? b, Whac specific rechniques are suggested? Have you ever resuls, any of che suggested techniques? IF so, describe the 3. Find an acicle in the library or on che Internet about how to improve your ‘memory. Read the article. Take notes on the main ideas and write a one- paragraph eummary,Psychology Actions Speak Louder than Words Topic Preview Work in small groups. Discuss the questions below. 1. Look at the people in the picture on the lft. Describe ther expressions and gestures. How do you think chey fel? 2. Look a the people inthe pirate onthe tight. Describe their expressions and gestures. How do you think they fel? 3, Read the statements, Do you agree or disagree? Write A (agree) or D (disagree). 4. There ae important differences berween verbal! and nonverbal? ——b Nonverbal communication differs from culture to culture You can cell if people are dishonest by watching their nonverbal 4, Verbal communication is easier vo understand than nonverbal 2BVocabulary Preview } IN tie bottaced words below are from a lecture abost non-verbal communication Read each sentence. Gues the meaning ofthe boldfaced word. i 1. Stefano flit was an dnnation of his privacy when his mother read his esnal leer | 2. We convey meaing with both verbal and nonveal communication. 3, Although some ofthe ideas in the lecrare on body language! were j important the badbof them were very esl I 4, Our vebal and nonverbal communication syls are both greatly determined I by how we fee. 5. The Westfield Public Speaking Group isa dymamic organization. Something new is happening almost every month. 6. Ic is generally cary ro differentiate berncen a shy petion and an ouxgoing petson. Theit body language is rarely similar 7. The incerviewer couldnt understand che poliician’ answer, so she asked him for clarification. 8. The speaker talked with great intensity; everyone could see how strongly he fale. 9, Nonverbal communication is an integral part of human communication, ‘Any discussion of how we communicate is incomplete without it. 10. Our understanding of nonverbal communication is minimal. We have « much greater understanding of verbal communication 11. Te was clear from his frown that Mitchell had a negative arsieude coward l Sylvie business proposal i 12, Scientists don't know exactly how much communication is verbal and hove ‘much is nonverbal; they can only estimate, 24 Unit[te words bcow are alo fom the lecture, Read ther dfnon nd the example phases or sentences | expresion/ktmref2n/n a Jook oa | Miss inseam the uciio® | sit ows vi seis | by nmeseigeaprenionetite | fie oso fh a sre vis Cdkelea $2 eenianoesnals nab yn Me Soy Od ' (poste eof i Benoa a | | gestae Penesitecsehutoty a” | holdgear toi bob wera . a ares Peal | Sue ede Po enya fe inate end tha she i Use a dictionary to check the pronunciation of the new words in Parts A and 8 | Taking Better Notes | so Using Abbreviations and Symbols | Using abbreviations and symbols when taking note can help you ro wre ficiently and hecp up with che speak, You can use the common sorviations and symbols below of create your own. However be very cuca har you dont abbreviate too many words o abbreviate them to much ou wl fen yout \ noes several weeks afer yo orginally took them, This means tat alo yous ‘Bbreviaton and ymble mae be cea and xy to undead Some common abbreviations énd symabols are befow. | eg. farexample = equals i ie chatisyin other words # does not equal } te. et cere and so on ve versus in contrast co + and > smote than i § tors; to increase < is less chan ¥ — togodown; wo decrease «9% percent | > leads to: causes $ dollars is caused by; depends on Prychology 25‘You can also use the fis syllable or initials of long words and names, For example fo = feedback Do you use anyother abbreviations or symbols when you take notes? ifs, share them with your classmates. When you listen toa lecture, try to use abbreviations and symbols in your notes Listening to the Lecture | Before You Listen ‘You will hear a lecture about nonverbal communication. Check (/) the topics you ‘think the speaker might discus. 4, Why grammae is important in communication 2. The kinds of messages our bodes send 3, The physical distance we keep berween ourselves and other people 4. Why only humans use nonverbal communication ____5. The connection berween body language and social status Listening for Main Ideas CO) Biltose your book. Listen to the lecture and take notes. Use your notes to complete the lecture outne below: Use abbreviations and symbols where possible. 1. Bicdwhistle ~ non-verbal communications (nv) A.suudied — - B, believed 26 unitdI, Porter—A eypes ave A. Physical * - | — F a. Distance b. | « | 4 | 2. Dynamic b. Gestures 4 | Be | ©. Signs D. | TIL Verb. com. 8. ave | A. Emot, same—diff. count, | B, ic a E Listening for Details © El ctose your book. Listen to the lecture again. Add supporting details to your notes and comec any mistakes [Bd Use your note to decid if the statements below are tue or fae Write Tre) oF (fate) Cotect the fase statements 1. People spend three-quarters of chee waking hours commun ng 2. Ten percent co 30 percent of our communication is nonverbal 3. ReymonaBinwhisle began suing nonverbal communication inthe 19605, Paycholosy 27Hl 4, Signal lags and szens are examples of symbolic nonverbal 5. Distance, posture, and physical contact are state features of nonverbal communication r 6, Facial expressions provide 559% ofthe meaning of a message. | 2. Facil epreon auch nies have the se cain in | cock sen 8, Scientists understand more about hand movements than any \ other gesture, } | 9. Leaning forward dusing an inverview suggest you are energetic Using Your Notes ‘ BX Work in small groups. Look at the notes on the first part of the lecture. i ne nt tnan words = TOK $050%—. ee percamnvicntion Hach actions ———— mene ama — | pnymona Sictibe ————— asst ile vay saeanings —————— aeons Tee ya ete Sia sl same San ——— i [Are the abbreviations and symbols clear? Discuss how to improve them. 28 unitsiWork with a pares Exchange notes. Look at your partner's notes. Discus how to improve the ue of abbreviations and symbols. [100K atthe note-taking Tis below Did you use any of them when you took ‘notes? Which were most helpful? How can you improve your notes the next ‘time you listen toa lecture? ’ Note-Taking + Organize main ideas and supporting deals ‘Note numbers and statistics | ‘Uist and number tems + Use abbreviations and symbols [i sewite or revise your nates so that the organizations clea. you need ta, stn to the etre gan Use your nate fo write surmary of the two parts of the lecture Projects 1, Work in emall groups. What gesture do you use ro expres the ideas below? Demonstrate and compare gestures. Which gestures ae similar? Which gestures are diferent Me. "That person is crazy. Scop! “That's good. Come here No. T don't know. Go away, Teantt heat you. Tim fal, Psychology | 29| i 2, ‘Read the excerpt. Then discus the questions that followin small groups Body Language in Business In business context, body language can be particularly important, especialy if you are trying to sell product. Many successful businesses give advice fo companies and their employees on body language that is associated with successful salesmanship and how to ‘ead clients" body language. ‘When you first meet a client, for example it is best 1 use open gestures. Outward and upward movements of your hands rete a positive feeling, and putting the fingertips of one hand agains the fingertips ofthe other conveys confidence. Clasping your hands behind ‘your head as you leen back in a chair ean suggest arrogance and may turn away prospective clients. Placing yout hands on each side of your waist shows confidence and atracs others. For men, uabutoning& suit Jicket will signify an open atte, that you're willing to tlk or negotiate, Taking off your jackets really powecful. And rolling up your shirsleeves suggests you are ready to discuss the final price. 'As you tlk with prospective clients, watch their body language If they cross their arms or close their hands, they are probably ot receptive to you and your message. You neod to relax them and assure them by sending out body messages that create a postive stmospbere I ‘yu notice them copying your posture and gestures, they are probably interested in your sles presentation. Copying—or “mirocing” suggests that you clients are receiving and accepting your messages. However, if they eover their mouths, of touch their noses or areas near their ees, they are withdrawing. In this situation, perhaps you need to ‘ny a different approach. prospective cients appear defensive or hostile, use only positive signals. Lean slighlly frward to put energy into the conversation. Smile from within and without. They'll sense this and be receptive. and, quite likely, buy your product! ‘a. Which pars of the excerpt do you agree with? Why? 1b Which part ofthe excerpt do you disagree with? Why? © Do you think the information in che excerpt it weful? Why or why not? 3. Spend one day observing how people use gestures, Note the five gestures that ae most commonly used. Compare your results a clas. nit 4Sociology Marriage: Traditions and Trends Topic Preview ‘Workin small groups. Discuss the questions below. Look atthe couples in the pictures, Describe their clothing, Where do you think they are From? In your country what do people wear when they get marred? bb. acwhar age do people usually ger martied? 4 hhow long do people usually know each ather before they get matted? who chooses marrage partner: for young people? 3Vocabulary Preview IBV te botitced words below are fom a lecture on marrage. Read each Sentence. Check (/) the word thats closest in meaning tthe boldfaed word 1. Over long periods of time, customs can erode, They ate gradually replaced by grow stronger b, grow weaker develop rapidly 2. Alchough many people speculate about the Fucure ofthe family, no one is certain abou how ie will change. 1 know what will happen b. argue about whae will happen guess what will happen '3. Matted couples have differenc obligations than single people. For example, theyre expected to take care ofeach other and thei children. complaints goals 4, Nowadays most people who gee maried are mature. Its ilegal for children co ‘marry in most countries. very young, be filly grown «completely independent 5. Marrying someone ofthe same race is the social worm chroughout much of the United Seaes hocking or exciting situation unusual way of doing something usual way of doing something , 6. Children’s wishes are often subordinate to those oftheir parents. Therefore, they have todo whatever their parents want les important b, more important the same 32 Units .a 7, Many laws preseroe cultural values This is one season why ies dificult ro } change laws. a. keep be, weaken explain 8, New customs, standards, and technology ate being introduced in almost very society. Asa result these socieces are undergoing rapid change. a. fighting b. searching for «experiencing 3. We generally conform to the behavior of our social group. Behaving diferenly can create discomfort a. act happy about bac angry about act like most people 10, Parents somesimes restrict the amount of time their children spend watching ‘TV. They may allow them to watch only one hour 2 day. a. limie b. ignore forget 11, Marriage isa universal custom. Every culeute has some form of mariage a. related to the stars and planet belated to the entire world —_€ related to one culture 12, Western civilization today is based on ideas from ancient Greece and Rome, a. welldeveloped socieny bo very new socery «sociery tha har disappeared Sociology 33[Ed Te words below are also from the lace. Read ther definitions and the ‘example phrases a sentences | arranged marriage Haseindad sanction Sephfou!» ORAL “ti arige in which the ically acct or allow amething ares chops hshund owe for ‘Gomi will nt Be Sonrioned nay form secioeconemie/sodsioyeksnamik, oa elting to ot social snd ‘economic conitons: peopl with a low socioeonami 00s lear fay uk‘, mol | wie tab na secil group that ‘eafailytat hasaftex mothe, and | conse of pele ofthe sae race who “tilde compute arsine rate ave he same abit, toms, Inngaags, ete, ad ia oe area ruled ‘by a chit tebe of the Amazon Seale ictionary to check the pronunciation of the new words in Parts A and B. v Buss Taking Better Notes Making Charts ‘After listening co a lecure, sometimes making a chart can help you to omganize information, A chart can help you understand, summarize, and compare ide For example, the charc below summaties par of lecture about taditional and modern Chinese weddings. ‘Traditional Modern Brides Clothing | red dress white dress Groom's Clothing | traditional clothing sue Locstion hhome church or home ‘Transportation | groom picks up bride | groom picks up bride in cat fon horse or in sedan Banquet ‘grooms family hosts on | families of bride and groom ‘wedding day; brides family | hos on wedding day only hoses nexe day‘Work witha partner, Discuss the information in the chart on page 34. Note the similarities and differences between traditional and moder Chinese weddings. In the following lecture, you wil hear about hoth arranged marriages and [ove- based marriages. After you liste, you will use your notes to complete a chart Listening to the Lecture Before You Listen You wil hear a lecture about marriage. Write two questions you think the speaker might answer. 1 2 Listening for Main Ideas O) Blctese your book. tisten tothe lecture and take notes. [Ei ise your notes to complete the sentences below. Cite a,b ot 1. According co the speak, marrage is a sanctioned union between ‘a. one man and one woman 'b. one man and one or more women © one or more men and one oF more women 2, According to che speaker, an imporcant part of mattiage is that a. obligations are specified bi. adoption ie allowed © itisnot durable 3. An example of endogamy is marzying someone a, of che same rcligion bi. stho speaks a different native anguage with similar ideas about parenthood 4. An example of _ is not marrying your brother or ss. a ecogimy b. endogamy gender bse Sociology ) 355. Greater exogamy might reule in a. smaller familie more interacial marsiages higher divorce race 6. Arranged marriages are characteristic of societies in which extended families nuclear families © child mariages istening for Details J Bites your took, sen tothe lecture again. Add supporting deta to your tes and cored ary mistakes i tse your notes to corrc the mistakes inthe statements below. Compare your answers in sal groups 1. The insivuion of mariage is several million years ld 2. The ination of marge ie dssppeaing 3. Adoption san example of gender bias. 4. Endogamy is no important in mos societies 5. The speaker ha brother whose mavige ian example of endogamy. 6. Tadiionaly, mariage was a private decision beween two people 7 Maryng fr love was commen in ancien societies 8, Extended families ae replacing nuclear families in many countries.Using Your Notes [BN Work with a partner Use your notes to complete the chart about arranged mariage and love marriages, Compare your charts asa class. ‘Arranged Marriages Love Marriages When Common | from ancient Hines velatively vecent ‘Who Chooses Partner Dating Romance Family Type of | EB Look at the Note-Taking Tins below. Did you use any of them when you took ‘notes? Which were mast helpful? How can you improve your notes the next ‘me you listen toa lecture? | » Note-Taking Tips e ‘Organize main ideas and supporting deals Note nbmbers end statistics Us and number ites Use abbreviations and symbols ‘Make charts 1 | | | Ha Workin sal groups. A a group, se your notes to orally reconstruct he lecture or describe tin deta i tert o revise your notes so thatthe organization i cet you ned to listen tothe lecture again Sodelogy 37Projects 1. What is important in a marrage partner? Rank he items below from 1 (most {mporean) to 6 (lease imporeane). You will need to add one item ro the list. ‘Compare your answers in a small group. —— Personality —— Wealth —— Appearance —— Similarity of inceress —— Intelligence 2. The leer chat follows was written to an advice columnist, Read the letter. ‘Then waite alter in response. Compare your ler in small groups Dear Dora, 1 desperately need help with a terible problem. I was marred 0 ‘years ago a age 20, andthe Fst year was heavenly. Gregory, mi husband, was Ipelpful and supportive in every way posible. However, about a year ago, I noticed that he was begining to change. Whenever he eame home, be tld me Iho busy he was at work and how exhausted he was, I was sympathetic, so 1 told him to relax, watch TV, or tke anap before diner. Afr afew months of ‘his, Tnodcod that he had almost completely stopped doing any work around the house. He was coming home and expecting me to wait on him constantly. also work fll time, so the stain of my job pls al ofthe responsibilities ‘around the house is exhausting. relly don’t know how much longer I can do this, Please ell me wha I an do to retam to marrage heaven, ‘Exhausted in Cincinnati 3. Give a five-minute presentation about one aspect of marrage in your county Posible aspects include: lating customs special customs or laws typical age of bride and groom the marrage ceremony parental involvement special wedding dothing 38 unitsAstronomy ty Black Holes, White Holes, and Wormholes Topic Preview Work in small groups. Discuss 39Vocabulary Preview BE the boldtaced words below are from a lecture about astronomy. Read each v sentence. Guess the meaning of the boldfaced word. 1 As the rocket moved farther into space, the earth seemed to shrink in size ‘minute by minute. 2. The rocker’ speed was constant, nether increasing nor decreasing. 3, The earth rotates once every wensy-four hour. 4, Space exploration isa controversial subjecr. Some people suppor it, while others think i is too expensive 5. Scienits don't usually accept a theory until chere is empirical evidence to prove it, 6. Many people deny the possibility of time travel: they think itis impossible 7. Because they were built from the same plans, the wo spaceship lok identical 8, Some people believe that it’s posible to travel through time wi atime machine. 9. Aferthe explosion, che planet ceased to exist. Ie was completely gone. 410. A violent earthquake caused NASAS research building co collapse. 11, Many people dant undersand complex sientific eoneepen. The ideas ase too dificult. 12, The new space sation is exremely sable Even a nea explosion wort harm i [Ei the words below are also from the lecture. Read their definitions and the example phrases or sentences. compres kamipres/ to pres erating oc mak it smaller 0 that it ‘kes up les space: The gar dried ‘and compressed ima pl ens ens! aa sbsance hat is | danse as ot of mas in elation to te ‘ce ier sighed mes dence tha i. raitational (grote fnl/ ad TRCIAICALeiing oor eting fom the force of eaiy: th ea rational pall aise i mass mes! TEC the aot of material in something hes maker wp abou 9.9 percent ofthe nas ofthe solar tem matter Pet cnc the material hat overyhing ia he universe ‘s made of, atuding sod, iid gases 1 rte partikal’m eof the very sal pleas of mater hata ator consists of subatomic patles such jonary to check the pronunciation of the new words in Parts A and B.Taking Better Notes eee Drawing Sketches You may have heard the expression “A pictur is worth thousind words.” Shetches can be very powetfil brass they help you eo vai nd omomber ideas Sometime iis eae o daw asinple deh tanto wie doe information, especially ifthe information is complex. Adding labels tothe sketch can help make the sketch clear. For example, the seudent sketches below cleatly show the positions of the sun, earth, and moon during a hinar eclipse. Draw a sketch of a machine or other device that contains several items or parts {for example a bicycle, photocopier, or CD player) Work with a partner Student A, tse your sketch to describe the machine or device, explaining the position and function of each item or part. Student 8, draw and label a sketch based on Student Xs description. Compare sketches, Then change roles. ‘When you listen toa lecture, ty to include sketches in your notes. Astronomy 441Listening to the Lecture j Before You Listen \ ‘You will hear a lecture about astronomy. Check (/) the topics you think the speaker might discuss, Hi 1. How black holes are created t 2. Famous astrologers i 3. Whether time eraal is posible _— 4. The connection berween black holes and white holes 5. The history of space flight | Listening for Main Ideas 1 take notes, O Bictese your book. tisten tthe lecture | is: your notes to label each sketch Use the words from the lit | singularity blackhole ——_gravitational force i ‘white hole wormhole event horizonListening for Details J Bets your book. tisten othe lecture again. Add supporting deta to your notes and coret any mistakes hve your notes to decide ithe statements blow are tus ofl, Wie Tr or abs} cozect th fle statements Compare your snows a smal groups, 1.The crm “black Hol” describes the inl tage in theif of small sea 2. We car se black oles because gh ea ecae om them, —— 2. When a sar olapss its graviaonl pul increnes. 4 The smal these of collapsing stay, he gett gravitational pl —— 5 The singular ofa blac holes very dense and lghoweghe 6. Matter pours into a white hole —— 7. There is no empirical evidence for wormhole Jn theory time travel through non-rrating black holes is possible. —— 2 There is mathematical proof that wormboles exis. 10. Wormholes are stable. Using Your Notes SS : {BY Work witha partner Exchange notes, Take turns using your partners sketches to explain the concepts inthe lecture. Discuss how to make the sketches dearer, ‘Astronomy 43,100k at the Wote Taking Tis belo id you use any of them when you took notes? Which were most elf? How can you improve your notes the ext ‘Organize main ideas and supporting deals 1 Note numbers and statistics “Uist and umber items {| ge abbreviations and symbols ho Make chan + Draw sketches [3 Work in small groups. As a group, use your notes to make an oral summary of i the lecture, cleat Label any unclear } Di rewrite or revise your notes so that the organization | sketches if you ned to stn tothe etre again. t Projects 1. Work in small groups, Imagine thar you can tavel back in time, Decide which rorical period you would most lke to visi, Discus your easons and waite them below. Then share your ideas asa cas. Historical2. Asa dass, make a questionnaire about ime travel, Write atleast five questions. (For example: [frie navel wee posible, whas would the advantages be? If om could change one past event, what would it be?) Give the questionnaice to atleast chee people. Summarize thei responses, Compare and disews your answers asa class, 3, Research a topic related to astronomy in che library or on the Internet, Possible topics include: the expanding univese quasi comets spiral galaxies supernovae pulsas Give 2 five-minute pesentation of your findings to the ass, Use aecches as visual ais in your presentation,UNIT Topic Preview NW ‘Work in small groups. Discuss the questions below. 1. What animal is piceured? What do you think ii doing? 2, Have you ever hada pee Ifs0, how did you communicate with i? How did it communicate with you? 3. Read each statement below. Wite Tif you think ie is true 2 is false. Compare and explain your answers, 14 F ifyou think it . Some animals can use words Some animals can make sentences, Some animals can li 4, All animals communicate with members of thir own species € Many animals can communicate emotion.Vocabulary Preview [El The boldfaced words below are from a lecture about animal communication, Read each sentence. Cirle the letter of the word or phrase that is closest in ‘meaning to the boldfaced word. 1. Monkeys are generally wranguil, but ifan enemy approaches, they become alaid and ran away a. excited Db inceresting © calm 2. Animal communication is nota straightforward subject. Is complicated because animals communica dffeendly with each other. imposible ro understand by dilficult co understand © cay understand 3. Touldst understand what the child said because words were in the wrong sequence. a. order b. speling book “The boy was decigfil when he yelled a. honest b. dishonest © excited ce!” Actually, chee was no fire 5, Although some animals appear to communicate, scientists cannot confirm that they actually use language a, conduceseseasch bi. disagree with © becertsin 6. Humans can use language deceptively by tling lies or halfxruths a. inan honest way bina dishonese way. © inaserious way 7. Most animals can communicate with members oftheir own species, But not with other groups. 2 specialized researchers b. expe of animal Cognitive Linguistics 4748 ‘it? 8. Some animals make identical sounds when they sense danger. Thus, they appear to be communicating with eich other. a loud different © the same 9. Contrary co what you might chink, not all animal sounds communicate meaning. a. in order be similar € opposite 10, Some birds con manipulate thei sounds ro make many different songs. a. sing loudly bb use dilly repeat constanly 11, Animale tend to be rigid in their use of language. They gencrally don't ‘communicate in different ways a. unchanging b. creative © simple 12, Grammar isa human fmovation, Ids not present in animal communication. a. difficult subject bb now idea unsolved problem [i re words bow are also from the lecture. Read the defntons and example Phrases or sentences. decode /koudl v Teo 49 scam sk vto examines area understand the meaning of word caefily, bese you are Tookng fora rater han ute a word to expese artical person othing:Lokoute ‘metning—opposite ENCODE ‘vee seaming th by for em encode in'koud! vio putamessags oc | Plate rion nto sede opposite ltessniealtrssamik ad) ‘cic. sound tate 0 high or referent efrnt/ ne objet, person, | PSION den ot that a word means ‘vibration /va'brexfor 1a continuous sigh shaking movement the bration ofthe plane engines HH tse a cionary to check the pronunciation ofthe new words in Farts A and BTaking Better Notes Noting Descriptions Ina lecture that includes descriprion, iis important to note the main descriptive words and phrases. This will help you remember specific information about how something or someone looks, sounds, or behaves. One way to note descriptions is to write the key features on the lefichand side of the page. Then waite the descriptive words or phrases next tothe key features. Look atthe lecture excerpt and example student notes below. A standing chimpanzee is ffom 3.75 to 5.5 fet tl. Male chimps weigh fiom 123 to 176 pounds, and female chimps weigh fom 99 to 149 pounds. ‘Chimps are also one ofthe noises snimals inthe jungle. They like to scream, rum on ees, lap the ground, and make other sounds almost continvousy [Even when they are alone, chimps make @ lot of noise, In fact, they seem 10 tal to themselves quite lot. Chimpanzees use touch when they greet one nother. They touch fingertips and even hug one snother sometimes ames. _ cileight —375-5:5 Beet (stenaing) mveight 123-176 pawns. (rae). 10-14 gains evnle amas ery aso eene tingle —— cornice ——| manent ————— chery ching get hs Work with a partner. Student A, describe an animal Incude as many descriptive words and phrases as possible. Student B take notes. Compare the nates with the description. Then change roles. When you listen toa lecture, ty to include descriptive words and phrases in your notesListening to the Lecture Before You Listen ‘You will hear a lecture about animal communication. Write two topics you think ‘the speaker might discus. 1 2 a Listening for Main Ideas 77 Biles your book, ust tothe lace and take notes Use your notes to answer the questions below. Circle a,b or 1. Whats affective communication? communication of emotion persuasive communication ‘€communication of information 2. Whats symbolic communication? a. communication about absract epics Bb. communication with grammatical accuracy © communication about specific eferents 3. Do birds intend to communicate? a. Wedorit know. bb Yes, with their own species. Yes, with many species. 4. Can animals spec in sentences? a No. b. Yes, allele, ces, but with poor grammar. 5, How is human communication different from animal communication? a. Humans use linguage symbolically 1b, Hlamans require an audience ‘© Humans can manipulate language. 50 Unit?stening for Details 7) Bilctose your book. stent the lecture again. Add supporting details to your notes and comet any mistakes, tse your nots to answer the questions. 41. Why ise dificule vo study animal communication? 2. What are some common waye that animals communicate? 3, What pes of alarm calls do veever monkeys use? 4, Whar kinds of animal use food call? 55. Do scientists think thar chickens consciously le? Why or why not? 6 Whar ro faceots affect whether bisds make food calls? 7. How are bird songs created? ‘What ae three posible purpres for bird songs? Using Your Notes IBN Work with partner. xchange notes Take tums sing your partner’ nots to describe the following behaviors 1, The speaker's dog when the speaker is sad or tired 3. -A.verver monkey when it hears «leopard alarm call 3. Avervee monkey when it hears an eagle aera call ‘A male chicken when known female chickens are present 2 3. 4, Averver monkey when ie hears a snake alam call 5. 6. A male chicken when unknown female chickens are present Discuss how to make the descriptions in your notes clearer52 nit7 100k at the note-taking Tips below Did you use any of them when you tok nots? Which were most helpful? How can you improve your notes the next tin you ton to lecture? oe Note-Taking Tips. 9%" ® | | : | * on nn i id so | Nothin ot sss | | | # Ast and number items * 7s Use abbreiation and symbols ae eet + Note descriptions | Work in small groups As a group, use your notes to orally reconstruct the lecture, or describe itn detail i tent or revise your notes so that the organizations cleat. you need ta, stent the lecture agin. Projects 1. Work in small groups. Make a questionnaire about pets. Write at lest five ‘questions. (For example: Whar kind of pts have ou owned?) Then interview three people. Compare and discus their answers a a group. Report your findings to che cas, 2. Choose a pee that you have never owned before (for example, a special breed of dog, a ferer, a hamster). Conduct library of Internet research about the pet, Prepare a five minute presentation for your classmates. You may want ro include the information below. a description of the pet ‘why you wane the pet how to care for the pet a picture of che pet 3. Read an article from the library or the Internet about animal communication, ‘White a one-paragraph summary of the article. Then write a one-paragraph response, stating your opinion about the articleLanguage and Communication Gender Differences in Language g Topic Preview Workin small groups. Discuss the questions below. Lookat che picrare. Describe what the children are doing, Who did you play with when you were «child? What games did you play? ‘Whar did you talk about? ‘Who do you spend your fre time with now? What chings da you talk about? Do you agree or disagree with the following statements? Write A (agree) or 1D (isogree). Compate and explain your answers ‘Men and women communicate diffrenly. 1s important eo understand how men and women communicate diferent Male and female communication syle are becoming more similar, Inherited biological fctors have more influence on communication sojle chan social environment. Men use nonverbal communication more skillflly than women,Vocabulary Preview [BN The boldtaced words below are from a lecture about male and female ‘communication. Read each sentence. Guess the mearing of the boldfaced ‘word. Compare your answers in small groups. 1. People often have the stereotype that women are kinder, more considerate, nd Jess aggressive than men, This is noe always tue, of couse! 2, Different speaking syles among different social groups can result in segregation. Communities that speak one way might not mix with communities that speak differently 3. Contemporary language includes many slang expresions that used to be considered unacceprable 4. The style of che magazine article gave me che impression that the author was male 5. Ifa mariage is to be succesful, is erueial that both partners understand each other’ “language,” 6. Our deeply held ideas about male and female communication ae often reinforced by the movies we watch and the books we read, 7. Nowadays, men and women exbibit increasingly similas communication styles. 8, We normally etablish our patterns of language behavior eatyin life 9. I’ not ear evacly how much of ones communication style i émberent and how mich is learned afer birth. 10, The way people wale can have 2 dramatic effect on thee career opportunities, 11. Much research has been devoted fo understanding the causes of gender differences in language. 12, Men and women typically engage in different kinds of conversationsEd the words below are lo fromthe lecture. Read ther defiton and the example phases or sentences. collaboration fk lb'reifon the nature Pnestfoy eveything that act of working ogutber to make elt in he wor tht not made ot ‘roduc vometing: Our departments nile by hans, sch animals ‘worked in lose alaboration onthe lant, wether ee comping rac. ‘makes w foe loser orate ‘andi kon don vo make & nurture Maton roma the json or aimal thnk or behave ia & ication apd eae tt you se sven artical way by infncing or 64 chil sad the way taste your trinng tem ve exo of ine Inte development and aide [conaition sb ro) sth The America public has be condoned fo tink hat shi asthe wy hing -orlented friend in acne) \orkorintedTamly-vlente, ete. inl soncernd wilh paying a Metin ower, amily, ete: an ene got ad slting to ‘por iit company | The zoe (ORS oF NETS! They now have a ofr a variety of emily orened genet sr that ise. | poetic ‘extrainmont. Use a dictionary to check the pronunclation of the new words in Parts A and & Taking Better Notes Noting Comparisons and Contrasts Ina lecture that includes comparisons and contrasts, cs important ro note how items are similar o dffeent. ‘The words and phrases below are used to indicate similaities, or compacisons, Tike likewise as. .as also dio 5 With... so too with noc only... butalso similar o / similarly in a similar manner both... and parallels in like fashion in the same way Language and Communication, 55‘The words and phrases below ate used to indicate differences, oF contrasts I but ‘more (chan) ‘whereas while less (chan) on the other hand diferent fom rather chan dlssieilar to | in contrast vulike although hh however conversely (One way to take notes that compare and contrast two oF more items is to note ‘each item separately, and then note the similarities and differences. Look atthe i ‘example below. i Another way is to note each point of comparison and conuast separately. Look at the example below.Work witha partner. Student A, compare and contrast people you know well (for ‘example, two family members). Explain the similarities and differences. Student 8 take notes. Compare the notes withthe explanation Then change roles, ‘When you listen toa lecture, ty to include some comparisons and cont sn your notes. Listening to the Lecture Before You Listen You will hear a lecture about male and female communication styles. Check (/) the ‘topics you thnk the speaker might discuss. —— 1. Why men and women speak different languages 2. How schools affec: communication styles How boy? and gil playtime activities difer 2 3. 4, How men's and womens clothing syles differ 5. How socal satus affects communication styles 6. How genetic affecs communication sey 1 1. Male and female socialization patterns Listening for Main Ideas 7) Bice your book. steno te lecture and take notes [HilUse your notes to answer the questions below. To answers are corec. Cross ut the incorrect answer. 1. Why is communication styl important? ‘a Ieaffeets how people se and respond tows bb. Ic shows how we see our own satus. © Ieteaches us about the structue ofthe brain, , 2 According to the speaker, what ae the main causes of language diferences? 1 genctc factors b. contemporary books © socialization 573. In general, how do male and female communication ses differ? 1a, - Male communication is more compettion-oriented. Female communication is more family-oriented ‘© Women use nonverbal communication more skilfully. 4, How do parental communication sjesdifer? 8, Mothers are more controling than fathers, ‘Fathers are more supportive than mother. © Fathers are more concerned with identifying problems than mothers. 5. Accotding to the speaker, what are the main purposes of men’s ‘a. t0 achieve goals b. to establish relationships © to give information 6. According to the speaker, what might cause male and female communication styles ro become more similar? fa. changing children’s playrime ecivtes bh decreasing segregation between boys and gils increasing women's authority in the workplace Listening for Details (7) Bil cose your book, uisten tothe lecture agin. Add supporting details to your notes and correct any mistakes. Else your nots to decide if the statements below are true or false. Write T (rue) or F (alse). Core the fase statements. 1. Mose students are interested in the issue of gender differences in 2. We spend 60 percent of our working hours communicating. 3, Genetic fctors do nor influence male and female communication styles. 4, Playing house can help create callaboration-oriented communication syle. 5, Having discussions about relationships helps develop a compesition- oriented communication syle6. Tiaditional gender roles affect how parents talk to their children, Berween che 1920s and the 1990s, womenis conversations about work and money rose over 30 percent. 8. Male and female communication styles ate the same in all culeues, Using Your Notes [BY Work witha partner. Exchange notes. Take turns using your partner's notes to compare and contrast the following items. AL Boys' and gic’ activites 2. Fathers and mothers’ communication with children 3, Purposes of men’s and women's communication 4, Menis and women’s topics of communication 5. Men and womens body language Discuss how to make the comparisons and contrasts in your notes clearer. 100k at the Note-tating Tips below. Did you use any of them when you took: ‘notes? Which were most helpful? How can you improve your notes the next time you isten to a lecture? i CUS * Organize min ideas and supporting details + Note numbers and statistics “Uist and number items = Use abbreviations and symbols “+ Make chars + Draw sketches Note descriptions ‘Note comparisons and contrasts Rewrite or evise yor notes 0 that the organization is clea you ned ta stn tthe etre gun Bi use your notes to write a summary of the lecture Language and Communication 59Projects In aml groups revew your lu nots, Ls the speakers conclusions. Then disa de quedone blow 2. In your opinion, wich ofthe speakers condasions are gencaly ue? Why bs Inyour opinion, which ofthe speaker's concuson ar sexcouyps Why? € What ode fon might influnc gender difencs in communion? ‘Work witha partner. Compare and contrast how men and women ‘communicate in your culere. Make a chart showing the similarities and diferences, Compate your charts as a clas Record a three- ro five-minute English conversation from a tlevision show or video. Then transrbe i. Bring your transcription to class and read ie aloud. Have your classmates guess whether the speakers are men ot women. Ask them what fcros influenced thie decision,UNIT Fashion and Status __ Topic Preview Work in smal groups. Discuss the questions below. 1. Look at the people inthe picture. What can you say about their characters and lifestyle? Write five words to describe each person, 2 Can you judge people by the clothes they wea? Ifo, how? IF not, why nox? 3. Do you chink that fashion and satus are connected? Ifo, how?Vocabulary Preview EN the botdtaced words below ar from a lecture about fashion and status. Read the sentences andthe defitons that fll. Match each sentence wth the correct definition ofthe boldfaced word. 1. Sylvie abandoned her plan to buy an expensive evening gown because the didnt have enough money. 2. . Many people thin wearing expensive jewelry gives them prestige 3. Linda never wears mote than ewo colors simultancously. Today she's dresed in blac and ed. 4, Examples of tenth-century clothing are very searee. Only afew can be found in the best museum, 5. Richard wore his new vest for theee days consecutively. On the Fourth day, he finally wore something different. 6. In hierarchical societies, the wealthy tend to weat more expensive clothes than the middle and lower classes 7. Clothes made ftom inferior material usually dni ast very long, 8 Her pink jackec and orange hair made her very conspicuous in the crowd, 9. Clothing styles are Frequently uted as vebiclee for expresting one's peseonality. 40. Conservative rather than radical clothes are the est choice for jab 11,_ In most private schools, students muse conform toa strict dress code. 12. Young people often have very definite ideas about what clothes are fashionable. a. atthe same time means of doing or showing 1b. stopped doing or using satus or eespece © easy wo notice lewee-qulisy 4. having different ranks or levels J. exteme or very diffrent © one after another sae of uncommon £. clear and cerxin 1. follow an established patera[Ei the words below are also from the lecture. Read their definitions and the ‘example phrases or sentences. | arial ortfot/ ad ot natal, | guement'garmant/» vows plese ‘bt made by peopl: arial felting Seenien | im aii i fe therace/ of Oa ‘rt ad offhe- ‘brand name end etm he rackelothes ae nat made tofitone ‘ame a company gives othe gods ixsoularperno, botaemage in| ns produced: rand name such standard sins Ree nd Go Cae ‘trademark trerdmark x pein. conspicnoes consumption sme, mask o¢ word ona pot hat ‘a, spikjuas kan'sampfon n sows itis mae by a pata ‘vas pending intend to atrat company stetion ard show one's wel ad igh sec postin especialy done by role wo have cently bone ‘well and wan ote pope to kaow it Use a dictionary to check the pronunciation of the new words in Parts A and 8 Taking Better Notes Noting Definitions ‘When giving lecnres, speakers may use key words that have special ot limited ‘meanings. They sometimes give bref definitions of these key words to help you better understand the lecrure Sometimes key words are followed by thee definitions, The phrases below are used ‘0 introduce definitions Xislare. X focuses on - X means 2s Xe which is X, where Sometimes definitions precede che key words. In this case, the phrases below may be used called X, We call this X. refered 1028 X, This i what’) own as X. Fashion Design 63‘When noting definitions, it may be helpful to write the key word or expression in large letters onthe lefthand side of the page and write the definition beside of underneath it. Look a the examples below. Find definition fortwo words related to fashion or clothing (for example, a {garment or fabric) and write them down, Then work with a partner. Student A, explain the meanings ofthe two words. Student B take notes. Compare the notes with the explanation. Then change roles. When you listen toa lecture, try to indude some definitions in your notes Listening to the Lecture Before You Listen ‘You will hear a lecture about fashion and status, Cross out the thre topics you think the speaker is least likely to mention 1. Where people buy their cloches ‘Why people buy the clothes they do How people show their wealth chrough the chings they buy How to dress beter for work The history of Gucci ‘What makes clothes high statusListening for Main Ideas OY Bil cise your book. isten tothe lecture and take notes. [i Use your notes to complete the outline below. 1. Sampruary Laws Definition: 1h, Conspicuous Consumption—8 ypes A Definition: Definition:_ Definition Definitions a Definitions H, Definition: Listening for Details 7 Bese your book. tisten to the fctre agin, Ad supporting detalls to your oes and cotet any mistakes. Fashion Design 65Use your notes to answer the questions below. 1. Why did sumpruary laws become difficult ro enforce? 2 Give an example of conspicuous addition a the beach, 3. Give an example of conspicuous multiplication among very wealthy men I 4. What materials were prestigious in the past? Why? i 5. What materials are prestigious today? Why? 6. Why are cloches with designer labels expensive? 7. Why do some designer guements have labels onthe outside? 8. Give an example of conspicuous outrageUsing Your Notes IN Work with a partner Exchange notes. Toe turns using your partner's notes to ‘efne the flowing expressions. 1. Associative consumption 2. Conspicuous addition 3. Conspicuous consumption 4. Conspicuous division 5. Conspicuous labeling 6. Conspicuous materials 7. Conspicuous multiplication 4. Conspicuous outrage 9. Conspicuous wealth 10, Sumpruary laws Discuss how to make the definitions in your notes clearer. Ei check your notes against the Note-Taking Tips below. Did you use any of the ‘tps when you took notes? Which wore moct helpful? How ean you Improve ‘your notes the next time you listen to a lecture?Tie smal groups use your notes to ory econstuct the lecture or explain it in detail [Ei rewrite or revise your notes so that the organization i let. f you need to, listen tothe lecture again, Projects 1, How dé people in your culture traditionally use clothes to indicate social status? Has this changed in recent years If 0, how? Give a fiveminute presentation about this topic tothe class. 2. Find ewo pictures of clothing styles—one that you think indicates high status and one that you think indicates low statu. Bring them to class. In a small stoup, explain your choices and the reasons for them. 3. Read an article from the library or the Internet about one ofthe topics below. sumpruary swe famous designer conspicuous consumption 2 ype of fbrie ‘current fashions fashion marketing techniques ‘Wite 2 one paragraph summary of the aticBehavioral Science The Making of Genius Michael Jordan Wolfgang Amadeus Mozart Topic Preview Work in small groups Discuss the questions below. Look a che pictues, Why is each person famous? 2. Have you ever met a skilled artis, athlete, or musician? How do you think he or she became so skilled? Do you think people are born with natural talent? Or do you think they become skilled by practicing for a longtime?Vocabulary Preview FEV te botdaced words below are from a lacture about the making of genius Read each stance. ile the letter ofthe word or phrase that sclsest in meaning tothe boldfced word. 1. Tania she couldnt have won the musc award without the suport of her pent ond cachers & help ieee © flue 2 Some personality characteristics are mate; others arc learned aftr birth, studied be natural © fale 3. Some parents believe they can detet talent in their children. They tell chee fiends that their one-year-old is «genius. a ignore b. encourage 4, He only has average general intelligence, but he isan excellent artist. a. ably wo chinle ability to macened © specialized bility 5. Nonwithstanding her parent? lack of interes, Sylvie became an excellent concert pianist. a. becaure of b. inspite of| © an eaample of 6. Professional athletes tke part in intense trsining sessions, in which they work extremely hard. b. weak © modern 7, Tiaining fo the Olympics requites an enormous amount of work; athletes ‘who want to compete must work extremely hard a very common bb. very unusual © very large8. Some people think thir abies have imitations, bi with encouragement they can perform much beete than expected. & postibilces b. certainties boundaries 8. A newspaper reporter quoted Thomas Alva Edison as saying, “Genius is one Percent inspiration and ninery-nine percent persitation * a. sed exactly the same words a5 ‘used complecely diffrent words then © changed the meaning of words used by 10. Persistence is needed in order co succced, You may fil several tines before you get what you wane. 3. continuing a difcul activity b. ending adifcale acvity © succeeding in a diffcle activity 11. Children with a special eapacity for music learn to play musical instruments exily, chance b. abilicy 12 My frend and his soccer coach are incompatible. Thy ae aivays arguing, 2. too different to work together ‘almost actly the same related in some way ithe words below ae aso fom the lecture Reod ther definitions and the ‘xample phrases or sentences, ‘DNA 1 teesnacal deoxyribonuclbie si anal te cari ete ‘peo ei esas tel | enon in at ef ose Ty eid us on te ay of ig eel | Sringeri done ee | | Siesnb uowerimenge | efoaaiee inh | wih ease. |. wa surprised by the ease pparticuanjeb: Did you ve a |_Mith ick had gto reser ‘ining oh coe? | gine rote a mmingie mat =f. " Ahly do somthing vey wel: fhe bestia wor & word ited poet termi player 7-8Taking Better Notes Se Noting Processes Tin leceures, ids common forthe speaker wo describe a procs A proces is a series of| ‘eps you take to reach a goal. Iris used to give instructions or demonstations (for ceample, in chemistry experiments) or explanations of procedutes (for eeample, hhow diamonds are mined). When listening to an explanation ofa process, you can increase your understanding by remembering two points +All the step inthe process havea logical order. ‘Each sep has a boundary, and often there isa clear boundary marker Derween steps. ‘Typeal words and phrases used to show boundaries are Fist, second, chird, et. After (that) When “To start / begin with Next ‘The final / Ist step ‘The frst sep Then Finally ‘Once this i completed Afterward Read the explanation of the movie-making process below. Undeine the words ‘and phrases that show step boundaries, ‘The fre sep in making 2 movie isto find a propery, which isthe sory thar the movie will be based on. Once the propery as been selected, the script canbe prepared. This can bea very time-consuming proces. However, after the scripe has bon written, the director can choose the cast ‘This involves finding the ators and actresses who can do a good job in this particular film. Once ths step has been completed, filming can begin. ‘Then the final step involves editing the fm. ‘When taking notes on a leccue that includes a proces, i can be helpful to list and number each seep inthe proces. For example, the steps for making a movie ean be listed and numbered as fallows, | ae ace | Hina property i.e the shang ————~ | 2 pee. soitLUst the steps in a process you know well (for example, making tea or buying a ‘used car) Then work with With the list. Then change roles. ‘When you listen toa lecture, ty to note the steps in any process that you heat, Listening to the Lecture Before You Learn ‘You will hear a lecture about the making of genius. Write two topics you think the speaker might discuss. 1 2 Listening for Main Ideas 7) Blo your took. usten ote lecture and take notes. [i Use your notes to complete the statements below. Circle a, b, orc. support the idea tha practice is important. 3. Historical increases in performance Olympic records from ancient Greece Changes in achleic equipment Ao 2, __also supports the idea tha practice is important. {The strong connection beeween diet and athletic performance i. The weak connection among ineligence, memory. and speife skills © The effect of specialized knowledge 3. Along with practic, __ also contribute to sill evelopment. innate talent, general ineligence, and education i. diet, exercise, and sleep ¢_ personality, motivation, and socal support 4. To become an exceptional performer, mos people must practice for — yest. five Db. cighe Behavioral Science 73“ vni10 may be the mose imporeant sgn that a child is gifted, An edly dase to practie b. Ease of lesening ‘© Incompacblicy with the parents 6 According to che speaker, cause exceptional sll development. ‘external fcrors, such as parental support, innate abilities, such as general inceligence, both external factors and innate abilities stening for Details OB cose your book. stent the lecture again, Ad supporting detis to your notes and coret any mistakes, he your notes to decide the statements below are tu or fae. te Tite) or alse. Corect th fae statements Some people thought Wolfgang Amadeus Mozart had magical powers. 2. Expert chess players have berer general memory skills than most people. 3. Selfconfidence, persistence, and competitivenes play an important role in successful learning, —— 4 Morar had been playing, music for ten years before writing his fist original maserpiece 5. Expert musicians often show signs of greatness bythe age of five 6. About 15 percent of our personality characttistcs and ineligence are genetically determined 7. Working memory capacity isan inherited trait, 8. Ease ofleaming may indicate a child is gifted,Using Your Notes ee At the end of the lecture, the speaker summarizes the process of becoming oly skied the stops ar sted below. Work witha partner Use your ates to-number the steps ao tht they are nthe cortet order Compare answers as cass The child gain higher ee ofl The chs motivation and scl suport crete longterm commiement we prc —— Penonaliy chances re nurured by the paren The pron i born with cen pesonaly charnceies Longe intensive pacic (at, aound ten yas) resin extemely igh evel ofl “The child shows an interes in some are ‘The parens support the child interest, El 100k atthe Wot Taking Tips elon id you use any of them wien you took ‘notes? Which were most helpful? How can you improve your notes the next time you stent lecture? + Organize main ideas and supporting details * Note numbers and statistics ’ | ‘List and number ites * Use abbreviations and symbol * Make chars 4 Draw sketches + Note descriptions * Note compaisons and contiats i ‘= Ustn for definitions + Note processes ra isons Sosa) Rewrite or revise your notes so thatthe organization is clear. If you need to, listen to the lecture again ise your notes to write a summary ofthe lecture Behavioral Science °75Projects ee Imagine you are giving advice to a young person who wants t become 4 professional musician, Rank the pieces of advice below from 1 (most impor) to 7 (leas important). Compare and discuss your choices in small group, —— Seudy with well-known teaches, —— Talk ro many professional musicians Practice extensively Perform in public frequently. —— Make fiends with ocher young people who want to be musicians. —— Buya high-quality musical inserument. —— Attend many concerts. 2, Many people define inreligenceas the abilsy to solve problems, chak logically, and understand complex ideas. However, recent wort in cognitive science and psychology has suggested thac there are several ypes of intelligence, of ‘multiple intelligences, Read the staements in the questionnaire. Cizee the number that best describes you, Use the scale below. 4 Swongly agree 2 Disagree 3 Agree 1 Strongly disagree QUESTIONNAIRE a. like memoricing words 4 bi. I like che teacher to explain grammar to me. 4 6. ike making charts and diagrams, 4 4. Tike drama and role plas. ‘ € [ike singing songs in English ‘ {Tike group and pair interaction, 4 4 1 1 1 1 1 1 441k selection through journal writing 4‘Each lenered statement in the quetionnsire corresponds to the type of ineligence below. 2 linguistic ineligence(ailty to speak, write, or solve word problems) b= logial-mathematical intelligence ability to use numbers and logic or understand grammar rules) = spatial intelligence ably to draw or use maps) >dily-kinesthetic intelligence (athletic el o ability to pronounce a Tanguage) €¢= musical ineligence (ability to use music and produce the intonation of a language) = inexpersona intelligence (abil co talk and communicate with other people) {9 intrapersonal intelligence (ability to use language to analyze oneself) ‘The number you circled indicates your preference for the corresponding ype of ineligence: 4 High preference 2 Moderately low preference 3 Moderately high preference J Low preference For example, ifyou circled 4 for satement a, you strongly prefer to use linguistic incline, and if you elteed 1 for statement b, you do not like to use logical-mathematicalincligence. Do you think che correspondences carectly indicate your preferences? Discuss ‘your answers in small groups 3. Conduct library or Intemet research on someane you considera genius. Ty to discover whar factors contributed tothe person's success. Give a five-minute report on that person to your classmates. Behavioral Science 7Sociology The New Topic Preview ‘Work in smal groups css the questions below 1. What do think the expression global percubtve means? ‘What symbols, products, or ideas represen a global sapercultue? 3. Do you agree or disagree with the following statements? Write A (agree) or 1 (isagree). Compare and explain your answers _—— The worlds becoming salle place I Individual cultural traditions wil eventually disrppear | The media havea song influence on the global uperculure Hl Most people dnt cate about eur adtons —— People today are accepting more idess from other cultures,Vocabulary Preview TEV Trebotitaced words below are rom a lecture about a global superculture Read the sentences ad the dfitons that follow. Match each sentence with, the comet defiton ofthe bolaced word 1. Some societies have avery homogeneous population. Almost everybody has the same appearance and belie sytem. 2. ‘The influence of some cultura taditions is diminishing. One day, these traditions may dissppear completely. 3. Advertising isthe most effective way of welling commodities, such as food and clothes, worldwide 4, The Intemet disseminates news and ideas around the world very quickly “The speaker highlighted the problems existing in todays society Then she gave several examples, 6. _ Icis inevitable cha people’ lifestyles will become increasingly similar asthe world becomes smaller 7, In big cities tke New Yor, lifestyles are converging as immigrants introduce foods, languages, and other elements oftheir home cultures ©. Iusume pars ofthe world, there is prejudice against people because of thee race, nationality, religion, or political belie —— 9 Frank is fascinated by politics in pariculas he’ interestd in how ideologies differ from culate to culture. 10. Although Irene couldat speak Spanish, she eonseyed her meaning succesfully by using body language and gestures. 11. Travel can give us great insigheinco foreign culsares, 12, We need 10 preserve cultural tradicions tha ae in danger of lsappearing. consisting of che same parts or members stop from being destzoyed or changed Jknowledge; understanding coming together fom diferent places communicated certain to happen; unavoidable se of belie ot ideas spreads information or ideas becoming smalle ols important products that are bought or sold ‘unfair dshike based on rac, rcligin, ete, emphasized; made noticeable eect elaine Sociology 79Ei te words below are also fromthe lecture Read! thelr definitions andthe example phases or sentences. “fu fem smethng tnt cone «ker doe tr tories; sialon eae > bssaome Be fle ba oe) pon eo resis: ial a et vie nore bee cee Tove ned eT Salrs lapreedo fw Sper [use dictionary to check the pronunciation of the new words in Parts A and B Taking Better Notes Noting Examples ‘When giving lecture, speaker: often provide examples to clarify or make their points more interesting and real. The words and phrases below are used to signal examples. for instance 2 for example such ar ‘An example of this is Juselook at. san example (One way to take notes that include examples isto list them underneath che point they exemplify. Another way isc list them nest tothe point. 80 unitLook at the lecture excerpt and example student notes below. ‘The phrase “unity in diversiy” describes a situation where people are united bby 2 common word view, yer individual cultural traditions are given more and smote respect. As aresul, these individual cultures survive, even Bourish. For instance, Mexicans and Americans may lve side by side and follow many of their own traditions, but the great majoriy wil have similar values, such a8 belief in human rights and education for al, che need to eliminate prejudice, and soon. And they probably follow similar fashions; for example, most probably own computers o¢ cell phones, watch che same television shows, eat fastfood, enjoy similar spores, and have the same heroes, They may even begin to share and enjoy each other’ traditions ‘Work witha partner. Student A, explain how one aspect of your culture has changed (for example, customs, dress. Give examples wherever possible, and try ‘0 use different words and phrases to signal examples. Student , take notes. ‘Compare the notes withthe explanation. Then change roles. ‘When you listen tothe lecture, try to include examples in your notes. Sociology 8182 Unie 11 Listening to the Lecture Before You Listen ‘You will hear a lecture about a global supercultue. Cross out the three topes you. ‘think the speaker is least likely to mention, 1. How ideas spread around the world World-famous sports cars “How to do business in foreign counties 2 3 4. Why people's lifestyles are becoming increasingly similar 5. How the media promote celebrities 6 5. The worlds beee-oved foods Listening for Main Ideas 7) Bil ctese your book tsten tothe lecture and take notes [Ei Use your notes to complete the sentences below. Check (7) a,b or& 4, ‘The fire pare of the lee superculeute 5 foentes on of the new global — beffccts «characteristics 2. The second par of the leeurefocusst on __ the new global supereulture —— & research about be history of 6 disadvantages of 3. According wo the speaker, _have coneibured mos ro the development ofa plobel superculture 2 air travel, the media, and English —b- adverising, polities, and technology << fads, fashions, and pop music4. According co the speaker, the main advantage ofthe new global superculture is a increased unity bs higher standards of living better governments 5, According tothe speaker, the main disadvantage ofthe new global supercultue is increased prejudice b, environmental problems —€ loss ofculural divessiey Listening for Details a Close your book. Listen to the lecture again. Add supporting detals to your notes and correct any mistakes, Use your notes to answer the question below. Compare your answers in small groups. 1, According to the speaker, wha isthe bere measure of culeural diverig? 2. What evo types of revolution did che airplane cause? 3. What fads and fashions have become international phenomena? 4. Why do many movies and TV shows have universal sppesl? 5. How has advertising caused people's habits and lifestyles to converge? 6. How have politcal circumstances influenced the global superculture? 1. How has immigeation influenced the global superculeure? 8 Where do the Ainu, the Chipaya, and the Penan come from? Sociology 83] Using Your Notes [DY Work with a parte. xchange notes. ry to find examples ofthe following in your partner’ notes: AL Products that have spread globally 2. Products thet American commercials advercze 3. Food from other countries that Americans eat 4 Pop stars or groups thatthe media have promoted 5. Aspect of cher culcure immigrants bring into theit new communities Discuss how to make the examples in your notes care Hd creck your notes agaist the Note-akng Tips below. Did you use any ofthe ips when you took notes? Which were most helpful? How can you Improve your notes the next time you listen toa lecture? i [ > = “Note-Taking Tips ° * Organize main ideas and supporting details t + Note numbers ad statisti | # Ustad number items 4 Use bievtons and yb | + Make charts | Draw setches = Note descriptions Note comparisons and contrasts | $e Usten for definitions Note processes [i Work in small groups. As a group, use your notes to orally reconstruct the lecture, or describe it in etal Rewrite or revise your notes so that the organization i clear. Wf you need to, listen to the lecture again,Projects 1. Bring an item (or picture of an item) co class that you think illustrates the idea of global culture. In small groups, explain way you think that item is » good example 2 The excerpt below is about Survival Intemational. Read the excerpt, Then discuss the questions on page 86 in small groups. — ‘Survival Internationa sa worldwide organization supporting tribal ‘eoples. It stands fr thir right to cide ther own future end Helps them protect their ands, lives, and human rights. Over the las thirty years, ‘Survival International has developed imaginative ways to suppor taal Peoples rights. In over half our cases they have brought postive results, saving lives today and bringing lasting benefits for tomorrow. This work an take many forms, ‘Oncantzsrt0Ns: In many counties, Survival supports tribal peoples’ own ‘organizations which have recovered land, made alliances, and resed t let | Survival International ‘heir way of ie be destroyed. Survival’ funding of Aboriginal-un land councils in Austalia, for instance, ha helped these people win back control oftheir ves, Mpa: Survival draws moa attention to tial peoples. Through ates, radio and television interviews, and advertising, it exposes the etimes committed against tribes, and goveraments and companies face ertism tat threatens ther international sats Epvcanion: Survival belies that the most effective force fr lasting change is widespread public concern, which can only come through Jnowledge and education. Survival conferences an educational ‘esources—books, magazine, exhibtons, slideshows, films, and tapes reach children and adults in over eight five counties. These influence public opinion and have received unprecedented praise fom tbl peoples, ‘Movev: Survival finds money for self-halp and emergency projects. Small ‘sums can bring great change. For example, Survival supporers aise over 2,000 for emergency medical work withthe Yanomami people. DeMonsraarions: Survival members hold regula and pesceful {demonstrations at embassies and company headquarters in many ‘countres—a silent protest at the violation of tial peoples’ ight. This tactic has proved very elective in shaming governments and influencing ublic opinion, A three-year embassy vig! helped in geting Vanoma land ights recognized. Sociology 85La Sl dso eating conn al oe ae eae oh cig hd Beng Tana cere aw py oa Hes phrmentecpat erica oe ent ee i ‘wile te of tba! popes be sere. i} a i peace or na a isin | CTee—o~T—T— a Pn om train se eens your classmates. Explain why you like i and how you would fel if ie were to disappear, aeee 86 unitsComputer Science Computer Security Topic Preview ‘Workin small groups. Discuss the questions below. 1 Look atthe picture. What do you think the boys are doing? 2 Rank che following statements fom I (least serious problem) to 3 (most setious problem) —— “Tean buy things for fee by getting other people's credit cacd numbers from the Internet.” —— “break into companies’ compute systems, but I never do any slamage. I just doit for the challen “found a way to read other peoples e-mail. I dont do anything but read it, so I dont really think that its wrong” Compare your answers, Should any of these actions be considered etimest If «0, which one(s)? Why? 87Vocabulary Preview EM The botafaced words below are from a lecture about computer security Read ‘each sentence, Circle the leter of the word or phrase that is closest in ‘meaning to the boldfaced word. (Computer criminals can acces privace information by legally entering @ ‘computer system. a. discover and use i, forgecand abandon discuss and understand Ifyou seramble an electronic message, mose people wont be able ro understand i a. send elecronic signals Bake clectonie signal stonger © mix electronic signals Although we dont know what will happen with computer crime in the future, ‘we can imagine a ew diffrent scenarios, computer criminals . posible situations new types of technology » ‘Computer criminals try to cover up thee crimes ro avoid punishment. a. leave b, hide © report 5, Many computer criminal ae noe caught because itis very dificult ro detect the theft of computer information, a. discuss b. protece © discover 6. Banks use computer networks to transfer huge amounts of money fiom one location to another every day. a seal b. move © recoed 7. We can get large amounts of information vfa the Internet a. inspite of b. by way of © aay from‘The transmission of information occurs everytime we send an e-mail message of make a phone call proces of sending a signal i, proces of changing systems proces of printing a message 9. Ifone route into a computer system is blocked, computer criminals will earch for another. a. piece of secret information b. ype of computer crime © way from one place to another 10. A colleague from the office had her creditcard number stalen by a computer criminal 2. someone you work with 1b someone who buys things someone who breaks the law 11. If they cant break ito a computer system the firs time they try, many ‘computer criminals persist undl they find a way to ence. stop working bb. continue to try © find anew job 42, The system administrators work hard to maintain the integrity of the company’s computer systems a completeness b. size © low cose Computer science -89i te words blow are alo fromthe lecture Read ther defetons and the example phrases or sentences. cncryp i eto ches he ‘modem oudon apace of formofcompae infomation txt | chestonic equipment at allows | canted peal wha ant» | infomation fem one cmt |, mpeg me terete, sen log elo wits oa } meer ays conpuee P20) eet asa =| F tilekér akon conta someone sofeware Sater) na ct of | ‘who nde computers aot, expecially in ‘rograms (= trucos) that you put | rd to sere ute o hinge the into computer when you watt to do ‘infomation in anoter person's pail joke word processing compute Sater Hacking n Jmpersonat jim'p>saaen/yi0 telin asetofinsrichone | ‘ete io be someone by copying secretly pr it a computer tat en ister appearance, woes estoy infra stored int to deceive people: Tho ers areed i Lor impersonating poles officers Ti Use a aiconary to check the pronundation ofthe new words in Parts A and & Taking Better Notes ——— Noting Causes and Effects ‘When giving lectures, especialy in the socal and natural sciences, 2 speaker may dlscus the causes or reasons for an event. The speaker may also discuss the results ofthe event or solutions to a problem. Listening fr signals for cause-and-eflce paterns can help you to understand the connection between diferent events, attitudes, belief, and behaviors, ‘The words, phrases, and questions below signal causes: X is caused by ¥ There are ewo causes / reasons X causes ¥ ‘The rst cause oF X is. The following words, phrases, and questions signal effects: TEX happens, then... Therefore. ‘Thus Consequendy |‘One way to take notes about causes and effects is to list each cause or eect under the event or problem, Look atthe example below. S.couset I peed Ber info, by govk H veseanchers — competition veh costes = rec adwces Ses = syrend of computers sic | = Anka trenstonmea—written te Ai — creation o tenet igi | a ——— Work witha partner. Student A, ist reasons why people use the Internet. Student 8 take notes. Then change roles, Student B list the effects ofthe Internet on People's ives. Student A tke notes. Compare and discuss your notes, ‘When you listen toa lecture, try to note the causes and effects of computer crime, ‘and also the possible solutions. Listening to the Lecture Before You Listen ‘You will hear a lecture about computer security. Check two topes you think the speaker might discuss 1. Bective passwords —— 2 Computer viruses 3. Inveener shopping 4 The bese computer equipment 5. Security software 6. E-mail Computer Science 91Listening for Main Ideas © Bikcose your book. isten to the lecture and take notes. dts your note to complete the outne below. 1. Reasons for computer cme A _ B « 1 Efe of compuce crime |A. On companies and/or goverment Bo B. On individual 1 a — Il Possible solutions A ». oo D easetaneee E — r a Listening for Details O71 Biles your book. stent the lecture again Ad supporting deta to your tes and eect ny mistakes i Use your nots to decide if the statement below are tue o fale, Write true) or F (fase). Correct the fase statement. Compare you answers in smal groups 1, About 50 percent of companies that are online have experienced ‘computer crime, 2. More than $400 billion i wansred by che US. banking system every day. nie #23. Many computer criminals are motivated by Financial gain 4. Computer viruses have noc affected government computer systems, —— 5 The cours attitude toward computer crime has changed litle in seen yeas —— 6 A firewall stands berween the Interner and a company’s intranet 7. Aword chosen from a lage dictionary is an effective password, 8. Acces-contol software limits people’ access to information and ‘operations, 9. Encryption software srambles data so that hackers cannot understand i, 10, Audit ails cell computer users abour atempts to hack into thei computer systems. Using Your Notes Work witha partner. Exchange notes Take turns using your partne’s notes to explain the following reasons, effects, and solutions. 1, Reasons for computer crime Sensitivity of information financial gain © exciting challenge 2._ Effects of computer crime on companics/governments shutdown computers financial loss © work stoppage 3, Effects of computer crime on individuals a. scolen credit ead numbers 1. impersonation 934 Solutions vo problem of campuser crime firewalls passwords scces-contrl sfiware seaere encryption sofware auc uals Discuss how to make the causes, effects, and solutions in your notes clearer, i check your notes against the Note-Taking Tips below Did you use any ofthe tips when you took notes? Which were most helpful? How can you improve Your notes the next ime you Tite oa lecture? a a “+ Organize man ideas and supporting deals ‘Note numbers and states *Ust and number items + Use abbreviations and symbols * Make chants + Daw sketches + Note descrtions + Note comparsons and convasts + Note detntons “Note processes 4 Note examples + Note causes and effects TB tewrite or revise your notes 2 that the organizations clea. you need to, stant the lecture again. {Use your notes to write summary ofthe lecture Projects 1. Read the article. Then discuss the questions on page 95. Privacy in the Computer Age ‘Most people would agree that ther lives have boen positively affected by the Intemet and e-mail. The Internet allows us to cess lage amounts of nit 12{information on nearly any topic quickly and cheaply. E-mail allows us to communicate with fiends, family, and colleagues almost instantly even when they are on another continent. However, a question on maay people’ minds conces privacy. Does a company or government ageney have the rit to ‘keep a record ofthe sites you vst onthe Internet? Does your employer have the right read your e-mail messages? Demoerate societies create large zones of privacy for individuals by limiting the power of public and private authorities to lok ito anyone's personal mates. Although privacy eel a very important value the compute age has brought a new debate over privacy rights. Computer systems have made it easy fr companies and governments to collec, sore, and process data. This sult in three potentially dangerous effets. Fis, ‘exganizations ean collet far more personal information than ever before, Second they an exchange che data with other organizations quickly end easily. Finally, they can use the information in ways that individuals do not ‘know about and cannot contro In North America and some European counts, traditional rules ‘regarding privacy hae been extended to cover computerized information practices. The concern for individual rights to privacy has resulted inthe guideline. Fist, individuals should know how any organization i wsing thet ‘personal data files, Second ules for sharing personal data shouldbe set and ‘hen made public, Third everyone should have the right to inspect, correct, and challenge information in their persona files. Although these guidelines are ‘200d bepning, finding the correct balance bemieen the rights of ‘organizations to collect and use personal data and individual rights will be & long process, ‘What are three potentially dangerous effets of modern computer systems? What guidelines have ome counties adopred to protect individual rights? © Do you agree with the guidelines! Why or why noe? Workin small groups, Make 2 questionnaire about computer use and secuiy ‘Write at leas five questions. (For example: How often do yo buy sings om the Internet? What kinds of items have you purchased?) Give the questionnaire to at least thre people. Discuss and summarize yout findings a a group. Report yout findings tothe lass. 1. Find an article about computer privacy or computer crime inthe library or on the Internet. Read the article and write a one-paragraph summary. Share it with your classmates. Computer Science. 95,96 Appendix A: Academic Word List ——______ [Numbers indicate the sublist ofthe Academic Word List (for example, abandon and its family members are in Sublis 8). Sublise 1 contains the most frequent words in thelist, and Sublist 10 contains the las frequent. abandon 8 approach 1 chart 8 abstract 6 appropriate 2 chemical 7 academy 5 approximate 4 circumsance 3 access 4 sxbitrary 8 cite 6 accommodate 9 sea 1 vil 4 accompany 8 aspect 2 acity 8 accumulate 8 asemble 10 classic 7 accurate 6 assess 1 clause 5 achieve 2 assign 6 nde 4 acknowledge 6 assis 2 coherent 9 acquire 2 assume 1 coincide 9 adape 7 assure 9 collapse 10 adequate 4 attach 6 colleague 10 adjacent 10 stein 9 commence 9 adjust 5 arcitude 4 comment 3 adminisrate 2 abate 4 commission 2 dale 7 author 6 commie 4 advocate 7 amhority commodiy 8 affect 2 auromae 8 communicare 4 aggregate 6 available 1 community 2 aid 7 ware 5 compatible 9 albeic 10 behalf 9 compensate 3 allocate 6 benefit 1 compile 10 alee 5 Bias 8 complement 8 alternative 3 bond 6 complex 2 ambiguous 8 bret 6 component 3 amend 5 Dull 9 compound 5 analogy 9 capable 6 comprehensive 7 analyze 1 capacity 5 compre 7 annual 4 category 2 compute 2 anticipate 9 cease 9 conceive 10 apparent 4 challenge 5 concenuate 4 append 8 channel 7 "concept 1 appreciate 8 chapter 2 conclude 2 (©2000 Avil Coheed by penconduct confer conti confirm conflict conform consequent considerable consule contemporary contradict contrary contribute controversy cooperate coordinate corporate comtespond couple cdi crucial culture currency ole dors debate decade decline deduce define definite demonstrate denote deny depres r derive design despite erect deviate device devote diferente dimension imsinish discrete discriminate displace display dispose distinct store iseribure diverse document domain domestic dominate drake © 2000 Ae Conk we by pein drama duration dynamic dit clement eliminate emerge emphasis empirical enable energy enforce enhance quae equip cquivalene erode csuablsh thie ethnic cevaluare eventual covident ‘endemic Word List 798 Appendix A exploit expore expose external facilitate fesor feacure federal fee file final finance finite Aerible fucruare focus format formula forthcoming foundation found framework function fand fundamental furthermore gender generate generation lobe goal grade grant surance ‘guideline hence hierarchy highlight hypothesis identical iden ideology ignorance illustrate image immigrate impact {implement implicate impli imply impose incidence incline 1 incorporace index indicate individual induce incrtable infer infastuctute inherent inhibie inicial input inspece (© 2000 Ave Cael wed by pein Inna img: aa inligence innmedite inna ieepet iter inven invae invole ioe job jou jus label bor layer tere legal begilae ley libel license likewise link locate logic major manipulate ‘manualmargin 5 smature 9 maximize 3 mechanism 4 media 7 mediate ° medical medium 9 mental 5 method 1 migrate 6 arlary sini 9 9 8 6 sinistry 6 sinoe 3 mode 7 modify 5 monitor 5 mutual 9 gate 3 eework 5 neutral 6 nevertheless 6 nonetheless 10 orm 9 noel 2 notion 5 orwithsanding 10 nuclest objective brain obvious ‘occupy odd 1 offer ongoing =I ‘option 0 4 3 ourpuc 4 overall 4 overlap 9 overseas 6 panel 10 pandigm 7 pangaph parallel 4 parmeter 4 participate 2 3 9 a 1 1 parcner passive perceive percent petiod persist 10 penpecive 5 phase 4 phenomenon 7 philosophy 3 physical 3 plus 8 policy 1 portion 9 pose 10 positive 2 poreatial 2 practioner 8 precede 6 precise 5 predice 4 predominant 8 preliminary 9 presume 6 previous 2 primary prime principal principle prior priority proceed process profesional prohibie project promote proportion prospect protocol paychology publication publish purchase pursue ualiative quote radical sandom ange sstional refine regime region register regulate reinforce reject relax release relevant (©2000 el Cohen sed by ein ‘Academic Word Uist | 99relucance 10 sole 7 ext 2 ly 3 somewhat 7 theme 8 remove 3 source 1 theory 1 require 1 specific 1 thereby 8 research 1 specify 3 thesis 7 reside 2 sphere 9 opie 7 resolve 4 rable 5 trace 6 resource 2 seatstic 4 tradition 2 sespond 1 sacus 4 cransfer 2 resrore 8 sraigheorward 10 tanform 6 restrain 9 seraegy 2 transic 5 restict 2 sess 4 sransmit 7 retain 4 ssructate 1 tanpot G reveal 6 syle 5 wend 5 revenue 5 submit 7 rigger ° reverse 7 subordinate 9 sukimate 7 revite 8 subsequent 4 undergo 10 revolution 9 subsidy 6 undedie 6 rigid 9 substinte 5 underake 4 role 1 successor 7 wnifoem, 8 route ’ sufficient 3 unify 9 sconatio 9 sum 4 unique 7 schedule 8 summary 4 utlve 6 scheme 3 supplement 9 valid 3 scope 6 survey 2 vay 1 section 1 survive 7 vehidle 8 sector 1 suspend 9 version 5 secure 2 sustain 5 via 8 seek 2 symbol 5 viola 9 select 2 tape 6 virewal 8 sequence 3 sarge 5 visible 7 sties 4 task 3 vision 9 sex 3 ream 9 visual 8 shite 3 technical 3 volume 3 significane 1 technique 3 voluntary 7 1 technology 3 welfare 5 7 emporry 9 whereas 5 2 ease 8 whereby 10 socalled 10 terminate 8 widespread 8 100 Appendix A © 2000 Avril Caen wed by persion 4Appendix B: Affix Charts Learning the meanings of fizes can help you identify unfamiliar words you rad or heat. prefs leer or group of letters added to che beginning of a word. Ie casually changes the meaning. A. uf a leer ot group ofletes tthe end of 2 word, Ie usually changes the part of speech. “The chars below contain common prefites and suflixes, Refer tothe char as you ss this book Prefixes ‘Meaning Prefixes ‘Examples not, without 2 aby i isin ‘apical, abnormal ipa, imposible, inconvenient, regula, —____|sefte opposed 0, aginst | antic andsocia, antiseptic with, cogether | co-,cob, com, con cor | coexist, collet, commune, connect, comreate ‘irewomething | de- deciminalize the opposite quality ot, remove de nolonges former | ex ou, from = ‘urside, beyond | exes in, inco im, ine impor, incoming besween, among —_| inter: incenational Tater than, afer | post postgraduate in favor of Pro, provedueation half pany semic semicrele semiliterte ‘under, below, sub- ‘subway, submarine, less important subordinate anges, greaex, super supermarket, supervisor [stronger 101Suffixes Meaning Safiees aamples having the quality of, | -able,-ible ‘comforable, sponsible capable of (adj) relating to (adj) al, ial profesional, ceremonial the act, state, oF “ance, ence, ancy, performance, intelligence quality of (») eney | conservancy, competency the act state, oF on, ton, examination, selection, resul of (») facilitation someone who docsa | -af -e -of ist beggar, photographer, particular thing (») celts, psychologise [fall of (ad ful ‘beau, harmful fearful sve something a “ify ie clarify, modernize particular quality (0) _ the qualicy of») | -ilty affordability, responsibil, po bumiliey ‘politcal or religious | ism shel, capitalism Delf system relating © (or someone | st Bodin, socialise ‘who has) a political or teligious belief (ad, ») [having pardcular | ious, ve -ous, mysterious, ceatve, aay (a) dangerous ‘a particlar quality (@) [iy popula, ceatvgy withows (ad) sles cance, wortbless ina particular y ‘riety, end way (adi) condiions thar ule | ment government, development From something (») way of () nes happines seriousness |CONTEMPORARY TOPICS 3 Features New to the Second Edition wabe-4