AudioScript U1 To U8

Q2e Listening & Speaking 1: Audio Script
UNIT 1
Unit 1, Business, The Q Classroom
Page 2
Teacher: Every unit in Q begins with a question. Your answer to the Unit Question
when you start the unit can be different from your answer at the end of the
unit. The question for Unit 1 is “How can you find a good job?” What are some
ways people find jobs? Yuna?
Yuna: Internet, friends, family, help-wanted signs.
Teacher: That’s right. Which one is the best way to find a job, Marcus?
Marcus: Maybe friends. You can walk in to a business or apply online,
but they don’t know who you are. It’s harder to get hired.
Teacher: Do you agree, Sophy? Is it hard to get a job if you don’t know
anyone at the company?
Sophy: Sometimes. But it doesn’t have to be a friend. Someone you
know from school or a friend of a friend can help you find a good job.
It’s important to tell everyone that you’re looking for work.
Teacher: What do you think, Felix? How do you find a good job?
Felix: I think you can get a good job by working your way up.
You know, you start at a company in an entry-level position. After
you show them how good you are, you get a better-paying, more
interesting job.
Unit 1, Note-taking Skill, Activity A

Page 5
F: For the study, researchers asked employers around the country to talk about
how recent university graduates did in their jobs. Many employers were
unhappy that recent college graduates were often late to work, did not follow
company rules, and sometimes received customer complaints.
The researchers said that universities should offer courses to train students
to enter a full-time job after graduation. In addition to studying about basic
job responsibilities, such as arriving on time, students need communication
skills, knowledge of customer service, and training on how to give
presentations, the study said.
Unit 1, Listening 1, Activity A, B

Page 7
Ben: Hmm . . . interesting . . .

Saud: What are you doing, Ben?
Ben: Oh, hi, Saud. I’m looking at this company’s website. I want to
work there this summer.
© Copyright Oxford University Press Page 1 of 8

Saud: Hmm. Braxton Books. That’s the big bookstore downtown,

right?
Ben: Right. I’m reading all about the company. I want to see what kind
of summer jobs they have. . . . Hey, look at this. There’s a link on the
website for jobs.
Saud: “Careers at Braxton Books.” Hmm. Click on it. Let’s see what
it says.
Ben: OK.
Saud: Oh, look; click on this. It’s a Web video with information about
jobs. Let’s watch it.
Speaker: Thank you for your interest in careers at Braxton Books.
Our company began ten years ago, and it is still growing. We
opened our first store in Chicago in 1998. We had 25 employees
then. Today we have over 200 stores and 6,000 employees around
the world. In 2009, we started our e-book business. It was a big
success. We plan to continue growing our online library. We hope
you’ll join our team and share our success.
Speaker: Are you looking for an interesting job? Braxton Books
has job openings for great people. Right now we have positions
for salespeople and Web designers. If you’d like to join our team,
please listen to the requirements for each job.
Speaker: Here are the requirements for salespeople: You need
one to two years of experience in sales. We also require some
basic computer skills. Our stores are very busy, so you must be
organized. Finally, you must be friendly and enjoy working with
people on a team.
Braxton Books needs Web designers for our e-book department.
Here are the requirements for the position. You must have at least
five years of experience in Web design and excellent computer
skills with different computer systems. We prefer people with a
college degree in Web design. We are looking for organized people
who have new and interesting ideas.
Speaker: If you are interested in one of these jobs, please come
to one of our stores and complete an application, or print the
application from our website and bring it with you to one of our
stores. If you meet our requirements, we will contact you for an
interview. Thank you again for your interest in working at Braxton
Books.
Ben: Wow. It sounds like a great place to work.
Saud: It sure does! Well, what are you waiting for? Print the
application!

Unit 1, Listening 1, Activity F

Page 8
Speaker: Here are the requirements for salespeople: You need one to
two years of experience in sales. We also require some basic computer skills.
Our stores are very busy, so you must be organized. Finally, you must be
friendly and enjoy working with people on a team.
Here are the requirements for the position. You must have at least five years
of experience in Web design and excellent computer skills with different
computer systems. We prefer people with a college degree in Web design. We
are looking for organized people who have new and interesting ideas.
Unit 1, Listening Skill, Example

Page 9
Ben: Hmm . . . interesting . . .

Saud: What are you doing, Ben?
Ben: Oh, hi, Saud. I’m looking at this company’s website. I want to
work there this summer.
Saud: Hmm. Braxton Books. That’s the big bookstore downtown,
right?
Ben: Right. I’m reading all about the company. I want to see what
kind of summer jobs they have. . . . Hey, look at this. There’s a link on
the website for jobs.
Saud: “Careers at Braxton Books.” Hmm. Click on it. Let’s see what
it says.
Ben: OK.
Saud: Oh, look; click on this. It’s a Web video with information about
jobs. Let’s watch it.
Unit 1, Listening Skill, Activity A, B

Page 9, 10
1. Speaker: Thank you for your interest in careers at Braxton Books.

Our company began ten years ago, and it is still growing. We
opened our first store in Chicago in 1998. We had 25 employees
then. Today we have over 200 stores and 6,000 employees around
the world. In 2009, we started our e-book business. It was a big
success. We plan to continue growing our online library. We hope
you’ll join our team and share our success.
2. Speaker: Are you looking for an interesting job? Braxton Books
has job openings for great people. Right now we have positions
for salespeople and Web designers. If you’d like to join our team,
please listen to the requirements for each job.
3. Speaker: Here are the requirements for salespeople: You need one to
two years of experience in sales. We also require some basic computer

skills. Our stores are very busy, so you must be organized. Finally, you
must be friendly and enjoy working with people on a team.
Here are the requirements for the position. You must have at least
five years of experience in Web design and excellent computer
skills with different computer systems. We prefer people with a
college degree in Web design. We are looking for organized people
who have new and interesting ideas.
4. Speaker: If you are interested in one of these jobs, please come
to one of our stores and complete an application, or print the
application from our website and bring it with you to one of our
stores. If you meet our requirements, we will contact you for an
interview. Thank you again for your interest in working at
Braxton Books.
Unit 1, Listening 2, Activity A

Page 10
1. Mark: Hello. I’m Mark Williamson. I’m the manager of New

World Design.
Tom: Hi, I’m Tom. It’s nice to meet you, Mr. Williamson.
Mark: Well, let’s get started. Please sit down, Tom. . . . OK. Can you
tell me a little about yourself?
Tom: Sure. I came to New York a few months ago from Chicago. I
went to Chicago School of Design.
Mark: Yes, I saw that on your résumé. Yes, here it is. You
graduated last May. What did you study there?
Tom: I’m sorry. I didn’t catch that. Could you say that again,
please?
Mark: Sure. What was your major in college?
Tom: Well, I got my degree in design. I took a lot of computer
classes, too. I wanted to use my design and computer skills. That’s
why I want a career in Web design.
Mark: I see. . . . And do you have any experience in advertising?
Tom: Do you mean work experience . . . in a company?
Mark: Yes. You need two years of experience for this job.
Tom: No, I’m sorry; I don’t. I worked at a convenience store in
college, and when I was in high school, I worked in a restaurant. . . .

Unit 1, Listening 2, Activity B

Page 11
2. Mark: Hi. You must be Mr. Lopez. I’m Mark Williamson.

George: Good afternoon, Mr. Williamson. It’s nice to meet you.
Please call me George.
Mark: OK, George. Please have a seat. Let’s see . . . your résumé
says you have some experience in advertising. Tell me about that.
Did you like it?
George: Oh, yes. It was a great experience. I worked in a small
advertising company last summer. I really enjoyed it. I was an
assistant in the office. I didn’t do much Web design work—only a
little. But I learned a lot from my coworkers. I’m excited to learn
more about it.
Mark: OK. That’s excellent, George. Did you study design or
computers in college?
George: No. My major was English. I didn’t have a lot of time for
other classes.
Mark: All right. Can you tell me what makes you the right person
for this job?
George: Do you mean my skills?
Mark: Yes, your skills and your personality?
George: Well, I’m organized and friendly, and I think I have a lot
of new and different ideas. I also enjoy working with others on
team projects.
Mark: Uh-huh. Do you have any questions about our company or
about the position?
George: Yes, I do have a few questions. I saw on your website that
the company . . .
Unit 1, Listening 2, Activity C

Page 11
1. Mark: Hello. I’m Mark Williamson. I’m the manager of New

World Design.
Tom: Hi, I’m Tom. It’s nice to meet you, Mr. Williamson.
please?

Tom: No, I’m sorry; I don’t. I worked at a convenience store in
college, and when I was in high school, I worked in a restaurant. . . .
2. Mark: Hi. You must be Mr. Lopez. I’m Mark Williamson.
George: Good afternoon, Mr. Williamson. It’s nice to meet you.
Please call me George.
Mark: OK, George. Please have a seat. Let’s see . . . your résumé
says you have some experience in advertising. Tell me about that.
Did you like it?
George: Oh, yes. It was a great experience. I worked in a small
advertising company last summer. I really enjoyed it. I was an
assistant in the office. I didn’t do much Web design work—only a
little. But I learned a lot from my coworkers. I’m excited to learn
more about it.
Mark: OK. That’s excellent, George. Did you study design or
computers in college?
George: No. My major was English. I didn’t have a lot of time for
other classes.
Mark: All right. Can you tell me what makes you the right person
for this job?
George: Do you mean my skills?
Mark: Yes, your skills and your personality?
George: Well, I’m organized and friendly, and I think I have a lot
of new and different ideas. I also enjoy working with others on
team projects.
Mark: Uh-huh. Do you have any questions about our company or
about the position?
George: Yes, I do have a few questions. I saw on your website that
the company . . .
Unit 1, Pronunciation, Examples

Page 19
enjoy enjoyed
study studied
learn learned
laugh laughed
work worked
help helped
wash washed
graduate graduated
end ended
Unit 1, Pronunciation, Activity B

Page 19
Column 1, /t/ Column 2, /d/ Column 3, /əd/
liked changed completed

looked preferred needed
stopped required waited
walked studied wanted
Unit 1, Speaking Skill, Activity A

Page 20
please?
Unit 1, Speaking Skill, Activity B

Page 20
1.
Miteb: Hello?
Fahad: Hello, is this Miteb?
Miteb: Yes, it is.
Fahad: Oh, hi, Miteb. It’s Fahad from All-Tech Computers. Thank you for coming to
the interview this morning. I forgot to ask you about . . .
Miteb: Hello… ? I’m sorry. I didn’t catch that.
2.
Interviewer: Great. OK, thanks. And can you tell me a little about
your experience in Australia? I saw on your resume that . . .
Liam: I’m sorry. Could you say that again, please?

3.
Waleed: Hey, Jamal! How are you doing?
Jamal: Oh, hi, Waleed. I’m great! I just found out that . . .
Waleed: Sorry, Jamal. Could you repeat that?
4.
Andrew: What do you plan to do after you graduate, Seth?
Seth: Well, I had a meeting with the manager of New World
Designs last week.
Andrew: A meeting? Do you mean an interview?

UNIT 2
Unit 2, Cultural Studies, The Q Classroom

Page 27
Teacher: Here we are at Unit 2. The Unit Question is “Why do

we study other cultures?” Marcus, why do you think we study other cultures?
Marcus: Well, people everywhere are so different. Different food, different customs,
different beliefs.
Teacher: Yes, that’s true. Yuna, do you like to study other cultures?
Yuna: Yes. It’s very interesting.
Teacher: So other cultures are definitely interesting, but that’s not the only reason we
study them. Why else do we study other cultures, Felix?
Felix: We can learn from other cultures. We learn new ways to
do things. And we also learn about new kinds of food. That’s very important!
Teacher: I agree with you there! We learn new ways to do things. What do you think,
Sophy? Why else do we study other cultures?
Sophy: Well, we don’t just learn about our differences. We also learn about what makes us
all the same. That helps us understand and accept
each other. This helps us live together peacefully.

Page 29
M: It takes time to feel comfortable in a new culture. In fact, some students say they
only begin to really relax at the end of their first year. Culture shock is normal and
very common. Almost all international students say they have some culture shock.
In this presentation, we will share some ideas to help you feel better if you
experience culture shock. First, try to learn about your host country’s history,
culture, and people. The third floor of the campus library has many books about
culture. Next, try to meet people who share your interests. The university has many
clubs, sports, and activities for students to join. These are a great way for you to
make new friends.

Page 31
Professor: Good afternoon, class. Our topic today is international

advertising—how companies sell products in different countries. I’ll talk about the
difficulties of advertising in different cultures.
These days, many companies are international. Most large companies sell their
products around the world, and many small companies sell their products on
websites. But companies can have problems when they advertise products in other
countries.

Sometimes the problem is a language mistake. A product name or an advertisement

can have a funny or strange meaning in another language. For example, a few years
ago, a large international computer company named its new product Vista. Later,
the company learned that the word “vista” means chicken in some eastern European
languages. The company didn’t change the name of its product.
But the example shows that it’s important to think about language in international
advertising.
Another problem is color. Colors have different meanings in different cultures. For
example, the color red means good luck in many countries, so it’s usually good to
use red in advertisements. The color blue usually has a positive meaning also. But
white means death in some parts of Asia, and black means death in North America.
As you can see, it’s important for companies to know the meaning of colors in the
country where they are selling their products.
International customs are another difficulty in advertising. As you
know, different cultures sometimes have very different ideas about
things. Companies should learn the customs of the countries where
they sell their products. Then they can avoid mistakes like this one
by an international telephone company. The company made a TV
advertisement for the Middle East. It showed a businessman talking
on the phone with his feet up on his desk. The problem was, in the
Middle East, it’s not polite to show the bottom of your shoes. The
company lost a lot of money and had to make a new advertisement.
Unit 2, Listening Skill, Activity A

Page 34
M: International companies should also learn about numbers in different

cultures. Some numbers can be good in one culture and bad in
another culture. In some languages in Asia, the number four sounds
like the word for “death,” so it’s not a good number for advertising.
For example, a sports company wanted to sell golf balls in Korea, but
the company made a mistake. It put four balls in each package, and
no one in Korea bought them.
Unit 2, Listening Skill, Activity B

Page 34
M: Companies often use famous people, like sports or TV stars, in their advertising.
Companies think this will give people a positive feeling about their products and
their company. Sometimes it does, but companies have to be careful about which
famous person they choose. A few years ago, an Italian carmaker used an American
star in one ad, but many people in one Asian country do not like the star. When the
ad appeared, some people there became angry and stopped buying the maker’s cars.

Unit 2, Listening 2, Activity A, C

Page 36
1. Joao from Brazil

Joao: When I came to the United States to study, a lot of things were different. The
language, my classes at the university . . . I knew about those cultural differences.
But one day, I went to the university bookstore to buy books for my history class.
There was another student standing in front of the shelf. I stood next to him and
started to look for my book. Then he looked very upset and said, “Excuse me!” and
moved away. I didn’t know what was wrong. I was confused. I learned later that you
shouldn’t stand very close to other people in the U.S. It’s rude to stand too close.
2. Tanya from Russia

Tanya: Last summer, my company sent me to work for two months at our head office in
Toronto. It was a great experience. My Canadian coworkers were really friendly, and
I learned a lot. There was one funny thing that happened. When it was time for me
to leave, my coworkers gave me some very nice gifts . . . and they gave me flowers—
six flowers. In Russia, it’s OK to give an odd number of flowers, for example, one,
three, five. . . . But you shouldn’t give two, four, or six flowers. We only do that when
a person dies. I wasn’t really offended. My coworkers didn’t know our custom, but
some other Russians may feel angry or upset at this.
3. Rick from the U.S.

Rick: My friend Hiro got married last summer in Japan, and he invited me to the wedding.
It was a great trip. I really enjoyed meeting Hiro’s family and the other guests at the
wedding. Many people gave me business cards. I was a little surprised. In the
U.S., we only use cards for business, so I didn’t bring mine. I just took the Japanese
people’s business cards and put them in my pocket. After the wedding, I learned that
it’s not polite to do that. You should always take the cards with two hands and read
them carefully. I only used one hand, and I didn’t read them at all!
Unit 2, Vocabulary Skill, Activity A, B

Page 40
1. Last summer, I stayed in Australia. It was my first time away from

home for such a long time. In the beginning, I felt really depressed. I didn’t know I
would miss my family so much.
2. The first few weeks were tough. I often felt lonely, and I wanted to go home.
3. But the family I lived with was great. They were very kind and considerate.
4. They taught me about Australian culture and customs. And they treated me like a
member of the family. That really helped me feel better.
5. After a few weeks, I didn’t miss home so much. I felt happy and optimistic again. In
fact, I didn’t want to come home at the end of the summer!

Unit 2, Grammar, Part 1, Activity A

Page 41
1. In India, you shouldn’t use your left hand to eat.

2. In Vietnam, you shouldn’t touch a person on the head.
3. In the U.S., you should look at people’s eyes when you speak to them.
4. In France, when you visit someone’s home, you should bring a gift.
5. In Saudi Arabia, you shouldn’t say no when someone offers you something to eat or
drink.
6. In Colombia, you should avoid giving marigolds—a yellow flower—as a gift.
Unit 2, Grammar, Part 2, Activity A

Page 42
1. There was another student standing in front of the shelf. I stood next to him and
started to look for my book. Then he looked very upset and said, “Excuse me!” and
moved away. I didn’t know what was wrong. I was confused. I learned later that you
shouldn’t stand very close to other people in the U.S. It’s rude to stand too close.
2. My coworkers gave me some very nice gifts… and they gave me flowers—six
flowers. In Russia, it’s OK to give an odd number of flowers, for example, one, three,
five. . . . But you shouldn’t give two, four, or six flowers. We only do that when a
person dies.
3. I was a little surprised. In the U.S., we only use cards for business, so I didn’t bring
mine. I just took the Japanese people’s business cards and put them in my pocket.
After the wedding, I learned that it’s not polite to do that. You should always take
the cards with two hands and read them carefully. I only used one hand, and I didn’t
read them at all!

Page 43
avoid cultural custom international problem
Unit 2, Pronunciation, Activity A

Page 44
1. avoid
2. bottom
3. considerate
4. offended
5. personality
6. positive
7. similar

8. telephone

UNIT 3
Unit 3, Sociology, The Q Classroom
Page 51
Teacher: The Unit 3 Question is “What is the best kind of vacation?”

What are some different kinds of vacations? Marcus?
Marcus: There are relaxing vacations, like going to the beach. There are tourism
vacations, where you see sights and go to museums. There are nature vacations,
where you go camping or fishing.
Teacher: Yuna, which do you think is the best kind of vacation?
Yuna: Relaxing. I like to go to the beach.
Teacher: What do you think, Sophy? What’s the best kind of vacation?
Sophy: For me, it’s a tourism vacation. I like to visit new cities, especially in other
countries, and learn about other cultures.
Teacher: How about you, Felix? What do you think is the best kind of vacation?
Felix: Hmm. I think the best kind of vacation is something unusual, like going to Africa or
seeing polar bears in the Arctic. I don’t want to relax on vacation. I want to see
something really different from what I see every day.
Unit 3, Note-taking Skill, Example

Page 53
F: Costa Rica located in Central America. It borders the countries of Nicaragua and
Panama, as well as the Pacific Ocean, and the Caribbean Sea.
From the sixteenth to the eighteenth centuries, Costa Rica was under Spanish rule. It
became an independent country on September twenty-first, 1821.
Today, because of its warm, sunny weather, relaxing beaches, and natural beauty,
Costa Rica is a very popular place for tourists. About 2 million people travel there
every year.

Page 53
F: But Costa Rica is not just a good place for a vacation. It’s also a great place to study
nature and learn about ways to protect the Earth’s environment. The land in Costa
Rica is different everywhere. There are mountains, the ocean, rainforest, and flat dry
areas. This means there are thousands of different types of animals and plants living
there. And the country has many laws that protect the land and environment and
the plants and animals that live there. In fact, nearly thirty percent of Costa Rica’s
land is protected by law. In 2009, a group of British environmental experts named
Costa Rica the “greenest” country in the world.


Page 55
Speaker 1: Every year, millions of people visit famous places around

the world. Tourism can be good. Tourists spend money. This helps local
businesses and makes jobs for local people. But tourists can also cause problems.
What are the effects of having tourists, and what are people doing to help?
Speaker 2: This is the Great Wall of China.

The Great Wall of China runs 8,852 kilometers across the north of China. Some parts
of the wall are over 2,000 years old. About 53,000 tourists visit this amazing site
every day. That’s about 10 million visitors a year. When tourists’ buses and cars
drive near the wall, it shakes the very old stones. Also, visitors usually walk on top
of the wall. Over many years, those millions of walking feet have begun to destroy
large parts of it. Many areas of the wall are now closed to visitors. Some people say
that if we aren’t careful, the future of this amazing place is in danger.
Speaker 1: Here we are at the Galapagos Islands off the coast of Ecuador.
The Galapagos Islands are in the Pacific Ocean near South America. The 19 main
islands are home to thousands of plants and animals. About 175,000 tourists visit
the islands every year. They come on planes or boats from many different places.
And these planes and boats sometimes carry insects that don’t belong in the
Galapagos Islands. This is dangerous for the local plants and animals. Now airlines
must spray visitors’ clothing and bags with a special liquid to kill any insects before
they get off the plane or boat.
Speaker 2: Next we visit Antarctica.

Most people don’t think of Antarctica as a good place for a relaxing vacation. But
some say it’s one of the most beautiful and interesting places on Earth. The first
group of tourists arrived there in 1956. There were only about 500 visitors a year
then. Today, there are close to 50,000. The growing tourist business is causing
pollution, changing the land, and causing problems for animals. For this reason,
tourists must follow special rules. For example, they cannot feed animals, move or
take any plants; and they must wash their boots before walking to a new area.
Unit 3, Listening Skill, Example 1

Page 57
fourteen [four-TEEN]
forty [FOR-ty]
fifteen [fif-TEEN]
fifty [FIF-ty]
sixteen [six-TEEN]
sixty [SIX-ty]
seventeen [seven-TEEN]
seventy [SEVEN-ty]
eighteen [eight-TEEN]
eighty [EIGHT-ty]
nineteen [nine-TEEN]
ninety [NINE-ty]

Page 57
four hundred fifty-three

three thousand two hundred twenty-seven
fifteen thousand six hundred nine
two hundred seventy-five thousand
eight million two hundred fifty thousand

Page 57
seventeen hundred
eighteen oh nine
nineteen eighty-nine
twenty eleven / two thousand eleven

Page 58
1. The Great Wall of China runs 8,852 kilometers across the north of
China. Some parts of the wall are over 2,000 years old. About 53,000
tourists visit this amazing site every day. That’s about 10 million
visitors a year.
2. The Galapagos Islands are in the Pacific Ocean near South
America. The 19 main islands are home to thousands of plants and
animals. About 175,000 tourists visit the islands every year.
3. Most people don’t think of Antarctica as a good place for a relaxing
vacation. But some say it’s one of the most beautiful and interesting
places on Earth. The first group of tourists arrived there in 1956.
There were only about 500 visitors a year then. Today, there are
close to 50,000.
Unit 3, Listening Skill, Activity C

Page 59
1. Mt. Everest is 8,850 meters high.

2. The Eiffel Tower in Paris was built in 1889.
3. Burj Khalifa, the tallest building in the world, is 828 meters tall.
4. The population of New York City is about 8,300,000.
5. There are 7,107 islands in the Philippines.

6. Angel Falls in Venezuela is the world’s tallest waterfall. It’s 979 meters tall.

Page 61
Lisa: Good evening. Thank you all for coming. I’m happy that you’re interested in our
travel tour for volunteers to Cusco, Peru. Traveling and working as a volunteer is a
wonderful experience, and I’m sure you’re going to enjoy it. OK. Let’s get started.
First, I’m going to give you some information about the trip.
Cusco is a pretty city with a population of about 350,000. It’s near the Andes
Mountains. It’s about three hours by train to Machu Picchu, the ancient Inca city.
Female student: Wow. Can we go there?
Lisa: Yes, at the end of the first week we are going to visit Machu Picchu. Our trip is four
weeks: from June 13th to July 5th. The first two weeks will prepare you for your
volunteer work. You’re going to study Spanish and learn about the culture of Peru.
Are there any questions about that?
Male Student: Yes, where are we going to stay?
Lisa: You’re all going to live with local families. We have wonderful host families. You’re
going to eat meals with them, speak Spanish with them, and help them around the
house—just like a member of the family.
Female student: What kind of volunteer work are we going to do?
Lisa: On this trip, we’re going to help repair a local school. This school is very old, and
many classrooms need repairs. We’re going to put in new windows, paint the
classrooms, and make it a better place for the children who study there.
Male Student: Can we meet the children?
Lisa: Yes, in fact, part of the volunteer work is teaching at the school. You’re going to work
with the teachers and help them with anything they need. You may teach English, or
lead sports or games.
Female student: That sounds great.
Lisa: Yes, most volunteers say this is the most enjoyable part of the trip. When they see
the children’s happy faces, they know the positive effects of their work.
Unit 3, Grammar, Activity B

Page 68
1. What are you going to do in China?

I’m going to do volunteer work in Shanghai.
2. Where are we going to stay?
You’re going to live with a local family.
3. Can we go to the National Museum today?
No, we’re going to go shopping.
4. How long is your trip?
We’re going to return on May 16th.
5. Is John going to take a vacation this year?
Yes, he’s going to go to Hawaii.

Page 69
1. We’re going to visit Italy next year.

We’re going to [gonna] visit Italy next year.
2. She isn’t going to come with us.
She isn’t going to [gonna] come with us.
3. I’m going to stay with a family in Madrid.
I’m going to [gonna] stay with a family in Madrid.
4. They aren’t going to join a tour.
They aren’t going to [gonna] join a tour.
Unit 3, Unit Assignment, Activity A, B

Page 71
Doug: Hello, everyone. I’m Doug, and this is Lisa. We’re going to tell
you about our tree-planting tour to Nepal. Let’s start with the tour
schedule. This is a 14-day tour. We’re going to leave on March 9th
and come back on March 22nd. Now let’s move on to lodging. In
Kathmandu, we’re going to stay in a nice Western-style hotel for a few
days. When we go on our hike, we’re going to camp in tents. OK. Now
Lisa is going to tell you about the activities we’re going to do.
Lisa: Thanks, Doug. We’re going to spend four days hiking and
camping in the Himalayas. We will learn about the plants and animals
in the mountains. On Day 9 of the tour, we are going to arrive at a
small village called Sirendanda. We’ll spend three days planting trees
there with the local people. Next, I’m going to talk about the food.
You’re going to try some local food. Meat dishes are popular, but if you
don’t eat meat, the rice curry with fresh vegetables is wonderful. Doug
is going to take over.
Doug: To wrap up, I’m going to tell you about the cost. The trip costs
$2,700. That price includes hotel and all meals. . . .

UNIT 4
Unit 4, Physiology, The Q Classroom

Page 74
Teacher: The Unit Question for Unit 4 is “Who makes you laugh?”
How about you, Yuna? Do like comedies on TV?
Yuna: Yes, I love them.
Teacher: Do you think American comedies or Korean comedies are
funnier?
Yuna: Korean.
Teacher: How about you, Marcus? Who makes you laugh?
Marcus: I don’t like TV comedies, but I love live comedians. I like to
listen to people tell jokes. Also, I’m very funny myself.
Teacher: [laughs] That’s true. You are pretty funny. Sophy, who makes
you laugh? Besides Marcus.
Sophy: I think my best friend makes me laugh. We understand each
other so well. Lots of times we laugh at things that no one else thinks
are funny.
Teacher: What do you think, Felix? Why are some things funny to
one person but not to another?
Felix: Well, you need to understand the joke. Some English-speaking
comedians aren’t funny to me. It’s like listening to Sophy’s jokes with
her friend—I don’t understand it, so I don’t laugh. But some comedy
is funny even when I don’t understand the language. You know, like
people falling down and throwing pies and silly things like that.
Unit 4, Listening 1, Activity A, B; Unit 4, Listening Skill, Activity A

Page 78, 79, 80
Host: Welcome. We have a special show for you today. We’re going
to talk about Charles Dickens—the man, his life, and what makes his
books so funny. The number is 877-555-1167. Call us and tell us why
you love Charles Dickens.
First, a bit of background about Charles Dickens. He is the author of
fifteen novels, including some of the most famous stories in history. He
is known for his sense of humor and the unusual and funny situations
and people in his books.
Dickens was born in Landsport, England on February 7th,
1812—exactly 200 years ago. In 1817, his family moved to Kent in the southeast,
where Dickens spent most of his younger years. Many of the people and places in his
books are similar to his memories from this time. As a young boy, he
enjoyed spending time outdoors, but his favorite hobby was reading.
Surprisingly, for such a talented writer, Dickens did not have much
formal schooling. At the age of 12, Dickens had to stop school
because of his father’s money problems. For a time, he had to work

at a shoe polish factory in London—a very difficult experience for a
boy. However, these challenges helped him become a great writer and
storyteller.
Dickens’s first professional writing job was writing for the London
Monthly Magazine. His first novel, Pickwick Papers, quickly became a
hit. Soon it seemed everyone in London was reading and talking about
Charles Dickens. He was a huge success.
In his other works, Dickens went on to create many interesting and
funny characters, with comical names, such as Ebenezer Scrooge,
Oliver Twist, Nicholas Nickleby, and Polly Toodle. Readers say Dickens
described each character so well, they feel as though they know them
personally.
Two hundred years later, Dickens is one of the most famous comic
writers of all time, and students in schools around the world still read
and study Dickens’s work.
So, Charles Dickens fans, what do you think makes his writing funny?
What’s your favorite book, or your favorite funny scene in a Dickens
book? Let’s go to the phones and find out! Hello, you’re on the air.
Caller 1: Hi, uh . . . This is Karen.
Host: Hi, Karen. Tell us why you enjoy reading Dickens.
Caller 1: Well, when I read his books, they just make me laugh.
The characters are so unusual. And the conversations between the
characters are often very funny.
Host: Yes, I agree. Thanks, Karen. Next caller, you’re on the air.
Caller 2: Oh, um, hello. My name is Ernesto.
Host: Hi, Ernesto. Why do you like Charles Dickens?
Caller 2: I like the way Dickens can make a sad situation seem funny.
Many of his characters have difficult lives, or they don’t have money or
food to eat. But somehow Dickens helps us see humor in the sad parts
of life.
Host: That’s great. Thank you for your call. All right. It looks like we
have time for one more caller. . . . Next caller, what do you think?
Unit 4, Listening Skill, Activity B

Page 81
Host: Unlike some authors who only have one or two hits, all of
Dickens’s 15 books became very famous. One of his most popular
works is David Copperfield. David Copperfield was Dickens’s eighth
novel, which he wrote in 1849. In the book, the main character, David,
tells the story of his own life. Like Dickens, David has a difficult life
when he is young. His parents die when he is a boy, and he must go to
work in a factory. Many parts of the story are sad. But as always, the
way Dickens describes his characters makes readers laugh. In the end,

David becomes a successful writer, and lives a happy life. Late in his
career, Dickens said that David Copperfield was his favorite of all of
the characters in his books.

Page 84
Professor: OK, class. Let me introduce today’s guest speaker,

psychology professor Doctor Brian Long. Doctor Long will talk about
how we use humor to communicate. Thanks for coming, Doctor
Long.
Doctor Long: Thank you for inviting me.
Professor: Doctor, first let me ask, How important is a sense of
humor?
Doctor Long: Well, Professor, these days, it’s very important. A
sense of humor shows we are happy and confident. It also helps us feel
relaxed. And humor is one way we communicate with other people.
Professor: Yes, that’s true.
Doctor Long: Of course, we don’t all have the same sense of humor.
Each one of us has our own humor style.
Professor: Humor style?
Doctor Long: Yes, there are four main humor styles. The first one isn’t
very nice. It’s “put-down humor.” This is when we make fun of another
person; for example, when we laugh at someone for doing or saying
the wrong thing.
Professor: You’re right. That isn’t very nice. Put-down humor can
make people feel bad, and can hurt their feelings.
Doctor Long: Right. Especially if they don’t understand that you’re
joking. If put-down humor is your humor style, you probably don’t
have many friends. It’s a good thing there are other humor styles—like
“bonding humor,” for example.
Professor: Bonding humor?
Doctor Long: Yes. The word bond means “bring together.” So, this
style of humor brings people together. If this is you, you are not afraid
to be in front of an audience. You like to tell jokes, and make other
people relax.
Professor: That sounds like some of the students in this class.
Doctor Long: Then there’s what I call “hate-me humor.”
Professor: “Hate-me?” Do they want people to dislike them?
Doctor Long: No, not really. People with this style of humor make
themselves the joke. They make fun of themselves, for example, of the
way they look. Or they do silly things so others will make fun of them.
Professor: Interesting. Yes, I think I know some people with that
humor style.
Doctor Long: Finally, there’s the “laughing-at-life” humor style. These

people can find humor in everything—even the sad or difficult parts

of life. They don’t worry about small things. If something bad happens,
they just laugh. It makes life easier.
Professor: That sounds good. I’m going to try to be more of a
laughing-at-life person. Thank you, Doctor Long. I never knew there
were so many different kinds of humor.
Doctor Long: [laughs] Can you imagine if we didn’t have humor at
all? Life would be very boring.
Professor: It sure would.
Unit 4, Grammar, Activity A

Page 89
1. A man and a woman go to a restaurant for lunch. The woman

orders a bowl of soup. A few minutes later, the waiter brings the soup
to the table. The man says, “Excuse me. Your finger’s in my wife’s
soup.” The waiter replies, “Oh, that’s OK. It isn’t too hot.”
2. A man’s at the doctor’s office. The doctor asks him, “What’s
the trouble?” The man answers, “I hurt everywhere. It hurts when
I touch my head. It hurts when I touch my leg, and it hurts when
I touch my arm.” The doctor thinks for a moment. Then he says, “I
know what’s wrong. Your finger is broken!”
3. A man stops his car at a traffic light. A policeman stops next
to him and sees a penguin in the car. The policeman tells the man,
“You can’t drive with a penguin in your car. Take that penguin
to the zoo.” The man says, “Yes, sir. I will.” The next day, the
policeman sees the man’s car again. The penguin is still in the car.
The policeman asks, “Why do you have that penguin? I told you to
take it to the zoo!” The man looks at the policeman and says, “I did
that yesterday, and we had a great time! Today we’re going to the
park!”

Page 91
say says
tell tells
give gives
answer answers
laugh laughs
look looks
stop stops
eat eats
change changes
miss misses

wash washes
watch watches
Unit 4, Speaking Skill, Example

Page 93
Speaker:… The man touches the rabbit, and the rabbit bites him.
“Ouch!” he says. “You said your rabbit doesn’t bite!” The shopkeeper
replies, “That isn’t my rabbit!”

Page 93
Man: A man’s at the doctor’s office. The doctor asks him, “What’s the
trouble?” The man answers, “I hurt everywhere. It hurts when I touch
my head. It hurts when I touch my leg, and it hurts when I touch my
arm.” The doctor thinks for a moment. Then he says, “I know what’s
wrong. Your finger is broken!”
Unit 4, Unit Assignment, Activity B, C

Page 95
Comedian :A tourist visits Sydney, Australia. He wants to

go to the beach. But he doesn’t know how to get there. He sees a
policeman. He waves to the policeman and says, “Excuse me! Can you
help me?” The policeman comes over and says, “Yes, sir. How can I
help you?” The tourist says, “Can you tell me the fastest way to get to
the beach?” The policeman asks, “Are you walking or driving?” The
tourist answers, “Driving.” The policeman answers, “Well, that’s the fastest way.”

UNIT 5
Unit 5, Psychology, The Q Classroom

Page 99
Teacher: Unit 5’s Question is, “Why do we enjoy sports?” Do you play
a lot of sports, Felix?
Felix: Yes, I do.
Teacher: Which sports?
Felix: Mostly soccer.
Teacher: What do you enjoy about soccer?
Felix: It’s good to play on a team. It’s a lot of fun.
Teacher: How about you, Yuna? Are sports important to you?
Yuna: Oh, yes. I play a lot of sports, especially volleyball and
basketball. It helps me relax at the end of the day, and then I think I
study better.
Teacher: So sports can change our moods, can’t they? Why are sports
important to you, Felix?
Felix: Well, for me, sports are part of our family life. I play tennis with
my brothers. We play together a lot.
Teacher: What do you think, Marcus? Do you enjoy sports?
Marcus: Yes, very much. I play soccer, too, and I can express myself
when I play. There are things you can do in soccer that you can’t
describe. You just have to experience them.

Page 101
F: We hear a lot about how good exercise is for us. Of course, it’s true, and it’s
especially important for us to continue exercising even in our older years. There are
so many ways exercise can help older people live better and longer lives. First of all,
it helps their bodies stay healthy. Older people who exercise get sick less and have
fewer physical pains. They also get injured less. And secondly, exercise increases the
body’s strength and balance. This helps keep older people’s muscles strong, so they
can continue to do the things they need to do in daily life. It also helps older people
avoid accidents, such as falling down.

Page 101
F: A third reason exercise is helpful for older people is that it is good for the mind.
Regular physical activity makes older people feel happy and enjoy life more. Studies
show that it improves mood, and many older people say that exercise keeps their
minds feeling clear and sharp. Another way that exercise is good for older people is

that it helps them have a social life. They can get outdoors, spend time with friends,
and even make new friends. Joining a walking group and playing golf are especially
good activities for older people, and joining an exercise class for older people at a
gym is also a great idea!

Page 103
Professor: All right. Let’s get started. For today’s class, I’ve invited a
special guest speaker. This is Dr. Tom Wilkins from the Sports Science
Center. Dr. Wilkins led a study on the benefits of doing sports. He’s
going to tell us about that today. Please welcome him.
Dr. Wilkins: Good morning. Thank you. First, let’s think about how
sports are important in our lives. Sports have been an important part
of human life for a very long time. We know that people were playing
and watching sports 4,000 years ago in Egypt and Greece. And many
sports that are still played today began thousands of years ago in
China.
So, why do humans enjoy sports so much? What are the benefits?
The first important benefit of doing sports is that it helps us stay
healthy. It’s important for us to be active. When we play sports,
especially when we do a lot of running, our heart goes faster and
moves blood to the different parts of our bodies. Our muscles work
hard and become stronger. All of this helps us feel better and live
longer.
Another way that doing sports is helpful is that it can improve our
learning. Exercising and moving our bodies “wakes up” our brain, so
it is active and ready to learn. We can concentrate and learn better.
For example, my study showed that children who do some kind of
sports usually do better in school.
One more important thing that sports do is bring people together.
Playing a sport is a great way to make friends. Being part of a team
and working together are important skills for life, for example, at
school or at work. In addition, watching sports can be good for us.
Many people enjoy watching their favorite team play a soccer or
baseball game on TV, or even going to see a live game. Watching sports
is fun and relaxing, so it helps lower stress. Finally, when people have
a favorite sports team, they feel like they are part of a group—almost
like a family. It’s a good feeling. . . . So, doing—and watching—sports
have benefits for all of us. . . .

Page 105
1. The first important benefit of doing sports is that it helps us stay

healthy. It’s important for us to be active.
2. One more important thing that sports do is bring people together.

Playing a sport is a great way to make friends.
3. In addition, watching sports can be good for us, too. Many people
enjoy watching their favorite team play a soccer or baseball game
on TV, or even going to see a live game.
4. Finally, when people have a favorite sports team, they feel like they
are part of a group—almost like a family. It’s a good feeling.

Page 107, 108
Marco: This year, I joined the soccer team at my high school. Being
on a team is so much fun. The other players are great. I’ve made a lot of
new friends already. We’re like a big family. I’m not a very good player
yet, but I’m getting better. I like to watch the older players because I
can learn from them. They help me a lot. Our coach, Mr. Wells, teaches
us a lot of new skills. We practice every day after school for two hours.
Improving my skills makes me feel good about myself.
Eric: In Canada, where I’m from, ice hockey is the most popular
sport. Some of the world’s best hockey players came from Canada, like
Wayne Gretzky and Gordie Howe. That makes me feel proud of my
country. I like hockey because it’s a fast, exciting game. I love seeing
the players fly down the ice. Everyone in my family likes the Jets. That’s
the hockey team from my hometown. When they play, my brother, my
father, and I enjoy watching the games on TV. Hockey is special to me
because it brings my family together and makes us closer.
Takumi: These days, baseball and soccer are the most popular sports
in Japan, but we have many traditional sports, too. For example, judo
and karate are famous sports that came from Japan. Learning these
sports takes a long time, and players practice many hours and work
very hard. They must learn how to fight and protect themselves from
danger. These kinds of sports improve health and help players learn to
concentrate and be patient. I’m proud of these traditional sports. They
are an important part of Japan’s history and culture.
Alex: I can’t imagine my life without sports. Staying healthy is
important to me. I don’t play on any sports teams. I prefer exercising
by myself. I do some kind of exercise every day. Sometimes I go
swimming or running, but I enjoy cycling the most. When I go out for
a ride on my bike, I usually take quiet roads without any cars. When
I’m all alone, and it’s quiet except for the sound of the wind, I can
escape from the rest of the world. Riding my bike gives me a way to
forget about my problems.

Unit 5, Grammar, Activity A

Page 112
1. This year, I joined the soccer team at my high school. Being on a

team is so much fun. The other players are great. I’ve made a lot of
new friends already.
2. Our coach, Mr. Wells, teaches us a lot of new skills. We practice
every day after school for two hours. Improving my skills makes
me feel good about myself.
3. I like hockey because it’s a fast, exciting game. I love seeing the
players fly down the ice. Everyone in my family likes the Jets. That’s
the hockey team from my hometown. When they play, my brother,
my father, and I enjoy watching the games on TV.
4. These days, baseball and soccer are the most popular sports in
Japan, but we have many traditional sports, too. For example, judo
and karate are famous sports that came from Japan. Learning these
sports takes a long time, and players practice many hours and work
very hard.
5. I can’t imagine my life without sports. Staying healthy is important
to me. I don’t play on any sports teams. I prefer exercising by
myself. I do some kind of exercise every day. Sometimes I go
swimming or running, but I enjoy cycling the most.
Unit 5, Pronunciation, Example 1

Page 114
M: Do you exercise every day?

Do you and your family watch a lot of sports on TV?
Are you going to the soccer game this weekend?

Page 114
F: When did you start playing baseball?

Who is your favorite basketball team?
How often do you go to a live sports game?

Page 114
Which do you like better, soccer or baseball?

Do you usually exercise alone or with friends?
Do you prefer playing sports or watching sports?


Page 115
1. Are you better at playing tennis or baseball?

2. Who is your favorite athlete?
3. What is an example of a traditional sport from your country?
4. Is your favorite athlete from your country or another country?
5. Do you exercise outside, or do you go to the gym?
6. Do you enjoy watching sports on TV?
7. What kind of sports do you like better, winter sports or summer sports?
Unit 5, Unit Assignment, Consider the Ideas

Page 116
Steve: Hey, Abdullah.

Abdullah: Hi, Steve! How’s it going?
Steve: Great. Thanks again for letting me interview you for my
Exercise Science class.
Abdullah: No problem. That class sounds really interesting.
Steve: Yeah, it is. We have to interview students about their sports
preferences, so I’m just going to ask you a few questions about that.
Abdullah: OK.
Steve: OK, first, what kinds of sports do you like to do?
Abdullah: Well, I like a lot of different kinds of sports, but my favorite
is volleyball.
Steve: Hmm. Why do you like volleyball?
Abdullah: Well, I started playing in junior high school, and I worked
very hard. I guess I’m a pretty good player now, and I feel good when I
can help my team win.
Steve: Is volleyball a popular sport in Qatar?
Abdullah: Yes, it is. I think soccer is the most popular. But did you
know that volleyball is the second most popular sport in the world?
Steve: Wow! Really. That’s interesting. I don’t think many people know
that. So, who are your favorite volleyball players?
Abdullah: Well, I think there are some very good players in Qatar. My
favorite player. . . . Let’s see. Saeed Salem. In my opinion, the best player
of all time is Karch Kiraly from the U.S.. He won three gold medals at
the Olympics.
Steve: OK. Great. Well, I think those are all of my questions for now.
Thanks for your help.
Abdullah: You’re welcome!

UNIT 6
Unit 6, Philosophy, The Q Classroom
Page 120
Teacher: Today’s Unit Question is “When is honesty important?”

What do you think, Yuna? Is honesty important at school?
Yuna: Yes.
Teacher: How about at work?
Yuna: At work, yes.
Teacher: What about with your friends?
Yuna: Yes, very important.
Teacher: Honesty is important in all of those situations. Is honesty
important all the time?
Felix: No, not always. It’s important to be honest at school and work.
But you don’t want to be honest when it hurts someone—like telling
your coworker her dress is ugly.
Teacher: Yes, that’s a little too honest. What do you think, Sophy?
When is honesty important?
Sophy: I think honesty is important when dishonesty will have a bad
result. For example, you can lie at work, and it can hurt the company.
Or you can cheat at school and get in trouble.
Teacher: Good point. What about you, Marcus? When is honesty
important?
Marcus: I agree with Sophy. And I also think that it’s important to be
honest with your friends. It’s important for friends to trust each other.

Page 123
M: Did you know that the résumé is one of the most common ways that people are
dishonest? A recent study by a business management organization showed that 53
percent of résumés include false information. Examples of dishonesty on résumés
include changing dates to make past employment longer and using false graduation
dates in order to appear younger.

Page 124
M: The study also includes information about university students’ dishonesty on

résumés. Forty-six percent of recent graduates say their résumé includes at least
some false information. For example, students may list skills or job experience they do
not have, such as knowledge of computer software programs or other technology. Or
they may give themselves higher grades or list awards or honors that they did not
receive. As a result of all this dishonesty, the study showed that 40 percent of

company managers say they now spend more time checking the facts on résumés.

Page 125, 126
Anchorwoman: What are young people learning in school these
days? Not as much as they should, some experts say. Why? . . . Too
many of them cheat. A recent survey in the U.S. found that about
75 percent of high school students cheat in school. They share test
answers, look at classmates’ test papers, and send text messages with
answers during a test. And according to the survey, more than half of
students also copy reports from the Internet. Our reporter, John Chi,
talked to students and teachers about the problem of cheating at one
school. Here’s his report.
Reporter: Hi. I’m here at Oak Grove High School to talk to some
of the teachers about the problem of cheating. Wendy Smith teaches
history here. Wendy, what’s going on? Are students just dishonest these
days?
Wendy Smith: Well, John, I think it’s all the new technology students
have now. You know, they all have cell phones now, and they use the
Internet for everything. . . . Last year, about a quarter of my students
turned in final reports that they copied from the Internet. Then this
year, some of my students used cell phones to send text messages with
test answers. I’d like to prevent students from using the Internet or
sending text messages, but I think it’s impossible.
Reporter: Hmm. I see. So, what did you do about it?
Wendy Smith: Well, I didn’t want to believe it at first. I thought my
students were truthful. All of the students received a zero for their
work. . . . Don’t they know they are only hurting themselves by cheating?
Reporter: Thanks, Ms. Smith. We also have science teacher Don
Quinn here with us. Mr. Quinn, do you feel the same way?
Don Quinn: Well, actually, I’m happy my students can use the
Internet for research. It’s really helpful and easy to use . . . but I guess
it can create problems sometimes. Students shouldn’t copy reports
from websites. If they do that, they miss a chance to learn something
interesting. I don’t worry too much about cheating, though. I think my
students are honest. They know that cheating is wrong, and they know
I don’t allow it.
Reporter: So, what can schools do about cheating? Can they stop it?
Don Quinn: Hmm. I’m not sure. I read an article about what schools
in other countries are doing. The article said that in one African
country, the government canceled about 25 percent of test scores after
students cheated on tests. The article also said that some universities
in China stop wireless phone messages, so students can’t send text
messages at school. And a university in Europe did a survey on
cheating. According to the survey, a third of students answered that

they cheated. So the university put cameras in all of its classrooms. I

don’t think we need to do anything like that at our school. It’s a waste
of time and money.
Reporter: Ms. Smith, do you agree with Mr. Quinn?
Wendy Smith: Actually, I think cameras in classrooms are a good
idea. We need to do something here, Don. Students need to learn that
school isn’t just about grades. They need to study and work hard. If
they cheat, they’re the ones who are going to suffer.
Reporter: Well, thank you both very much. Join us next week for our
program when we’ll hear from some students about why they cheat,
and whether they think cheating is wrong. You may be surprised by
their answers!
Unit 6, Listening Skill, Activity A, B

Page 128
1. Wendy Smith: Well, John, I think it’s all the new technology
students have now. You know, they all have cell phones now, and
they use the Internet for everything. . . . Last year, about a quarter
of my students turned in final reports that they copied from the
Internet. Then this year, some of my students used cell phones to
send text messages with test answers. I’d like to prevent students
from using the Internet or sending text messages, but I think it’s
impossible.
2. Reporter: Hmm. I see. So, what did you do about it?
Wendy Smith: Well, I didn’t want to believe it at first. I thought
my students were truthful. All of the students received a zero for
their work. . . . Don’t they know they are only hurting themselves by
cheating?
3. Don Quinn: Well, actually, I’m happy my students can use the
Internet for research. It’s really helpful and easy to use . . . but I
guess it can create problems sometimes. Students shouldn’t copy
reports from websites. If they do that, they miss a chance to learn
something interesting. I don’t worry too much about cheating,
though. I think my students are honest. They know that cheating is
wrong, and they know I don’t allow it.
4. Don Quinn: The article also said that some universities in China
stop wireless phone messages, so students can’t send text messages
at school. And a university in Europe did a survey on cheating.
According to the survey, a third of students answered that they
cheated. So the university put cameras in all of its classrooms. I
don’t think we need to do anything like that at our school. It’s a
waste of time and money.
5. Reporter: Ms. Smith, do you agree with Mr. Quinn?
Wendy Smith: Actually, I think cameras in classrooms are a good
idea. We need to do something here, Don. Students need to learn
that school isn’t just about grades.
Unit 6, Listening 2, Activity A, E

Page 130, 131
1. Daniela: Hi, André. What are you working on?

André: Oh, hi, Daniela. I’m just finishing my report for our
culture class.
Daniela: Finishing?! That was fast. I still have a lot of writing to do.
André: Well, I’m writing about English education in different
countries. I found a great website with some articles about that
topic, and I just used a little bit from each article for my paper.
Daniela: You mean . . . you copied your report directly from
the Web?
André: No . . . I mean . . . not really. I didn’t copy a whole article or
anything. I just took small sections from several articles I found
online and put them together. That’s OK, isn’t it?
Daniela: Hmm. Well, it’s called plagiarism—
André: Plagiar what?
Daniela: Plagiarism—copying another person’s writing and saying
it’s your own. You can get in a lot of trouble if you get caught! You might want to
just start over. . . . It can also be illegal!
2. Stephen: Well, I think my résumé is almost finished. I just need

to add a few more things here under Experience . . . you know . . . to
help me get the job at Braxton Books.
Chantal: Great. Can I see what you have so far?
Stephen: Sure. Here you go. Tell me what you think.
Chantal: Uh . . . Stephen. I think there’s a mistake here. It says you
were a manager at Horizon Restaurant, but you weren’t a manager.
You were a server, weren’t you?
Stephen: Well, yes, I was a server, but I had a lot of responsibility.
So I was kind of like a manager. It’s not really a lie. Besides, this job
at Braxton Books is for a manager. I’ll never get the job if I don’t
have any experience as a manager.
Unit 6, Vocabulary Skill, Activity A

Page 133
1. A recent survey in the U.S. found that about 75 percent of high

school students cheat in school. They share test answers, look at
classmates’ test papers, and send text messages with answers during
a test. And according to the survey, more than half of students also
copy reports from the Internet.
2. Last year, about a quarter of my students turned in final reports
that they copied from the Internet.
3. I read an article about what schools in other countries are doing. The
article said that in one African country, the government canceled
about 25 percent of test scores after students cheated on tests.
4. And a university in Europe did a survey on cheating. According to
the survey, a third of students answered that they cheated. So the
university put cameras in all of its classrooms.

Page 136
because of
quiz answers
false information
a third of
not acceptable
have a lot of
Unit 6, Pronunciation, Activity A

Page 137
1. I think a lot of people lie about their age.

2. Is it OK to keep money that you find in the street?
3. About a quarter of the students in the class cheated on the test.
4. Do you think it’s OK to call in sick to work if you’re not sick?
5. In our English class, it’s not OK to use an article from the Internet
without giving credit.

Page 138
1. More than half of people take paper or pens from their company to
use at home.
2. Over ten percent of people sometimes change the price tag to a
lower price for something they want to buy.
3. About 20% of people give false information on a résumé.
4. About 60% of people call in sick to work when they aren’t sick.
5. Three quarters of people sometimes lie to friends or family to avoid
hurting their feelings.


Page 139
Nasir: First, I asked students how important honesty is, and 62

percent answered very important. The survey showed that 36 percent
think it’s a little important, and two percent of students think that
honesty is not important. I was surprised about those results. I thought
almost everyone thinks honesty is very important.
According to my survey, only about 25 percent of students are honest
all the time. So that means that 75 percent—three quarters—of
students are dishonest sometimes.
I also asked students how wrong they think some actions are. For
example, I asked about not returning a library book, and ten percent
answered “not wrong.” Sixty-one percent said it was a little wrong, and
29 percent said it was very wrong.
The survey also found that 97 percent of students think hitting a car in
a parking lot and not telling the owner is very wrong.
I also asked about cheating on a test. Nine percent answered “not
wrong,” but 66 percent—that’s two thirds of students—think cheating
on a test is very wrong, and 25 percent think it’s a little wrong.
The survey showed that out of all the people . . .

UNIT 7
Unit 7, Behavioral Science, The Q Classroom
Page 142
Teacher: The Unit Question for Unit 7 is “Is it ever too late to
change?” Yuna, think about you and your parents. Is it easier for you
to change or for your parents to change?
Yuna: Me. My parents don’t like change.
Teacher: Do you think that’s true? Do older people have a harder time
with change?
Sophy: I think so. When you’re young, everything is new and
exciting. There are a lot of new and different things to try. When you’re
older, you like things to be the same. It’s easier.
Teacher: So is it ever too late to change? Marcus?
Marcus: I don’t think so. I think it depends on the person. Some
people just like change. They like new experiences. I want to have
lots of new experiences my whole life. I think it makes life more
interesting.
Teacher: What do you think, Felix? When Marcus is older, will he
discover that it’s too late to change?
Felix: No, I agree with Marcus. I think change is harder for older
people, but it’s still possible. A few years ago, my parents moved to a
new country. They got new jobs and learned a new language. That was
a big change. But they have a positive attitude about change.

Page 147
Professor: OK, everyone. Let’s talk about last night’s reading

assignment. For homework, you read the list of English proverbs
about change. What did you think about the proverbs, Andrew?
Andrew I thought they were interesting, especially “Never say never.” That’s one we say
very often in the U.S. It means we should always be open to change, even in the
future when we are older. When we get older, it’s more difficult to change. Older
people don’t want to change their thinking or their lifestyle. They like things to stay
the same.
Professor: Hmm. That’s interesting. . . . Yes, Franco, what do you think?
Franco: I don’t know about that. I think older people can change.
Everyone can change. It’s important to be flexible at any age. I like the
proverb that says, “It’s never too late to change.” I think that’s a good
attitude. The world is always changing. People need to change, too. In
Brazil, we say, “One who does not look ahead, remains behind.” This
means it’s important to accept new ideas. You should always be ready

to change.
Professor: And what do you think, Juan Carlos?
Juan Carlos I totally agree. In Spain, we say, “A wise man changes his mind, but a fool never
will.” This means that a person who cannot change his or her way of thinking is a
fool. But if you can change your mind and be flexible, it makes you a wise person.
Professor: Katrina?
Katrina: Hmm. I’m not sure I agree. Change isn’t always good. In
Germany, we say, “To change and to improve are two different things.”
We should be careful when we change things. First, we should be sure
the change will make things better.
Franco: That’s true. The important thing is that we can change—I mean
improve—if we want to. I like the proverb “Life is what you make it.” I
think a lot of people are afraid to make changes. For example, last year,
I was afraid to come to the U.S. to study. I never spent time in another
country before, so it was a really big change for me. I thought it was
easier to just stay in Brazil. But I knew I would miss a good opportunity.
So, I just did it. I’m really happy I decided to come.
Andréa: Yes. It was difficult for me too at first. It was hard to be far
away from my family. But I know I have to try new things if I want to
change for the better.
Ali: Yes, you’re right. Coming here from Morocco to study was a big
change for me, too. But it was a good change. If we want to improve
ourselves and our lives, we can’t be afraid to take the first step.
Katrina: Yeah—It’s great. We came to a new country and a new
school, we made new friends, and we made a lot of progress with our
English. . . . That’s definitely a change for the better! [Laughter from
others] [fade out]

Page 149
1. Andrew: When we get older, it’s more difficult to

change. Older people don’t want to change their thinking or their
lifestyle. They like things to stay the same.
Franco: I don’t know about that. I think older people can change.
Everyone can change. It’s important to be flexible at any age.
2. Franco: In Brazil, we say, “One who does not look ahead, remains
behind.” This means it’s important to accept new ideas. You should
always be ready to change.
Professor: And what do you think, Juan Carlos?
Juan Carlos: I totally agree. In Spain, we say, “A wise man changes
his mind, but a fool never will.”
3. Juan Carlos: This means that a person who cannot change his or her way of
thinking is a fool. But if you can change your mind and be flexible, it makes you a
wise person.

Professor: Katrina?
Katrina: Hmm. I’m not sure I agree. Change isn’t always good.
4. Katrina: We should be careful when we change things. First, we
should be sure the change will make things better.
Franco: That’s true. The important thing is that we can change—
I mean improve—if we want to.

Page 152
Host: Welcome to our program today. We all have things we’d like
to change about ourselves and our lives. Perhaps we want to be better
students, exercise more, or start a new career. But how do we make
these changes? And why are some habits so difficult to change?
Professional life coach Diana Carroll is here with us today. And she’ll
take your phone calls and answer your questions later in the show. But
first, let’s meet her. . . . Good afternoon, Diana.
Diana: Hi. Thank you for having me on your show.
Host: Diana, you’re a “life coach.” What does that mean?
Diana: Well, Ted, a life coach is someone who helps people make
changes to improve their lives. Many people want to change their lives,
but they aren’t sure how to get started. Or maybe they are able to make
a change, but they can’t stick to it. They go back to their old habits
after a short time. I give advice to people who want to make changes
in their lives.
Host: I see. And what kinds of changes do you help your people with?
Diana: I help people with all kinds of changes—big and small. Some
people want to make really big changes in their lives, for example, to
find a new job or career, or to move to a new city. Others want to break
bad habits such as overeating or watching too much TV.
And other people want to change their attitudes about life in general-- for example,
they want to become more friendly or flexible.
Host: All right. Well, let’s take our first caller now. Caller? Are you there?
Caller: Yes, uh . . . hi, Diana.
Diana: Hello, there. What’s your question?
Caller: Well, I really want to change my lifestyle. My job is really busy.
I work too much, and I don’t have much time to eat well or exercise. I’d
like to be healthier. What do you recommend?
Diana: Good question. A lot of people want to be healthier. . . . Here’s
my advice: The first step is to set small goals for yourself. Many people
try to make too many big changes quickly. If you set small goals, you
have a better chance of success. Let’s start with exercise. Do you have
any free time in your day when you could get a little exercise?
Caller: Hmm. Well, I do have a little time during my lunch break.
Diana: Great. How about taking a short walk two or three days a week?

Caller: Yeah. . . . I think I could do that.

Diana: You see? That’s a small goal that you can do. OK, my next
piece of advice is to write down your goal.
Caller: Write down my goal?
Diana: Yes. Studies show that people who write down their goals
achieve them more often. Be sure to put the piece of paper with your
goal someplace where you’ll see it often—on the refrigerator, or on the
wall above your desk. This will remind you of your goal every time
you see it.
Caller: OK. I’m writing it right now! . . . Exercise . . . walk . . . three days
a week . . . there.
Diana: It really works. OK, are you ready for the next step?
Caller: Yes!
Diana: You need to share your goal with someone—for example, a coworker
or a friend . . . someone who can help you achieve your goal.
Caller: You mean, I should tell someone about it?
Diana: Yes. That’s right. That person can encourage you and help you
stick to your plan.
Caller: OK. I’ll do it.
Diana: All right. The next thing I tell people is to set a date to
complete the goal.
Write the date when you plan to achieve your goal. Be prepared to
change your goals, or to give yourself more time.
Caller: Uh-huh . . . set a date to complete goal.
Diana: Yes. Then you need to check your progress every week. So, for
example, at the end of every week, you can write down how much you
exercised that week. Keep it in a notebook.
Caller: OK. I can do that.
Diana: And here’s the final bit of advice: when you reach your goal, be
sure to celebrate your success. Buy yourself a gift. . . . Go out to dinner
at your favorite restaurant. . . . Remember that it’s hard work to make
a change. As I tell people, don’t be afraid to make changes. Change
isn’t always easy. You may not succeed the first time, but you can do
anything if you’re willing to keep trying.
Caller: Thank you so much. You really helped me today. I’m definitely
going to follow your advice.
Host: Yes. Well, thanks for calling in. Let’s take one more call now . . .
Unit 7, Vocabulary Skill, Activity A

Page 155
1. Some people want to make really big changes in their lives, for
example, to find a new job or career, or to move to a new city.
Others want to break bad habits, such as overeating or watching

too much TV. And other people want to change their attitudes about life in general—
for example, they want to become more friendly or flexible.
2. You need to share your goal with someone—for example, a coworker
or a friend . . . someone who can help you achieve your goal.
3. I give advice to people who want to make changes in their lives.
4. In Spain, we say, “A wise man changes his mind, but a fool never will.”
5. Many people want to change their lives, but they aren’t sure how to
get started. Or maybe they are able to make a change, but they can’t
stick to it.
6. And we made a lot of progress with our English. . . . That’s definitely
a change for the better!
7. Thank you so much. You really helped me today. I’m definitely
going to follow your advice.
8. The first step is to set small goals for yourself. Many people try to
make too many big changes quickly.

Page 159
1. Life is what you make of it.

2. Be the change you want to see in the world.
3. It’s never too late to change.
4. To change and to improve are two different things.
Unit 7, Pronunciation, Activity A, B

Page 159
1. To learn is to change.
2. A change is as good as a rest.
3. Change your thoughts, and you change your world.
4. To improve is to change; to be perfect is to change often.
5. You change your life by changing your heart.

Page 160
F: I read a book called The Art of Change by Archer Parks. It’s a really useful book that
helps people feel more confident about changing their lives for the better – like
changing a bad habit or something. The book has three sections and each section has
several chapters about different topics.
The first section is called “Before the Change,” and it’s about how to prepare to make a
change. For example, the first chapter is called “Making a Choice” and it’s about how
to decide what habit to change. The author says that people often try to change too
many things at once, so he says you should choose just one habit.
Chapter 2 in this section is called “The Tools of Change.” This chapter gives ideas for
things that can help you be successful with the change. For example, Parks says that
asking a friend or a family member to encourage you is helpful. He also suggests

getting a notebook or journal to write down your progress or your feelings about the
change.

Page 161
F: The second section of the book is called “Making the Change.” It gives
ideas for how to make the change easier. For example, in Chapter 1, which
is called “Making Goals,” Parks talks about the importance of writing down
your goals and all of the reasons why the change will be good for you and
your life. One idea he gives is to make a poster of your goals and put it up
where you can see and read it every day. Chapter 2 is called “The Road to
Success.” It gives ideas for how to handle challenges when you are making
a change. For example, he reminds us that it is normal to make mistakes
and it’s OK to go back to our old habits. He says, “Don’t think of it as a
failure. Just keep moving toward your goal.”

Page 162
James: I’m going to explain how to break the habit of watching too
much TV. First, you need to make a TV schedule. For one week, write
down, every day, all the times you watch TV. Be sure to write down the
time you start and the time you stop. Does that make sense?
Group of students: Yeah/Uh-huh/Yes
James: Then you need to set a goal for watching less. Try to watch TV
only half the time you usually do. For example, if you usually watch ten
hours a week, set a goal of watching five hours a week. OK? Next,
make a list of other activities you like to do in your free time, besides
watching TV. Be sure to choose things you enjoy. For example, reading,
jogging, or spending time with friends. Are there any questions?
Student 1: Yes, um. How many activities should I write?
James: Oh, I think three or four is enough. Then after you make
your list, look at your TV schedule. Choose one or two hours when
you usually watch TV, and write down one of the activities on your
list instead. For the first week, just do one other activity instead of
watching TV. Be careful not to start too fast. Is that clear?
Group of students: Yeah/Uh-huh/Yes
James: Every week, add one more activity into your schedule, and you’ll
see that you’re not watching TV so much, and you are doing many other
things that you enjoy. . . . Finally, celebrate when you achieve your goal—
go out to dinner—you worked hard! Good job!

UNIT 8
Unit 8, Psychology, The Q Classroom
Page 167
Teacher: The Unit Question for Unit 8 is “When is it good to be

afraid?” So, when are you afraid? Yuna?
Yuna: I’m afraid of spiders, and I’m afraid on airplanes.
Teacher: Are those good fears?
Yuna: No.
Teacher: Why not? Marcus, do you think it’s good for Yuna to be
afraid of spiders and airplanes?
Marcus: Well, um, spiders and airplanes aren’t usually dangerous. Most
spiders don’t hurt people, and most airplanes don’t crash. Those fears
can make you unhappy for no reason.
Teacher: Good point. Is it ever good to be afraid? Felix?
Felix: Well, it’s good to be afraid of things that can actually hurt you—
like dangerous sports, for example. It can make you more careful.
Teacher: What do you think, Sophy? When is it good to be afraid?
Sophy: I agree with Felix. It’s good to be afraid of things that can hurt
you. Our fear keeps us safe. But sometimes we’re afraid even when we
aren’t really in danger. Like Yuna knows that most spiders can’t hurt
her. But some can, and that’s why she is afraid of them.

Page 172, 173
Presenter: Welcome, ladies and gentlemen. Thank you for coming

today. The title of my presentation is “The Science of Fear.” First, I’m
going to discuss some of the different types of fear. Then I’ll talk about
the physical effects of fear—that is, what happens in our bodies when
we feel fear. And finally, I’ll go over the purposes of fear—why we feel
fear and what it does for us.
All right. Let’s first start with the question, what is fear? Fear is an
emotion, like happiness, sadness, or love. We, humans, feel fear when
we believe that we are in some kind of danger. The situations that
make us feel fear may be different depending on the person. For
example, one person may be afraid of flying in an airplane, and so feels
fear when he or she travels. However, another person may have no fear
at all of flying. Different people are afraid of different things.
There are also several different types of fear. For example, anxiety—
or worry—is a common type of fear. This is when we feel fear about
something that may happen in the future. The most common anxieties
are about money, work, and personal relationships. Panic is another type
of fear. Panic is a sudden, strong feeling of fear. When we panic, the fear

takes over our body and mind, and we can’t think clearly. Another kind
of fear is a phobia. A phobia is a very strong fear of a particular person,
place, or thing. For example, people may have a phobia of animals, such
as snakes or spiders, or they may be afraid of a situation, such as being in
a high place or being closed in a small space. Some people can get
over their phobias with the help of a doctor.
One thing that’s important to remember, though, is that fear isn’t
always a bad feeling . . . some people actually enjoy feeling fear, like
people who enjoy horror movies. They feel excited by fear, and it
gives them a kind of energy.
OK. Does that make sense? Can I move on to the effects of fear?
Audience: Yes/Uh-huh/Yeah
Presenter: All right. You probably know what you feel like when you feel afraid. But
what’s really going on inside your body? When you first feel fear, your
brain quickly makes chemicals that cause different physical reactions.
First, your body gets warmer, and you begin to sweat. Soon after that,
you may be able to hear your heart beating in your ears, and you may
even feel it in your chest. This is because your heart beats much faster
than usual. Your body becomes strong and tight all over. You may even
be able to do amazing things. For example, you may suddenly see, smell,
or hear very well, or you may have the strength to lift something very,
very heavy. There are many stories of people who lifted cars or other
heavy objects to save a person who was underneath them.
Audience: Wow! Hmm. Interesting.
Presenter: Now, let’s discuss the purpose of fear. Why do we feel fear, and what
does it do for us? We know that we usually feel fear when there is
some kind of danger. When our bodies react to fear, we suddenly have
energy and strength to fight—or, if we choose, to run away from the
danger. So, we can say that the basic purpose of fear is to protect us
from danger.
OK. Is that clear? Are there any questions?
Audience member: Yes. I have a question. . . .

Page 175
Excerpt 1
Presenter: All right. Let’s first start with the question, what is fear? Fear is an
emotion, like happiness, sadness, or love. We, humans, feel fear when
we believe that we are in some kind of danger. The situations that
make us feel fear may be different depending on the person. For
example, one person may be afraid of flying in an airplane, and so feels
fear when he or she travels. However, another person may have no fear
at all of flying. Different people are afraid of different things.

Excerpt 2
Presenter: The most common anxieties are about money, work, and personal
relationships. Panic is another type of fear. Panic is a sudden, strong feeling of fear.
When we panic, the fear takes over our body and mind, and we can’t think clearly.
Another kind of fear is a phobia. A phobia is a very strong fear of a particular
person, place, or thing. For example, people may have a phobia of animals, such
as snakes or spiders, or they may be afraid of a situation, such as being in
a high place or being closed in a small space. Sometimes people can get
over their phobias with the help of a doctor.
Excerpt 3
Presenter: When you first feel fear, your brain quickly makes chemicals that cause
different physical reactions. First, your body gets warmer, and you begin to sweat.
Soon after that, you may be able to hear your heart beating in your ears, and you
may even feel it in your chest. This is because your heart beats much faster
than usual. Your body becomes strong and tight all over. You may even
be able to do amazing things. For example, you may suddenly see, smell,
or hear very well, or you may have the strength to lift something very,
very heavy.
Excerpt 4
Presenter: OK. Is that clear? Are there any questions?
Audience member: Yes. I have a question. You talked about horror movies. What are
some other examples of things people do because they want to feel fear?
Presenter: Well, let’s see. . . . Another common example is going on fast
rides and roller coasters at theme parks. Many people love the feeling
of moving very, very fast. It’s scary, but it’s also exciting and fun. Some
people may drive very fast cars or motorcycles. There are also many
sports that people actually enjoy because they are scary or dangerous—
some examples of those are adventure sports such as skydiving and
bungee jumping. Those are just a few examples. Does that answer your
question?
Audience member: Yes, thank you.

Page 177
Receptionist: Marcie Davis—the doctor is ready to see you now.

Marcie: Oh. OK. Thank you.
Doctor: Hi, Marcie. Come on in. You can have a seat right here.
Marcie: Thank you, Doctor Travis.
Doctor: OK, let’s see. This is your first visit . . . so . . . today, I’d like to
hear about what’s bothering you, and we can begin to talk about ways
to help you get over your phobia.
Marcie: OK. That sounds good.
Doctor: So. . . . Can you describe the problem and tell me when it first
started . . . ? Go ahead. I’m all ears.
Marcie: All right. Um . . . let’s see. Well, the problem is that I’m
terrified of high places. It started when I was about 12 years old. I had
this dream—a nightmare, actually. In the nightmare, I was on top of
a tall building looking down over the city. There was no way down. I
started to panic . . . I started falling so fast . . . I felt so terrified. When I
woke up, I was sweating and shaking like a leaf. I still have that same
nightmare . . . often. Sometimes I can’t sleep at night.
Doctor: Uh-huh. I see. And, can you tell me about some of the
situations that make you feel afraid?
Marcie: Well, I can’t stand being up above the ground—even just a
little bit. I can’t do the things normal people do. I can’t go hiking; I
can’t go inside tall buildings.
Doctor: Hmm. It sounds like this phobia—this strong fear of high
places—has a very negative effect on your life.
Marcie: You can say that again. It really makes my life difficult. There
are so many things I want to do, but I just can’t. . . . Last week a group
of my friends went rock climbing. Of course they invited me, just to
be nice, but they knew I wouldn’t go. And a few months ago, I found
a great job online. It was the ideal job for me. But the company was
all the way on the other side of town. If I got the job, I’d have to drive
across the Springfield Bridge every day! I can’t cross a big bridge like
that! So, I guess I’ll just keep the job I have—even though my boss
drives me crazy.
Doctor: Marcie, I can understand your feeling upset over this. This
is a very common phobia, and people do get over it. It will take some
time, but I think slowly you can learn to live a normal life.
Marcie: Really? Oh, I hope so. What do I need to do?
Doctor: Well, to get over a phobia, you have to stop avoiding the
things that scare you. In your situation, you need to begin to see
and visit high places. I’ll help you with this. . . . We’ll start slowly. For
example, we’ll begin by looking at some photos of high places. You
may have a hard time looking at the photos at first, but you will get
used to it before you know it. Then when you’re ready, we’ll begin with
some real experiences. We’ll go upstairs to the second floor, and we’ll
just look out the window. . . . Then we’ll . . .

Page 182
you are [linking /w/ sound]

who is [linking /w/ sound]
go up [linking /w/ sound]


Page 182
I am [linking /y/ sound]

she is [linking /y/ sound]
we aren’t [linking /y/ sound]

Page 183
1. Are you afraid of bats? [linking /w/ sound]

2. Why are you scared of snakes? [linking /y/ sound]
3. Julio is afraid of high places. [linking /w/ sound]
4. She always screams when she hears thunder. [linking /y/ sound]
5. Do you know anyone here? [linking /w/ sound]
6. He is making me nervous. [linking /y/ sound]
7. I don’t see anyone I know here. [linking /y/ sound]
8. I know three other people who have a phobia of closed spaces. [linking /y/ sound]

Page 185
A: Last summer, after I graduated from college, I took a camping trip

to the Green Mountains. I went with two of my best friends, Julian
and Jake. We wanted to make sure we were not close to other hikers,
so we hiked really far into the trees. It was so beautiful out there in the
woods. Anyway, one night, we were sleeping, and we heard something
outside our tent.
B: What was it?
A: It was a huge black bear!
B: No way! What did you do?
A: Well, I’m terrified of bears, so I panicked. . . . I was shaking like a
leaf! My friends Julian and Jake knew I was scared, but they stayed
calm. They tried to use their cell phones to call the emergency number,
but their cell phones didn’t work.
B: So, what happened?
A: Well, luckily, Jake had a radio. He turned the radio on and put the
volume really high. The loud noise scared the bear away.

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Q2e Listening & Speaking 1: Audio Script

Unit 1, Note-taking Skill, Activity A

Unit 1, Listening 1, Activity A, B

Ben: Hmm . . . interesting . . .

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Saud: Hmm. Braxton Books. That’s the big bookstore downtown,

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Unit 1, Listening 1, Activity F

Unit 1, Listening Skill, Example

Ben: Hmm . . . interesting . . .

Unit 1, Listening Skill, Activity A, B

1. Speaker: Thank you for your interest in careers at Braxton Books.

two years of experience in sales. We also require some basic computer

Unit 1, Listening 2, Activity A

1. Mark: Hello. I’m Mark Williamson. I’m the manager of New

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Unit 1, Listening 2, Activity B

2. Mark: Hi. You must be Mr. Lopez. I’m Mark Williamson.

Unit 1, Listening 2, Activity C

1. Mark: Hello. I’m Mark Williamson. I’m the manager of New

classes, too. I wanted to use my design and computer skills. That’s

Unit 1, Pronunciation, Examples

Unit 1, Pronunciation, Activity B

Column 1, /t/ Column 2, /d/ Column 3, /əd/

liked changed completed

Unit 1, Speaking Skill, Activity A

Unit 1, Speaking Skill, Activity B

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Unit 2, Cultural Studies, The Q Classroom

Teacher: Here we are at Unit 2. The Unit Question is “Why do

Unit 2, Note-taking Skill, Activity A

Unit 2, Listening 1, Activity A, B

Professor: Good afternoon, class. Our topic today is international

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Sometimes the problem is a language mistake. A product name or an advertisement

Unit 2, Listening Skill, Activity A

M: International companies should also learn about numbers in different

Unit 2, Listening Skill, Activity B

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Unit 2, Listening 2, Activity A, C

1. Joao from Brazil

2. Tanya from Russia

3. Rick from the U.S.

Unit 2, Vocabulary Skill, Activity A, B

1. Last summer, I stayed in Australia. It was my first time away from

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Unit 2, Grammar, Part 1, Activity A

1. In India, you shouldn’t use your left hand to eat.

Unit 2, Grammar, Part 2, Activity A

Unit 2, Pronunciation, Examples

avoid cultural custom international problem

Unit 2, Pronunciation, Activity A

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Teacher: The Unit 3 Question is “What is the best kind of vacation?”

Unit 3, Note-taking Skill, Example

Unit 3, Note-taking Skill, Activity A

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