Đang tải... (xem toàn văn)
reading and listening book answer
International College Brisbane, Australia CRICOS No: 00213J English Language Programs QCE009 EAP Plus Reading and Listening Guide October 2012 Class: __________________ Name: _________________ Table of Contents The reading guide 1 W1 Elements of culture 3 W2 Religious dentistry 9 Valium 11 The brain 13 W3 Networking 18 To MBA or not to MBA? 21 Worker poll shows family, fringes gains favour 24 W4 Caring for the customer 28 Conspicuous consumption 32 Consumerism: Curses and causes 36 W5 Poverty and health 39 Development without boarders 42 Lost tribes, lost knowledge 44 W6 Human-powered pumps for African farmers 52 Microbes at the gas pump 55 Australia’s geothermal resources 58 W7 An ordinary miracle 62 Dolly’s false legacy 64 Genetic ethics 68 W8 The keyless society 72 The high-tech poisoning of Asia 74 Let the bones talk 78 W9 Spain family matters 87 Twins 90 Love and marriage in China 102 W10 Worms put new life into derelict site 108 It’s ecological 111 Oceans of death 115 W11 SUVs: Profits fuel the ‘highway arms race’ 118 The face of beauty 121 School is bad for children 127 W12 Mathematicians learn how to tame Chaos 131 The life cycle of a star 134 The influence of junk science and the role of science education 137 The listening guide 141 Listening Tips 142 IELTS Style Listening: Intercultural Communication 143 Listening for Context 144 IELTS Style Listening: Obesity 145 IELTS Style Listening: Presenteeism and Absenteeism 147 IELTS Style Listening- Workplace Satisfaction 149 IELTS Style Listening: Advertising 151 Julian Treasure: Shh! Sound Health in 8 Steps 152 IELTS Style Listening: The Effects of Tourism 153 IELTS Style Listening: Presentations 155 IELTS Style Listening: Hybrid Solar Lighting 157 IELTS Style Listening: Nuclear Energy 159 IELTS Style Listening: Homes of the Future 161 IELTS Style Listening: Changes in Car Technology 163 IELTS Style Listening: Bicycle Road Safety 165 IELTS Style Listening: Hotel Fire Safety 167 IELTS Style Listening: Women and Work 169 IELTS Style Listening: Water Shortages in Brisbane 171 IELTS Style Listening: Home Fire Safety 173 IELTS Style Listening: Water Shortages and Desalination 175 IELTS Style Listening: Lighting Design 177 CRICOS No: 00213J 1 The reading guide Reading and listening are skills that need to be built over time. You cannot cram for a reading or listening test, nor can you expect to improve your vocabulary and grammar without reading on a regular basis. You should be reading and listening to a wide variety of texts every week, including this one, to improve your skills. How to use this Guide This Reading and Listening Guide is designed to take you through a variety of readings and listenings. The readings and listenings differ in terms of topic, question types and degrees of difficulty. It uses the occasionally IELTS style readings and listening because the question types and skills used in IETLS are very similar to those used on the EAP tests that you will have. However, it is heavily supplemented with longer reading texts like the ones you will encounter in faculty. You should take about 20 – 30 minutes for shorter reading (unless otherwise stated). You may find some of the readings easier than others, and some will be quite difficult and take you longer. For the longer reading take as long as you need. Do not use a dictionary as this will slow down the reading and listening process. It is better to try and guess the meaning of unknown words. You can look word up once you have finished the reading. Read the instructions for each question carefully. When to use Your teacher will tell you when each set of readings or listening needs to be done by and when you will check the answers. It is important to bring this book to class on the day the teacher tells you. After you have finished your allocated reading or listening and the answers have been checked Read back through your readings to look for areas that you did not understand. Check any answers you got wrong. Try to understand what the problem was: a vocabulary problem? a grammar problem? a question-type problem? a reading/ listening skill problem? ‘TIP’ boxes Some sections contain tip boxes (see example). These are designed to help you with question types. Read each tip carefully. If you have any questions, ask your teacher. All ‘Tips’ from O’Connell, S. (2002). Focus on IELTS. Essex, England: Pearson. TIP: MATCHING HEADINGS TO PARAGRAPHS Be careful not to choose headings which refer to only part or one aspect of the paragraph. Some of the headings may contain words or phrases that appear in exactly the same form in the reading passage, so you may at first think they are correct Remember that an example is usually given. CRICOS No: 00213J 2 CRICOS No: 00213J 3 Jacobus, L. A. (2001). Improving college reading (pp. 361-368, 7 th ed.). Boston, MA: Thomson Heinle. Adapted from: Light, D. Jr., & Keller, S. (1985). Sociology, (4 th ed.). Alfred A. Knopf, Inc. Reprinted by permission of the publisher. W1 Elements of culture Donald Light, Jr. and Suzanne Keller One of the most surprising things about culture is the way it influences our daily lives without our even being aware of it. This essay makes clear that, from brushing our teeth in the morning with brush and paste to having a pillow beneath our head at night, our habitual behaviours are governed by the culture in which we live. Q12 “Come alive with Pepsi” proved a winning advertising slogan in the United States. However, some residents of Taiwan found the translation—”Pepsi brings your ancestors back from the dead”— unappealing. General Motors Corporation ran into difficulty in Belgium when the firm promoted its “Body by Fisher” cars that translated into Flemish as “Corpse by Fisher.” Some car buyers in Spanish- speaking countries were reluctant to purchase the Chevrolet Nova because nova means “it doesn’t go.” These examples all demonstrate a failure to understand language differences in a foreign environment. A somewhat different problem arose in Salt Lake City, Utah, when a man came to purchase a Shetland pony advertised for sale. The owner asked what the man planned to do with the horse. “For my son’s birthday,” was the response. Gratified that the pony was going to a child, the owner closed the deal. But then the buyer took out a two-by-four, clubbed the pony over the head, dumped the carcass in his pickup truck, and drove off. The horrified seller notified the police. When the police arrived at the buyer’s home, they found a birthday party underway. The pony was Q5 roasting in a “luau pit.” The buyer, a recent immigrant from Tonga, a group of Polynesian Islands off New Zealand, explained that the Tongans do not ride horses but eat them. They had acquired their taste for horse meat from European missionaries who found horses the only readily available source of meat on the Pacific Islands. All of the customs, beliefs, values, knowledge, and skills that guide a people’s behaviour along shared paths are part of their culture. Q6 Culture can be divided into material aspects (the products of a people’s arts and technology) and nonmaterial aspects (a people’s customs, beliefs, values, and patterns of communication). People throughout the world have different cultures. Thus, their standards for behaviour often differ. We tend to assume that certain behaviours have pretty much the same meaning around the world, and we anticipate that other people will act as we do. Yet this is clearly not the case. When we are thrust into a different culture, we may find ourselves in situations for which we are unprepared. Not surprisingly, interaction among peoples of different cultures is often filled with uncertainties and even difficulties. Take the matter of the “language of space,” identified by the anthropologist Edward T. Hall. He notes that Arabs tend to get very close to other people, close enough to breathe on them. When Arabs do not breathe on a person, it means that they are ashamed. However, Americans insist on staying outside the range of other people’s breath, viewing the odour as distasteful. Arabs ask, “Why are Americans so ashamed? They withhold their breath.” Americans on the receiving end wonder, “Why are the Arabs so pushy?” Americans typically back away as an Arab comes close, and the Arab follows. Such differences can have serious consequences. For example, an Arab business representative may not trust an American who backs off. On the other hand, the American may distrust the Arab for seeming so pushy. Q13 Culture is a taken-for-granted aspect of life, one we commonly overlook as we go about our daily activities. Yet it touches all aspects of our lives. Q8 Alexander Alland, Jr., provides the following analogy for culture: CRICOS No: 00213J 4 Jacobus, L. A. (2001). Improving college reading (pp. 361-368, 7 th ed.). Boston, MA: Thomson Heinle. Adapted from: Light, D. Jr., & Keller, S. (1985). Sociology, (4 th ed.). Alfred A. Knopf, Inc. Reprinted by permission of the publisher. I remember watching a blind student several years ago walking across the campus of a large state university. He guided himself with a cane, tapping it against the sidewalk which ran in spokes from building to building. Although he knew the campus well, on that particular occasion he became distracted for a moment and wandered onto the grass, where he immediately lost all sense of direction. His movements became disorganized as he searched hopelessly for a bit of cement. He became visibly panicked until a passing student came up and led him back to the appropriate path. Once again he was able to continue toward his class unaided. Q17 I was struck by the similarity of this situation to the situation of all human beings who have grown up within a particular social milieu. Out of an incredibly large number of possible ways of living successfully, all normal human beings operate within a narrow framework of convention. The convention is sometimes limiting and perhaps to certain individuals unsatisfying, but it provides a set of rules which act as guidelines for action. The anthropologist Edmund Carpenter confronted a situation similar to that described by Alland when he went to live among the Aivilik, an Eskimo people: For months after I first arrived among the Aivilik, I felt empty, clumsy. I never knew what to do, even where to sit or stand. I was awkward in a busy world, as helpless as a child, yet a grown man. I felt like a mental defective. Q16 The map of life that underlies both material and nonmaterial culture includes three elements: norms, values, and Q18 symbols. Let’s consider what each contributes to social life. NORMS In Games People Play Eric Berne describes the greeting ritual of the American: “Hi!” (Hello, good morning.) “Hi!” (Hello, good morning.) “Warm enough forya?” (How are you?) “Sure is. Looks like rain, though.” (Fine. How are you?) “Well, take cara yourself.” (Okay.) “I’ll be seeing you.” “So long.” “So long.” This brief exchange is conspicuously lacking in content. If you were to measure the success of the conversation in terms of the information conveyed, you would have to rate it zero. Even so, both parties leave the scene feeling quite satisfied. In using the greeting ritual, they have made social contact and established a friendly atmosphere. Norms are the guidelines people are supposed to follow in their relations with one another; they are shared rules that specify appropriate and inappropriate behaviour. Not only do norms indicate what people should or should not do in a specific situation, they also enable people to anticipate how others will interpret and respond to their words and actions. Q2 Norms vary from society to society, from group to group within societies, and from situation to situation. Polite and appropriate behaviour in one society may be disgraceful in another. For example: Among the Ila-speaking peoples of Africa, girls are given houses of their own at harvest time where they may play at being man and wife with boys of their choice. It is said that among these people CRICOS No: 00213J 5 Jacobus, L. A. (2001). Improving college reading (pp. 361-368, 7 th ed.). Boston, MA: Thomson Heinle. Adapted from: Light, D. Jr., & Keller, S. (1985). Sociology, (4 th ed.). Alfred A. Knopf, Inc. Reprinted by permission of the publisher. virginity does not exist beyond the age of ten. [In contrast] among the Tepoztlan Indians of Mexico, from the time of a girl’s first menstruation, her life becomes “crabbed, cribbed, confined.” No boy is to be spoken to or encouraged in the least way. To do so would be to court disgrace, to show oneself to be crazy or mad. [Ember, C. R., & Ember, M. (1977) Anthropology, 2nd ed., Englewood Cliffs, N.J.: Prentice-Hall, p. 277.] Some norms are situational—they apply to specific categories of people in specific settings. We consider it appropriate for a person to pray to God in church, or to speak to people who have long since “gone to the other side” during a séance (even if we think the séance is phony). But we usually find a person “peculiar” if he or she addresses God or invokes spirits on a bus. Social norms shape our emotions and perceptions. For example, people are supposed to feel sad and be depressed when a family member dies. Similarly, people are supposed to pay attention to certain things but not to others. For example, we consider it bad taste to gawk at a couple who is quarrelling bitterly or to eavesdrop on an intimate conversation, yet we occasionally do both. Thus, Q9 we hold norms, but at times we violate them. Most of the time people follow norms more or less automatically; alternatives never occur to them. This is particularly true of unspoken norms that seem self-evident, such as responding to a person who addresses you. Q9 People conform because it seems right, because to violate norms would damage their self-image (or “hurt their conscience”), and because they want approval and fear ridicule, ostracism, or, in some cases, punishment. Folkways, mores, and laws Norms vary in the importance that people assign to them and the leeway they permit violators. Folkways are everyday habits and conventions people obey without giving much thought to the matter. For example, Q14 Americans eat three meals a day and call other food “snacks.” We have cereal for breakfast but not for other meals; we save sweets for the end of dinner. Even though we could easily begin a meal with cherry pie, we don’t. Other customs we observe are covering our mouths when we yawn, shaking hands when introduced, closing zippers on pants or skirts, and not wearing evening clothes to class. People who violate folkways may be labelled eccentrics or slobs, but as a rule they are tolerated. In contrast, violations of mores provoke intense reactions. Mores are the norms people consider vital to their well-being and to their most cherished values. Examples are the prohibitions against incest, cannibalism, and sexual abuse of children. People who violate mores are considered unfit for society and may be ostracized, beaten, locked up in a prison or a mental hospital, exiled, or executed. (Hence, most Americans would not condemn an individual who gave a child molester a severe beating.) Some norms are formalized into laws. A law is a rule enacted by a political body and enforced by the power of the state. Whereas folkways and mores are typically enforced by the collective and spontaneous actions of the members of the community, laws are enforced by the police, the military, or some other special organization. Laws may formalize folkways (as some traffic regulations do) or back up mores (as laws against murder and treason do). Political authorities may also attempt to introduce new norms by enacting laws such as those governing the disposal of toxic wastes or the extension of civil rights to various minorities. In general, the laws that are most difficult to enforce are those that are not grounded in the folkways or mores—for example, laws against gambling or the use of marijuana. CRICOS No: 00213J 6 Jacobus, L. A. (2001). Improving college reading (pp. 361-368, 7 th ed.). Boston, MA: Thomson Heinle. Adapted from: Light, D. Jr., & Keller, S. (1985). Sociology, (4 th ed.). Alfred A. Knopf, Inc. Reprinted by permission of the publisher. Sanctions Norms are only guides to behaviour; by themselves they have no force. It is sanctions, or socially imposed rewards and punishments, that compel people to obey norms. Such sanctions may be formal or informal. Examples of formal sanctions that reward people are promotions, medals of honour, and pay checks. Formal sanctions that punish people include jail terms, job dismissals, failing grades, and traffic fines. Informal sanctions are those expressed by behaviour in everyday situations— smiles, frowns, friendly nods, gossip, praise, insults, and even attention. Societies vary in their use of sanctions. For instance, Q10 the Amish punish those who violate their norms with shunning, in which no one is allowed to speak to the offender. Such a punishment is less effective in the larger American society. In Japan, slurping one’s soup loudly is a positive sanction, indicating to a hostess that one has greatly enjoyed a meal. In the United States, such slurping is itself disapproved; instead, Americans are expected to compliment the cook verbally. VALUES Norms typically derive from a people’s values. Values are the general ideas that individuals share about what is good or bad, right or wrong, desirable or undesirable. These notions transcend particular situations or interactions. Unlike norms (the rules that govern behaviour in actual situations with other people), values are broad, abstract concepts. As such, they provide the foundation that underlies a people’s entire way of life. Q11 Even the games they play reflect their values. A good illustration is formed among the Tangu, a people who live in a remote part of New Guinea and play a game called taketak. In some respects, taketak resembles bowling. The game is played with a toplilce object fashioned from a dried fruit and with two groups of coconut stakes that look like bowling pins. The players divide into two teams. The members of the first team step to the line and take turns throwing the top into their batch of stakes; every stake they hit they remove. Then the members of the second team toss the top into their batch of stakes. The object of the game, surprisingly, is not to knock over as many stakes as possible. Rather, the game continues until both teams have removed the same number of stakes. The Tangu disapprove of winning while favouring value equivalence. The idea that one individual or group should win and another lose bothers them, for they believe winning generates ill will. In fact, when Europeans brought soccer to New Guinea, the Tangu altered the rules so that the object was for two teams to score the same number of goals. Sometimes their soccer games went on for days! American games, in contrast, are highly competitive; there are always winners and losers. Since values entail broad and abstract cultural principles, we frequently have difficulty identifying them. The sociologist Robin M. Williams, Jr., in an interpretation of American society, identifies fifteen major value orientations. These include the high value Americans place upon achievement and success, activity and work, humanitarianism, efficiency and practicality, progress, material comfort, equality, freedom, conformity, science and rationality, nationalism and patriotism, democracy, individuality, and racial and ethnic group superiority. Q15 Many of these values tend to be interrelated, including those having to do with achievement and success, activity and work, material comfort, and individuality. Q15 Others are in conflict, for example, stressing conformity and individuality or equality and racial and ethnic superiority. Moreover, Q3 values change. Thus, in recent years many of America’s more overt racist attitudes have faded. The 1983 annual survey of college freshmen found that, for the first time, a majority supported busing to achieve racial integration in the schools. In the same year, 69.3 percent of the freshmen said they believed that being well off was very important; in 1970 the figure stood at 39 percent. The distinct [...]... such, both the good and the evil spirits must be appeased, and offerings are thus made at the myriad temples on the island It is not only the good spirits that are worshipped, for Bali has a dark and evil side too Terrifying demons and monsters walk the earth and although they are seldom seen, they too must be appeased These demons can take over and inhabit the body of an animal or human and wreak havoc... gods and demons that Q2 inhabit different levels of the cosmic and real worlds These deities range from the most holy in the mountains to the lowest that inhabit the ground and the sea There are gods and goddesses in every walk of life which have special forces of their own Q2 They inhabit temple statues, trees, even fly through the air They exist together in a dual concept of good and evil, clean and. .. Stewart, R (1998) IELTS Preparation and practice: Reading and writing: Academic module (pp 6-15) Melbourne, VIC: Oxford University Press 10 CRICOS No: 00213J Valium In the 1960s, Valium was launched around the world as the new miracle pill It was prescribed for dozens of ailments, including stress, panic attacks, back pain, insomnia and calming patients before and after surgery Four decades later,... time and space Through the evolution of our nervous system, the sense of history was born, and the sense of destiny Through this system we can ask how we have come to be what we are, and where we are headed from here Perhaps the sorriest consequence of drug abuse is its implicit denial of this legacy—the denial of self when we cease to ask, and cease to care th Jacobus, L A (2001) Improving college reading, ... the end of the day: a day that piles up an average of 8 hours at work and 6 more hours of commuting, chores and children A similar majority say they have seen a coworker lose a job in recent years, and are deeply nervous about the economy and their own job security The survey of 3,381 workers nationwide, by the New York-based Families and Work Institute, confirms some trends that have been chronicled... big and small The office is within biking distance of his Belmont home, and the company even installed new showers More importantly, he said, his bosses have children and never scowl when he needs a morning off “I took a half-day last week,” he said “It’s viewed more positively here, and believes me I’ve seen it viewed negatively elsewhere It’s not that I’ve dropped my career I’m doing well here and. .. survey” (paragraph 12)? a set of questions that many people answered 29 What is “quirkiness” (paragraph 14)? something odd and funny 30 The purpose of the article was to report on and discuss the results of a survey about life in American workplaces Adapted from Gardener, P.S (2000) New directions: An integrated approach to reading, writing and critical thinking (pp 177-181) Cambridge, UK: Cambridge... linked to demonstrating status, success, and achievement It has long been considered that material possessions, capable of being observed in society, Q2 carry social meanings and are used as a communicator to signal a person's wealth, status, and identity In Plato's The Republic, Book II, Adeimantus declares to Socrates: “since… appearance tyrannizes over truth and is lord of happiness, to appearance... doctors and drug addiction workers believe Valium, and drugs like it, create more health problems than they solve Valium — a Latin word meaning “strong and well” — was developed in the early 1960s in the United States (US) by Dr Leo Sternbach, a Polish chemist working for pharmaceutical giant Hoffman-LaRoche Approved for use in 1963, Valium quickly became a favourite among mental heath professionals and. .. two million scripts were issued for diazepam in 2002, costing consumers and governments more than $13 million Diazepams belong to a class of drugs known as benzodiazepines, which include tranquillizers to ease anxiety and hypnotics to treat insomnia Q 6 & 7 Valium and other benzodiazepines were marketed as fast acting, non-addictive and as having no side effects Initially benzodiazepines were considered . Guide This Reading and Listening Guide is designed to take you through a variety of readings and listenings. The readings and listenings differ in terms of topic, question types and degrees. allocated reading or listening and the answers have been checked Read back through your readings to look for areas that you did not understand. Check any answers you got wrong. Try to understand. Style Listening: Lighting Design 177 CRICOS No: 00213J 1 The reading guide Reading and listening are skills that need to be built over time. You cannot cram for a reading or listening