ACADEMIC LISTENING AND SPEAKING Contents Answer Key Assessment Tests Test 13 Test 14 Test 15 Test 16 Transcripts Chapter 17 Chapter 18 Chapter 20 Chapter 22 Chapter 24 Chapter 27 Chapter 29 Chapter 31 Chapter 34 Chapter 10 36 Chapter 11 38 Chapter 12 41 prior written permission of Oxford University Press, with the sole exception of photocopying carried out under the conditions described below 198 Madison Avenue New York, NY 10016 USA The Publisher grants permission for the photocopying of those pages marked “photocopiable” according to the following conditions Individual purchasers may make copies for their own use or for use by classes they teach School purchasers may make copies for use by their staff and students Great Clarendon Street, Oxford ox2 6dp UK Oxford University Press is a department of the University of Oxford It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford  New York Auckland  Cape Town  Dar es 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Robin Roberson Database right Oxford University Press (maker) isbn-13: 978 19 441775 isbn-10: 19 441775 All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the Printed in Hong Kong 10  9  8  7  6  5  4  3  2  Answer Key Chapter Environmental Studies Listening Practice A Preparing to Listen Exercise (p 2) suburbs inner cities decline revitalize B Focus on the Listening Skill Exercise (p 3) Answers will vary building, commute, diversity, downtown, housing, growth, residential, suburbs D Thinking and Speaking (p 7) Photo a: bad seating and a lack of activities Photo b: entrance exposed to wind and sun Photo c: a path that leads nowhere C Listening for the Main Idea (p 3) a b c d Pronunciation Exercise (p 8) example, park, playground, one, fountain, middle, nice, there, together, water, safe, play, summer, seating, both, more, go D Listening for More Detail (p 4) a a b a b a b a Speaking Skills Vocabulary Exercise (p 9) Exercise (p 5) business district, City Hall, Opera House, shopping area, department stores, sidewalk cafes, rush hour, subway station Exercise (p 5) mall stop building Chapter Chapter Chapter Chapter 12 Chapter Chapter Psychology B Listening for Main Ideas (p 6) a ✓ park market Listening Practice graffiti, or is just a green space with nothing to attract people Museums, a zoo, an outdoor theater, a skating rink, playgrounds To provide more reasons for people to go to a place Food Women and elderly people There’s not enough seating, or it’s uncomfortable, or it’s out in the wind or the sun So that people can see what’s inside and don’t feel afraid to enter Paths that don’t lead anywhere, or don’t go where people want to go c ✓ d ✓ Listening Practice B Listening for Main Ideas (p 11) a b b C Listening for More Detail (p 7) A park that is not successful is not used or is for criminal activity, is usually empty, has litter and Open Forum 2: Answer Key   C Listening for More Detail (p 12) T F T T T F F T E Focus on the Listening Skill Exercise (p 13) Chapter Chapter Chapter Chapter Chapter Exercise (p 15) When adding -ion to a word ending in e, the e is dropped People say they experience deep feelings of concentration and enjoyment Many people experience relaxation Exercise (p 13) noun (with -ion) noun (with -ation) noun (with -ment) connection preparation requirement contribution combination retirement discussion organization development motivation exploration management participation achievement I usually play the guitar at least three times a week I play in a group with friends and I play by myself too Exercise (p 16) relaxation contribution discussion motivation achievement preparation requirement indication Listening Practice B Listening for Main Ideas (p 14) Julia: driving, playing guitar Leo: working on computers, socializing Annie: participating in sports, coaching sports Robert: doing dishes, fixing up his house, bicycling C Listening for More Detail (p 14) Julia an hour and a half listen to the radio or music three times with friends and alone Leo very little plays computer games   Open Forum 2: Answer Key an a the and for 10 and to at with to Speaking Skills Exercise (p 16) Annie says more than just “Yes” or “No.” Saying more than just “Yes” or “No” helps keep conversation going Exercise (p 13) computer game likes Annie many team and individual sports coach sometimes Robert relaxing finds solutions to problems is stressful enjoys bicycling Pronunciation Exercise (p 13) Vocabulary Exercise (p 16) Answers will vary Chapter Food Science Listening Practice B Listening for Main Ideas ✓ ✓ ✓ ✓ C Listening for More Detail (p 20) c c b b a c Vocabulary Exercise (p 22) Where to have tea and coffee b c Exercise (p 22) would love, prefer, don’t feel like, would like, want, can’t stand, don’t mind Chapter Visual Art Exercise (p 22) Listening Practice A Preparing to Listen having/to have getting eating to eat eating/to eat Listening Practice B Listening for Main Ideas (p.23) ✓ ✓ ✓ ✓ C Listening for More Detail (p 23) Answers will vary People eat out much more nowadays People, especially kids, used to drink a lot more milk Now they drink twice as much soda If people have more income, they eat out more There will be greater demand for variety Immigration affects the variety of food available, including types of restaurants People will ask more for quality, rather than just quantity Pronunciation Exercise (p 24) Wh Y/N Wh Y/N b c b e a B Focus on the Listening Skill (p 28) a ✓ c ✓ e ✓ C Listening for More Detail (p 29) a b c c b a c a Vocabulary Exercise (p 30) types of painting: (portrait), landscape words to describe a painting: (realistic), abstract, colorful, traditional, calm things in a painting: (lines), dots, circles, shapes, symbols, figures, scene, detail location: (in the corner), in the foreground, in the center, in the background Listening Practice B Listening for Main Ideas (p 32) a ✓ c ✓ e ✓ C Listening for More Detail Exercise (p 25) Exercise (p 28) a Speaking Skills Exercise (p 25) The person is trying to eat more fruits and vegetables and gave up chocolate for a while Exercise (p 25) Hmm, Let me think, Well, Let’s see Exercise (p 32) Answers will vary it’s imitated/copied a lot in popular culture 1930 Dutch and German art/16th century Dutch portraits the style of the window in the house Wood’s sister and his dentist the 1890’s unfriendly/not welcoming/suspicious farmers/country people/people in small towns Exercise (p 32) a d b e c f Open Forum 2: Answer Key   Pronunciation Exercise (p 33) He was an American painter His sister was probably the model It’s a famous photograph Who is the woman supposed to be? It’s a bit of a mystery Speaking Skills Exercise (p 34) The spoken version has more imprecise expressions Exercise (p 34) sort of kind of It’s like kind of It’s as if or something Listening Practice A Preparing to Listen (p 37) Answers will vary Oceans: fish, coral, whales, crab, beach, sand, snail Medicine: prescription drugs, cancer, human disease, bacteria, painkiller, anatomy, heart disease Both: bacteria B Listening for Main Ideas (p 38) c d e f C Listening for More Detail (p 39) More than half 71% Researchers are hoping to learn more about how their eyes work to help learn more about eye disease in humans They have new technologies that allow them to go deeper into the oceans than before In the 1950s It can swim incredibly fast D Focus on the Listening Skill Exercise (p 39) a Because of “derived from the sea” before it Exercise (p 40) b Vocabulary Exercise (p 40) careful, useful, hopeful Exercise (p 41) 10 Life Science a b a useful beautiful hopeful harmful X helpful wonderful thoughtful painful useless X hopeless harmless priceless helpless X thoughtless painless Exercise (p 41) Chapter a b b   Open Forum 2: Answer Key painless useful hopeful thoughtless wonderful priceless useless Listening Practice B Listening for Main Ideas (p 42) a b c d C Listening for More Detail (p 43) Answers will vary In 1987 California, Arizona, and Baja, Mexico The birds have very large wings that could knock you out and very sharp beaks That condors fly more distance than they realized; that the species is more intelligent and complex than they’d realized They didn’t learn to be afraid of humans They’re trained to act like parent condors They learn from older, more experienced birds One group of birds travels 160 miles just to visit and socialize with other birds D Working Out Unknown Vocabulary (p 43) b b a b Pronunciation Vocabulary Exercise (p 44) b a Exercise (p 49) a Exercise (p 44) learned knocking harassing teaches raising socialize time off salary employer part-time temporary hires get laid off project 10 freelancers 11 job security 12 benefits Exercise (p 50) Speaking Skills Exercise (p 44) The number of condors living in the wild How they attach GPS units to the birds Another example of how the birds learn What the biologist meant when he said the birds are intelligent and complicated Exercise (p 44) How many did you say ? Could you explain ? Can you give another example of ? What did you mean ? benefits time off hired temporary job security freelancer get laid off Listening Practice B Listening for Main Ideas Exercise (p 51) The man has three jobs Exercise (p 51) She has a baking business Exercise (p 51) Chapter Social Studies B Listening for Main Ideas (p 47) b ✓ d ✓ C Listening for More Detail (p 47) F T T F T F T F D Focus on the Listening Skill Exercise (p 48) a b c d e f b ✓ c ✓ C Listening for More Detail (p 52) Listening Practice a ✓ g h Exercise (p 48) Announcing what a speaker is going to say or do: We’re going to look at; I’m going to suggest; I’d like to point out that Signaling a change in topic: Now if you look at; Compare that to; Let’s turn to Summarizing: I’ve described Answers will vary He likes not getting involved in the day to day stuff, and his work time is flexible His wife’s job She got laid off She’s living and working at her parents’ house Find a partner who could marketing, and maybe have her own place one day There are entrepreneurs, freelancers, and parttime employees Economic reasons, the growth of software and media industries, and the change in attitudes Marketing themselves, and being organized, especially with time D Working out Unknown Vocabulary (p 52) b a b b a Open Forum 2: Answer Key   Pronunciation Exercise (p 59) Exercise (p 53) It’s I’m It’s I’ve it’s who’ve they’ve they’ve 10 there’s Answers will vary Answers will vary Listening Practice Chapter Language and Communication A Preparing to Listen Exercise (p 60) French and English are the official languages Cree, Inuktitut, Mohawk, and Ojibwa are examples of minority languages Listening Practice A Preparing to Listen (p 57) 82.12% 17.88% Vietnamese, Italian, Korean, Russian Answers will vary Answers will vary B Listening for Main Ideas (p 57) c C Listening for More Detail (p 58) The thirty most common languages in the US From census data a c b d Almost 900,000 Southern California and Washington state New York D Focus on the Listening Skill Exercise (p 58) 86 or 72 49 8 Vocabulary Exercise (p 59) almost Just over just under less than more than something like Exercise (p 60) Exercise (p 53) just over a little over Exercise (p 59) Approximately: about, around, something like More: just over, a little over, more than Less: a little under, less than, almost, just under   Open Forum 2: Answer Key Exercise (p 61) Answers will vary B Listening for Main Ideas (p 61) Different opinions on how many languages exist today Criteria for deciding if a language is in danger Why the topic of language loss is important The situation with the Welsh language Programs for revising Native American languages C Listening for More Detail (p 61) Answers will vary Believed that half world’s languages could be lost by end of century Are last speakers of their languages Make it difficult to find agreement on the number of languages at risk Don’t know what information or traditions we’re losing when a language disappears Example of a language getting stronger Used to be 250 Native American languages, but now only about 150 in use Use older peoples’ knowledge; tape record older people; have older people care for children and teach them; have speakers teach and learn on the telephone; study the old records of ancestors Pronunciation Exercise (p 67) b Exercise (p 62) Stress is on the second syllable (-teen) in item Stress is on first syllable in the others Exercise (p 67) Exercise (p 62) It’s easier to hear the difference between items and 4, because the stress is different Exercise (p 62) sixty forty thirteen Vocabulary seventy eighteen fifteen set out, give up, took off Exercise (p 67) Answers will vary Speaking Skills Exercise (p 63) Brainstorm ideas Select ideas Order ideas and outline Fill out an outline Rehearse b C Listening for More Detail (p 69) Listening Practice B Listening for Main Ideas (p 65) a c a c b c c a D Focus on the Listening Skill Exercise (p 66) determination believed absolutely mood positive attitude Exercise (p 66) C Listening for More Detail (p 65) go on set out getting along 10 went off B Listening for Main Ideas (p 69) Technology a b turned up took off came over ran out came up Listening Practice Chapter Answers will vary Exercise (p 63) b f 10 h Exercise (p 68) Answers will vary c j d Exercise (p 67) Exercise (p 62) g a i Answers will vary The photocopy machine was a very successful product and the technology is still used today 1937 He was poor and had to support his father after his mother died It was to keep his ideas in He wanted to be an inventor When studying law, he had to copy pages longhand from books Nobody would invest in his idea or give him money to develop his idea 1947 1960 The machine was an instant success 10 He lived simply, and gave away most of his money D Working Out Unknown Vocabulary (p 70) b a b a a a Exercise (p 67) c Open Forum 2: Answer Key   Pronunciation Exercise (p 75) b Exercise (p 71) imagine inspire invent mechanic technology photograph electric imagination inspiration invention mechanical technological photographic electrical Exercise (p 75) photography electricity Exercise (p 76) Answers will vary Exercise (p 71) imagine inspire technology photograph electric imagination inspiration technological photographic electrical Vocabulary photography electricity Exercise (p 76) Exercise (p 71) Carlson invented an automatic xerographic machine The process was called Xerography His invention used light and electricity to duplicate an image Carlson went to university at the Institute of Technology First, ; Now, ; Then, ; OK? Chapter Marketing and Advertising Listening Practice B Listening for Main Ideas (p 74) e ✓ C Listening for More Detail (p 74) c b b a a c D Focusing on the Listening Skill Exercise (p 75) Answers will vary network TV stations; all the commercials advertising in school   Open Forum 2: Answer Key competition advertise market research product sponsor commercials attract on the market 10 geared toward c ✓ C Listening for More Detail Exercise (p 72) A copy machine d ✓ h ✓ Exercise (p 76) B Listening for Main Ideas (p 78) Exercise (p 72) b ✓ f ✓ conduct surveys; look at the competition TV or radio commercials, newspaper or magazine advertisements, the Internet, popular events Listening Practice Speaking Skills Answers will vary attract customers to survive market their products would not exist; products and services Exercise (p 78) Where? In the front of the store In the front of the store Around the sides of the store In the aisles Near the checkout counter Exercise (p 78) Why? To make customers pass other items Smells good and attracts customers Smells good and attracts customers Most people go around the side People need it and will look for it People stand next to it at checkout Pronunciation Exercise (p 79) interested not interested interested not interested interested interested whatever job they can find A: Yeah I realize that But it’s important to try to find work that is meaningful to you B: I don’t know I think job security is more important to some people They just want a paycheck they can depend on especially if they have a family over 68 percent of people Of the people who speak another language, 86 percent speak Spanish, and it’s only or percent for any of the other languages So Spanish really is the predominant language other than English in Texas Now, you can then compare that information to other states For example, looking at the state of New York in New York, a little over 72 percent of people speak English at home Of the speakers of other languages, 49 percent speak Spanish, and then percent speak Chinese, percent speak Italian, and percent speak Russian, and percent speak French So you can see that there are a lot of Spanish speakers in New York, but there are also other languages spoken—more so than in Texas Chapter Language and Communication Listening Practice B Listening for Main Ideas (p 57) A = Lecturer, B = Audience Member 1, C = Audience Member A: Good afternoon, today’s lecture is about different languages spoken in the United States The Modern Language Association has put together data on the numbers of speakers and the locations of the thirty most commonly spoken languages in the United States Let me first explain how the information was gathered The data came from U.S census information In addition to the usual census questions about number of family members and age, people were asked about language—if a language other than English was spoken at home If the answer was “Yes,” then the person was asked to name the language You might be surprised at how many different languages were reported: 300 Yes, 300 different languages are spoken in the United States The Modern Language Association focuses on the thirty most common languages Of course, English is the number one language, Spanish is the second most common, Chinese is the third, and French is the fourth Now the Modern Language Association has put all this information together in different ways, so for example, you can look up a particular language, let’s say, Korean, and see how many speakers there are throughout the United States There are almost 900,000 Korean speakers in the United States Then, you can see how that compares to the total number of speakers of languages other than English So of the people who speak another language, percent are Korean speakers It’s also possible to see how many Korean speakers there are in different areas Two main areas of concentration are Southern California and Washington State Now another way you can look at the information is by starting with place the entire United States, a state, a county, or a city, so, for example, looking at the state of Texas in Texas, English is spoken at home by just OK so there are different ways to look at this data Let’s talk about possible ways this information could be used or why it’s important I’d like to open this up for discussion Do you have any ideas? Yes, in the front row? B: I think this could be important for educational purposes You know, so people know what kinds of classes might be needed in the schools and things like that And I think it’s also important to understand the cultural make-up of the United States A: Yes, definitely Anyone else? Yes? C: Isn’t it also important to be aware of possible language change You know, if one language is being used less or more over time? A: Yes, absolutely OK, we’re out of time, but we’re going to talk about language change next week, so we’ll discuss it more then D Focus on the Listening Skill Exercise (p 58) See underlined extract from the lecture above Vocabulary Exercise (p 59) In Michigan, almost 92 percent of people speak English at home Just over 72 percent of people speak English at home in New York A language other than English is spoken by just under 40 percent of people in California There are less than 100 students at the school right now Many people believe that more than half of all languages in the world could be lost There are something like 91,000 speakers of Chinese in Texas Open Forum: Transcripts  29 Listening Practice B Listening for Main Ideas (p 61) A = Claudia, B = Alan A: Our presentation today is on language change and language loss in the world First we’ll talk about what the situation is, and then we’ll give some examples of programs being implemented Alan, you want to begin? B: OK First, some background on the situation There are actually differing views on how many languages exist in the world today Most estimates say that there are somewhere between 6,000 and 6,800 languages still in use Unfortunately, many of these languages are in danger of disappearing of becoming extinct Now, it’s hard to find an exact estimate on how many, but some people believe that as many as half of the languages still in use could be lost by the end of the century Think of it: half of the languages that exist A: Here’s a more specific example of how languages are being lost An article in the magazine Nature in 2003 stated that there are 46 different people around the world who are the last remaining speakers of their language B: Wow Imagine if you were the only speaker of your language left A: Yes Now one of the problems with all this is that it’s very difficult to get complete agreement on actual language numbers and then it’s also hard to find agreement on the number of languages that are at risk of disappearing One of the big reasons for this is that the criteria used are often very different B: Let’s look at an example For instance, some researchers might consider a language in danger if there are less than 10,000 speakers of it left while other researchers might not consider a language in danger until there are only 500 speakers left The point is that different researchers have different ideas about when they might say that a language is really in danger of disappearing, so it’s a problem A: But for the most part they all agree that languages are in fact disappearing B: Oh yes, that’s true And most agree that it’s happening quite quickly A: So, then the question is why is this important? Should we be concerned about language loss? Obviously, people might have differing opinions on this Some people might say that it doesn’t matter too much that, in fact, fewer languages could make it easier to communicate B: Another viewpoint is that it is important, that we don’t actually know what information, traditions, or things like that we’re losing when a language disappears A: So that’s the situation in terms of language loss The good news is that, there are some actions that appear to help And there are some examples of languages that are in a better state than they were For example, 30  Open Forum: Transcripts B: A: B: A: B: A: B: A: Welsh, the language spoken in Wales There were fewer and fewer speakers of Welsh in Wales as more people started speaking English exclusively But the country started working very hard to increase the number of speakers of Welsh: teaching and using Welsh in the schools and encouraging the use of Welsh in public forums, and there has been some progress Native American languages in North America are another example There were once more than 250 languages spoken by Native Americans Unfortunately, experts now estimate that there are only about 150 language still in use, and even more unfortunate, experts think that very few of these are likely to exist in 60 years But, there are some interesting programs being used to try to keep some of the languages alive Claudia, can you give some examples? Yes One typical problem is that in many cases the remaining speakers are elderly So they’re trying to take advantage of the older people’s knowledge while they still can They tape-record the older people who can speak the language, in order to have an audio record of the language In some cases, they also might have a linguist work with the older people to get information about grammar and vocabulary It’s a little sad, but obviously, having all that information recorded gives the possibility that they can still work on the language even after these remaining speakers are gone Another way they use the knowledge that the elders have is by having the older people work with the children They baby-sit, or help with preschool, and speaking the language They’re doing this with the Navajo language in the Southwest It’s interesting because in some places distance is a real problem Like in Alaska? Yes, Alaska is a good example People might not be able to get together to speak because of distance, so they teach and learn over the phone Now as Alan mentioned, with some of the Native American languages there are actually no longer any living speakers So there are also some examples where people are trying to learn the language of their ancestors by studying old records Obviously, this would be a very difficult process Yes, and it is important to say that these kinds of programs are difficult, and slow In the end, they may not be enough Yes, true Are there any questions? Pronunciation Exercise (p 62) My French book cost sixty dollars I have about forty CDs Thirteen thousand people went to the concert Seventy people work in my office It was eighteen degrees Fahrenheit outside yesterday Fifteen million people watched that TV program last night Chapter A: B: Technology Listening Practice B Listening for Main ideas (p 65) A = Presenter, B = Writer A: Can you tell us a little bit about your current project? What are you working on now? B: I’m writing a book about some of the most important technological inventions of the 19th and early 20th centuries It’s about how things like the typewriter or the fax machine were developed, and so on A: That sounds really interesting B: It is It’s fascinating The personalities behind the inventions are particularly fun to read about Like a lot of inventors were amateurs, and some of them were considered to be nuts crazy! But they had this incredible determination They believed absolutely in what they were doing A: Umm B: Take George Eastman, for example He was a keen photographer, and he was about to go on vacation to the Caribbean, to take pictures But then the night before he was supposed to leave, he looked at all of this photo gear and in the 1870s the photo gear was incredibly cumbersome, all, you know, glass plates and chemicals and equipment and so on—and he said to himself, “I’m not carrying all this stuff.” There’s got to be an easier way to take photographs! So he canceled his vacation, quit his job, stayed home, and invented film instead A: That’s great! B: The guy was a bank clerk, twenty-four years old! But that was the mood at the time, you know? Talk about a positive attitude! It was a real can-do spirit People were asking questions: “Hmmm I wonder if we could have a machine that does this?” or, you know, “Why can’t we that?” And then they would set out to it, and they wouldn’t give up A: But then they also discovered things by accident? B: Oh yes, like the microwave oven The microwave oven was actually developed from the magnetron that’s the power tube that drives a radar machine One day, this scientist—Percy Spencer was his name—was standing next to a magnetron, and he had a chocolate bar in his pocket And the chocolate melted So he said, “Huh That’s interesting.” So the next day he came in with popcorn, and guess what happened? A: Pop B: Yes And that essentially was where the idea of the A: B: A: B: A: B: microwave came from just by chance, really It was called a “Radarange” because of the radar Of course, it took a while to be developed, and so on, but But that happened too, didn’t it? A lot of things didn’t take off immediately, didn’t necessarily find a market, right? Right Some products were just not in the right place at the right time The classic example of that was the fax machine I bet you didn’t know we had fax machines before we had telephones Really? Yes The French were using very effective fax machines in the 1860s, before the telephone, in fact But the idea never took off At that time, people were more interested in the telegraph That’s amazing Yes People have to be ready for a new thing before they’ll accept it It took Remington years to convince people to use a typewriter Everybody said, “Oh, it’s great, it’s the wave of the future, it’s a wonderful machine,” but they wouldn’t, you know for ten years it didn’t sell And that was because letters were handwritten That was what you did There was a whole art to writing letters People didn’t think it was appropriate to type them, because what was typeset was mainly used for advertising So if people got a typewritten letter, they were either offended, or they thought it was junk mail I guess you had to convince enough people at one time Right! Eventually businesses started using them And then everyone had to have one But it took about ten years for the typewriter to become really popular D Focus on the Listening Skill Exercise (p 66) A = Writer, B = Presenter A: A lot of inventors were amateurs, and some of them were considered to be nuts crazy! But they had this incredible determination They believed absolutely in what they were doing B: Umm A: Take George Eastman, for example A: So he canceled his vacation, quit his job, stayed home, and invented film instead B: That’s great! A: The guy was a bank clerk, twenty-four years old! But that was the mood at the time, you know? Talk about a positive attitude! It was a real can-do spirit Exercise (p 67) A = Presenter, B = Writer A: But then they also discovered things by accident? B: Oh yes, like the microwave oven The microwave oven was actually developed from the magnetron Open Forum: Transcripts  31 that’s the power tube that drives a radar machine One day, this scientist—Percy Spencer was his name—was standing next to a magnetron, and he had a chocolate bar in his pocket And the chocolate melted So he said, “Huh That’s interesting.” So the next day he came in with popcorn, and guess what happened? A: Pop B: Yes And that essentially was where the idea of the microwave came from just by chance, really All: OK A: Chester Carlson was born in Seattle, and he was the only child of a barber His father was sick and couldn’t work, and the family was very poor His mother died when he was a teenager, so he had to support his father At one point the two of them lived in a chicken coop with a bare concrete floor! Exercise (p 67) A = Presenter, B = Writer B: Yes People have to be ready for a new thing before they’ll accept it It took Remington years to convince people to use a typewriter Everybody said, “Oh, it’s great, it’s the wave of the future, it’s a wonderful machine,” but they wouldn’t, you know for ten years it didn’t sell And that was because letters were handwritten That was what you did There was a whole art to writing letters People didn’t think it was appropriate to type them, because what was typeset was mainly used for advertising So if people got a typewritten letter, they were either offended, or they thought it was junk mail A: I guess you had to convince enough people at one time B: Right Eventually businesses started using them And then everyone had to have one But it took about ten years for the typewriter to become really popular Anyway, when he graduated he got a job in New York, and got married, but he still wanted to invent something, so he went to law school to find out about the legal aspects of inventions He wound up spending a lot of time in the New York Public Library, and he had to copy pages longhand from law books because he couldn’t afford to buy them It’s hard for us to imagine that nowadays, but without photocopiers, you either had to copy everything by hand or had to buy the book There wasn’t any other option! So Carlson started thinking about a machine that would duplicate documents He came up with the idea for this machine, which basically uses photoconductivity It’s a process whereby you use electricity and light to create an image This machine was his prototype, and it was made in 1938 He used his own money to make it, because he couldn’t convince anyone that it would work He knew he had a good idea, but nobody would invest in it He was turned down by more than twenty companies! Finally, in 1944, he got some money from a research company to more research And then in 1947 a small company in Rochester New York—it was called Haloid—agreed to develop the machines Listening Practice B Listening for Main Ideas (p 69) A = Guide, B = Visitor 1, C = Visitor 2, D = Visitor A: Good morning everybody! Welcome to the Museum of Technology! My name is Greg, and I’ll be your tour leader today Now, if you’d like to step this way we’re going to look at this machine over here Now, first of all, can anybody guess what this is? B: It looks like something for writing, or printing A: Yes This is actually the first photocopy machine All: Aha! Oh yes! A: This was one of the most important inventions of the twentieth century Fortune magazine called it “the most successful product ever marketed in America.” And this technology is essentially the same technology that is used in laser printers today! Just think for a moment how often you use a photocopy machine, or a laser printer And this is Chester Carlson, the inventor of the photocopy machine He invented the process of xerography—that’s basically what happens in a photocopy machine—in 1937 First I’m going to tell you a little bit about him, and then we’ll look at how xerography works OK? 32  Open Forum: Transcripts But he was a good student, and and he was very interested in science He put himself through college, first junior college and then the California Institute of Technology All the time he did odd jobs to support himself and his father He always knew that he wanted to be an inventor, because he figured that if he invented something, it would be a way out of poverty He kept notebooks full of all kinds of ideas One of his ideas was a raincoat with like, gutters on it to keep water off your pant legs Another idea that he had was a toothbrush with bristles that you could replace He was an inventive type of guy But the process was so complicated, that it took a long time and a lot of money to get the process right A lot of the scientists at the company wanted to drop it altogether But Carlson kept pushing them, and finally in 1960—that’s years later!—they sold the first automated copier It weighed 650 pounds! But as soon as it got into offices, you can imagine what happened C: They liked it A: They loved it It sold like hot cakes Think about how often the average office uses a photocopier today Haloid changed its name, and I think you can guess the new name D: A: B: A: C: A: C: A: D: A: Xerox? Yes Haloid became The Xerox Corporation What about Carlson? He became very rich! He earned about two hundred million dollars from his invention And that was in the 1950s, so the money was worth a lot more than it is today But he was very modest about it He only ever had one car People said, if you met him, you’d never know he was so rich He actually gave away most of the money Really? He gave millions of dollars to charity paid for schools libraries And he never allowed his name to be mentioned He donated a lot of money for a building at the university where he had studied, but he named the building after the teacher who had inspired him the most That’s an incredible story It is, isn’t it? Now, let’s look at the machine Does anybody know how a photocopy is made? Is it some kind of photographic process? No, it’s not photographic As I said, it uses electricity, and light, basically, to create an image D Working Out Unknown Vocabulary (p 70) But he was a good student, and and he was very interested in science He put himself through college, first junior college and then the California Institute of Technology All the time he did odd jobs to support himself and his father It’s hard for us to imagine that nowadays, but without photocopiers, you either had to copy everything by hand or had to buy the book There wasn’t any other option So Carlson started thinking about a machine that would duplicate documents He used his own money to make it, because he couldn’t convince anyone that it would work He knew he had a good idea, but nobody would invest in it He was turned down by more than twenty companies But the process was so complicated that it took a long time and a lot of money to get the process right A lot of the scientists at the company wanted to drop it altogether But Carlson kept pushing them, and finally in 1960—that’s years later—they sold the first automated copier He became very rich He earned about $200,000,000 from his invention And that was in the 1950s, so the money was worth a lot more than it is today But he was very modest about it He only ever had one car People said, if you met him, you’d never know he was so rich Speaking Skills Exercise (p 72) A = Ron, B = Francine A: Hey Francine, can you help me? B: Sure, Ron What’s the problem? A: I’m trying to figure out how to make this doublesided B: OK, well first you need to put your original in this way A: Oh, OK B: And now let’s check the settings You want “two side to two side:” this button here So we’ll press this A: Uh-huh B: How many copies you want? A: Umm, let’s say five B: OK, so then you press five here And then after that, you press the big green button to make the copies OK? A: Yeah, I think so Put the paper in here, check the settings, enter the number of copies, and press the green button B: That’s it A: OK Thanks, Francine Chapter Marketing and Advertising Listening Practice B Listening for Main Ideas (p 74) A = Host 1, B = Host C = Edna Sullivan, D = Victor Rodriguez A: Time now to look at our mailbox for some of the reactions to last week’s show B: If you were watching last week, you will remember that the show looked at advertising: how much of it there is, where it’s done, and who is being targeted In particular, we looked at the growing trend towards advertising in schools A: We had a lot of e-mails and phone calls in response to that program Here’s Edna Sullivan, from Huntington, West Virginia: C: I don’t mind advertising on billboards and bus shelters, and I’ve gotten used to seeing ads on lampposts, and trashcans, and supermarket floors and elevators and all the rest of it But I was very upset by some of the advertising that you showed in places of natural beauty, like the billboards in the desert It looks awful to have advertising in places like that Our landscape is a precious resource, and I don’t think it should be spoiled by advertising B: For a different point of view, let’s read an e-mail we received from Robert Bianchi in New York He said, “Companies have to attract customers in order to Open Forum: Transcripts  33 survive That is the nature of our economy Successful businesses are the ones that know how to that No matter how good your product is, if you can’t attract customers you won’t succeed We should remember that without advertising, many companies, and the jobs that they provide, would simply not exist, and we’d all pay a lot more for the products and services we take for granted.” A: The segment on advertising in schools generated a lot of responses Here’s Victor Rodriguez, from Albany, New York D: I am shocked at how much marketing is geared toward purposely geared toward young children that are just too young to know that that they’re being marketed to I’m a parent, and I can’t even allow my children to watch network TV stations because of all the commercials It just encourages them to want the latest toy or whatever Another thing, I am concerned about the advertising that’s turning up in our local elementary school It’s in my kids’ schoolbooks, posters on the walls, and school lunches, for example I think it’s wrong School is not the place for advertising B: Laura Wellman, a high school student from Boulder Colorado, disagrees She says in an e-mail, “I don’t have a problem with advertising in schools As a teenager, I’m surrounded by advertising all the time, but I don’t necessarily buy the products that are advertised A couple of extra ads on the drink machines or on the school bus really wouldn’t make any difference to me I probably wouldn’t even notice them If a company wants to sponsor our soccer team in exchange for their name on our shirts, that’s fine with us.” A: Finally, here’s an e-mail from Sarah Cohen from Baltimore She says, “I would like to have seen more specific guidelines for parents on how to help children deal with the thousands of commercial messages that they face every day Teenagers in particular are very influenced by advertising They should be taught to be more critical of the advertising that they encounter, to ask pointed questions about the products, and above all not to believe everything that they see in an ad.” B: And with that thought, we’ll leave you until next week Thank you for watching, and remember to send your comments on this week’s program D Focus on the Listening Skill Exercise (p 75) I am shocked at how much marketing is geared toward purposely geared toward young children, that are just too young to know that that they’re being marketed to I’m a parent, and I can’t even allow my children to watch network TV stations because of all the commercials it just encourages them to want the latest toy or whatever 34  Open Forum: Transcripts Another thing, I am concerned about the advertising that’s turning up in our local elementary school It’s in my kids’ schoolbooks, posters on the walls, and school lunches, for example I think it’s wrong School is not the place for advertising Exercise (p 75) Companies have to attract customers in order to survive That is the nature of our economy Successful businesses are the ones that know how to that No matter how good your product is, if you can’t attract customers, you won’t succeed We should remember that without advertising, many companies, and the jobs that they provide, would simply not exist, and we’d all pay a lot more for the products and services we take for granted Listening Practice B Listening for Main Ideas (p 78) A = Sam, B = Nicole A: I can’t believe it Every time I go to the supermarket to get milk, I have to walk, like, all the way to the back of the store to get it You know, why can’t they put the milk near the front of the store? B: I know I was running late the other day and just wanted to run in for some ice cream, but I had to go all the way to the other side of the store, too A: It drives me crazy B: Well, they it on purpose, you know A: On purpose? What you mean? B: Well, they put things like milk and ice cream at the back of the store, so that you’ll have to go through most of the store and pass a whole bunch of other stuff just to get to it A: Why would they that? B: To make you stop and look at the other stuff, of course You go in for milk, but you might buy something else A: Really? You mean, they plan this kind of thing? I thought it was just a practical thing B: Well, I think there are practical reasons, too, but marketing people look at all of that kind of thing They research on what people buy at particular stores and how often And they look at how people move through supermarkets, and that’s how they work out where to put things, to their advantage, of course A: Wow That never occurred to me B: Oh yeah I read an article about it in the paper a while ago There’s a whole science to it Like, you know how the gourmet stuff—the deli, the fancy bakery, the fresh food—all that stuff is near the front of the store? It smells good All that baking bread and fresh food—the A: B: A: B: A: B: A: B: A: B: A: B: A: B: A: B: A: B: A: B: A: B: A: smell draws people in and tempts them, and then they buy other things they didn’t come for Oh, I know I that all the time My supermarket has a great deli counter I often stop there and get a sandwich for later Yeah, even if you didn’t intend to, right? I guess so Supermarkets love people like you They’re trying to get you to buy something extra, something you didn’t plan to get Uh-huh All the special offers and the food samples, they’re always around the sides of the store, because most people go around the sides Oh yeah I always go around the side It seems like it’s the fastest way to get to the things I need I hardly ever go in the aisles Except for when you want cleaning products and dog food and things like that That’s right Well, they know that if you need that stuff, you’ll go and look for it anyway, so they put cleaning stuff in the aisles because people will go get it anyway, and they put it on a low shelf Yeah, that’s right! It is! ‘Cause there’s a whole thing about which shelf it’s on Companies pay more for their products to be put on middle shelves Really? I had no idea Yeah It’s important to have stuff at eye level if you can I guess it is Huh Well They get me, all right And I always check out the food samples So I But you buy the food they’re selling? Yeah And then I take it home and don’t use it You’re being marketed to They love you! You’re right I’ll have to think about this more Maybe I should shop more carefully Sounds like it I guess that’s why they have all the candy at the check-out counter, too Same thing Yeah It’s hard to say no when you have to stand right next to it for five minutes, or however long it takes Just a little chocolate to eat on the way home! Speaking Skills Exercise (p 80) A = Susan, B = Jeff, C = Mark A: I think we need to advertise in a more exciting way, like maybe use a balloon or something B: A balloon? What you mean, Susan? A: You know those hot air balloons C: Oh! You mean we put the company name on a big balloon and we sail it around, like over football games or something? A: Something like that, yes B: I don’t get it How would that attract people to the business? A: Well, it would put the name out there People would see the name and remember C: Wait a minute You’re saying that we use up the whole budget on a hot air balloon? A: No Not the whole budget! I’m talking about maybe a few thousand Chapter 10 Education Listening Practice B Listening for Main Ideas Exercise (p 84) Part Do you want to learn something new and improve your job possibilities? Are you looking for a degree program that will recognize all your unique life experience? Consider Westside College We design programs around your busy life, and, more importantly, give you credit for your life experience, because you shouldn’t have to waste precious time and money in unnecessary classes We’ll use our “Life and Learning Assessment” to evaluate your experience Based on this assessment, we’ll be able to see how you can apply your experience to the requirements for your course of study Call today and make an appointment to meet with one of our advisors You won’t regret it Our number is Exercise (p 84) A = Mona, B = Ben Part A: B: A: B: Do they really that now? What? Give you credit in college for life experience? Yes, they Not all colleges and universities do, of course, but more and more are starting to it I think it makes a lot of sense A: Really? B: Yes, don’t you? A: Well, maybe, but I think there are a lot of issues around it For example, how can they really evaluate your life experience? B: Like they said, they have an assessment I think there are different ways they assess Students often have to take a test to prove they have a certain level of knowledge Some places also use something like a portfolio of previous learning That’s something that a student has to put together with examples and documentation to show that he or she has learned Open Forum: Transcripts  35 certain things A: But couldn’t something like that be falsified It seems like it would be pretty easy to make some things up B: Maybe, but I don’t think it’s as easy as you’d think My aunt works at the community college They accept life experience for credit, and she says that they’re really strict in deciding who gets credit The students have to put a lot into these portfolios of previous learning It seems like it would be a lot of work to falsify something like that It could be almost as much work as doing the class! A: I don’t agree It seems so subjective How can you compare and evaluate different experiences For example, what if one person has lots of work experience in computer programming and another person has a lot of experience in taking care of little children? Could you get credit for both experiences? And if so, would you get the same amount of credit, or what? B: Well, I doubt that two people like that would be trying to get the same amount of credit in exactly the same situation You know, the standards for testing and evaluation for regular courses aren’t completely objective either There is always some level of subjectivity when teachers mark and give grades and things like that A: Yes, but the system itself is pretty objective And it just seems a little unfair It takes discipline to go to college You have to attend, the work, take exams, and pass classes in order to get credit—and then some people get around that with “life experience”? It seems like an easy way out to me B: I don’t know Think about how many people say they didn’t really learn anything in college For many people, college is mainly social, and then they really start learning after they graduate from college That was certainly true for me And, if you have to consider that people who enroll in college later in life are in a different situation, they’ve often had a lot of work experience and they usually don’t have time to take every class from the beginning That doesn’t seem fair A: I see your point, but it still seems vague and subjective to evaluate something like life experience and then give credit B: Well, I guess it’s a good thing neither one of us is considering going back to college A: Yes, you’re probably right! D Focus on the Listening Skill (p 85) Maybe, but I don’t think it’s as easy as you’d think My aunt works at the community college They accept life experience for credit, and she says that they’re really strict in deciding who gets credit The students have to put a lot into these portfolios of previous learning It seems like it would be a lot of work to falsify something like 36  Open Forum: Transcripts that It could be almost as much work as doing the class! I don’t agree It seems so subjective How can you compare and evaluate different experiences? For example, what if one person has lots of work experience in computer programming and another person has a lot of experience in taking care of little children? Could you get credit for both experiences? And if so, would you get the same amount of credit, or what? Yes, but the system itself is pretty objective And it just seems a little unfair It takes discipline to go to college You have to attend, the work, take exams, and pass classes in order to get credit— and then some people get around that with “life experience”? It seems like an easy way out to me I don’t know Think about how many people say they didn’t really learn anything in college For many people, college is mainly social, and then they really start learning after they graduate from college That was certainly true for me Listening Practice B Listening for Main Ideas (p 88) Speaker 1: Tom I guess you could say I was a late developer! My grades weren’t good enough for a four-year college I didn’t work hard enough in high school So I wound up at the community college, and I didn’t study very hard there either, at least not for the first year I just really wasn’t interested in anything But in my second year there one day I had to a project on the computer Of course, computers were quite new in those days And I got interested, really interested It was fun messing around on computers, trying to figure things out Eventually I changed my major to computer science It was a new field but it was growing fast and it was obvious there was a huge future there I started working transferred to a four-year college and graduated with honors After I graduated, my friend got me a job at a software company I worked there for a few years and, eventually, I went out on my own Now I have a very stable business with more than twenty employees and I guess you could say I’m quite successful So I don’t think it makes a bit of difference which school you go to or how much you pay for it It’s what you with it that’s important Speaker 2: Tracy I got an undergraduate degree from the local state university My family didn’t have a lot of money so that was my only option at that point, really My dream had always been to go to an Ivy League school, like Harvard or Yale, but we just couldn’t afford it I had to work part-time while I was studying, and then I worked two jobs during the summer to pay for school I was pretty happy at the state school I got good grades, and I felt like I was getting a good education But I still wished I could have gone to a school like Harvard Then, one of my professors suggested that I think about going to grad school and getting a master’s degree I’d never really considered it before, but I decided to apply anyway My professor suggested different schools to apply to, including Harvard, and I thought, well, it’s worth a try I didn’t know if I’d get accepted, and I really didn’t know how I’d pay for it, but I decided to try anyway Well, I was accepted and it was very hard hard in terms of studying, and hard financially But, I did it I honestly don’t know if doing my master’s at an Ivy League school made all that much difference in the end in what I learned or the jobs I’ve gotten, but I’m glad I did it Speaker 3: Ed I went to a very small state college, but it was kind of unusual There was a big emphasis on hands-on learning, group work, seminars, debates, discussions It was really active and you were expected to participate I don’t think it would be for everyone, but I really loved it Like, you couldn’t just sit there and take notes You were expected to engage with the information and ask questions I was always getting in trouble in regular school for asking questions, so I loved it You might think it was easier, but I think they asked more of you than they in a regular university You had to write your own academic plan at the beginning of every year and discuss it with the teachers, and this is the part that really is different: you wrote your own self-evaluation at the end of every semester They didn’t give grades They gave narrative evaluations, like each professor wrote a paragraph about your strengths and weaknesses You know, it’s amazing Those evaluations meant a lot more to us than grades would have, and they were a lot more informative, actually Some people didn’t like them at all They wanted an A or a B or whatever But that wasn’t the way they did it me High school was pretty easy, but you’re expected to be a lot more independent in college, to study and work on your own, and I didn’t really understand that at the beginning And I felt really insecure because English isn’t my first language and I had to write a lot of papers in English It was really hard at first and my grades weren’t always so good But I made it in the end Nobody in our family had ever graduated from college before, so it was a big deal—for the whole family Pronunciation Exercise (p 89) I went back to school because I wanted to something for myself I’ve made your coffee Do you want it now or later? You can have my cake I don’t want it My mother always wanted a large house Exercise (p 90) I’ve enrolled in a swim class, and I’m going to start it next week The class has already started The professor predicted that I’d get an A You might get an A, but I really can’t predict it I didn’t hear the announcement Could you please repeat it? My daughter repeated third grade Wish me good luck! I’ll need it! I needed better grades to get into that school My teacher suggested that I take a math class 10 I think Ben should drop physics, but I didn’t suggest it Speaking Skills Exercise (p 90) And I got interested, really interested I was pretty happy at the state school I got good grades and I felt like I was getting a good education Well, I was accepted and it was very hard hard in terms of studying and hard financially Speaker 4: Alicia My parents and my grandparents immigrated to this country from Mexico when I was twelve, and they never had much education But that was the big thing they wanted for me—the most important thing was education They were pushing me all through school, always checking my homework, putting me in summer school and things like that They were so happy when I got accepted to college But college was tough for Open Forum: Transcripts  37 Chapter 11 Astronomy Listening Practice A: B Listening for Main Ideas (p 94) A = Host, B = Craig Doss, C = Danielle, D = Edward, E = Rita, F = Louis A: Hello and welcome to “Science Now.” We’re talking about the moon today, and our guest is Craig Doss, a scientist who spends his life considering the mysteries of the moon Hello, Craig B: Hi, thanks for having me on the show A: Now Craig, this is a weekly call-in show where people can ask questions about our topic and our expert— that’s you—will answer the questions OK, are you ready? B: Yes A: OK, let’s get started Our first question comes from Danielle in New Jersey Hi Danielle, what’s your question? C: Hi, I’m wondering about water on the moon Is there actually water? I’ve heard about the seas on the moon, but are they really filled with water? A: Craig? B: That’s a good question They are called seas, but they’re not filled with water They’re actually filled with lava The only water we know of is in ice at the poles of the moon C: Oh, OK Thank you A: Our next caller is Edward from New Mexico What’s your question, Edward? D: Hello, can you tell me if scientists know how the moon was formed? B: That’s an interesting one There have been different theories on this One theory is that the moon was actually part of Earth, but it broke off and became separate in early formation Another idea is that the moon was an object out in space that was captured or pulled in by Earth’s gravity In other words, that it came near enough to Earth and then couldn’t get away because of gravity And then there is the theory that a huge rock crashed into Earth and knocked a large piece of it loose, and then this piece formed into the moon It’s this last theory that most scientists prefer now, but we don’t really know for sure D: Do you think scientists will ever know for sure? B: Hmm, good question Maybe, maybe not A: OK, our next caller is Rita from Missouri Hi Rita E: Hi, thanks for taking my call Did research about the moon help scientists figure out how or why dinosaurs disappeared? A: Hmm, what can you tell us about that Craig? B: There actually is a connection Scientists studied how craters on the moon might have been formed how something might have crashed into the moon and made craters This research was then used by other 38  Open Forum: Transcripts B: A: F: B: F: A: B: A: scientists They came up with a theory that a huge rock crashing into Earth could have killed all the dinosaurs So there is a connection And it’s interesting because this is also an example of one of the benefits of studying the moon and sending astronauts there That’s something that people sometimes question Yes, that is true OK, our last question is from Louis in Maryland Hi Louis Hi My question is more about astronauts on trips to the moon I’ve heard that they’ve taken some unusual things into space Is this true? Yes, it is A lot of people don’t know about this, but astronauts have carried golf balls, and coins, and even tree seeds to space They’ve carried a lot of other things as well It started to get a little out of hand, though, so nowadays there are much tighter regulations On shuttle missions, astronauts aren’t allowed to carry so many things But in the early days there weren’t regulations and the astronauts carried things like the golf balls and coins Wow, you think it would help my golf game to use a ball that had been to the moon? It seems like there’s a fascination with objects that have been in space Yes, there really is People think there must be something special about these things In fact, there were problems some people sold some of the objects to make a profit afterwards, which is one reason the regulations have come about OK, well thanks for your question, Louis We’re going to take a quick break D Focus on the Listening Skill Exercise (p 94) Q: Hi, I’m wondering about water on the moon Is there actually water? I’ve heard about the “seas” on the moon, but are they really filled with water? A: That’s a good question They are called seas, but they’re not filled with water They’re actually filled with lava The only water we know of is in ice at the poles of the moon Q: Hello, can you tell me if scientists know how the moon was formed? A: That’s an interesting one There have been different theories on this One theory is that the moon was actually part of Earth, but it broke off and became separate in early formation Another idea is that the moon was an object out in space that was “captured” or pulled in by Earth’s gravity—in other words that it came near enough to Earth and then couldn’t get away because of gravity And then there is the theory that a huge rock crashed into Earth and knocked a large piece of it loose and then this piece formed into the moon Q: Hi, thanks for taking my call Did research about the moon help scientists figure out how or why dinosaurs disappeared? A: There actually is a connection Scientists studied how craters on the moon might have been formed, how something might have crashed into the moon and made craters This research was then used by other scientists They came up with a theory that a huge rock crashing into Earth could have killed all the dinosaurs Listening Practice B Listening for Main Ideas (p 97) A = Host, B = Sharon Lee A: OK, now we have Sharon Lee here to talk about people in astronomy Hello Sharon B: Hi Nicky A: What, or should I say, who, are you going to tell us about today? B: We’re going to look at amateur astronomers today Many people don’t realize that some amateurs have been pretty important in astronomy Some significant discoveries have been made by amateurs A: Really? B: Yes The two main areas of discovery are identifying new comets and hunting for supernovas A: What are supernovas? B: If you’ll let me come back to that in a second, I want to add that astronomy is really one of the few fields where amateurs actually make a lot of discoveries Think about biology or physics, there just aren’t as many examples of someone, who is not a professional or expert, making some kind of significant discovery in those fields A: Hmm, I see what you mean B: Now, back to supernovas A supernova is a giant dying star—and when I say “giant,” I mean larger than our sun—and this dying star explodes and produces an enormous amount of energy A: And, amateurs can see, or find these? B: Yes, but they are extremely rare Something like eighty have been recorded since they were discovered in the 1930s And it’s not an easy task to see them A: Why is that? B: Well, let me tell you about the person who is probably the most successful amateur looking for supernovas, and that will give you a better idea A: OK B: Robert Evans is a retired minister who lives in Australia He began looking for supernovas in 1980, and he’s found at least 35 of them A: Thirty-five out of the total of about 80? That seems impressive A: It definitely is He doesn’t use particularly fancy equipment, and he observes from the back deck of his home Now the most amazing part of this is his memory He has an extraordinary ability to memorize patterns of stars, and this is what has enabled him to find so many supernovas B: What you mean when you say “extraordinary”? A: Well, the writer Bill Bryson included a chapter on Evans in a recent book called A Short History of Nearly Everything B: That’s an intriguing title! A: Yes, isn’t it? Anyway, he explains Evans’s ability to memorize this way: he says to imagine a standard dining room table with a black cloth on it, then throw a handful of salt across it The handful of salt would be like a galaxy A galaxy is a large group of stars, and there are a lot of them A: OK, so a table with a handful of salt represents a galaxy B: Right Bryson then says to imagine 1,500 tables, each with a handful of salt across them A: And, each handful of salt on the 1,500 tables would be a galaxy? B: Exactly Now Bryson says to imagine one grain of salt—that’s one grain—put anywhere on one of the tables Then have Robert Evans walk among the tables, and he would be able to find the one new grain of salt A: Wow That’s really something So he basically memorizes the patterns of stars in all those different galaxies? B: Yes, and then he can notice something new and that’s how he’s been able to identify supernovas A: That really is extraordinary! He must spend a lot of time searching for these things B: Yes, but remember he’s an amateur This isn’t his job, so he does this in addition to his daily life A: I can’t imagine how many hours he’s spent at night looking at the sky B: I know It truly is a passion for these amateurs Now, in addition to his amazing ability to memorize star patterns, Robert Evans has had two other advantages First, he lives in Australia, and for quite a while he was pretty much the only amateur astronomer looking in the Southern Hemisphere All the other amateurs were in the Northern Hemisphere A: And what was the other advantage? B: It was actually that he had a smaller telescope than the professionals use That, combined with his memory, meant that he could move his telescope a lot faster than other people’s and observe more galaxies in one night, which made it more likely that he might see one of these rare dying stars Things have changed though professionals—and now even amateurs— now use something like a digital camera on the telescope that can take thousands of pictures Then, Open Forum: Transcripts  39 they use a computer to analyze the photos They’ve been able to find a lot more supernovas as a result of this technology A: And what about Robert Evans does he use this technology now? B: No, apparently he says he doesn’t want to use it He says he wants to continue using his method I’m sure he realizes that he may have fewer finds, but I guess he must still find it satisfying A: Hmm Well, that was fascinating, Sharon Thank you very much for coming in today B: You’re welcome Pronunciation Exercise (p 99) That will give you a better idea Amateurs can actually make important discoveries He would be able to find a dying star He could move his telescope faster than other people Exercise (p 99) With new technology, astronomers can find more supernovas Do you think they will discover anything new? What technology would help scientists? It’s amazing that he can memorize the patterns of the stars Do you think you could that? Speaking Skills Exercise (p 99) See underlined extract from the radio interview on page 39 Chapter 12 International Studies Listening Practice B Listening for Main Ideas (p 102) I had just begun an appointment as a visiting professor of psychology at a university in Brazil, near Rio de Janeiro I arrived anxious to observe just what characteristics of this alien culture would require the greatest readjustment from me From my past travel experiences, I anticipated difficulties with such issues as language and privacy But these turned out to be a piece of cake compared to the distress that Brazilians’ ideas of time and punctuality caused me 40  Open Forum: Transcripts My lessons began soon after arriving in Brazil As I left home for my first day of teaching, I asked someone the time It was 9:05 a.m., allowing me plenty of time to get to my ten o’clock lecture After what I judged to be half an hour, I glanced at a clock I was passing It said 10:20 In panic, I broke for the classroom, followed by gentle calls of “Alo, professor!” from unhurried students, many of whom, I later realized, were my own I arrived breathless—only to find an empty room Frantically, I asked a passerby the time “9:45” came the answer No, that couldn’t be I asked someone else “9:55.” Another squinted down at his watch and called out proudly, “Exactly 9:43.” The clock in a nearby office read 3:15 I had received my first two lessons about time and punctuality Brazilian timepieces are consistently inaccurate, and nobody seemed to mind but me My class was scheduled from 10 until noon Many students came late Several arrived after 10:30 A few showed up closer to 11 Two came after that All of the latecomers wore the relaxed smiles I later came to enjoy Each one greeted me, and although a few apologized briefly, none seemed terribly concerned about being late They assumed that I understood That Brazilians would arrive late was no surprise, although it was certainly a new personal experience to watch students casually enter a classroom more than one hour late for a two-hour class The real surprise came at noon that first day, when the class came to a close Back home in California, I never need to look at a clock to know when the class hour is ending The shuffling of books is accompanied by strained expressions screaming “I’m hungry, I’m thirsty, I’ve got to go to the bathroom, I’m going to suffocate if you keep us here one more second.” The pain, I find, usually becomes unbearable at two minutes to the hour for undergraduates and at about five minutes to the hour for graduate students But when noon arrived, only a few students left right away Others slowly drifted out during the next 15 minutes, and some continued asking me questions long after that Several remaining students kicked off their shoes at 12:30 I could not, with any honesty, say that this was due to my superb teaching style I had, in fact, just spent two hours lecturing on statistics in halting Portuguese D Focus on the Listening Skill Exercise (p 104) From my past travel experiences, I anticipated difficulties with such issues as language and privacy But these turned out to be a piece of cake compared to the distress that Brazilians’ ideas of time and punctuality caused me Exercise (p 104) Back home in California, I never need to look at a clock to know when the class hour is ending The shuffling of books is accompanied by strained expressions screaming, “I’m hungry, I’m thirsty, I’ve got to go to the bathroom, I’m going to suffocate if you keep us here one more second.” Listening Practice B Listening for Main Ideas (p 106) Today I’m going to talk a little about culture shock, and what I mean by that is the kind of psychological problems a person may have while living in a different culture someone who moves to a different culture, in particular, and the new culture doesn’t have to be all that different, problems can happen between people who come from similar cultures or who speak the same language: the United States and Britain, for example So anyway, we’ll look at the stages of culture shock and then we’ll discuss some strategies for dealing with it First of all, the expression “culture shock” was invented in 1954 by an American anthropologist, Dr Kalvero Oberg Oberg described four different stages of culture shock Other psychologists have added more There’s a fifth stage that I’ll describe I’m sure those of you who have had experience in a different culture will recognize some of these stages The first stage is often called the honeymoon period: it’s kind of a euphoric stage When you first arrive hey, new country! Everything is exotic and exciting You notice all the differences, and you delight in them, like a tourist If you have friends there, they may go out of their way to make you feel at home They treat you like a special guest, and it’s a very positive experience Maybe you have a few problems, but they don’t bother you that much It’s all fun It’s all part of the new experience But honeymoons don’t last forever And if you’re going to live in a new place, you have to come to terms with the day-to-day realities of life there You have to open a bank account, perhaps find an apartment, find a job Often, you don’t speak the language, and you don’t really know how to go about doing things That’s when you realize that the support systems that you had in your old country, and the ways that you got things done there, may not be the same here in the new country You’re like a fish out of water out of your own environment, and you don’t know how things work, or you get irritated at the different ways that things work and—and this is often a big part of it—nobody seems to care That’s when you’re moving into the second stage, which is the stage most people think of when they talk about culture shock It’s a kind of rejection stage The stores aren’t open when you want them to be The taxi drivers aren’t helpful You’re fed up with the food You’re sick of seeing movies with subtitles You’re trying to learn the language, but nobody appreciates your efforts When you go out with people, everyone ignores you All of this kind of adds up, and it can make you feel pretty miserable People even experience physical symptoms Now most people go through this stage to some extent And how you deal with this stage is really important Because it’s a challenge, and you just have to accept it and work through it Unfortunately, a lot of people move into a third stage from here, a kind of a superiority phase That’s when you start feeling superior to the new culture You tend to get together with friends from your home culture and complain about the country you’re in Everything about the new place is bad; everything about the old place is good You’re romanticizing your own country or your own culture Stage four is where you begin to adjust to the new country Some time passes, and you’re getting used to things Maybe you speak the language a little Maybe your job becomes more interesting Maybe you’ve met some new friends and they’re helping you to adjust For whatever reason, you’re you’re starting to feel a little more at home You realize that there are things that you actually like about the new country This is called the adjustment period, and it’s a more mature stage, when you begin to realize that there are good things and bad things everywhere you go Some people talk about a fifth stage: reverse culture shock, which is when you finally return to the culture you came from Often you’re actually disappointed at things there, and then you realize that you have changed, and that there are some things that you like better in the new culture So that’s the stages of culture shock Now if you’re going to study or work overseas, it really helps to know about culture shock, so you can prepare yourself in advance Open Forum: Transcripts  41 And if you know about it, you can anticipate it, and maybe not avoid it completely, but take action to deal with it So what are some things that you could D Working Out Unknown Vocabulary (p 107) The first stage is often called the honeymoon period It’s kind of a euphoric stage When you first arrive hey, new country! Everything is exotic and exciting If you have friends there, they may go out of their way to make you feel at home They treat you like a special guest, and it’s a very positive experience But honeymoons don’t last forever And if you’re going to live in a new place, you have to come to terms with the day-to-day realities of life there You have to open a bank account, perhaps find an apartment, find a job You’re like a fish out of water out of your own environment, and you don’t know how things work, or you get irritated at the different ways that things work and—and this is often a big part of it—nobody seems to care It’s a kind of rejection stage The stores aren’t open when you want them to be The taxi drivers aren’t helpful You’re fed up with the food You’re sick of seeing movies with subtitles Everything about the new place is bad; everything about the old place is good You’re romanticizing your own country or your own culture www.oup.com Pronunciation Exercise (p 108) At first it was a positive experience I felt at home in England I opened a bank account But I didn’t have a job In the end I worked it out But it took a lot of time Speaking Skills Exercise (p 109) A = Male 1, B = Female 1, C = Female 2, D = Male A: OK, so are we all clear about what we have to do? Let’s go to the first point If you’re going to live overseas, it’s important to learn about the country in advance Any specific examples of that? B: You could read about the culture A: Right Any other ideas? C: What about the language? You should try to learn some of the language too, right? B: Absolutely A: Let me get that down language right What else could we say? Oliver, what you think? D: Maybe I don’t know try to meet people from the particular country, for example C: Yeah A: Good point Great Does anyone have anything to add to that? OK then, can we move on? ISBN 0-19-441775-1 ACADEMIC LISTENING AND SPEAKING Answer Key and Test Booklet [...]... culture Open Forum 2: Answer Key 11 Test 1 Test 3 Chapters 1–3 Chapters 7–9 Part 1 Part 1 1 c 2 a 3 c Part 2 4 5 6 7 1 a 2 b Part 2 a b c c 8 c 9 a 10 a 3 T 4 F 5 F 6 T 7 F 8 T 9 F 10 F Part 3 11 T 12 T Test 2 Chapters 4–6 Test 4 Part 1 Chapters 10– 12 1 d Part 1 Part 2 2 F 3 T 4 F 5 T 6 F 7 T 9 a 10 a Part 3 8 b 1 b 3 a 6 a 7 b 8 a 9 b 11 a 12 b Part 2 4 b 5 b Part 3 10 b 12 Open Forum 2: Answer. .. wanted 2 want it 3 want it 4 wanted Exercise 3 (p 89) 1 2 3 4 5 start it started predicted predict it repeat it 6 repeated 7 need it 8 needed 9 suggested 10 suggest it Exercise 4 (p 90) Answers will vary 6 Speaking Skills Exercise 1 (p 90) 1 interested 2 good 3 hard The effect of the repetition is to emphasize the point Exercise 2 (p 90) Answers will vary Open Forum 2: Answer Key  Chapter 11 4 Listening. .. b 2 a 3 a 5 Pronunciation Exercise 3 (p 94) 1 2 3 Answers will vary 1 Robert Evans searches for supernovas and dying stars 2 He can memorize patterns of stars very well come about broke off get away came up with broke down figure out left out run out of International Studies 2 Listening Practice B Listening for Main Ideas (p 1 02) 1 Answers will vary 2 Brazil 3 A psychology professor C Listening. .. (p 1 02) 1 c 2 a 3 b 4 c 5 b 6 a 7 b 8 a D Focus on the Listening Skill Exercise 1 (p 103) 10  Open Forum 2: Answer Key 3 of another country, foreign 4 getting used to, adjusting Exercise 2 (p 103) D Working Out Unknown Vocabulary (p 107) a ✓ Exercise 3 (p 104) 1 Difficulties with language and privacy 2 “It’s a piece of cake” means something is not a problem; having difficulties with language and. .. C Listening for More Detail 2 Listening Practice B Listening for Main Ideas Exercise 1 (p 84) Life experience Exercise 2 (p 84) 1 d 2 a a ✓ b ✓ d ✓ Ben and Mona do not have the same opinion 1 2 3 4 b a c b 5 6 7 8 5 Pronunciation Exercise 1 (p 89) Both sentences sound very similar C Listening for More Detail Exercise 2 (p 89) Exercise 1 (p.84) 1 F 2 T 3 F 4 T 5 T 6 F 7 T 8 F D Focus on the Listening. .. for a while, but, well, I still do eat it occasionally 22   Open Forum: Transcripts Chapter 4 Visual Art 2 Listening Practice B Focus on the Listening Skill (p 28 ) A = Host, B = Sandra Ellis A: Today we’re going to take a look at the latest hot trend among art collectors: Aboriginal art from Australia My guest today is Sandra Ellis, who is the owner and curator of the Pine Lake Museum of Aboriginal Art... Listening Practice Astronomy B Listening for Main Ideas (p 97) 2 Listening Practice B Listening for Main Ideas (p 94) 4 ✓ 6 ✓ C Listening for More Detail (p 11) C Focus on the Listening Skill Exercise 1 (p 94) 2 different theories, part, separate, captured or pulled in, gravity, rock, crash 3 connection, craters, formed, rock, crash, dinosaurs, killed 3 4 5 1 2 3 4 5 6 1 2 3 4 5 6 The models are...6 Speaking Skills Exercise 3 (p 86) Exercise 1 (p 80) Answers will vary 1 The people are discussing how to advertise something 2 Susan is proposing a hot air balloon 1 2 3 4 program; classes; grades graduated; got took; take; got financial aid Exercise 4 (p 87) Answers will vary Exercise 2 (p 80) What do you mean?; Oh, you mean ; I don’t get it; You’re saying that 4 Listening Practice B Listening. .. weekends 5 Pronunciation Exercise 2 (p 16) See underlined extract from the interview above with Annie 6 Speaking Skills Exercise 1 (p 16) See underlined extract from the interview above with Robert 20   Open Forum: Transcripts Chapter 3 Food Science 2 Listening Practice B Listening for Main Ideas (p 20 ) For many years, scientists have believed in the “wisdom of the body,” the idea that our bodies know... topic of supernovas Exercise 2 (p 99) If you’ll let me come back to that ; I want to add ; Now, back to ; By the way Chapter 12 5 f 6 a 7 h 8 g Exercise 2 (p 96) 1 2 3 4 5 6 7 8 1 2 3 4 5 6 Speaking Skills Exercise 1 (p 96) 7 b 8 a Exercise 2 (p 99) water lava ice theories part separate pulled gravity rock dinosaurs connection crashed craters theory rock 2 b 3 e 4 c 4 b 5 b 6 b Exercise ... criminal activity, is usually empty, has litter and Open Forum 2: Answer Key  C Listening for More Detail (p 12) T F T T T F F T E Focus on the Listening Skill Exercise (p 13) Chapter Chapter... Science Listening Practice B Listening for Main Ideas ✓ ✓ ✓ ✓ C Listening for More Detail (p 20 ) c c b b a c Vocabulary Exercise (p 22 ) Where to have tea and coffee b c Exercise (p 22 ) would... Chapter a b b   Open Forum 2: Answer Key painless useful hopeful thoughtless wonderful priceless useless Listening Practice B Listening for Main Ideas (p 42) a b c d C Listening for More