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Beginning READING
Developing Skills for the TOEFL
iBT
TRANSCRIPTS
Listening Section / Speaking Section / Writing Section
Developing-4Books_5 2006.7.13 3:48 PM Page 655
Listening
656 Transcripts
C
hapt er
1
Skill A
01 Campus Life
W: H ey, Barry. D o you have a second?
M: Sure, w hats up?
W: Im looking for m ore people to join our basketball team .
M: Really? Is it a team for a league?
W: Yeah. There is a co-ed intram ural sports league here at the college.
A nybody can sign up. Som e of m y friends and I w ant to form
a basketball team .
M: H ow m any people do you need?
W: W e need at least eight people---four m en and four w om en.
M: H ow m any people do you have at the m om ent?
W: W e have six. So, w e need tw o m ore people to form the team .
W e have enough w om en. W e just need tw o m ore m en.
M: Sure, Ill sign up.
02 Communication
W: M any theories and m odels about speech and com m unication
exist. Today, I w ill introduce you to one m odel, the transactional
m odel. Rem em ber, this is only one m odel of m any. Lets begin
w ith a few of the transactional m odels characteristics.
First, as people, w e try to create m essages using all the stim uli
(or inform ation) from our present and past. That is, w e learn
inform ation as both children --- the past --- and as adults --- the
present. The am ount of inform ation w e take in is controlled by
som ething w e call filters.These filters m ean w e take in only
som e inform ation, or keep w hat is im portant to know . So, any
m essages w e create are a result of all this inform ation that w e
receive and filter, from the tim e w e are children to adults.
03 Campus Life
W: Im new here. C ould you explain how to get copies m ade here
in the library?
M: Sure! First thing to know is that all copying is self service. That
m eans you do your ow n copying. U nless, of course, you have
special needs, like som e kind of special copying job. Then, you
can get assistance from the reference desk.
W: O K, got it! Self service or go to the reference desk if I have a
special copying job.
M: M achines are located on the 4
th
and 5
th
floors. Select your copier,
load your originals into the m achine, and insert your student ID
or virtual cash card.
W: I understand. Self service, 4
th
and 5
th
floors, load the originals, and
pay.
M: Exactly! Just dont forget to hit copy!
04 History
M: Today, w e w ill discuss the king of M acedonia. M ost of you
probably know him as A lexander the G reat. Born in 356 BC ,
this king of M acedonia is considered one of the greatest m ilitary
leaders in history. H e conquered m uch of the civilized w orld that
existed during his lifetim e.
Lets talk about the w ars A lexander the G reat led. These are
perhaps his greatest legacy, or m em ory. After his father, King Phillip
II, died, A lexander continued w ith his fathers plan to take over
Persia. A lexanders w ars against the Persians w ere successful. H is
success resulted in the creation of a huge em pire m ade up of the
regions M acedonia, Egypt, Syria, Persia, and A sia M inor.
05 Campus Life
M: Suzy, do you know if pets are allow ed in the dorm ?
W: W ell, certain pets are allow ed.
M: I really w ant to bring m y dog to live w ith m e.
W: Im pretty sure that dogs are not allow ed.
M: That figures. W hat kind of pet can w e have?
W: W ell, lots of people have fish.
M: Fish. Really? W hy fish?
W: There are lots of reasons. Theyre sm all. They dont eat m uch,
and theyre colorful.
M: H m m m .
W: I think you should get som e fish. They w ont take up m uch
space. Theyll be inexpensive. Theyll also add som e nice color to
your room .
M: True enough! Ill do that.
06 Literature
M: Em ily D ickinson w as an im portant A m erican poet. She w as
born in 1830 and died in 1886. You know , m any people consider
Em ily D ickinson to be one of the first great A m erican poets,
and yet, am azingly, very few of her poem s w ere published
w hile she w as still alive. In fact, only about 10 of her poem s
w ere published before her death, though she actually w rote
about 1700 of them during her lifetim e! Pretty am azing, isnt
it? She w rote far m ore poem s than w ere published w hile she
w as alive. A fter her death, her w ork becam e m ore recognized.
Today, you can find tons of books on D ickinson and her poetry.
07 Ecology
W: Ecology is the study of the relationships betw een an organism
and its environm ent. The organism is the plant or anim al that
w e are observing. The environm entrefers to the organism s
surroundings. For exam ple, w e m ight be studying a cactus
plant in the desert. So, our organism w ill be the cactus, and the
environm ent w ill be the desert. But w hy does our organism like
this environm ent? That is, w hy is a hot, dry desert a good place
for a cactus to live? W e m ay also ask w hich other m em bers
m ake up a certain type of com m unity. For exam ple, w hat other
types of plants (or anim als) prefer a hot, dry desert clim ate?
08 Health
W: Today, Id like to talk about infectious diseases. H ave you heard
of those before? A n infectious disease is a disease that a person
can get from environm ental factors, that is, from the surroundings
or w here he or she lives. For exam ple, if a person drinks dirty
w ater, he or she can becom e sick. These days, infectious diseases
are not as prevalent as they w ere in the past. Back in the 19
th
century, they w ere very prevalent. For exam ple, one w idespread
problem in the 1800s w as babies w ho got diarrhea from infections.
These infections cam e from drinking dirty w ater or drinking
unpasteurized m ilk. A terrible fact w e know is that diarrhea
killed alm ost 200 out of every 1,000 infants in the year 1840.
N early 20 percent of babies at that tim e died from this particular
infectious disease.
Note: Highlighting indicates a repeated listening sample.
Transcripts 657
Skill B
01 Campus Life
W: Excuse m e, do you have the tim e?
M: Its 10:15.
W: O h no! The last city bus stopped running at 10:00. H ow am I
going to get back to m y dorm ? I dont like to w alk in the dark.
M: W hy dont you just use the cam pus shuttle bus?
W: Is there a shuttle bus stop around here?
M: Theres one right over there. A bus should be com ing soon.
They run every 15 m inutes, and I saw a bus pulling aw ay about
ten m inutes ago.
W: Thats great! D oes the shuttle have just one route?
M: Yeah. But it passes by each of the dorm s.
W: Even C hetw ood H all?
M: Yeah. It goes there, too.
W: I never knew about the shuttle service. Thanks for telling m e
about it.
02 Geology
M: In geology, a flow is defined as m aterials m ixing together as
they m ove dow n a slope. There are three m ain types of flow s:
creep flow s, debris flow s, and debris avalanches.
Rem em ber, it does not m atter about the type of flow . The basic
definition or m eaning is the sam e: flow m eans m aterials m ixing
together as they m ove dow n a slope.
N ow , one of the m ajor differences betw een these types of
flow s---creep, debris flow , or debris avalanches---is the rate of
m ovem ent. A creep flow m oves slow ly. A debris flow contains
w ater and usually m oves faster. A nd as you m ight guess, the
debris avalanche m oves very quickly. D ebris avalanches occur
on a steep hill or slope, so thats w hy theyre faster. So, in order
to rem em ber them , think of them from slow est to fastest:
creep flow s, debris flow s, and debris avalanches.
03 Campus Life
M: W ill I be dropped from a class if I sim ply stop attending?
W: N ot necessarily. Som e profs m ight, but others w ont.
M: So, how do I drop a class officially?
W: D uring the first tw o w eeks of the sem ester, no official application
is needed. Sim ply call 444-U TEL or log onto C asperW eb and take
the class off your schedule.
M: So, I can drop just by Internet or m aking a phone call?
W: Yes. H ow ever, later in the sem ester---betw een three and six
w eeks---you w ill need to subm it an official drop notification
form w ith the professors signature on it. You can get that form
here in the departm ent office.
M: O h, I see.
W: A nd, during the final w eek of the sem ester, no drops are allow ed.
M: Since this is still the second w eek of classes, I can just drop over
the phone, right?
W: Right. But as of next M onday, youll have to fill out a drop
notification form and get your profs signature on it.
M: G ot it. Thanks.
04 Literature
W: G enreis a French w ord that, translated literally, m eans type
or category. It is used in literature to refer to the group a particular
w ork or w riting falls into. For exam ple, tw o types of genre are
com edy and tragedy. If the character in a particular w ork---be it
a novel or play or w hatever---if the character ends up in a w orse
situation at the end of the story, w e call it a tragedy. Hamlet is
probably the m ost fam ous or w ell-know n tragedy.
A com edy, on the other hand, is a w ork in w hich hum or is used
to entertain. In com edies, the m ain characters m ay not be great
heroes, but w e find them am using or endearing because of
their personalities. The ending of a com edy is usually happy, or
at least not tragic. A fam ous exam ple of a com edy is Shakespeares
Twelfth Night.
W e can see, therefore, that in a tragedy, the m ain character
ends up w orse than he or she began, w hile in a com edy, the
m ain character typically im proves his or her position.
05 Geography
M: D id you know that the Republic of South A frica is one of the
largest countries in A frica? It is actually hom e to over 44 m illion
people, but there is m ore to South A fricas population than just
its size. A nother interesting statistic about this population is
that there are m ore Indian people in this republic than in any
other country in A frica. In fact, currently, alm ost three percent
of South A fricas population is of Indian origin. I know this m ight
not seem like a large num ber, but it is the highest percentage of
Indians in that continent. A s you m ight expect, the m ajority of
the population in South A frica is black. Just over 75 percent of
the population is black. The second largest group is w hites, w ho
num ber alm ost 14 percent of the total population.
06 Campus Life
W: H i, Professor Sm ith.
M: H i, Justine. H ow are you?
W: Im O K, but Im doing badly in your class. I am w ondering how
to do better.
M: I think com ing prepared to class m ay do som ething to boost
your grades.
W: H ow can I prepare for class?
M: H ave you checked out m y w eb page? A ll of m y lecture notes
are on m y w eb page. You can dow nload the notes and read them
ahead of tim e.
W: Really? W ow . That w ould be very helpful.
M: A nother good idea is to read the chapter in the book before
class.
W: I usually dont read the chapter ahead of tim e. I thought hearing
the lecture first w as better than reading first.
M: Reading first is actually better. You should also jot dow n ideas
or notes w hile youre reading. That w ay you can com e to class
w ith som e questions.
07 History
W: M ost of you have heard stories or read books about pirates.
Stories about pirates are com m on around the w orld. Basically,
pirates are people w ho steal from others. U sually, pirates steal
w hile at sea. That is, they use boats to attack other peoples
boats. Pirating, though, has changed since the old days. Yes, its
true. There are still pirates today. I bet that surprises som e of
you, but its true. In the old days, pirates used sw ords to attack
others. Besides sw ords, they used cannons, but today you
w ont see m any pirates w ith sw ords or cannons. Today, pirates
use different w eapons. They use rifles instead of sw ords, and
pirates dont use sail boats like before. Today, pirates use speed
boats. Speed boats, of course, are m uch faster than the old sail
boats.
658 Transcripts
08 Phys. Ed.
M: O ne popular form of m artial art is called karate. People all over
the w orld practice karate, m any as a m eans of self defense.
Som e practice it just for exercise. Those are just the physical
aspects of karate: defense and exercise, but karate does not
only help you learn to defend yourself and becom e stronger. In
fact, m any people say that learning karate also helps a person
psychologically. For exam ple, a person m ust learn to deal w ith
stress during practice. W e experience stress in our m ind, so it is
psychological. Learning to handle stress can be helpful in everyday
situations. A s a person practices karate, he or she deals w ith
stress. The ability to deal w ith stress can help in our lives every day.
Skill C
01 Sociology
W: Today I w ant to introduce you to the concept of culture. W e all
recognize that each country has its ow n unique culture, but lets
start by looking at som e of the m ajor characteristics of culture.
W ell begin w ith w hat I consider to be the three m ost im portant
characteristics, in order of im portance.
First, only hum an beings have culture. A group of gorillas or
m onkeys w ould not be considered to have their ow n culture. It
is som ething unique to hum ans.Secondly, culture exists in the
m inds of individuals. In other w ords, it is learned behavior. It is
the things that w e---that is a group of people---consider norm al.
For exam ple, the clothes that Im w earing now are a product of
m y culture and w hat I think is norm al.
So, culture is unique to hum ans, and it exists in the m ind. Third,
cultures are different. N o tw o cultures are the sam e. For exam ple,
England and Pakistan w ould be tw o very different cultures. People
from England and Pakistan have different ideas and different
behaviors even in sim ple things like how w om en dress.
02 Campus Life
M: H i, Susan. H ow are you today?
W: Im confused.
M: A ll right. H ow can I help you?
W: A ccording to the university catalog, I need to take tw o sem esters
of a foreign language.
M: Yes, thats right. A ll undergraduate students are required to take
tw o foreign language courses.
W: But I already studied Spanish in high school.
M: O h. H ow m any Spanish classes did you take?
W: I took four years of high school Spanish courses.
M: In that case, you m ay not need to take tw o sem esters here.
W: Really?
M: You can take a placem ent test. If you get a high test score, you
can place out of the first sem ester of Spanish. You w ill only need
to take one sem ester.
03 Physics
M: W e know that the Earth rotates very quickly. In fact, right now
it is rotating at a speed of 1,100 m iles per hour. But w hat w ould
happen if the Earth stopped going around? C onsidering how
fast the Earth rotates, a sudden stop w ould be terrible. Everything
on the planet w ould fly aw ay into the atm osphere. Basically,
nothing that w e care about w ould be left on the planet.
Its hard to im agine and highly unlikely that the Earth w ould just
stop one day, but w hat if w e im agine that the Earth gradually
stopped rotating? In that case, as the Earth gradually began to
spin m ore slow ly, w e w ould notice that our daylight cycle
w ould change. Then, w e w ould all have a situation like people
living near the N orth Pole. For exam ple, w e could have several
w eeks of darkness and then several w eeks of daylight.
04 Ecology
W: Today in this lecture, w e w ill talk a little about the w ater cycle.
This is the m ovem ent of w ater on the planet. Take the ocean as
a starting place. W arm w eather around oceans causes som e of
the w ater to evaporate. W hen that w ater evaporates, it becom es
m ixed in the air as gas. N ow , this w ater w ill eventually return
to the land, but how does this happen? By rain and snow .
Som e of that rain and snow gets back into rivers, stream s, and
the ocean. Som e of the w ater also goes into the ground. A ny
idea w hat this is called? Q uite sim ply, w e call it ground w ater.
N ow , this ground w ater isnt trapped w here it falls. Even ground
w ater eventually reaches the ocean again. It just circulates through
underground cracks or cham bers until it gets back to rivers,
stream s, or the ocean, com pleting the cycle.
05 Campus Life
M: The nam e of this course is History 101. It w ill be delivered prim arily
by lecture. Som e audio-visual m aterials w ill be included as w ell,
and, of course, there w ill be a textbook.
W: Excuse m e, professor?
M: Yes?
W: So, the course form at w ill include lectures, audio-visual m aterials,
and a text book. W ill w e have form al discussions, too?
M: Form al discussions w ill not be scheduled due to the size of the
class, but questions in class are alw ays w elcom e.
W: G reat! So, there w ill be som e opportunity for discussions during
the lectures?
M: Yes, thats right. Im alw ays open to questions about things any
of you m ight have difficulty understanding.
06 Campus Life
M: H ello. I need a copy of m y grades.
W: O h, you m ean a transcript.
M: Yes, right. A transcript. I need a list of m y grades for m y application
to graduate school.
W: D o you need an official transcript or an unofficial transcript?
M: W hats the difference?
W: W ell, both have the sam e inform ation, but an official transcript
has the official stam p of the university. The unofficial transcript
only has the grades.
M: Is there a charge for the transcript?
W: O nly for the official one. It costs four dollars. U nofficial transcripts
are free.
M: Ill probably need the official transcript for m y application.
W: O K. Please fill out this transcript request. W ould you like a free,
unofficial one for yourself?
M: Sure, thanks.
07 Health
M: So class, lets quickly review som e of the facts w e learned about
vitam in D . W e know it is im portant for the body. It w orks to help
the body use calcium . In that w ay, vitam in D helps the body to
Transcripts 659
build strong bones. It also helps strengthen teeth --- w hich are also
bones, by the w ay. So, building strong bones and strengthening
teeth is an im portant effect of vitam in D . N ow , can anyone tell
m e a source of vitam in D ? Yes?
W: W e can buy vitam in D supplem ents from the store.
M: Right, thats one w ay, but there is a m uch cheaper w ay to get
it! W e can get it from the sun for free. O ur skin converts sunlight
into vitam in D , so just w alking in the sun w ill help the body get
this im portant vitam in.
08 Social Science
W: Today, it is com m on for countries to take a census. W hat is a
census? A census is a count of the population of a country.
O fficials are interested to know how m any people live in the
country. They w ant to count all the m en, w om en, and children.
In addition to the num ber of people, officials like to know w here
the residents com e from . W ere the residents born in that country
or w ere the people born in a different country? Another im portant
aspect of the census is determ ining w hat languages people
speak at hom e. For instance, do people speak Spanish at hom e?
Do they speak som e other language? In sum , counting the num ber
of people, w here they are from , and w hat language they speak are
im portant aspects of the census.
Chapt er 1
Ski l l Revi ew
A-C
01 Campus Life
M: H i, Lisa! Im trying to get organized for m y m ove into the dorm
next w eek. D o you have som e tim e to spare? Id love to hear
your w ords of w isdom about dorm living, and w hat I need to
bring to feel at hom e in the residence.
W: Sure thing, John! D orm living is a blast! A nd its even better if
youre surrounded w ith all the right stuff. So, w hat do you
w ant to know ?
M: Lets start w ith clothing. W hat do m ost of the students w ear?
Is the cam pus pretty casual, or are there opportunities to dress
up on occasion?
W: W ell, this is w hat w orked for m e last year. I brought m ostly
casual. You know , jeans, T-shirts, and shorts. A nd one or tw o
nice things in case there w as a fancy event on cam pus.
M: O K, sounds good. M ostly casual...jeans, T-shirts, and shorts and
one or tw o nicer things.
W: Rem em ber to bring an iron. There is usually one in each laundry
room , but they dont usually w ork w ell. You w ill end up scorching
your clothes.
M: H m m m . Ive never ironed anything in m y life. M y m om alw ays
did that. I guess its tim e I learned, though.
W: It sure is! The next thing I w ould look at is bedding. The residence
provides bedding, but it is not very nice.
M: So, you recom m end that I pack m y ow n sheets, pillow , and
bedspread?
W: Yes, sheets, pillow , and bedspread. A lso, dont forget som e
nice tow els. The dorm itory tow els are aw ful.
M: O K, tow els, too. W e have clothing and bedding covered. W hat
else do you think I need for the bathroom ?
W: W ell, you know that the show ers are com m on. So, all the other
guys on your floor of the dorm are going to be using the sam e
show ers. Bring flip flops for the show er, and your usual toiletries.
M: Flip flops for the show ers. G ot it!
W: D o you like coffee?
M: Sure do! Love m y java in the m orning.
W: W ell, you m ight w ant to invest in a sm all coffee m aker. Its a
nice luxury having brew ed coffee first thing in the m orning. So,
w eve covered clothing, bedding, bathroom , and coffee. W hat
about school supplies?
M: W ell, I am going to need all that stuff, you know --- notebooks,
a stapler, pens, pencils --- the usual. Is there a store on cam pus
that sells that stuff?
W: D efinitely, and its dirt cheap.
M: O K, clothing, bedding, show er, and coffee. You have been a
great help, Lisa. Id better get packing. Thanks!
02 Writing
W: Lets talk a little m ore about w riting academ ic essays. A s you
already know , w riting an academ ic paper is very im portant for
all college students. In fact, m any of your assignm ents w ill involve
w riting a paper. In general, a typical college essay w ill be about
three hundred w ords long. But a good essay isnt just about
having the correct num ber of w ords or pages. There are other
im portant factors. For exam ple, an essay m ust have an introduction.
Besides an introduction, the essay should have body paragraphs.
A nd of course, you need a conclusion.
But today lets focus on the first part of the essay, the introduction.
A s I have m entioned before, the introduction is perhaps the m ost
im portant part of the essay. W hy is the introduction so im portant?
The basic answ er is that it is the first thing that a reader w ill see.
For that reason, an introduction m ust be both interesting and
inform ative. If the intro is not interesting, the reader m ay not be
w illing to continue reading. Sim ilarly, if the intro is not inform ative,
the reader m ay feel confused about the topic of the essay.
Since students often have difficulty w riting introductions, lets
talk about som e of the dos and donts of intros.
Lets begin w ith w hat you should not do in an intro. O ne thing to
avoid is beginning w ith w hat w e call cinem a scopes.H ave you
ever heard of a cinem a scope? A cinem a scope attem pts to give
a w ide overview of the subject in one line. For exam ple, an intro m ay
begin w ith a line like Throughout history m an has done som ething.
These types of intros sound clichd and are uninteresting. Another
thing to avoid in your introductions is beginning w ith a direct
quote --- for exam ple, an intro beginning by saying: A ccording to
Brow n...W hy avoid quoting som eone else to begin your paper?
The m ain reason is that professors like to hear the voice of the
student first. So beginning w ith your ow n w ords and descriptions
is nicer than using a quote from som eone else.
So w hat should you do in your introduction? The first thing to
do is to im agine yourself as the reader. That is, if you w ere reading
this paper, w hat w ould you like to see? W hat w ould be interesting
for you? W hat w ould capture your attention? By picturing yourself
as the reader, you are actually testing the quality of your intro
as you w rite it. Secondly, an introduction should alw ays give the
reader som e context about the paper. That is, the intro should
clearly state the topic of the paper. So if the topic of your paper
is popular sports in the U S, you should give som e details about
sports in the U S. For exam ple, how m any sports are there? O f
all those sports, w hich are the m ost popular? H ow do w e know
they are popular? D o som e sports have m ore fans than others?
G ive the reader som e context and statistics regarding your topic.
660 Transcripts
Skill D
01 Campus Life
W: C an you answ er a few questions for m e about the com puter
labs?
M: Sure. Thats m y job.
W: G reat! W ell, I w as w ondering w hat general services are available?
M: Lets see. Theres instructional tutoring, open labs, training w orkshops,
and w e can alw ays help w ith individual questions.
W: W hat are your hours?
M: M onday through Thursday, 8 a.m . to 9 p.m .; and Friday, w ere
here 9 a.m . to 5:30 p.m . D uring the fall and spring sem esters,
w e are open on w eekends, too. O n Saturday, w ere here 9 to 5
and Sunday, 11 to 4.
W: Let m e double check this. You offer open labs, training w orkshops,
and instructional tutoring. D uring the fall and spring sem esters,
you are open seven days a w eek.
M: Thats right. A nd dont forget w e offer help w ith individual
questions.
02 Agriculture
M: O K, everyone. Raise your hands if you like corn. H m m m ! M ost
of you. G ood! C orn is a popular food and im portant crop around
the w orld. It is especially popular here in the U nited States. In
sum m er, a lot of people enjoy eating corn at picnics. For exam ple,
on the Fourth of July here in Am erica, people often have a barbecue
and eat corn, as Im sure a lot of you do.
H ow ever, corn can also be used as feed. By this, I m ean its used
as food for anim als, too. C ow s, for exam ple, are usually fed
corn for four m onths before they are slaughtered. So can anyone
tell m e w hy it is used to feed the cattle? The answ er is because
it m akes the beef taste better. The corn m akes the cow s beef
high in fat. A nd its the fat that m akes the beef taste good.
03 Literature
W: The G reek philosopher A ristotle w as very involved in the
developm ent of dram a. H e believed that dram a w as m ade up
of six m ajor elem ents. The m ost im portant w as plot. This is the
story or the series of actions that happens in the dram a. So, the
plot is usually developed w hen tw o or m ore characters m eet.
N ow , character is the second m ost im portant elem ent of a dram a.
Aristotle believed that the characters should reveal things about
them selves, and tell us how they feel about other characters.
The third elem ent of dram a is dialogue. This is the conversation
betw een characters. The dialogue should advance the plot and/or
develop the characters.
So, according to Aristotle, dram as should include a plot, characters,
and dialogue.
04 History
M: In 47 BC , Julius C aesar becam e the ruler of Rom e. H is right-hand
m anw as M ark A nthony. That is, M ark A nthony w as the m ost
im portant m em ber of C aesars group. M ark A nthony w as a
politician and a general. H e w as a very good general, but
unfortunately he w as not a very good politician. In politics, he
w as not alw ays honest. H e also w asted a lot of m oney that w as
not really his. O n the battlefield, A nthony did a m uch better
job. H e w as som etim es violent, but that w as O K in the m ilitary.
People listened to him because they w ere afraid of him . But his
use of violence in politics led to a state of anarchy in Rom e.
That is, the residents of Rom e becam e out of control. C aesar
w as not happy about this state of anarchy.
05 Campus Life
M: H ello. Id like to buy a parking pass.
W: O K. They cost $400 per year.
M: Fine. H ow can I pay for that?
W: A re you faculty, staff, or student?
M: Im a full-tim e faculty m em ber. I teach biology.
W: O K, then you can use payroll deduction. I asked because students
cant use payroll deduction.
M: Really? They cant pay w ith their paychecks, even if they w ork
on cam pus?
W: N o. O nly full-tim e faculty or staff can use their paychecks to pay
for the parking pass. That is the payroll deduction option.
M: W ell, how can students pay for parking passes?
W: They have to pay in advance w ith a credit card or cash. M ost
students pay in advance w ith a credit card.
06 Psychology
W: W e are going to talk a little about depression today. D epression
is an illness w hich affects m any people in the U nited States. In
fact, about thirty m illion people in the U S have experienced
m ajor depression at som e tim e in their lives. The problem is that
not everyone w ho gets depressed receives treatm ent. Recent reports
state that about half of A m ericans w ith depression are getting
treatm ent. In the past, m ore w om en received treatm ent. N ow
the num ber of m en w ho receive treatm ent is nearly equal to the
num ber of w om en, although m ore w om en still seek treatm ent
than m en. W ho receives treatm ent is not so m uch related to
gender as to age. D epression is seen m ore in younger people,
those betw een 18 and 40 years old. People over 60 years old
experience less depression than youngerpeople.
07 Chemistry
M: D o you know how particles in gases behave?
W: The particles in a gas are w ell separated. They are separated far
apart and have no real pattern.
M: W hat else about them ?
W: Particles in a gas m ove very quickly. O K. M y turn. Tell m e about
liquids.
M: Particles in liquids are very close together. H ow ever, they have
no real pattern.
W: O K, so liquids are like gases in that they have no pattern. But liquids
are different because the particles are close together.
M: Right. N ow w hat about solids?
W: Particles in solids are tightly packed. That m akes sense because
solids are hard. Since the particles are packed closely, they usually
have a regular pattern.
08 Sociology
M: A health gap refers to how m em bers of one group do not receive
the sam e quality of treatm ent as another group. For exam ple, a
w hite person in the U S m ay receive very good health care w hile a
black person m ay receive poor health care. There are different
reasons w hy health gaps exist. O ne reason is socioeconom ic.
That is, a persons social and econom ic level m ay not allow him
or her good access to health care. A doctors care or services sim ply
m ight be too expensive. That probably doesnt surprise anyone.
Transcripts 661
But there are also barriers to sim ply enter the health care system .
People of different racial groups m ay actually face discrim ination
at a clinic or hospital. Finally, the quality of service can differ.
M inorities m ay not receive the sam e quality of service as w hite
people, even from the sam e doctor.
Skill E
01 Biology
M: Today, I w ant to talk briefly about roses and som e diseases that
affect them . There are tw o diseases com m on to w ild roses. These
are rose rust, and rose black spot. The first, rose rust, causes leaf
loss. W hat happens is this. In early spring, orange spots can appear
on both sides of the leaves. This is then follow ed by pinhead-sized
yellow spots on the underside of the leaves. Eventually, blackish
brow n spots w ill appear and the leaves m ay fall off. If this happens,
you should burn the leaves to prevent the disease from spreading.
A second com m on disease for w ild roses is called black spot.
W ith black spot, the upper side of a leaf w ill have, as the diseases
nam e suggests, black spots. O ther parts of the leaf w ill turn yellow .
Eventually, the w hole leaf turns yellow and falls off. The good
new s is that people can buy special products to treat both of
these problem s.
02 Campus Life
M: Im looking for a journal, but I cant find it here in the library.
W: W hat is the nam e of the journal?
M: The Journal of Speech and Hearing.
W: True, w e dont have a subscription to the Journal of Speech and
Hearing.
M: I need an article from that journal for m y research.
W: You can get it through an interlibrary loan.
M: Really? H ow does that w ork?
W: Let m e show you on the com puter right here. First, type the
nam e of the journal you w ant in this box.
M: H ere?
W: Thats right. Then, type the nam e of the article you need, or
keyw ords in the title in the box below the journal title. The article
w ill be photocopied and m ailed to you.
M: G reat. Ill do that now . Just m y nam e, the nam e of the journal,
and the nam e of the article.
W: Right.
03Psychology
W: Today, w e w ill be talking a little about groups and how they can
form . G roups can develop in various w ays. O ne m odel proposes
that there are four stages of creating a group. First, people
m ust get along (or pretend to be friendly) w ith each other.
O nce people act like they are on a friendly basis, the second
stage can begin. The second stage is called storm ing.H ere,
politeness is not alw ays respected. G roup m em bers test each
other to see how the relationships m ay change. So group m em bers
m ake w aves or cause sm all storm s in the group. A fter the
storm ingstage, norm alization begins. In the norm alization
stage, the group m em bers get used to each other and begin to act
in cooperation. Finally, the productivity stage begins. Productivity
m eans that group m em bers w ork w ith each other to do a project.
04 Campus Life
W: I have a few questions about this m eal card. C an you help m e?
M: Sure!
W: M y m eal card and university ID are all in one card, right?
M: Yes, thats right. Your student ID and m eal card are both in one
card.
W: H ow m any m eals do I get each term ?
M: That depends. You need to select and pay for a m eal plan. But
choose carefully. Your m eals do not carry over from w eek to w eek.
W: So, you are telling m e that if I m iss a m eal one w eek, it is gone
forever.
M: Thats right.
W: O K, so w here can I set up m y m eal plan?
M: G o up to the paym ent office on the second floor. After you choose
and pay for your plan, they w ill activate your card.
05 Agriculture
M: C ontinuing in our series of lectures on im portant crops, w e are
now going to talk briefly about the soybean. There are m any
uses for soybeans. C an anyone give m e an exam ple?
W: A rent they used for m aking cooking oil?
M: Very good! In addition to cooking oils, soybeans are also popular
as foods for people and anim als. W e produce a lot of soybeans
here in the U nited States, but not as m uch as other countries.
There is a lot of com petition. The U nited States cannot produce
soybeans as cheaply as som e other countries. Brazil is expected
to be the largest exporter of soybeans in the near future. This
is because Brazil is increasing the am ount of soybean fields in the
country.H opefully, this w ill reduce the cost of soybeans in the
U S in the future.
06 History
W: In 1863, President Lincoln of the U nited States gave a fam ous
speech called the G ettysburg Address. G ettysburg w as a battlefield
in Pennsylvania that w as used during the U S C ivil W ar. A fter the
battle of G ettysburg, President Lincoln w ent there to give a
speech. W hen he first arrived, he knew w hat he w anted to say,
but he did not have a speech w ritten. Lincoln w ent to his room
the night before the speech and finished w riting. The next day
he gave his speech. It lasted only 2 m inutes. Lincoln w orried thathis
speech w asnt very good, especially because it w as so short.
How ever, it becam e fam ous because it w as spoken from the heart.
07 Archaeology
W: Ruins can be found in every country of the w orld. Som etim es,
if you are w alking in the country, you m ay see the rem ains of a
piece of m an-m ade architecture. W ell, thats w hat ruins are,
those rem ains. In the beginning, w e have a w hole or com plete
structure. H ow ever, as a result of the w eather or lack of m ain-
tenance, the structure becom es w eak over tim e. Then, parts of
the structure m ight fall dow n, or plants m ay grow over it. You
have all seen that kind of thing---an old building covered in grass
or plants.
There are tw o types of ruins. They are historical ruins and m odern
ruins. H istorical ruins can be found in places such as A thens or
Rom e. Probably youve all seen pictures of som e of those. A
m odern ruin could be a building in a city. M aybe just som e old
building that youve seen w hich w asnt repaired.
08 Campus Life
M: D o you know how to sign up for independent study?
W: Yes. You need to first ask a professor if she or he w ould be w illing
to w ork w ith you.
M: I know w hich professor Id like to w ork w ith. W hat do I do after
I ask her?
W: W ell, if she accepts, then you just enroll in independent study like
you enroll in any other course.
M: H ow do I do that? W here can I find the course num ber?
W: Right, you need the course num ber. There is a special num berfor
independent study.
M: I didnt see that course num ber listed in the schedule of classes.
W: G o to the office and ask the secretary. She can give you the course
num ber for independent study courses in the departm ent.
Skill F
01 Campus Life
W: Excuse m e, D r. A nderson?
M: Yes, com e in. W hat can I do for you?
W: I w ould like to enroll for developm ental psychology next sem ester.
M: O h, you w ant to take m y developm ental psychology class?
W: Yes, I w ould.
M: W ell that should not be a problem .
W: W ell, actually, the problem is that I dont have the prerequisite.
M: O h, yes, you need to have Psychology 201 first.
W: U p to this point, I have only taken Psychology 101.
M: H m m m , Psychology 101 is just the introductory course.
W: Is there any w ay I can still take the developm ental psychology
course?
M: W ell, you could try taking 201 and developm ental during the
sam e sem ester, but it w ont be easy.
W: Ill w ork hard. I prom ise!
02 Political Science
W: W eve been talking about governm ents. Last tim e, w e started
talking about m onarchies. W e m ade a list of kings and queens,
rem em ber? W ell, today I am going to introduce you to one
type of m onarchy, an absolute m onarchy.
The m onarch, that is the king or queen, has com plete control
in an absolute m onarchy. The state m ay have a constitution.
How ever,the king or queen can overrule the constitution at any
tim e. In todays w orld, this type of a m onarchy exists w here
education and com m unication are restricted. Exam ples are
Saudi A rabia, Kuw ait, and Sw aziland.
So, to repeat, in an absolute m onarchy the m onarch has absolute
pow er over the people. The king or queen can allow constitutional
rights to the people or term inate those rights at any tim e. M ost
of the w ealth in these m onarchies is held by just a few people.
03 Music
M: H ow m any of you have played a m usical instrum ent? If you
have, you m ay know about w oodw ind instrum ents. These are
w ind instrum ents w hich are called w oodw inds because at one
tim e they w ere all m ade of w ood. W ith w oodw ind instrum ents
the sound is m ade by vibrating air inside a tube. There are three
different w ays these sounds can be m ade. The first is by blow ing
across an edge. C an anyone give m e an exam ple of this?
W: A flute?
M: Right, very good. O r a w histle. In both these cases you blow
across an edge. N ow , a second w ay of m aking this sound is by
blow ing betw een a reed and a fixed surface. In case you dont
know , a reed is a thin piece of cane or m etal w hich vibrates w hen
air passes over it. A n exam ple of this second type of instrum ent
w ould be a clarinet or saxophone. The third w ay is by blow ing
betw een tw o reeds. A gain, an exam ple of this w ould be an
oboe or the bagpipes.
04 Campus Life
M: H i, I need som e inform ation about this post office.
W: Sure. W hat do you w ant to know ?
M: C an I m ail packages from here, just like at a regular post office?
W: O f course! W e provide all the services of a regular post office
plus som e extras.
M: Services of a regular post office plus extras? W hat do you m ean
by extras?
W: O ur extras include stationary. You can purchase all your stationary
right here, too.
M: So, I can send regular and registered m ail, rent a post office box,
and buy stam ps. Plus, you have stationary.
W: Exactly! A nd, dont forget m oney orders.
M: W ow ! M oney orders, too. You offer a great service.
05 Astronomy
W: H ow old is the sun? That is a question that scientists have asked
for a long tim e. To be honest, w e dont know exactly. Throughout
history, scientists have used different m ethods to calculate the
suns age. The current m ethod to calculate the suns age involves
m easuring the speed at w hich the sun radiates energy. So w e
have all this heat com ing from the sun. Scientists try to m easure
the heat com ing each second. A s the sun gets older, it sends
out m ore energy. The sun gives off m ore heat at a faster rate, so
scientists m easure the change in energy---the difference betw een
a long tim e ago and now to figure out the suns age. The current
calculation is that the sun is 4.6 billion years old.
06 Campus Life
M: C ould you help m e find som e inform ation?
W: Yes. W hat are you looking for?
M: Im looking for a research article on the library database. Im
just not too sure how to use the com puter.
W: O K, w ell w hats the nam e of the article you need?
M: Its called Becom ing bilingual.
W: O K, so type that title into the space that says title.
M: G ot it. N ow w hat?
W: D o you have the nam e of the author?
M: Yes, the authors nam e is Jack Sw eeney.
W: So type that w here it says author
M: O K. A h! Theres m y article. N ow , how do I find it?
W: W ell, here is the call num ber. That call num ber tells you w here
the article is in the library. It looks like w e have that article on
m icrofilm . It should be in one of the m icrofilm cabinets against
the w all over there.
07 Earth Science
W: A ll w ater contains a certain am ount of salt. Som e w ater has little
salt content, like rainw ater. O ther w ater has a lot of salt content,
like the w ater in the ocean. O f course, ocean w ater is m uch saltier
662 Transcripts
Transcripts 663
than the w aterin a lake. Scientists have determ ined that ocean
w ater is m ore than 200 tim es saltier than norm al lake w ater.
Scientists have also determ ined how m uch salt there is in the
oceans. They found that there is enough salt dissolved in ocean
w ater to cover all of the Earth. In fact, the salt could bury all the
land on Earth at a depth of 500 feet thick! Five-hundred feet is
just over 150 m eters. Thats a lot of salt! Lets com pare that
w ith lake salt.
08 History
M: The Bastille is the nam e of a fam ous prison in France. A ctually,
bastille is the French w ord for castle.The Bastille prison is
fam ous because it w as involved in the French Revolution. O n
July 14, 1789, about 1,000 people surrounded the prison. The
people w anted the prison officials to surrender the prison. They
also w anted to take the guns and am m unition that w ere inside
the prison. N ow , even though they w ere outnum bered, at first
the prison officials refused. They began to fight w ith the attackers.
Shots w ere fired by both sides. Finally, the French officials gave
up since there w ere m any m ore attackers than officials. In the end,
the officials surrendered the prison and gave up their w eapons.
Chapt er 1
Ski l l Revi ew
A-F
01 Campus Life
W: Professor Reid?
M: O h, hi Susan. C om e on in.
W: I hope I am not catching you at a bad tim e.
M: N o, not at all. I could use a break. W hat can I help you w ith?
W: W ell, its about your class on sociology. I had a few questions
after the last lecture that I couldnt find the answ ers for in the
book. C ould I ask you?
M: Yes, of course. W hat is your question?
W: Its about a com parison you w ere m aking about w om en in different
countries.
M: W as it just about w om en, or w as I com paring m en and w om en?
W: O h, right. It w as a com parison betw een m en and w om en. It
w as som ething about how m uch they earn...
M: Lets see... w as I talking about industrialized countries, or..?
W: Yes, it w as about industrialized countries. You m entioned countries
like Sw eden, N orw ay, C anada, and the U S. You m entioned
som ething about how w om en w ith a college education in
industrialized countries are likely to earn m ore m oney for their
w ork in a business setting.
M: Right. W om en w ho have a college degree in developed countries
w ill earn m ore than w om en w ho do not have a college degree.
How ever, this trend is not uniform across all industrialized countries.
W: Really? W here is it different?
M: Japan, for exam ple. A lthough Japan is an industrialized country,
w om en w ith college degrees in Japan do not earn m ore m oney
due to their degree.
W: W hy is that? W hy dont educated w om en in Japan earn m ore
m oney for their w ork?
M: To begin w ith, very few w om en in Japan get a college degree
com pared to other developed countries.
W: W ell, if few er Japanese w om en get degrees, do they w ork m uch?
M: Thats another point. There are few er Japanese w om en w ho w ork
in general. That m eans that there is less labor force participation
by w om en in Japan.
W: W hy is that? W hy do w e see that difference w hen com pared to
m any of the W estern countries?
M: First of all, there are m any cultural differences betw een Eastern
and W estern countries.
W: C ultural differences? Like w hat?
M: An Eastern country like Japan puts a lot of social pressure on w om en
not to w ork once they are m arried. In fact, this pressure is supported
by the tax system , so w om en w ho w ork are taxed heavily.
W: A h, that social pressure w ould explain w hy there is such a low
m arriage and birth rate in Japan. W om en are not so quick to
get m arried or to have children, so they can w ork as a single
w om an and earn som e m oney on their ow n.
M: Exactly right. M any Japanese w om en w ait to get m arried and
have children since tradition dictates that career and m arriage
are not com patible.
02 Phys. Ed.
W: W hat exactly is physical fitness? Ill start by giving you m y definition.
Physical fitness is the ability to perform a variety of activities.
These could be sim ple activities like dressing and eating on your
ow n. I m ean, for exam ple, m any older people find that one day
they cant bend dow n to tie their shoelaces because they havent
m aintained their physical fitness. Today, I w ant to look at tw o
im portant factors that need to be considered in any discussion
of achieving physical fitness.
O K, now , the first factor to consider is nutrition. W hat w e eat and
w hat w e dont eat affects our functional longevity. By functional
longevity, I m ean the duration of tim e that our body can rem ain
fit and ready for use. You m ight think of longevity as m eaning
living for a long tim e, but that is not enough. W e need functional
longevity: to live for a long tim e in a condition of good health
and fitness.
So, w hat should a person eat? O ver the years, the ideal diet
has seen m any changes. For exam ple, in 1968, the A m erican
O lym pic m enu included lots of m eat, eggs, cereals, breads, desserts,
fruit juices and soft drinks. N ow adays, trainers advise athletes
to eat com plex carbohydrates such as w holegrain breads and
beans, foods low in fat such as low -fat yogurt and steam ed fish,
a w ide variety of fruit and vegetables to avoid vitam in deficiency,
and less protein such as red m eat. If people are careful to eat a
balanced,nutritious diet, they w ill im prove their ability to carry on
norm al activities w ell into their later years. Rem em ber---low fat,
low protein and lots of fruit, grain, and vegetables. Thats the
diet to aim for.
So, the first factor of functional longevity is nutrition. The second
factor I w ant to talk about is exercise. W e all have the im age of
som eone w orking out at the gym , running on the treadm ill, or
lifting w eights. W ell, of course that is exercise, but in sim ple term s,
exercise is nothing m ore than m uscular usage --- using m uscles.
There are tw o kinds of m uscular usage: short-term usage like
going up a flight of stairs and long-term usage like w alking across
the cam pus to a class. Even the act of picking up a textbook is
a kind of exercise. Place the book in the palm of your hand and
raise your hand. W hen you pick up your book, there is a m uscular
contraction. This is isotonic contraction. Thats a bit technical,
but dont let that w ord scare you. Its a sim ple concept. Isotonic
contraction happens w hen there is actual m ovem ent of a body
part. You w ill be using your biceps m uscle to raise the book from
664 Transcripts
the desk. Isom etric m uscle contraction, on the other hand, is w hen
there is effort but no m ovem ent of a body part, for exam ple if
youre applying effort to biceps --- m aybe trying to show off
your big biceps to your friend. Rem em ber --- isotonic involves
m ovem ent, isom etric, just contraction, no m ovem ent.
C
hapt er
2
Skill A
01 Campus Life
W: Excuse m e, Professor. D o you have a m inute?
M: Sure, Felicia. W hat can I do for you?
W: Econom ics has been really tough this sem ester, and frankly, I feel
sick w hen I think about the exam .
M: W ell, lets look at w hat you need to do.
W: G reat, I have been really w orried these past few days.
M: W ell first, I w ould suggest looking at som e old exam papers.
Becom ing fam iliar w ith the form at and typical questions can
really m ake a difference,you know .
W: Thats a good idea. W here can I get hold of them ?
M: W ell, the library has approved exam s given by professors at our
university for all the undergraduate courses. Its called the O ld
Exam File or O EF.
W: Fantastic!
M: The O EF is also available online. Its on the Blackboard system .
Have you heard of that? The w eb address is coursew eb.stateu.edu,
but to use the online O ld Exam File, you need to register first.
W: N o problem . H ow do I do that?
M: O h, its very sim ple. Just send an em ail to tutoring@ pobox.stateu.edu
and give them your nam e and student ID num ber.
W: H old on a sec. Thats tutoring@ pobox.stateu.edu? A nd they need
m y nam e and ID num ber?
M: Thats right. A fter they let you know that youve been registered,
go to the site, click on the links...
W: N ow , this is the coursew eb.stateu.edu site?
M: You got it. O nce youre there, just click on the links to access
and print out the old exam that you w ant. Its sim ple.
W: You know , I feel better already. I think Im suffering from fear
of the unknow n.
M: Thats probably it...the anxiety is w orse if you dont know w hat
to expect.
W: Thanks.
M: Best of luck, Felicia. If you use those old papers as a study tool,
I know youll be O K.
W: Thanks Professor Frazer. Ill get onto it right aw ay.
M: Yes, do that, and if youre still w orried afterw ards, get back to
m e.
02 Geography
M: W hen you think of big m ountains, w hat is the first thing that
com es to m ind? M any people w ill im m ediately respond, M ount
Everest.This response is logical because M ount Everest is in fact
the tallest m ountain in the w orld. M any people have even clim bed
this m ountain, w hich of course is no easy task. H ow ever, M ount
Everest is not the m ost difficult m ountain to clim b. The m ost
difficult is actually K2.
K2 is the nam e of the second-tallest m ountain in the w orld. It
is located in an area called the Karakoram in northern Pakistan.
N ow , a little history. K2 is the second of Karakoram s peaks. For
that reason, it w as nam ed K2. W hen a British surveyor w as nam ing
these m ountain peaks, he saw another peak in the Karakoram
region first. So that w as K1. Then he saw K2. So in these nam es, 1
and 2 have nothing to do w ith height, as som e people naturally
assum e. Its just the order these peaks w ere nam ed. K2 w as first
surveyed, or m easured, in 1856. At that tim e, the height of K2 w as
determ ined. Do you have any idea how tall K2 is? W ell, it is 8,611
m eters tall! At the tim e K2 w as first surveyed, the m ountain had
not been clim bed by anyone. That is, no one had ever reached
the top.
Its no coincidence, of course, that the w orlds tw o tallest m ountains
--- Everest and K2 --- are part of the sam e m ountain range --- the
H im alayan m ountain range. So, w e ask ourselves, w hy are the
H im alayas so tall? W ell, the H im alayas are actually one of the
youngest m ountain ranges on the planet. They began form ing
about, uhh, 50 m illion years ago w hen the Indo-Australian plate
collided w ith the Eurasian plate. In fact, the H im alayas are still
grow ing about 5m m per year as the Indo-Australian plate continues
to sm ash into A sia.
Because of its incredibly tall m ountains, the H im alayas attract a
lot of clim bers. K2, specifically, attracts m ountain clim bers w ith
its extrem e height and difficulty to clim b. There are a num ber of
difficulties involved in clim bing K2. Perhaps the m ain difficulty is the
w eather. Strong w inds are com m on. Bad snow storm s are also
frequent. C om bine strong w inds, terrible snow storm s, and over
8,000 m eters of altitude, and you can im agine how hard it is to
clim b.
03 Music
W: Acoustic m usical instrum ents are com m on throughout the w orld.
Sim ply put, an acoustic instrum ent is any instrum ent that m akes
sound. This lecture w ill introduce you to an acoustic instrum ent
invented in the 20
th
century. Its nam e is the steelpan. O ften, it is
sim ply called the pan or steel drum , and it is played by m usicians in
a steel band. The steelpan is both an instrum ent and a form of
m usic w hich originated in the country of Trinidad, in the W est Indies.
It w as a Trinidadian by the nam e of W inston SpreeSim on w ho
first discovered the instrum ent. That w as in, um m , 1939. H e w as
beating an old oil drum w ith a corn cob, and obviously, he liked
the sound. H e discovered that different areas on the surface of
the drum created different notes. In the 1960s, the steelpan
underw ent further innovations. A drum called the fourths and
fifthsw as introduced. The fourths and fifthsdrum could
produce a m uch broader scale than previous steelpans. This
allow ed even m ore different kinds of m usic to be played. A lso, the
appearance of the steelpan instrum ent itself changed. W heels
w ere added to the pans and they w ere also covered w ith canopies.
These canopies w ere covers that protected the pans and the
players from the hot sun... if youve ever been to the W est
Indies and under the C aribbean sun, youll know how im portant
it is to be in the shade. I w as there last w inter, and if I w asnt
sw im m ing in the ocean, I w as sitting under a canopy listening
to steelpan m usic. I highly recom m end it.
N ow , steelpan as a m usical form has also undergone m any
changes. The first pan band dates back to 1940. These first bands
w ere rhythm bands... m ostly for dancing to. H ow ever, during the
1940s, techniques w ere developed that enabled m elodies to be
played. This m eant that a steelpan perform ance could be the focus
of a concert rather than an accom panim ent to a dance.These first
steelpan m elodies becam e know n as panyards. Panyards,then, are
m elodies played on steelpans, but this w ord also refers to the
Transcripts 665
areas, or yards,w here steelpan m usic is played. Both m eanings
of panyardw ere and still are im portant to com m unities in
the W est Indies.
By the 1940s, steelpan m usic had spread from Trinidad to other
nearby W est Indian islands. In 1951, steelpan w as played for the
first tim e outside of the Islands w hen the Trinidad All Steel Percussion
O rchestra played at the Festival of Britain in the U nited Kingdom .
N ow , as you all know ... I hope... steelpan is popular across the
globe. In fact, lets listen to som e right now to end the class.
04 Campus Life
M: M y dorm room looks like a cem etery. There are dead plants
everyw here!
W: M y place used to look the sam e w ay but Ive found the answ er.
M: Really, w hats that?
W: W ell, in som e w ays house plants are a little like pets.
M: Pets?
W: Yeah. They w ill probably be stressed w hen you first bring them
hom e.
M: O h, so thats w hy the leaves fall off during the first few days at
m y place.
W: Thats right, but if you try to m ake the new hom e sim ilar to the
old one, then they can still survive.
M: W hat do you m ean?
W: W ell, you need to m ake sure they have fam iliar conditions. You
m ay need to m ake som e changes to your dorm room .
M: That sounds like a lot of w ork.
W: M y thoughts exactly! I think its m ore prudent to choose plants
that m atch the conditions you already have in your room .
M: O f course. W hy didnt I think of that?
W: Just do som e research and find plants that w ill be happy to live
at your place. Take a look over here...
M: W ow , those orchids look great!
W: Yes, theyre right at hom e in the bathroom w ith all that light
and m oisture. Thats w hy I bought them .
M: W hat about that one over there?
W: D o you m ean the aspidistra?
M: Er... yeah, I guess so.
W: It doesnt need m uch sun, so I put it over in the corner.
M: So its as easy as that?
W: W ell yes, just do your research first. You too can be an expert!
M: Thanks A nne. You w ont recognize m y place the next tim e you
visit.
05 Education
M: O ur lecture today w ill focus on success. In particular, Id like to
explain how experts define success in children w ith learning
disabilities. U m m , did everyone read the article by D r. M arshall
Raskind? M ost of w hat I w ill talk about today com es out of that
article I gave you. It w as the article, or interview really, in w hich Dr.
Raskind talked about how to define success for different kids.
In the interview , Dr. Raskind w as asked tw o questions. First, he w as
asked to define w hat success is. Secondly, he w as asked to provide
a description of how kids w ith disabilities becom e successful adults.
These are tw o interesting, and not so easy, questions to answ er.
Lets start w ith D r. Raskinds definition of success. D r. Raskind told
the interview er that success m eans different things to different
people. H ow ever, he gave the interview er a long list of factors
that seem to be com m on am ong successful people. These factors
include... um m , let m e see... oh yes, having strong fam ily ties,
having supportive friends, being loved, being physically and
m entally healthy, and having financial security. A lso, successful
people generally have a feeling of m eaning in their life. Dr. Raskind
pointed out that not all of these factors m ust be present to be
successful. N onetheless, a very successful person m ight have
m ost of these factors: strong fam ily ties, good friends, good
health, m oney, love, and m eaning in his or her life.
So, these are the factors that determ ine success in norm al people.
W hat about people w ith learning disabilities? D r. Raskind, as w ell
as m any other researchers, has done studies to determ ine the
success factors for people w ith learning disabilities. The factors
that have been identified w ith success for the learning disabled
are a little different. Those factors of success include, um m ,
self-aw areness, perseverance, support system s, and em otional
coping strategies. Rem em ber, as w ith other people, not all of
these factors have to be present. A lso, these success factors do
not guarantee that a learning disabled person w ill be successful.
H ow ever, they do increase their chances of success. Therefore,
friends and fam ily of a person w ith a learning disability should try
to help the person be self-aw are, choose his or her ow n actions,
and persevere, all the w hile encouraging him or her em otionally
as w ell.
Its im portant to rem em ber that success factors for the tw o
groups are slightly different. N ot all factors have to be present
in a persons life for them to be successful. Lastly, w hile these
factors increase a persons chances for a successful life, success
is a subjective m easure.
06 Biology
W: M any people think that dolphins and porpoises are exactly the
sam e. A lthough they are sim ilar in m any w ays, a dolphin is not a
porpoise, and vice versa. There are both sim ilarities and differences
betw een the tw o. Lets learn about som e of these sim ilarities
and differences.
First, they are both m am m als belonging to the scientific order
Cetacea. This order includes all w hales, to w hich both dolphins and
porpoises are related. Second, both belong to the sam e scientific
suborder, Odontoceti. This suborder is m ade up of toothed w hales.
How ever, they do not belong to the sam e scientific fam ily. Porpoises
belong to the fam ily Phocoenidae... thats spelled P-h-o-c-o-e-
n-i-d-a-e... and dolphins belong to the fam ily Delphinidae... thats
D -e-l-p-h-i-n-i-d-a-e. O K, now , if w e exam ine porpoises and
dolphins at this level, they are as physically different as dogs
and cats.
Lets com pare their physical characteristics. Porpoises are m uch
shorter than dolphins, but appear to be heavier. The porpoises
dorsal fin (thats the fin on the back) is triangular. The dolphins
dorsal fin is shaped like a w ave. The dolphin has a very noticeable
beak. The porpoise does not.
Because they belong to the sam e scientific order and suborder,
they share m any of the sam e characteristics. For exam ple, they
are both com pletely aquatic m am m als (they live in the w ater),
they have a blow hole for breathing, and a tail fluke. H ow ever,
as m entioned before, they have m any physical differences including
size and different shaped dorsal fins and beaks. O h, and there w as
one m ore difference I forgot to m ention. The dolphin is thin and
sleek com pared to the chubby porpoise. Rem em ber, although
they appear very sim ilar to us, at the fam ily level, w e can com pare
their relationship, as w e did earlier, to the one betw een cats and
dogs.
So, physically speaking, dolphins and porpoises are different. But
there are also behavioral differences betw een the tw o. Porpoises
are shy, w hile dolphins are not. U sually, porpoises only com e up
out of the w ater to breathe. D olphins are social. They w ill often
666 Transcripts
follow fishing boats. You are m ore likely to see a dolphin, both
in the w ild and in captivity, than a porpoise.
Lets review w hat w e have discussed today. If you happened to
see a sleek m am m al w ith a blow hole, a w ave-like dorsal fin,
and a beak playing in the w ater near a boat, w hat w ould it be?
A dolphin. A nd if w hile scuba diving, you ran across a chubby
m am m al w ith a blow hole and triangular dorsal fin that sw am
aw ay w hen you cam e near, w hat w ould it be? A porpoise.
Skill B
01 English
M: I think Ive received everyones topic for your w ritten project. A t
least I hope I have, since the deadline w as Friday. O n that note,
w e are going to spend today discussing w riting tips. These tips
w ill help w hen you are planning and w riting your essay. There
are four basic steps you can follow in w riting for this class, or any
class really. W hen you are w riting, you should look at planning,
com posing, organizing, and finally, editing. Editing could include
fixing sm all things or revising the content of your essay. But w ell
start w ith the first step, planning. Planning can include free
w riting, brainstorm ing, outlining, and journaling.
W: Professor, w hat is free w riting?
M: G ood question. W hen w e free w rite, w e sim ply w rite dow n all
our thoughts on our essay topic. It helps us get a feel for our
subject. If w e save our free w riting to a com puter file, w e can
transfer the best parts of that file to our essay.
W: I understand. Thank you.
M: The next step is com posing our essay. W e should begin w riting
by w riting quickly. A t this point, dont w orry about punctuation
or sentence structure. A t this stage, you just w ant to get lots of
ideas dow n on paper. You can also use abbreviations if it helps
you w rite faster.
W: Excuse m e. I have another question. Is it O K to use abbreviations
in our essays?
M: N o, not in the com pleted essay. You should take out all the
abbreviations in your final essay. Also, once your rough com position
is com plete, you m ust finalize the sentence structure and
punctuation. Think of it this w ay: once youre finished com posing,
a friend of yours should be able to pick up the paper and read
it. The essay is not organized yet, but it is readable. Sentences
and punctuation should be in place, but no abbreviations. N ext,
organize your essay. You can m ove sentences or even paragraphs.
This is easy if you use the cut and paste function on your com puter.
Lastly, revise and proofread your essay before turning it in.
02 Linguistics
M: G ood m orning everyone. This m orning Id like to introduce you
to the concept of speech com m unity, a concept belonging to
psycholinguistics. Um . It describes a particular group of people w ho
share certain characteristics and w hose m em bers all agree to use
language in a unique w ay. C onfused? Let m e see if I can m ake it
clearer for you. Speech com m unities can be groups of professionals
such as doctors, groups of students, perhaps high school students,
religious follow ers, or even groups of very close friends or fam ily
m em bers. O h and lets not forget online groups like regular
m em bers of a chat room . G roup m em bers m ake up part of an
ingroup. O utsiders and non-m em bers dont understand the
speech and often feel excluded, w hereas m em bers feel a sense of
identity and belonging.
Think about groups youve encountered. Im sure youll have
noticed that the stylistic features of speech com m unities differ
according to the groups socioeconom ic status, m eaning their
social class or status in society. But a speech com m unity m ight
also speak in a certain w ay because society expects them to.
W e dont expect doctors to speak in the sam e style as a group
of m usicians, right? W e expect m ore form al speech from our
m edical practitioners, and w ed be shocked if our children spoke
to their friends in a form al style.
Each one of us here today is probably a m em ber of several quite
different speech com m unities, and w e alm ost certainly alter our
speech depending upon the com m unity w e are interacting w ith.
Think about it for a m inute and Im sure youll recognize w hat
Im talking about. Ill use m yself as an exam ple. I certainly use
a very different style of speech w ith m y group of golf buddies,
guys Ive know n since grade school, than I do w ith m y group of
academ ic colleagues. Take a m om ent to think about your ow n lives.
A real challenge can occur--- Im sure youll know w hat I m ean
here too --- w hen you find yourself interacting w ith speakers
from tw o or m ore of these speech com m unities of w hich you
are a m em ber. You have to find a w ay to m ake your speech appeal
to speakers from both or all com m unities. Im agine youre trying
to interact w ith a group of close fam ily m em bers A N D m em bers
of your peer group over dinner. I see you know w hat I m ean. It m ay
not be as relaxing as talking w ith just one speech com m unity at a
tim e.
03 History
M: The focus of our lecture this m orning w ill be on the O EC D . W e
w ill learn about w hat it is, talk briefly about its history, and consider
w hat it does today.W e have a lot to cover, so listen carefully.
Som e of you know w hat I m ean by the O EC D , others m ay not.
O EC D stands for the O rganization for Econom ic C ooperation
and D evelopm ent. Q uite a long title! The abbreviation O EC D is
m uch easier to rem em ber and say. The O rganization for Econom ic
Cooperation and Developm ent is a m outhful. Now , you are probably
w ondering exactly w hat the O EC D is. W ell, it is an international
organization. Its m em bers are developed countries that believe in
dem ocracy and a free m arket econom y.
Lets start w ith a bit about its history. The O EC D cam e into being
to help rebuild Europe after the Second W orld W ar. Im sure youre
all fam iliar w ith the destruction in Europe, especially in France,
England, and G erm any, at that tim e. O riginally, only European
countries w ere m em bers. In 1961, how ever, non-European m em bers
w ere adm itted, and its scope becam e m ore international.
Today, the O EC D is a group of like-m inded countries. They help
the governm ents of countries becom e prosperous and fight
poverty. To be m ore specific, the O EC D helps provide econom ic
grow th, financial stability, technology, and trade and investm ent.
O h, and, um m , the organization is also aw are of the im portance
of the environm ent. They w ork hard to ensure that achieving
prosperity does not m ean ruining the environm ent.
The O EC D also helps governm ents understand and respond to
new developm ents in the areas of terrorism , new technologies,
and ageing populations. In other w ords, the O EC D changes w ith
the tim es.
The O EC D also collects statistical, econom ic, and social data.
This data is highly respected and used by researchers w orldw ide.
So, to recap, this is w hat w e have discussed so far. This w ill be on
the test, so you m ay w ant to w rite it all dow n. The O EC D w as
form ed to help the rebuilding of Europe. In 1961, its m em bership
Transcripts 667
expanded from European-only countries to dem ocratic and free
m arket econom y countries around the w orld. Today, the O EC D
helps countries becom e prosperous and fight poverty. The
organization also helps governm ents understand terrorism , new
technologies, and ageing populations. It is also a w ell-respected
collector of statistical,econom ic, and social data.
I w ant you to understand that w hile the O EC D has only 30
m em bers,non-m em bers can subscribe to O EC D agreem ents and
treaties. The organization shares its inform ation and expertise
w ith m ore than 100 countries.
04 Campus Life
M: H i Sarah, w hats up?
W: Im checking out the college course catalog for next sem ester.
M: O h really? W hich college are you looking at?
W: Im looking at W oods C ollege. They have lots of good courses
in the catalog here.
M: W oods C ollege? I know that is a very good school, but it is so
far aw ay!
W: I know ! Thats true. W oods C ollege is halfw ay across the country
from here.
M: W ell, how can you go there? I m ean, you have a job here. A nd
you have to w ork to help support your fam ily. A re you really
contem plating leaving this city to go study at W oods?
W: O h no! I couldnt leave this city. A fter all, I have a job and a
fam ily.
M: Then how can you study there? W hy even bother looking at the
catalog?
W: Because I can take classes through their D istance Learning
program .
M: W hats a D istance Learningprogram ? Ive never even heard
of one of those!
W: W ell, its kind of new . D istance Learningm eans that you can
take classes at a college that is in a different city or state, but
you can take the classes from your hom e.
M: H ow can you take classes from a college if you dont even live
there?
W: Through your com puter. Its like taking classes over the Internet.
M: W ow --- over the Internet! That sounds convenient. A nd probably
fun, too!
W: Yes. It requires som e technology. For exam ple, you have to have
your ow n com puter.
M: W hat do you need besides a com puter? D o you need som e
kind of special connection to the Internet at hom e?
W: You need a com puter w ith a m odem , and an Internet connection.
Thats it. N othing special.
M: Is there anything else you need?
W: You need a lot of m em ory on your com puter. Som e schools
recom m end having several gigabytes of free space. You need
lots of m em ory to store the files and lectures on your com puter.
M: I have a com puter w ith an Internet connection, but not m uch
m em ory.
W: You could alw ays buy som e extra m em ory for your com puter.
U pgrade it. Its really not too expensive. Then you could take
distance learning classes w ith m e! Itd be fun!
M: Youre right. A nd taking extra college classes w ould look good
on m y resum .
W: You bet. W hy dont you sit dow n and look at the catalog w ith m e?
05 Health
W: Today, I w ant to consider natural alternatives to aspirin for pain
relief. You m ay know that before aspirin, people used salicin to
fight pain. Salicin is quite different from aspirin and occurs naturally
in plants such as w illow bark and m eadow sw eet, am ong others.
M any doctors believe it m ay be safer to use these natural sources
of salicin rather than aspirin. Let m e explain exactly w hy it m ight
be a good idea to throw aw ay our bottles of aspirin and reach
for the herbal preparations.
W hy do w e use aspirin? It helps get rid of our headaches, right?
Yes, it does. So, w hat are the problem s w ith using aspirin? W ell,
aspirin can also produce som e harm ful side effects. W e w ant the
pain relief from aspirin, but w e don't w ant the stom ach irritation,
the thinning of the blood, and the allergic reactions. W hat about
the side effects of the natural sources of salicin, you m ight ask.
W ell, its interesting to note, and this is im portant, there is no
evidence to suggest that these natural sources produce sim ilar
negative side effects --- in fact, they can often be used to treat
these negative side effects!
O K, so aspirin can cause stom ach problem s, thin blood, and
allergic reactions. Lets look m ore closely at som e of the natural
sources of salicin. W ell start w ith w illow bark. W illow bark can
relieve stom ach irritation and actually stop m inor bleeding, one of
the side effects of aspirin! W illow bark has been used for centuries.
It becam e popular in treating the inflam m ation associated w ith,
ahh, gout ...a very painful disease. In addition, it can reduce fevers
and kill intestinal w orm s. Then, theres m eadow sw eet. It can aid
digestion, calm irritated stom achs, and, like w illow bark, it can
stop m inor bleeding. A gain w e have an herbal preparation that
can treat conditions that aspirin m ay actually cause!
So, to recap. There are proven negative side effects associated
w ith the use of aspirin and no evidence to suggest sim ilar negative
side effects w ith the use of herbal preparations. Sources of salicin
such as w illow bark and m eadow sw eet are readily available today,
and for m any people, m ay provide a safe alternative to aspirin.
06 Cultural Studies
W: This lecture is going to introduce you to traditional Chinese philosophy.
First, you w ill learn about, uh, the yin and yang philosophy.
Secondly, w e w ill look at the five elem ents of this philosophy. It
is im portant that you rem em ber these five elem ents as w e w ill
be discussing them throughout the lecture. The five elem ents of
yin and yang are: w ater, w ood, fire, earth, and, um m , m etal.
O K, so those are the five elem ents. U m m , lets begin w ith a
definition of yin and yang. Yin and yang should be considered
as opposite forces like, uhh, like land and ocean, for exam ple.
These are opposites. N ow , these opposites do not com pete w ith
each other.They are com plem entary. W hen you think of yin and
yang, think com plem entary opposites.
So, m oving from com plem entary opposites, lets return to the
five elem ents w e m entioned earlier. If you recall, w e said they
w ere w ater, w ood, fire, earth, and m etal. The C hinese divided yin
and yang into five elem ents to gain an understanding of how the
body, m ind, and spirit w ork. A ccording to the C hinese, every
persons physical and m ental health relies on a balance of the
five elem ents. Individuals m ay have m ore of one elem ent than
another. O f course, ideally, all elem ents are in balance or harm ony.
W hat does this m ean? U h, it m eans that a persons body contains
equal am ounts of each elem ent.
The am ount of each elem ent in an individuals body determ ines
his or her physical and m ental health. W hen all of the elem ents
are equal, a person is healthy. W hen they are not equal, or there
is an im balance, you get sick. The type of sickness depends on
the elem ents that are out of balance.
O K, w ere going to get into these specific illnesses next tim e.
668 Transcripts
Before you go, lets review w hat w e have covered today. W e
have defined yin and yang. They are com plem entary opposites.
Secondly, w e discussed the five elem ents of yin and yang. They
are w ater, w ood, fire, earth, and m etal. These elem ents are alw ays
changing, and the balance of these elem ents w ithin our bodies
determ ines our health.
Skill C
01 Campus Life
W: H i! I need som e inform ation about the Student A ctivity Fee.
C an you help m e?
M: Sure. W hat w ould you like to know ?
W: W ell, first of all, w hat exactly is the Student A ctivity Fee?
M: W ell, thats easy. The fee is $15.00, and since autum n 2003 all
students entering the university have been required to pay it.
W: A ll students m ust pay it?
M: Thats right. Its a quarterly fee paid by undergraduate and graduate
students.
W: Paid quarterly! W ow , I thought it w ould just be once a year.
M: N ope.
W: H ow m uch m oney does the university collect from this fee?
M: Right now , there is a little over $2 m illion in the fund.
W: Thats a lot of m oney. W ho decides how it is spent?
M: That w ould be the council on Student A ffairs. You w ill find both
students and faculty m aking the spending decisions.
W: I see. D o I have m y facts correct? The fee is $15.00 per quarter,
per student. Both students and faculty decide how the m oney
w ill be spent.
M: Exactly!
W: N ow , I know w ho decides on how the m oney is spent. C an you
tell m e w hat types of program s receive funds?
M: The list is a long one. It includes free concerts, lectures, com edy
show s, second run film s, late night program m ing. Just about any
w orthw hile student program or event can obtain funding.
W: C an I becom e involved?
M: O f course. The easiest w ay to get involved is to join the student
union. They are alw ays looking for students w ith good ideas.
W: I w ill think about that. It w ould be fun to find w ays to spend
the student activity fee. Thanks for all your help.
M: Youre w elcom e.
02 History
W: First up this m orning, Im going to talk about H er M ajesty the
Q ueen of Englands official Palace and Fortress, the Tow er of
London. A fter briefly touching on its, um m , construction and
location, I w ant to focus on a couple of its historical uses. O ver
tim e, the Tow er has been used for pleasurable purposes and for
truly terrible purposes. I w ill discuss one exam ple of each: the
Tow er as a zoo and the Tow er as a place of im prisonm ent and
execution. O K, lets begin.
The Tow er of London is actually a com plex of buildings. Its situated
along the River Tham es in London. Its nam e com es from one
particular building, the, uhh, the W hite Tow er built by W illiam
the C onqueror in 1078. It is surrounded by a m oat, a channel
of w ater that goes all the w ay around it.
The use of the tow er changed from being a fortress at, uh, at
around the beginning of the thirteenth century. A t that tim e,
a Royal M enagerie, w hich is a fancy w ord for zoo, w as established
at the Tow er. M uch later, this w as opened to the public so that
com m oners could also enjoy the anim als. U nfortunately, the
anim als at the Royal M enagerie w ere not particularly w ell cared
for. Eventually, they w ere all m oved to the N ew London Zoo,
w hich opened in Regents Park in, uh, in 1835.
Now , for the dark side of The Tow er, and by dark, I m ean truly grim .
For a very long tim e, the Tow er of London w as used as a prison
and a place of public and private execution. Beheading w as a
popular m ethod. This involved chopping the head off a prisoner
w ith an axe, not alw ays a very sharp one. The executioner often
had to sw ing the axe several tim es. Hanging w as another popular
m ethod, usually reserved for the low er classes. Som etim es, public
executions provided great, uh, great entertainm ent, believe it
or not. This w as especially the case w hen condem ned prisoners
w ere fam ous people. Exam ples of fam ous people w ho w ere
publicly executed are Sir Thom as M ore and Q ueen A nne Boleyn.
In fact, som e people say Q ueen A nne still w alks around the
Tow er carrying her head under her arm !
So, just to recap before w e break. The tow er of London w as
originally built as a defensive fortress by W illiam the C onqueror in
1078. Starting in the 1200s, it w as used as a zoo for royalty, and
later, for com m oners, too. Finally, it w as used as a prison and a
place for public execution.
03 Music
M: Today, w e w ill continue talking about great opera com posers.
Im sure you rem em ber from yesterdays lecture that there are
m any fantastic opera w riters. N ow Id like to give you som e
inform ation about another very fam ous com poser. H is nam e is
G iuseppe Verdi.
Like m ost com posers, G iuseppe Verdi is norm ally called by his last
nam e only. Verdi w as born in 1813. W ith a nam e like G iuseppe
Verdi, w here do you think he m ight be from ? O f course, Verdi
is from Italy. Verdi began to show a great interest in m usic at an
early age. A t only eight years old, Verdi began to play m usical
instrum ents. D o you have any idea w hat his first instrum ent
w as called? N ow , this is just a fun fact--- you dont need to
m em orize this! H is first instrum ent w as called a spinet.
Like I w as saying, Verdis fam ily quickly realized his great interest
in m usic and sent him to study m usic form ally. By the tim e Verdi
w as ten years old, he w as studying at a m usic school and taking
private m usic lessons. H e studied w ith som e very good m usicians.
So you can see that Verdi not only had natural talent, but he also
practiced to becom e a great m usician.
W hen Verdi w as 26 years old, he w rote an opera called Oberto
Conte di San Bonifacio. D ont w orry about w riting dow n the
w hole nam e of that opera. W e can just refer to it as Oberto for
short. You can copy dow n the full nam es of Verdis operas from
m y w ebsite. W hats really im portant here is that this opera,
Oberto, really w as the beginning for Verdis success. A lthough
Oberto w asnot a huge success itself, it w as successful enough to
earn som e recognition for Verdi. A fter w riting Oberto, Verdi
w ent on to w rite m any m ore operas. A nd w ith each opera, Verdi
becam e m ore and m ore fam ous.
W hat is interesting about Verdis fam e is that people w ho
supposedly knew a lot about m usic at that tim e didnt like him .
In his tim e, Verdi had a lot of critics. There w ere m any people
w ho did not like his w ork. H ow ever, m ost of these people w ere
m usic critics, that is, people w ho evaluated m usic and w ere
considered professionals. The critics particularly disliked som e of
Verdis operas because of their political m essages. Verdis real
fans, though, w ere the com m on people. H e w as liked m ore by
the public than the m usical elite, the critics of his day.
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04 Geography
M: D id everyone see the title of todays lecture? The G reat Lakes
of N orth A m erica.You are all nodding yes. Thats great! N ow ,
w ho can tell the class how m any lakes there are, and their nam es?
W1: I think there are four lakes. N am es? U m m m , lets see: O ntario,
M ichigan, Erie and Superior.
M: G ood guess. You have the four nam es right, but there are five
lakes, not four. C an anyone recall the nam e of the fifth G reat
Lake?
W2: Isnt it H eron or H uron?
M: Its H uron. The five G reat Lakes are: H uron, O ntario, M ichigan,
Erie, and Superior. There is an easy w ay to rem em ber them . Anyone
know how to easily m em orize the nam es of these lakes? N o?
The easiest w ay to rem em ber them is to use an acronym . A n
acronym is an abbreviation in w hich each of the letters stands
for the letter in a list of w ords to be rem em bered. The acronym
for the five G reat Lakes is H O M ES. If you rem em ber this acronym
you can effortlessly recollect the nam e of each G reat Lake: H uron
--- H , O ntario --- O , M ichigan --- M , Erie --- E, Superior --- S.
W1: Thats cool. It m akes rem em bering the nam es really easy.
M: Let m e share a bit m ore inform ation w ith you about the G reat
Lakes. Lake Superior is the largest and the deepest. Therefore,
the nam e Superior. Lake O ntario is the sm allest in area. The
only G reat Lake entirely in the U S is Lake M ichigan. A ll of the
other lakes are partially in the U S and partially in C anada. N ow ,
lets review . W hat is the acronym ?
W1: H O M ES : H uron, O ntario, M ichigan, Erie, Superior.
M: Largest?
W2: Lake Superior.
M: G reat! You should have no trouble w ith the G reat Lakes on the
exam .
05 American Studies
W: W e all know that w ars are difficult. Theyre difficult for soldiers
sent aw ay to battle, of course, but theyre also difficult for people
back hom e. Today, Id like to talk about som e of the hardships
people faced in the, uh, U S during W orld W ar I and II. N ow , one
m ajor hardship w as the lack of food. All of those troops fighting
overseasneeded to eat. A sk yourselves, W here does that food
com e from ?It com es from the sam e farm s that produce food in
peace tim e, except that a lot of the farm ers are now gone to w ar.
D uring w ars, you see, the public food supply often runs short.
So, to, uh, help solve this problem , the US governm ent encouraged
private citizens to grow their ow n food. They asked people to
plant their ow n gardens and feed their ow n fam ilies. These gardens
w ere called victory gardens. In these victory gardens, people
tried to grow their ow n vegetables, fruits, and even herbs to
use in cooking.
So, how successful do you think these victory garden cam paigns
w ere? C an you im agine turning your backyard into a vegetable
garden? N o? N ot m any of you, huh? N o green thum bs in this
class? Actually, victory gardens w orked really w ellin the U S. The
governm ent placed posters about victory gardens everyw here.
A s an exam ple, in 1944, the posters had the w ords Plant m ore
in 44on them . This resulted in over, uh, over 20 m illion Am ericans
planting victory gardens. Pretty im pressive, huh? These gardens
produced a huge am ount of food. In fact, historians estim ate
that forty percent of all of the vegetables consum ed in the U S
that year w ere from victory gardens. This m eant that, um m , m ore
vegetables from large farm s could be canned or processed and
then shipped overseas to feed the troops.
Victory gardens w ere a huge success during both W orld W ar I
and II. A s a result of private citizensefforts, both the troops
and the public w ere able to have enough food during the w ar
years. W hen W orld W ar II ended in 1945, people w ere ready to
get back to norm al life, but, uhh, unfortunately, there w ere still
hardships to face. Believe it or not, one of these hardships w as a
lack of food. You see, once the w ar w as over, people im m ediately
stopped planting their victory gardens. They expected that food
production w ould go back to norm al im m ediately. O f course, this
w as not the case. It took som e tim e for production to get back to
norm al. A s a result, the public actually experienced w orse food
shortages in peace tim e than during either W orld W ar I or II!
06 English
W: W hat w ould you say if I told you all hum ans are cats?
M: I m ight say youre crazy.
W: H a ha. O K. Fair enough. That statem ent does seem kind of crazy.
W hy does it seem crazy? Because w e know its w rong. W e all
know its w rong. Today, w ere going to look at fallacies. Fallacies
are errors in reasoning, um m , w rong thinking, if you w ill. A n
argum ent that contains a fallacy is said to be invalid or unsound ---
or crazyas som e of you m ight put it. N ow , w e can test the
validity of an argum ent by checking to see if it contains any fallacies.
The ability to test for fallacies is essential to critical thinking, and
critical thinking is essential to earning a high grade in this class,
so pay close attention.
N ow , w e w ill look at one category of fallacy --- um m , form al
fallacies. Form al fallacies are only found in one, uh, particular
kind of argum ent --- the deductive argum ent. The sim plest kind
of deductive argum ent has tw o statem ents or assum ptions and
then a conclusion. Its called a syllogism . Thats S-Y-L-L-O -G -I-S-M .
N ow dont get confused by big term s like this; rem em ber, a
syllogism is an argum ent w ith tw o assum ptions and a conclusion...
its sim ple stuff, really. O K, now , if the tw o statem ents or assum ptions
are true A N D provide com plete support for the conclusion, then
w e say the argum ent is valid, and there is no error in reasoning,no
form al fallacy. H ow ever, even w hen the tw o statem ents are true,
if they dont provide enough, um m , support for the conclusion,
then w e say the argum ent contains a form al fallacy and is invalid.
M ore sim ply put, the argum ent contains errors in the reasoning,
or if you prefer, its crazy.H eres an exam ple of a syllogism
containing a form al fallacy:
1. A ll hum ans are m am m als... thats a true statem ent.
2. A ll cats are m am m als... thats a true statem ent, too.
3. Therefore, all hum ans are cats... thats an incorrect, or crazy,
conclusion. W e already know this.
You see, each statem ent is true... all hum ans A RE m am m als,
and all cats A RE m am m als. But these tw o statem ents do not
com pletely support the conclusion. The conclusion: Therefore, all
hum ans are cats,is clearly false. The fact that hum ans and cats
both belong to the sam e fam ily of anim als that w e call m am m als
D O ES N O T m ean that hum ans and cats are the sam e thing. There
is a form al fallacy in the argum ent. Rem em ber, form al fallacies
are m istakes in the logic of a, uh, deductive argum ent, and a
deductive argum ent w ith tw o statem ents and a conclusion is
called a syllogism . Its very im portant to rem em ber, then, w hen
you are m aking argum ents for m y class... or for any of your
other classes... to check for and avoid form al fallacies.
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Chapt er 2
Ski l l Revi ew
A-C
01 Management
W: Today, w ell talk about the m ost im portant things in m anagem ent.
In a nutshell, that m eans how to m ake things run sm oothly. But
first, lets talk about the board of directors. M ost organizations,
especially com panies doing business, have a board of directors.
The board is a group of people w ho oversee the organizations
m anagem ent. They also elect the organizations leader or president,
called a chief executive officer. The board tells the president
w hat the organization w ants to do. H e or she does it, and then
tells the board how its going.
N ot all boards do things the sam e w ay. Som e have very firm rules
about how the com pany does things. They expect the president
to do as they say. O thers just take orders from the president.
Som e people feel they are not doing a good job as a board in
this case. O ther boards are w orking boards.That m eans they
take on m any of the tasks of m anagem ent. They w ill even take
care of the president, or chief executive officer. Theyll help him
organize the w orkers and the w ork.
So to recap briefly, w e have a board of directors that elects an
organizations president or CEO . And the board m ay be very active
or it m ay let the president run things pretty m uch.
Now both the president and the board are involved in m anagem ent.
M anagem ent can be divided into four basic areas. These are
planning, organizing things and m oney, leading, and controlling or
coordinating.So, now lets talk about each one.
O kay, first w e have planning. A com pany has to establish, of
course, w hat it w ants to do. For exam ple, m aybe the com pany
ow ns a forest area. H ow m uch m oney do they need to m ake
from it? H ow w ill they do that? W ill they get loggers to cut the
trees? O r perhaps they w ill w ork w ith an organization specialized
in caring for forests. You get the idea.
Second is organizing. Lets say they decide to have the forest
care organization w ork for them . That forest com pany then w ill
decide if, for exam ple, any trees should be cut. A nd, if so,
w hich ones w ill allow the others to grow m ore quickly. H ow
m any w orkers w ill it take? Theyll tell the com pany how m uch
all this w ill cost. This is all part of organizing resources.
The third thing in m anagem ent is leading. The board m ay have
already decided, for exam ple, that they w ill save the forest
environm ent. They w ill only do business in such a w ay as to keep
it beautiful. Theyll lead the com pany in som e direction. Controlling
or coordinating is the fourth part of m anagem ent. Everything
w eve talked about needs to get done sm oothly and efficiently.
Som ehow each part of the organization needs to know w hat the
others are doing. W ho listens to everyone and decides w hats
best for the w hole organization? This is the controllers job.
M aybe only one or a few people w ill do this; but, of course it is
crucial that everyone help. Everyone has to listen to each other.
02 Astronomy
M: D o you like to look up into the sky at night? M any people find
looking at the stars and planets to be both relaxing and interesting.
A t night tim e, w e can easily see the m oon. W e can also see the
planet Venus w ithout m uch difficulty. But do you know w hich
planet is seen m ost easily at night after the m oon and Venus?
If you guessed Jupiter, you are right. Jupiter is the fourth brightest
object in the sky (rem em ber that the Sun is the brightest). A t
night, it is the third brightest object. In fact, even the m oons
around Jupiter are visible at night --- but you w ill need at least
som e binoculars to see these. If you have a sm all telescope, you
can even see Jupiters rings. I w ill talk about Jupiters rings a little
later in this lecture.
Before w e get into the details about Jupiter, lets talk about the
planets nam e. Jupiter w as the nam e of a Rom an god. H e w as the
king of the Rom an gods. A ctually, Jupiter, the planet, w as also
called Jove. Jove w as another nam e for Zeus, king of the G reek
gods. But the Rom an nam e stuck. I guess the Rom an gods w ere
m ore popular or som ething. A nyw ay, Jupiter is the king of the
planets, so it m akes sense that its nam ed after the king of the gods.
Jupiter is the largest of all the planets. In fact, Jupiter is m uch
larger than all of the other planets in the sky. Lets com pare the
size of Jupiter to our planet, the Earth. Jupiters diam eter is m ore
than eleven tim es larger than the Earths. Pretty incredible! Jupiter
is over 11 tim es larger than the Earth. C an you im agine that? H ow
about the w eight of Jupiter? Scientists have found that Jupiter
w eighs m ore than three hundred tim es the w eight of Earth.
Thats right. I said m ore than three hundred tim es the w eight of
Earth. O bviously, Jupiter is a colossal planet!
Lets talk a m inute about the com position of Jupiter. W hat do
you think Jupiter is m ainly com posed of? Jupiter is m ostly m ade
up of gas. G as planets do not have solid surfaces like w e have
on Earth. So w e've got this big planet m ade up of gas, but it is
300 tim es heavier than Earth! Kind of m ind boggling. N ow , w hat
kind of gas do you think is found on Jupiter? A gain, scientists
have found the answ er to that question. Jupiter is about ninety
percent hydrogen. O f course, hydrogen is a very com m on gas.
Jupiter also contains about ten percent helium . So hydrogen and
helium are the principle elem ents of the planet.
Ill finish today w ith som e inform ation about Jupiters rings.
Rem em ber that I m entioned them earlier? This w as not discovered
until recently w hen scientists sent satellites to study Jupiter. The
im ages returned from this satellite show ed that Jupiter has
rings. A t first, m ost tried to refute any claim s that Jupiter could
have rings, like the planet Saturn does. But in fact, Jupiter does
have rings, although they are sm aller than and not as brightas the
rings around Saturn. U nlike Saturns bright rings, Jupiters rings
are dark. The rings of Jupiter are likely m ade up of very sm allpieces
of rock. But like I said before, w ith a telescope, these rings can be
seen by am ateur observers.
03 Anthropology
W: Youre probably all fam iliar w ith anthropology, although som e
of you m ay not have realized that it is considered both a social
science, and a natural, or hard, science. Lets begin w ith a few
definitions.
W e define anthropology as the careful and system atic study of
hum ankind. Furtherm ore, it is considered a social science because
it is system atic (w hich science is), and analyzes society (the
social aspect). It is also classified as a natural science because it
investigates how hum ans act and have developed as biological
organism s. A nthropology studies m ankind and civilization. So
anthropology is classified w ithin both the school of hum anities
and the school of science.
O K, so, anthropology and other hard sciences rely on hypotheses
in their research. I think you all know w hat a hypothesis is, right? ...
a tentative explanation about certain phenom ena. For exam ple,
before w e knew m uch about atom s, there w ere several hypotheses
Transcripts 671
researchers had. D ifferent researchers tested their hypotheses
to see if atom s follow ed the rules of their m odel. In this w ay,
various hypotheses about atom s w ere either throw n out, or they
becam e m ore w idely accepted. A nthropology w orks the sam e
w ay. A nthropologists m ake up theories and then m ake up w ays
to test those theories. So in this w ay, anthropology seem s like
a hard science.
Does anybody know w hat a hypothesis becom es once it gainsw ide
acceptance? I hope m ost of you thought of the w ord theory.
H ypotheses that seem to w ork w ell through research becom e
theories for a particular science. So thats another com m onality
betw een anthropology and hard sciences, both develop theories.
Lets rem em ber that the scientific approach is not w ithout its
difficulties. Both the hardscience scholar and the anthropologist
m ay have difficulties in being truly objective in their research. A s I
m entioned before, both rely on hypotheses and theories, and
these can both lead to bias. Since the anthropologists hypotheses
and theories generally center around specific cultures, he or she
cannot help but be culture bound in the developm ent of his or
her hypotheses and theories.
Ive given you lots of inform ation here, and I hope you are all
still w ith m e. I see a couple of confused looks. Let m e see if I can
m ake that last idea a bit m ore concrete. H as everybody heard
of the M ayans? Lets use them as an exam ple.
The M ayan civilization flourished betw een 250-900 A D . W hen
m odern W estern scientists started studying M ayan ruins, they lacked
objectivity. How so? O ne problem w as understanding how such a
w ell-developed, urban culture could develop w ithout w ell-developed
technology. By urban, I just m ean that M ayans had som ething
like cities. A nthropologists knew the M ayans used slash-and-burn
agriculture. They cut dow n and burned patches of forest to m ake
land for crops. O ther cultures using these m ethods today are
not w ell developed, or at least not as developed as the M ayans.
So researchers rejected the idea that M ayans could actually have
had an urban-like civilization based on slash-and-burn farm ing
techniques. W estern w ays of thinking blinded anthropologists to
the possibility of how the M ayans could use slash-and-burn
farm ing along w ith developing large urban centers.
04 Biology
M: Evolution is a com plex interaction of various processes. But w e
can sim plify it a bit if w e break it dow n. W e can sum m arize the
separate processes quite sim ply. W ell start at the top. All organism s
have descended into different lineages from com m on ancestors
--- or in other w ords, every organism has developed into its ow n
current fam ily line from other organism s that existed in the past.
So w e can trace all living species back through tim e to a few
com m on ancestors. Let m e put a sim ple diagram on the board.
W e start at the top w ith organism A . From organism A , w e get
organism B. So I put B here below A and draw a line dow n from
A to B. Then, over tim e, B undergoes changes leading to organism
C and so on. N otice, I said B undergoes changes. W hat kind of
changes m ight that include? W ell, evolution includes processes
such as genetic drift, natural selection, adaptation, interbreeding,
and extinction. Probably youre m ost fam iliar w ith extinction,
especially the extinction of dinosaurs. A nyw ay, today, I w ill focus
m y talk on genetic drift. W ell keep it sim ple and just focus on
that one idea for now .
In order to talk about genetic drift, Ill need to use som e term s
specifically related to genetics. Ill try to define each term as w e
go so that nobody gets lost. O K. The first term I am going to
throw at you is alleles. W hat are alleles? M aybe before that, how
do you spell it? Its A -L-L-E-L-E-S. So w hat are they? I assum e
you know w hat genes are, right? W ell, alleles are different versions
of the sam e gene, and they can encode different inform ation.
For exam ple, take the case of eye color. The gene for eye color has
m any different alleles, and each allele contributing to a different
eye color. But in term s of genetic drift, alleles are special because
they are related to genes form ed by m utation. Thats another
term w ell need to use in this course. M utation just m eans
change. It could be a good change or a bad change. So alleles are
gene codes that could have som e kind of m utation com pared to
gene codes from ancestors.
Som e of you m ight be thinking, W ait a m inute. A bad m utation?
In evolution, things are supposed to evolve to fit into their
environm ent better. So how can m utated alleles be bad?
Rem em ber,there are different kinds of evolutionary processes.
G ood changes to fit the environm ent usually occur through
natural selection and adaptation. But Im talking about genetic
drift. This incorporates random genetic changes. If enough m em bers
of a population include these m utated alleles, then evolutionary
change can occur. The proportion of m em bers w ith these alleles
can rise over tim e to becom e the m ajority of the population.
G iven enough tim e, the m utated alleles can totally dom inate.
The original ancestorsgenes are replaced by the new alleles.
Evolutionary change has occurred.
A key point about genetic drift is that the process is random . I
m entioned that before. But another key point is that genetic
drift involves neutral alleles. You can think of neutral in this case
m eaning neither good nor bad. It doesnt help the organism ,
nor does it hurt the organism . Som ething like eye color w ould
be neutral for m ost organism s. Evolutionary change that leads
to m ore blue-eyed m em bers of a population can be accounted
for by genetic drift.
Skill D
01 Geography
W: The D ead Sea is a body of w ater in the M iddle East. It is located
betw een the country of Israel and the Kingdom of Jordan. The
D ead Sea is interesting for various reasons. First, you m ight
notice the nam e. W hy do you think the D ead Sea is called that?
N orm ally w e think about seas as places w here fish and other
m arine life live, right? In fact, nothing can live in the D ead Sea.
The reason for this is that the D ead Sea has an extrem ely high
am ount of salt in the w ater. Som e seas, like the M editerranean,
have a salt concentration of about 3.5 percent. The D ead Sea, in
contrast, has a salt concentration of 34 percent. C om pare 3.5
percent to 34 percent and you w ill realize that the D ead Sea has
m uch m ore salt than the M editerranean. In fact, it has about ten
tim es m ore salt in its w ater than the M editerranean! That extrem ely
high salt concentration does not allow for life in its w ater.
A nother interesting point about the D ead Sea is its elevation.
The D ead Sea is found at the low est point of dry land on the
Earth. The elevation of the Dead Sea is 417 m eters below sea level.
C om pare that elevation to the M editerranean. The M editerranean
is only about 50 m eters below sea level. So the D ead Sea is m uch
low er in elevation than the M editerranean. Lets m ake sure you
have those num bers correct. D ead Sea: 417 m eters below sea
level. The M editerranean: 50 m eters below sea level.
H eres another interesting fact about the D ead Sea. The D ead
Sea is drying out very quickly. W e can say that the sea is drying
672 Transcripts
because it is losing its w ater. M ainly, the w ater from the sea is
evaporating. Besides evaporating, the w ater is being absorbed
by the ground underneath it. In just the last 30 years, the w ater
level has dropped 25 m eters. That m eans there is 25 m eters less
w ater in the Dead Sea today than there w as 30 years ago. The loss
of w ater also creates unstable land around the sea. The instability
of the land can cause the ground to fall in som e areas. This creates
a problem for tourism . For exam ple, a tourist m ay be w alking
and the ground w ill suddenly fall out from under him or her.
02 Phys. Ed.
M: The m ain aim of basketball, like m ost team sports, is to outscore
the opposing team , but w ho ever said basketball w as a sim ple
gam e? It m ight look as though all players have to do is put a
ball through a basket, but this is not the case---the rules of play
are far from sim ple.
There is an elaborate set of rules in basketball, and w hen any
one of these is broken, the referee blow s a w histle to signal that
there has been a rule violation. Hand signals are used to indicate the
type of rule that has been broken. M any of the rules are the sam e
w hether the gam e is a college gam e or a professional one, but I
w ant to look at som e of the rule differencesbetw een college and
professional basketball.
First, a college gam e is divided into tw o 20 m inute segm ents,
but a professional gam e has four 12 m inute segm ents. So college
gam es are 40 m inutes total, w ith one break in the m iddle. Pro
gam es are at least 48 m inutes divided into four quarters. A nother
difference is that a college team is allow ed 35 seconds to shoot
the ball before having to give it up to the opposing team , w hereas
a professional team has less tim e to shoot. In professional gam es,
the shot clock has only 24 seconds on it! W hen a playerm akes too
m uch contact w ith another player, a foul is called because m aking
contact can give a player an unfair advantage. In a college gam e
players are ejected from the gam e after five fouls, but in a
professional gam e, players get one m ore. It happens after six fouls.
N ow w hat about scoring? W ell, a player is aw arded 3 points, 2
points or 1 point depending on his position on the court and
his circum stances at the tim e he shoots, Let m e explain. If a
player shoots from behind the three point line and puts the ball
through the basket, he scores 3 points; if he achieves the sam e
thing from w ithin the 3 point line, he gets 2 points. A nd if he is
given a free shot because he has been fouled, then he gets 1 point.
You see? Its all quite m athem atical!
A t the end of the gam e, if both team s have equal scores, if they
tie, then overtim e periods of five m inutes are played until one
team com es out in front. Sim ple? I dont think so.
03 Poetry
W: Today, w ere going to focus on English poetry. U m m , English
language poetry is incredibly diverse and com plex. I personally
believe that it is very im portant that English m ajors, like yourselves,
becom e fam iliar w ith its diversity and com plexity. U nfortunately,
fam iliarity w ith poetry seem s to be dying everyw here. W hy is
that? I fear that poetry m ay be a dying art. So, ahem , it is the
duty of English language departm ents across the country to
bring it back to life.
O K, Ill get off m y soapbox now . Lets see, to start. W hat is a
poem ? H m m , nobody w ants to take a stab at this one, huh? I
dont blam e you. Its hard to say exactly w hat poetry is. Like I
said, its a diverse and com plex form . I think m ost of you, though
you m ay not be able to define one, could point out a poem if
you saw one, right? Poem s look different on the page than prose
does. O K, to organize our discussion of w hat a poem is, lets
break it dow n into traditional form s and m ore recent form s.
Traditionally, poem s w ere perform ed rather than read. Poem s
w ere used to tell a story. They could also be very long, m uch like
m odern novels. Since they w ere perform ed orally, that is, spoken
aloud, they used rhym e and m eter to guide the perform ance.
W hat are these tw o com ponents of traditional poetry --- rhym e
and m eter? I hope you rem em ber that rhym e is w hen tw o lines or
w ords have the sam e end sound, like catand batfor exam ple.
M eter is rhythm --- a certain num ber of beats, or syllables per line.
It sets the flow of the lines being perform ed. This com bination of
rhym e and rhythm m ade it m uch easier for poetry to be perform ed
live.
A s I m entioned, the rules of m odern poetry have changed
som ew hat. M odern poem s often lack rhym e and m eter. N ow ,
poetry tends to be characterized by, um m , an intense and precise
use of language. A lso, m odern poets often attem pt to focus on
one observation of the w orld rather than tell a larger story. To
further distinguish m odern poetry from prose, you can look at
the lines on the page. C om pared to prose, poetry is w ritten in
shorter, broken lines. A lso, the lines can appear anyw here on
the page, not just at the left m argin. The short lines and intense
language used in m odern poetry help the reader see the subject
in a fresh w ay.
04 Biology
W: O K, class, today w ere talking about anim al com m unication.
H ow do anim als com m unicate w ith each other? H ow is anim al
com m unication different than hum an com m unication? These
are the tw o m ajor questions w ell delve into. From the reading
I assigned you, you all should know that a w ide range of anim al
behavior can be view ed as com m unication. A lso, um m , a w ide
range of anim als, even very sm all ones like single-celled protozoa
can com m unicate.
How do anim als com m unicate? First, they com m unicate by touch.
Soft touches show tenderness, and violence show s anger, just
like in hum ans. W hat else? W ell, they use body language, too
--- gestures w ith various body parts, like legs, tails, ears, w hatever.
For exam ple, a bear m ight stand on its hind legs to show aggression,
or a w olf m ight lie on its back to show subm ission. Um m , there
are also facial expressions. For exam ple, lions and w olves snarl by
curling their lips to expose large teeth. Som e anim als use visual
signals, such as the, uh, the m ovem ent of feathers. M ale birds
often create an attractive display of feathers to attract a m ate.
And, of course, there is sound. M any of the sounds anim als use to
com m unicate are very fam iliar to us --- like a lions roar or a cats
purr. So, anim als can com m unicate w ith each other in m uch
the sam e w ay that people do --- through sound, sight, touch,
and body language.
O k, next w ell ask the question H ow is anim al com m unication
different than hum an com m unication?Ill let you guys try to
answ er that. A nyone have an idea?
M: Yeah, w ell, um m . A nim als cant talk. W ell, I guess parrots can
talk, but its not the sam e, right?
W: G ood. Thats exactly right. W eve seen that anim als can use
m any of the sam e techniques as us, but they cant talk. H m m ,
m ost researchers agree that anim al com m unication is not as
com plex or expressive as hum an language. Sure, parrots can m im ic
the sounds of hum an language, but they cant m atch its gram m ar
and com plexity. For exam ple, they cant express abstract ideas,
such as future or past events. A nother difference is that anim al
language seem s innate w hile hum an language is learned. For
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exam ple, a w olf raised in the w ild w ill still understand the body
language of a w olf raised in a zoo or as a pet --- they dont need
to learn the sam e language. A s w e know , people raised in one
country m ay have a language com pletely different from and
not understandable to people in another. To com m unicate w ith
one another, people have to learn the sam e language.
05 Economics
M: O K, class. W eve looked a little bit at w hat econom ics is in our last
class. Today, w ere going to focus on, uh, tw o types of econom ics-
m icroeconom ics and m acroeconom ics. To review a little first,
econom ics is the study of how people deal w ith resources. D o
you all rem em ber the concept of scarcity? Scarcity describes
the availability of a resource. If a resource is readily available, its
scarcity, and value, is low . If a resource is hard to get, it is considered
scarce, and its value w ill be high. O K, enough of review ing the
basics, lets get to m icro- and m acroeconom ics.
W hen w e think of econom ics on a personal, or individual level, w e
are m ainly discussing the area of m icroeconom ics.Rem em ber,
m icrom eans sm all, so m icroeconom ics is sm all-scale econom ics.
M icroeconom ics, then, deals w ith the individual people or
businesses that m ake up a national econom y. So, people w ho
study m icroeconom ics study about the incom e and spending
habits of individuals. They study how m uch m oney people
m ake, and how those people spend their m oney. For exam ple,
they look at the popular item s that people buy. They study how
the supply of different item s --- in other w ords, their scarcity ---
affects spending patterns. This study on an individual level, again,
is the basis of m icroeconom ics.
If m icroeconom ics is sm all-scale econom ics, then --- and I hope you
all see w here Im going w ith this --- m acroeconom ics is large-scale
econom ics. M acroeconom ics is concerned w ith how a society as a
w hole earns and spends m oney. In this case, m acroeconom ists
study how m uch m oney people are earning in general. They
also look at, uh, how people all across the country spend their
m oney? This kind of inform ation can tell us how an entire country
operates. For exam ple, how does a country m ake its m oney?
A nd how does a country spend its m oney? A nd how does the
scarcity of certain resources affect this m aking and spending of
m oney. This inform ation helps national governm ents decide
w hich industries and resources to invest their m oney in.
A s you continue to study econom ics, you w ill alw ays w ork w ith
the concept of scarcity. You m ust also be fam iliar w ith both
branches of econom ics: m icroeconom ics and m acroeconom ics.
It is likely that you w ill need to understand these general concepts
no m atter w hich one of these you are m ore interested in.
06 History
M: O K class, today w ere talking about genealogy, a hobby that is
becom ing m ore and m ore popular these days. W ho know s w hat
genealogy is?
W: Is it collecting things? Like for a hobby?
M: Som ething like that. You could say that genealogy is collecting
inform ation, though. You see, genealogy is the study of ones
fam ily history --- about ones ancestors, their jobs, w here they
lived, etc. I really w ant to focus todays lecture on researching
genealogy. Specifically, Ill talk about tw o resources for research:
com puters and volunteer groups.
M ost people these days use the Internet to research their fam ily
histories. W hy not? M ost of us have access to com puters and the
Internet at hom e, w ork, or school. It only takes a few seconds to type
in a search request--- Ill bet som e of you have done it, and,if not,
youll probably give it a try tonight. Anyw ay, uh, researchers use the
Internet to share data that is useful for tracing fam ily histories.
M ost of the special softw are program s they use can output
inform ation about people and their relationships in a standard
form atcalled G ED C O M . That is G E for genealogical, D for data,
and C O M for com m unications. The output from G ED C O M can
then be shared w ith others via em ail and m essage boards, or it can
be put on C D -RO M s and D VD s. You m ight need to be patient
w hen doing a genealogical search online; because so m any
people w ant to learn about their fam ily histories, the large online
databases frequently collapse and have to be rebooted or fixed.
O K, lets see. There are also groups of researchers w ho volunteer
to help find and organize inform ation about fam ily histories. They
focus on several types of inform ation, such as, um m , historical
events (for exam ple births and deaths), relationships betw een
people, or, uh, som e researchers focus on particular nam es (for
exam ple, how the spelling of these nam es has changed over
generations). Som e research groups have m em bers w ho volunteer
to share their tim e by looking for specific inform ation for each
other. This m ight include searching local birth and death records
or even searching tom bstones in local cem eteries for a particular
nam e. I w ant you to understand that these volunteer groups do
this w ork because they enjoy the subject and the research involved.
W ho know s, m aybe one of them w ill help one of you track
dow n your distant relatives som eday.
Skill E
01 Biology
W: W e have talked a lot about different anim al species that are
com m on in different regions of the w orld. For exam ple, w e
learned that ducks are very com m on birds that inhabit m any
areas. W e m entioned that a particular kind of duck, the loon,
is com m on in M innesota. The loon is abundant in M innesota
and w ill likely live there for m any, m any, m ore years. But, w hat
about anim al species that are not com m on? O r to put it another
w ay, w hat about anim al species that are in danger of becom ing
extinct? If a species is nearly extinct, that m eans that there are
very few of those anim als left on Earth. If the species becom es
extinct entirely, w e w ill lose that particular anim al forever. N obody
w ants that, right?
O K, so, um m , perhaps the m ost destructive act tow ard a species
is people developing the land w here the anim al lives; that is,
destroying the anim als physical habitat. People w ill destroy
an anim als environm ent w ith the purpose of building new
neighborhoods or shopping centers.
There are m any anim als in danger of becom ing extinct. O ne
exam ple of an endangered speciesin the U nited States is the bald
eagle; its now on an official list of endangered species. A s, uh,
m any of you m ay know , the bald eagle is the national bird of
the U S. Even so, there are very few of them left in the w ild.The
governm ent protects this bird now . They punish people w ho kill
bald eagles, and they try to preserve the eagles habitat.
So, how do som e species receive protection like the bald eagle?
N o idea? O K, listen closely then. First, people like biologists
determ ine w hich anim als are nearly extinct. They, um m , figure
out w hich anim als are close to extinction by counting the num ber
of different anim als. O nce they find out w hich anim als are nearly
extinct, they m ake a list. The biologists give this list to governm ents
around the w orld and request legal protection for the anim al.
Sim ple, right? W ell, unfortunately, the governm ent does not
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alw ays give protection to the anim als. How ever, if the governm ent
does offer protection, it w ill pass a law . This law w ill state that
people are not allow ed to kill any m ore of these anim als. The
governm ent m ay also protect the anim als by not allow ing people
to develop the land on w hich these anim als live. U nfortunately, a
lot of anim als becom e extinct w ithout the public noticing. N ow
for a few exam ples...
02 Campus Life
M: C laire, have you heard the latest?
W: N o, w hats that?
M: Its tim e for a revolution!
W: W hat do you m ean?
M: You know how every sem ester w e get a new group of freshm en
students com ing into the dorm s, and every sem ester this m eans
w e have too m any students for the num ber of room s?
W: Sure, its the sam e every sem ester.
M: W ell, next sem ester the university is planning som e big changes.
W: O h yeah? Like w hat?
M: They plan to hold a lottery to decide w ho has to give up their
room s for the freshm en.
W: Youre kidding!
M: N ot at all! A ll the nam es of current residents go into a hat, and
they pull out nam es to see w ho has to live som ew here else.
W: You m ean I m ight have to m ove just because som eone random ly
picks m y nam e out of a hat?
M: Thats right.
W: I dont like that! Then w hat happens to m y room ?
M: Then, a freshm an gets the dorm room of the student w ho w as
chosen from the hat.
W: So even if youve done nothing w rong, you m ight still get
kicked out of your room ?
M: Yes, exactly.
W: Thats terrible.
M: I know , but I have a m uch fairer plan.
W: Im all ears.
M: First w e create a lot m ore them edorm s.
W: Them e dorm s, eh. You m ean like the honors dorm thats just
for students w ith high grades?
M: Exactly. W e already have som e them e dorm s --- the honors dorm
and the sm oke-free dorm , w e need m ore like these --- each w ith
really, really strict rules.
W: I see w hat you m ean. A student chooses a dorm and agrees to
live by the strict rules.
M: Right. But, of course, quite a few of them w ont be able to stick
to the strict rules in the them e dorm .
W: I see. So, w hen they break the them e dorm rules, theyll get
kicked out, right?
M: Exactly. O h and w hen they get kicked out, they w ont get their
fees refunded.
W: G ood idea. So, the university can then rent the room out to
another student and m ake even m ore m oney.
M: Yes, and in the long run, use the extra m oney to build m ore
dorm s. O vercrow ding problem solved!
W: Fantastic! But w ell need to kick out som e students this sem ester
so w e can start the new system . W ho should get kicked out?
M: W e can just kick out anyone w ith a grade point average below ,
say, 2.0. Theyre obviously not good students.
03 Physics
W: Isaac N ew ton w as born in 1642. H is father had died before he
w as born and he and his m other w ere left in poverty on the fam ily
farm . N o one guessed he w ould becom e a genius. N ew ton w as
a solitary child w ho liked to create gam es and play them alone.
A t ten, he left hom e to go to public school w here he am used
him self m aking things like w indm ills and kites. N ew ton even
m ade clocks that could run on w ater pow er. H e w as quite the
inventor. But he also w rote poetry and he drew --- often on the w all
of his bedroom ! C learly, N ew ton w as no ordinary child, building
things like w indm ills and clocks, but being artistic as w ell.
New ton eventually w ent to study at Trinity College in Cam bridge
and becam e w ell know n for the fact that his m athem atical
know ledge often proved greater than that of his professors.
H ow ever, the C ollege closed during Englands great plague of
1665, and N ew ton returned to the farm w here he w ould often
spend all day thinking about the concept of gravity. It w as during
this tim e that N ew ton invented a new type of m icroscope and
a new kind of m athem atics, calculus. But his first love rem ained
pondering the w orkings of gravity.
N ew ton had the idea that the m oon is caught betw een tw o
forces; one that pulls it tow ard earth, gravity, and another that
propels it aw ay from earth, centrifugal force. N ew ton said that
the m oon is pulled in opposite directions by these tw o forces,
gravity and centrifugal force, and these forces hold the m oon
so that it can neither m ove tow ard nor aw ay from the earth. H e
explained that as a result, it m oves around the earth in a curved
path. So the force of gravity tow ard the earth balances the
centrifugal force aw ay from the earth. The m oon is stuck m oving
in a circular orbit around the earth. A sim ple experim ent w ith a
ball and string w ill help you understand this. Tie som e string to
a ball and w hirl it in the air around you. You w ill feel the ball
being pulled aw ay from you by the centrifugal force, but your
hold on the string w ill operate like the force of gravity and hold
the ball so it m oves in a circle around you.
N ew ton applied this idea to the w hole universe and reasoned
that in the sam e w ay the earth holds the m oon in a curved
orbit, the gravitational pull of the sun holds the earth and all
the other planets in their orbits. This is called the U niversal Law
of G ravitation.
04 Physiology
M: O ne thing that all hum ans have in com m on is blood. Blood flow s
through the veins and arteries of all hum ans. Today w e w ill
specifically discuss the m akeup of blood. I w ant to discuss the
flow of blood through the body, the types of blood cells, and
transfusions.
Blood is carried through the body by tw o types of blood vessels,
arteries and veins. Blood carried by the arteries has received
oxygen from the lungs. A rteries take this oxygen-rich blood to
all parts of the body. A fter delivering oxygen around the body,
blood travels through the veins back to the heart and lungs for
m ore oxygen. So arteries carry blood w ith oxygen aw ay from
the heart. Veins carry blood w ithout oxygen back to the heart.
Now lets look at blood itself in m ore detail. W hole blood is m ade
up of three types of blood cells. They are red blood cells, w hite
blood cells, and platelets. Each type of cell has a different function
in the body. Red blood cells contain hem oglobin (pronounced
hee-m uh-glow -bun). H em oglobin is w hat picks up oxygen in
the lungs, and then releases the oxygen to other parts of the
body. H em oglobin gives blood its distinctive bright red color.
The second type of blood cells are leukocytes (pronounced loo-kuh-
sytes), or m ore com m only know n as w hite blood cells. There
are few er w hite blood cells than red blood cells. So theres m ore
hem oglobin in blood than leukocytes. The job of the leukocytes
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is to help the body fight against infection. W hite blood cells
clean up or eat bad things that get into our blood.
Lastly, are the platelets. They are necessary in the blood clotting
process. For exam ple, w hen you cut your finger, it is the platelets
that go to w ork to stop the bleeding. If the cut is large, the platelets
w ill need som e help to stop the bleeding. You m ay have to get
stitches or use a bandage. But if the cut is sm all, the platelets
w ill collect to block blood from com ing out of the w ound.
Rem em ber they are like plates. So they m ake a stack. That is w hat
form s scabs over w ounds.
Lets quickly review the three types of blood cells and w hat they do
before w e m ove on to talk about blood transfusions. Hem oglobin,
or red blood cells, carry oxygen throughout the body. Leukocytes,
or w hite blood cells, fight infection. A nd platelets w ork in the
blood clotting process. A ll three are crucial to a healthy w orking
body.
O K, so now lets talk about blood transfusions and blood types.
05 Campus Life
W: Excuse m e, I saw you in class just now . W hats the easiest w ay
to get back to m y dorm ? Im in Kirby H all. D ont tell m e I have
to w alk?
M: N o, you can take the shuttle.
W: O h great. W here do I catch it?
M: Just follow m e. I can show you. The nearest stop is in front of
the Student U nion building.
W: W ill I have to w ait long?
M: Lets see. W hats the tim e?
W: Its alm ost 3:45.
M: O h, then the buses are running on their afternoon schedule.
The bus schedule changes at 3:00 p.m . There arent as m any
buses after 3, so you have to w ait longer, usually 20 to 30 m inutes.
Sorry to be the bearer of the bad new s.
W: Youre kidding. Ill freeze! H ow long is the trip once I get on the
bus?
M: O h, only about 10 m inutes.
W: Its so cold that it m ight be w orth w aiting for 30 m inutes rather
than w alking. It w ould take m e at least 30 m inutes on foot.
M: W ell, its up to you. Theres the student union coffee shop right
near the stop. You can keep w arm in there.
W: Yeah, I think Ill do that. O h, by the w ay, w hat about tom orrow
m orning?
M: O h, you m ean the schedule?
W: Yeah.
M: In the m orning, buses run every 10 m inutes. The buses are very
prom pt in the m ornings. A nd theres a stop right outside the
dorm s. You cant m iss it.
W: W onderful, thatll m ake life a lot easier.
M: You know if you w ant to com plain about the late afternoon
and evening schedule, talk to the other students in your dorm .
Theyll tell you how to m ake a form al com plaint.
W: Thanks. I just m ight do that. N ext sem ester Ill be w orking during
the day, and I w ont finish classes until after 8:00 p.m .
06 Computers
M: Yesterday w e talked about different kinds of com puters. For
exam ple w e m entioned that som e com puters are desktop
m odels. O ther com puters are called laptops.
W hen w e talk about different kinds of com puters, w e are really
talking about com puter hardw are. The hardw are, of course, is the
physical m achine itself. The real question is, W hat m akes a
com puter useful or beneficial?O r put in a different w ay, W hy
does a person use a com puter?The answ er to these questions is
that a com puter is only useful to a person if it has the right program s.
So today, I'll concentrate this lecture on com puter program s.
C om puter program s are often called softw are. Softw are is w hat
people use a com puter for.
Lets begin w ith how a com puter program is m ade. The first step
in m aking a com puter program is deciding w hat you need the
program to do. That is, there m ust be a reason to m ake the program .
Lets use a calculator program as an easy exam ple. O f course,
w e use calculators very often. For that reason, it w ould be helpful
to have a calculator on the com puter. So once w e decide that
w e need a program that w ill w ork as a calculator, w e m ust begin
to create that program .
The next step, then, is for a person --- specifically a com puter
program m er---to w rite the program . The program m er w ill type
a codefor the com puter to read. This code w ill tell the com puter
how to operate as a calculator. The code instructs the com puter
w hat to do w ith input from the user.
O nce the program m er has w ritten the code, he or she m ust test
it. If the test show s that the program w orks, the program m ers
job is done. If the program does not w ork, the program m er m ust
m ake changes. The program m er retests the program until it
w orks properly. In addition, the program m er m ay take another
step. The program m er m ay realize that the program needs to
have m ore functions. In the case of our calculator, perhaps the
user w ill need scientific equation functions. So the program m er
w ill go back and w rite m ore code so that the program w ill have
additional functions.
O nce the program is com plete, it is ready to be installed on other
com puters. At this point, m any people can begin to use the program .
Skill F
01 Languages
M: D oes anyone know w hat w e call som eone w ho can speak tw o
languages?
W1: Bilingual.
M: Correct. W hat do w e call som eone w ho can speak three languages?
W2: Trilingual.
M: Right. A nd w hat do w e call som eone w ho can speak just one
language?
W1: U h, m onolingual?
M: N o. W e call them A m erican (laughter). A ctually, the stereotype
that A m ericans expect everyone else in the w orld to learn English
has begun to change. M ore university students are studying foreign
languages than ever before ---one-point-four m illion. An increasing
num ber of these are even learning a language independently,
not for credit. A nd in high schools, the percentage of students
taking language courses nearly doubled betw een 1948 and 1998,
from 21 to 41 percent. Evening language classes are likew ise
experiencing an enrollm ent boom . Enrollm ents have increased
in every language, including French and G erm an, w hich posted
declining enrollm ents in the 1990s.
So w ere m aking progress. But w e shouldnt be patting ourselves
on the back too hard. It rem ains a fact that only about 10 percent
of A m ericans speak a second language fluently, com pared, for
exam ple, w ith 53 percent of Europeans. This prom pted the U S
C ongress to pass a resolution declaring 2005 as The Year of
Languages.The resolution points out that studying a foreign
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language has several benefits. O ne, it im proves studentscritical
thinking abilities. Tw o, statistics indicate that studying another
language raises studentsscores on the Scholastic A ptitude
Test. I guess this new s com es a little late for you guys. A ll of you
already took your SATs. So, m oving on...Three, it increases their
appreciation of other cultures. Language is tied to culture. So
students studying Russian are being exposed to Russian culture, at
least to a sm all extent. And four, it helps the US rem ain com petitive
in international business, w here com panies are com plaining that
they cant find enough w orkers w ho speak the native language
of their target m arkets.
U nfortunately, this resolution m ade by C ongress to m ake 2005
The Year of Languagesdid not include any m oney to im plem ent
foreign language study in elem entary education. Research show s
that its im portant to offer foreign language instruction in the
early grades, but there is rarely enough m oney to do so in local
school district budgets. Let's face it. O ur elem entary teachers all
believe in their hearts that reading, w riting, and m athem atics are
the keys to academ ic achievem ent, so they direct m ost of their
energy and the schools scarce m oney to those three areas. O n
the bright side, the situation is im proving. The governm ent has
created a Foreign Language Assistance Program ---the acronym is
FLA P --- to help fund foreign language program s in elem entary
and secondary schools. The state of W yom ing used a three-year
FLA P grant to begin four different m odels of foreign language
education across the state. A nd Louisiana has becom e the first
state to m andate foreign language instruction for students in
grades four through eight. Louisiana is negotiating w ith officials
in other countries to try and set up teacher exchange program s.
02 Biology
W: Breathing is a process essential to the life of all m any-celled anim als.
This process allow s anim als to m ove oxygen through their bodies
to organs and tissues and to release carbon dioxide from their
bodies. W hether they live in w ater, underground, in nests, m ountains,
or low lands, anim als are alw ays breathing.
The percentage of oxygen in w ater is far less than that in the
air, so anim als that live in w ater m ust w ork a lot harder to take
in enough oxygen. For exam ple, a trout m ay spend 20 percent of
its energy to m ove w ater around its gills in order to get enough
oxygen. O n the other hand, a buffalo m ay only spend 2 percent of
its energy breathing to get enough oxygen. Because there is m ore
oxygen in the air than in the w ater, the buffalo expends less
energy to get the oxygen it needs. Fish do have one advantage over
land anim als though. Land anim als have to produce special liquids
to keep their breathing m em branes m oist. If they arent m oist,
gases cant be exchanged across the m em branes. Fish have no
problem keeping their breathing m em branes m oist.
In low er, that is, sim ple anim als, gases are taken in and expelled
directly via a m oist surface m em brane. Think of it as w orm s
breathing through their skin rather than through noses. For
exam ple, earthw orm s have a thin body w all that they can get
oxygen through. In the case of insects, they have air ducts to
take in oxygen. Fish have gills, and people have lungs.
C om plex anim als, including hum ans, dogs, horses, pigs and so
on, have a rather com plex breathing process. In this process,
the exchange of gases takes place across m em branes in the lungs.
A ir is taken into and expelled from the lungs by the rhythm ic
m echanical exercise of breathing. Lets look at the cycle of breathing
to see how this w orks. First, oxygen-poor, carbon dioxide-rich
blood from the right side of the heart is pum ped to the lungs.
This blood flow s through the sm all blood vessels that surround tiny
air sacs in the lungs. Here, the oxygen crosses the m oist respiratory
m em brane in the sacs and enters the blood. A t the sam e tim e,
carbon dioxide m oves from the blood across the m em brane
and into the lung. This carbon dioxide is expelled from the body
by breathing out. Finally, the oxygen-rich blood then returns to
the left side of the heart. From there, it is pum ped throughout
the body and into the tissues w here it is needed.
03 Phys. Ed.
M: A variety of court gam es exist today, including tennis, squash,
racquetball, and handball. All are played w ith a racquet, w ith the
exception of handball, w hich is played w ith the hands covered
w ith leather playing gloves. Todays lecture w ill focus on handball.
W e'll start w ith a little history before going into specifics about the
gam e.
H andball dates back to 15
th
century Scotland. King Jam es I played
a form of handball in the cellar of his castle in 1427. The gam e later
becam e popular in Ireland. Irish im m igrants are credited w ith
bringing handball to the United States. And did you know handball
is an O lym pic sport? It w as first played in the O lym pics in 1936.
So that tells you som ething about the popularity of this sport.
D o any of you play racquetball? Q uite a few of you. W ell, the
rules for handball and racquetball are actually very sim ilar. But
handball cam e first. In fact, racquetball w as copied from handball.
The courts are the sam e, using six surfaces for play. These
include the floor, the ceiling and the fourw alls of the court, even
the back w all. The ball m ust hit the front w all w ith each shot. It
can hit several of the other surfaces, too, but the im portant one
is the front w all. The ball also cannot bounce on the floor m ore
than once betw een shots.
You dont need m uch equipm ent to play handball. You need balls,
of course. There are special balls m ade for handball. Theyre a
little harder than racquetball balls. Players also need gloves and
protective eyew ear. H andball gloves serve tw o purposes. First,
they keep the ball dry during a gam e w hen the players are
sw eating. The gloves also protect the playershands. W ithout
gloves, players could hurt their hands w hile playing.
O K, so w e have all the equipm ent: balls, gloves, and protective
eyew ear. Its not m uch. N ow w ere ready to play. If you dont
w ant to look silly on your first tim e on the handball court, keep
these tips in m ind. D ont hit the ball w ith a flat hand.Alw ays cup
your hands. Bend your fingers a little as if you w anted to hold som e
w ater in your hand. O nce the ball is inside the cup,dont
bounce it off your palm . Let the ball roll out of your palm and
off your tw o longest fingers. Thats how you aim the ball. You
point those fingers w here you w ant the ball to go as it is rolling
off your palm . So really, you slingthe ball rather than hit the
ball. Think of your arm and hand as a big sling rather than a bat
or a racquet. If you do hit the ball, it is going to hurt. Slinging
the ball is how you play w ith no pain.
W ere going to spend the rest of the class today practicing this
technique. I hope you all brought your balls and gloves today.
If you didnt, you can sit outside the court and observe the others.
It w ont be as good as trying the technique yourself, but you
m ight see som e good and bad w ays to do it.
04 History
M: Karl M arx w as born in 1818. H e w as an influential G erm an
philosopher, political econom ist, and revolutionary organizer. W hile
M arx w as a student at university in Berlin, university authorities
w ere expelling students for holding revolutionary ideas --- ideas
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that w ere challenging to the rulers of that tim e. A s a result, M arx
decided he no longer w anted to aim for an academ ic career and
becam e a political activist instead.
H e m oved to Paris in 1843 and began w riting papers to prom ote
dem ocracy and to end poverty. H e w rote a paper w hich w as so
revolutionary, so challenging to the established political order,
that it had to be sm uggled back into G erm any. M arx pointed out
that throughout history the haves and have nots --- that is, the
rich and the poor--- had fought each other for control of resources
such as food, shelter, and m oney. H e stressed that overtim e, the
rich had w on this battle, factory ow ners, bankers and so on, had
becom e rich by exploiting --- using --- the industrial w orkers. The
w orkers had nothing to sell but their labor and so they rem ained
poor. M arx believed that w orkers all over the w orld had a lot in
com m on and that one day w orkers w ould realize that w ithout them
--- if the rich didnt have the poor w orking for them --- nothing in
society w ould w ork. H e w as convinced that once the w orkers
realized this, they w ould then form organizations, rise up, and
overthrow the rich and pow erful people in society.
M arx and his colleague Freidrich Engels w rote dow n these
ideas in the Communist Manifesto --- a book w hich predicted
that one day, under a com m unist system , people w ould no longer
be exploited and have to fight over resources. Alm ost im m ediately
after this w ork w as com pleted, revolution broke out in Europe.
The uprisings w ere brutally suppressed by the rulers acrossEurope,
and M arx had to escape to London w here he rem ained in exile
for the rest of his life. After the revolutionary w ave of 1848 subsided,
M arx turned his attention to w riting a detailed analysis of w hat
w as w rong w ith capitalism , the system that, in his opinion, created
such an unfair distribution of resources, and consequentuprisings.
This w ork w as M arxs Das Kapital. M arx died before he finished
w riting Das Kapital. This w as partly because he becam e involved
in organizing an international w orkers party. I m ean, he didnt
finish his book because he w as busy organizing the International
W orkingm ens Party.
05 English Literature
W: H enry Jam es w as born to a w ealthy fam ily in N ew York C ity and
lived from 1843 until 1916. After briefly studying law , he devoted
him self to literature. Jam es produced w orks of various types:
novels, novellas, and short stories. For those of you w ho arent
sure of the difference betw een these: A traditional novel is
quite a lengthy w ork; a novella is a som ew hat shorter story and
short stories are shorter again. Exam ples of Jam estraditional
novels are The Europeans and Washington Square; his m ost
fam ous tale, The Turn of the Screwis a fine exam ple of a novella,
and The Liarand The Tw o Facesare both short stories.
Let m e give you a little background on the w ork by Jam es that w e
w ill read in this course, The Turn of the Screw. In the nineteenth
century, people w ere very interested in ghosts and spirituality
and Jam es w as no exception. It seem ed that people no longer
had faith in traditional religion such as C hristianity, so people
w ere looking for a new w ay to understand death and the afterlife.
In 1848, tw o young girls, the Fox sisters in N ew York, reported
unexplained tapping noises in their bedroom . They claim ed to be
able to com m unicate w ith a dead person by rapping in response.
N ot surprisingly, w hen this story w as reported in new spapers,
an even greater interest in ghosts becam e w idespread.
Jam esnovella, The Turn of the Screw, clearly reflects the nineteenth
century fascination w ith ghosts. Its the story of a governess
w ho goes to w ork at an isolated house in England. She tries to save
tw o young children, Flora and M iles, from the ghosts of tw o
form er servants. Jam es seem s to have taken the content of the
book from a real-life ghost story he heard som eone tell at a
social gathering. W hen you read the preface of the book, youll
see that the narrator also claim s this as his source for the story.
H ow ever, som e people understand the story as the governess
sim ply im agining the ghosts, that she w as crazy, and that the
book is not from a real-life ghost story. The theory that the
book is based on a real-life ghost story is the m ore popular one.
06 Earth Science
M: I w ould like to concentrate today on the structure, or organization,
of the atm osphere. Rem em ber that w e can define atm osphere
as the gases that surround our planet. That is, the atm osphere
is the area betw een the Earth and outer space that is filled by
gases. Scientists have discovered that the atm osphere is divided
into different layers. In fact, there are four layers w hich com pose
the atm osphere. W ell talk about each layer one at a tim e.
The first layer of our atm osphere is called the troposphere.W e
talk about the troposphere every day, even though w e m ight not
realize it. D o you know how w e talk about the troposphere?
The troposphere is the area of the atm osphere w hich controls
m ost of the w eather that w e experience on Earth. So w hen you
think of the troposphere, think of w eather. The troposphere is the
thickest near the tropics. The tropics, of course, are located near
the equator. The thinnest part of the troposphere is located near
the poles. So the thickness of the troposphere explains typical
tem peratures of a region. The thick nature of the troposphere
near the equator provides insulation and gives that region w arm er
w eather. The thin troposphere near the poles is responsible, at
least in part, for the colder w eather of those areas. So you can
see how the troposphere is intim ately related to our w eather.
The next layer up is called the stratosphere. There is very little
w eather in the stratosphere. But the stratosphere is still im portant
to us. The im portance of the stratosphere com es in the form of
travel. W hat do you think travels in the stratosphere? W ell, it isnt
birds. In fact, it is airplanes that fly in the stratosphere. A lthough
there is little w eather in the stratosphere, som e storm clouds
m ay be present. The presence of these storm clouds explains w hy
your plane ride can be bum py at tim es.
I dont have too m uch to say about the m esosphere, except that
it is a very cold area. In fact, the atm osphere reaches its coldest
tem perature in the m esosphere. H ere the atm osphere has a
tem perature of about negative ninety degrees C elsius. Thats
darn cold!
Finally, the last layer is called the therm osphere. The therm osphere
is very thin. This layer is also im portant for travel, but a different
kind of travel: space travel. The space shuttle orbits in this area.
So the space shuttle passes through the layers I m entioned earlier
to get to its orbit in the therm osphere.
Chapt er 2
Ski l l Revi ew
A-F
01 Campus Life
W: Hey, Brian! Have you seen the article in the paper--- the one about
our online chem istry class?
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M: N o. Is it any good?
W: Yeah, I thought it w as great! It m akes us look good.
M: H ow so?
W: W ell, theyre saying that online students do w ell in lab exam s ---
better than students taking the course on cam pus.
M: W ow ! W e do better on lab exam s? I cant believe that. H ere,
let m e see the article.
W: O h, Im sorry. This is another paper. Ill bring it tom orrow , O K?
M: O h. W ell, tell m e m ore about it then. You know , I cant quite
believe that. I m ean, w ere just using m easuring cups and
saucepans. Just the stuff w e use to cook w ith.
W: Yeah, w ell, D r. Kim brough said students w ere getting successful
results --- about the sam e as students in the actual chem istry labs.
Specifically, they talked about the nut experim ent--- the one w here
w e lit a nut on fire w ith a m atch. D id you do that one yet?
M: The pin! W e had to stick a pin in a nut, right? W e set fire to the
nut and used it to heat up som e w ater. Then w e calculated how
m any calories there w ere in the nut.
W: Yeah, thats the one.
M: Yeah, so did you get the w ater to heat O K? C ould you count
the num ber of calories in the nut?
W: Yeah, I did. I w as using a w alnut. It burned pretty fast. W hat did
you use?
M: I used a Brazil nut. It took a lo-o-ng tim e to catch fire. M aybe
w alnuts are better.
W: Yeah, m aybe so. I hope you cracked the shell first. D id you?
M: O h, uh, m aybe I didnt.
W: A nyw ay, she said m ost students do really w ell. Their calculations
w ere only about three or four points off, w hich is about the
sam e as students in the school labs.
M: Really? Thats great! M aybe Ill just m ajor in C hem istry from m y
hom e.
W: N o, I dont think you can do that. A nother professor w as saying
that the advanced students need to study at the university. Theres
special equipm ent in the labs that chem m ajors need to learn
to w ork w ith.
M: W ell, Im not deterred. I w ant to m ajor in chem istry anyw ay.
W: G ood for you!
02 Ecology
M: For thousands of years, plants have been finding new places to
grow . In the past, they did it m ore slow ly, but now adays, plants
are m oving to new places very quickly. In som e places, these
new plants are becom ing a problem .
O ne place that this is a problem is in N ational Parks. People w ant
to keep new plants out of N ational Parks. There are a lot of the
old plants in these areas. These plants have m ade w hat is called
a nichefor them selves. That m eans each plant has its ow n
place and it gets along w ell w ith the other plants. H ow ever, w hen
the new plants com e, they push out other plants.C onsequently,
the parks have rules against bringing them in.
The only problem is, som etim es w e dont know w ere doing it.
Seeds have so m any different w ays of traveling. For exam ple, they
can float on the w ind or on w ater. Som e attach them selves to
anim als or people. Its an easy w ay to take a ride to a new place.
M any seeds are still viable after they are eaten and then passed
through an anim al. H orses, cow s, and birds w ind up planting
these seeds in their excrem ent.
Som etim es, people think the addition of new plants can be attractive
or even helpful. O ne particular exam ple is of a park w here rain w as
w ashing aw ay the soil. New plants w ith strong roots w ere planted
to hold the soil in place. Volunteers w ent in and put dow n seeds in
places w here the soil w as getting w ashed aw ay. The plants grew
w ell at first, so everybody w as happy. Then these plants spread.
Their seeds w ere getting spread further and further in the park. And
the environm ental conditions in the park w ere good for this plant.
So it started to grow everyw here! This caused som e of the original
plants in the park to be displaced. The new plant choked out the
original plants. This ended up being a big problem for the park.
In addition to environm ental conditions, there are features of
different species that m ake them m ore viable than som e native
species. Lets see...for exam ple, som e plants have m ore seeds than
others. The m ore seeds, the better the chance for reproduction.
Som e plants hold their leaves higher than other plants. In a forest
w here there isnt m uch light, plants that hold their leaves higher
grow and reproduce m ore successfully. Som e plants have roots
that go dow n very deep into the soil. In a very dry place, they
w ill drink m ore w ater than the other plants. Som e plants start
grow ing very early in spring. They get their roots started before
the other plants do. A ll these plants have special features that
can give them a com petitive edge. Rem em ber, this edge can be
from num ber of seeds, from leaf position, root structure, or
grow ing season.
N ew plants can becom e part of a plant com m unity. They can
m ake a niche for them selves in it, though often this is only for
a short tim e. O ther tim es, the ecosystem is disturbed in som e
w ay. If the im ported species have a com petitive edge over native
species for soil, w ater, or sunlight, the populations of native plants
m ay be dam aged. So if som e new species gets into a park, is
there anything w e can do? Yes! N ow , lets look at w ays that the
dam age from a foreign plant species can be reversed.
03 Art
M: In our last lecture, w e talked about the period of art called
im pressionism .Rem em ber that im pressionism w as a very exciting
tim e in the history of art. Im pressionism lasted from about 1860
until 1880. The period of tim e that follow ed im pressionism is also
very im portant. This period is called post-im pressionism .The
period of post-im pressionism lasted from the late 19
th
century until
the early part of the 20
th
century; that is, from about 1880 until
1900.
The artists of the tim e of post-im pressionism used the previous
form of im pressionism as their basis. A s you probably rem em ber
from our lecture on im pressionism , it w as com m on to apply paint
thickly. Painters also painted real subject m atter, like people or
scenery. A lthough the post-im pressionists continued to paint
thickly and paint real subjects, they w ent beyond this style. For
exam ple, post-im pressionist artists tried to show m ore em otion
in their w orks. The artists w ould show extra em otion and expression
in the faces of their subjects. They tried to show if a person looked
sad, happy, angry, frustrated....w ell, you get the idea: m ore
em otion.
You m ay have heard of one of the groups that started the post-
im pressionist style. There w as a group of artists w ho called
them selves The N abis. The w ord nabiis from the H ebrew
language. N abi m eans prophet.So, their nam e w ould translate
to The Prophets. This sm all group of artists lived in Paris, France.
They w ere a rebellious group of artists. They often m et to discuss and
create new styles and designs. The Nabis received a lot of attention
since their style w as so different. The fact that they painted and
created differently than previous artists m ade the Nabis a fam ous
group. They helped define the post-im pressionist art style.
The N abis w ere recognized for m aking different kinds of art. In
addition to painting, the N abis did print-m aking. Print m aking
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is like w hat w e see in posters today. Print m aking becam e very
popular because posters could be reproduced quickly and cheaply.
The N abis w ere also interested in illustrating books and w orking
w ith textiles and furniture. A ctually, this leads m e to the m ain
point of todays lecture, the goal of post-im pressionist art.
O ne of the goals of the post-im pressionists w as to integrate art
w ith daily life. In this w ay, artists of this tim e did m ore than
paint. They used other m eans of creating art. For exam ple, the
artists w ould not only use brushes to create a w ork of art. They
w ould also use elem ents of daily life, such as glass or iron. The
use of these m aterials gave their w orks a new look and also
m ade them relevant to a far w ider audience.
The art of this tim e also w ent beyond sim ple view ing. A rtists again
integrated their w ork w ith daily life by m aking jew elry. In this
sense, art could be w orn by people. The artists also incorporated
their w ork in architecture. The post-im pressionistic designs w ere
used w hen creating or designing buildings. The designs w ere also
used w hen m aking furniture or other household objects. A gain,
they w anted to be m ore inclusive and appeal to a w ider audience.
04 Linguistics
W: W elcom e to Linguistics 101. Im happy to see you all here in
this class! O bviously this is your first class in linguistics, so you m ay
not be too fam iliar w ith this field of study. For that reason, I
w ould like to give you an introduction to linguistics. M ainly, I w ould
like to explain to you w hat the field of linguistics is about.
The basic idea behind linguistics is to study language. In a w ay, that
probably seem s like a pretty sim ple idea, right? Actually, studying
language has m any aspects. That is, there are m any different areas
of language that w e can study. Let m e tell you about a few of
the popular areas of linguistics. A s you continue taking linguistics
classes, you can decide w hich you like best. N orm ally, linguists
specialize in only one or tw o areas.
O ne very popular area in linguistics is called historical linguistics.
H istorical linguistics is one of the oldest areas in the field. In this
area, linguists try to figure out w hat language w as like a long tim e
ago. For exam ple, w hat w as English like w hen it w as first used?
To do this, historical linguists study very old w ritten docum ents.
Then, they com pare the old docum ents to new er w ritings. By
doing this type of com parison, a historical linguist can piece
together how languages change over tim e.
Another popular field of study in linguistics is called applied linguistics.
This area has this nam e because results of studies are applied to
people. O ne popular subfield of applied linguistics is concerned
w ith language learning. For exam ple, how does a person learn a
second language? For a second language learner, w hat is useful
in the learning process? W hat types of classroom exercises can
be done to help the learner? W hat types of exercises dont help?
Linguists do research to try and answ er these questions. The results
of these investigations are then applied to classroom teaching.
Then, w e have contextual linguistics. This area, contextual linguistics,is
very broad. That is, m any different subfields fall under the rubric
of contextual linguistics. The basic idea is to see how language interacts
w ith other fields, like sociology. This area is called sociolinguistics.
In sociolinguistics, a researcher w ants to know how language
interacts w ith a given society. For exam ple, how do people speak
w hen they are talking to friends com pared to w hen they talk to
professors? A re there differences in the styles of speech in both
form al and inform al situations? Besides speaking differently in
these form al or inform al situations, are there differences betw een
how m en and w om en speak? These differences betw een m en
and w om en are called gender differences.
There are m any, m any m ore areas of study in linguistics. Today,
w e could only talk about the areas of historical linguistics, applied
linguistics, and contextual linguistics. In the next class, w e w ill
have a chance to exam ine each subfield in depth. In addition,
w e w ill look at areas of linguistics I didnt touch on today.
C
hapt er
3
Focus A 01
01 Campus Life
M: H ello. I need a copy of m y grades.
W: O h, you m ean a transcript.
M: Yes, right. A transcript. I need a list of m y grades for m y application
to graduate school.
W: D o you need an official transcript or an unofficial transcript?
M: W hats the difference?
W: W ell, both have the sam e inform ation, but an official transcript
has the official stam p of the university. The unofficial transcript
only has the grades.
M: Is there a charge for the transcript?
W: O nly for the official one. It costs four dollars. U nofficial transcripts
are free.
M: Ill probably need the official transcript for m y application.
W: O K. Please fill out this transcript request. W ould you like a free,
unofficial one for yourself?
M: Sure, thanks.
02 Physiology
M: O ne thing that all hum ans have in com m on is blood. Blood flow s
through the veins and arteries of all hum ans. Today w e w ill
specifically discuss the m akeup of blood. I w ant to discuss the
flow of blood through the body, the types of blood cells, and
transfusions.
Blood is carried through the body by tw o types of blood vessels,
arteries and veins. Blood carried by the arteries has received
oxygen from the lungs. A rteries take this oxygen-rich blood to
all parts of the body. A fter delivering oxygen around the body,
blood travels through the veins back to the heart and lungs for
m ore oxygen. So arteries carry blood w ith oxygen aw ay from the
heart. Veins carry blood w ith oxygen back to the heart.
Now lets look at blood itself in m ore detail. W hole blood is m ade
up of three types of blood cells. They are red blood cells, w hite
blood cells, and platelets. Each type of cell has a different function
in the body. Red blood cells contain hem oglobin (pronounced
hee-m uh-glow -bun). H em oglobin is w hat picks up oxygen in
the lungs, and then releases the oxygen to other parts of the
body. H em oglobin gives blood its bright red color.
The second type of blood cells are leukocytes (pronounced loo-kuh-
sytes), or m ore com m only know n as w hite blood cells. There
are few er w hite blood cells than red blood cells. So theres m ore
hem oglobin in blood than leukocytes. The job of the leukocytes
is to help the body fight against infection. W hite blood cells
clean up or eat bad things that get into our blood.
Lastly, are the platelets. They are necessary in the blood clotting
process. For exam ple, w hen you cut your finger, it is the platelets
that go to w ork to stop the bleeding. If the cut is large, the platelets
w ill need som e help to stop the bleeding. You m ay have to get
stitches or use a bandage. But if the cut is sm all, the platelets
w ill collect to block blood from com ing out of the w ound. That
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is w hat form s scabs over w ounds.
Lets quickly review the three types of blood cells and w hat they do
before w e m ove on to talk about blood transfusions. Hem oglobin,
or red blood cells, carry oxygen throughout the body. Leukocytes,
or w hite blood cells, fight infection. A nd platelets w ork in the
blood clotting process. A ll three are crucial to a healthy w orking
body.
O K, so now lets talk about blood transfusions and blood types.
03 History
W: W eve been talking about W orld W ar II now for a couple of
days. W ell, today, w ere finally going to talk about D -D ay. So to
start w ith, w hat does the D in D -day m ean?
M: D oom sday.
W: N o, its not doom sday.
M: D eparture?
W: It could be departure. A ctually, nobody is 100% sure about
w hat the D in D -day m eans. Even the docum ents w e have to
study from history disagree. A lot of historians go along w ith the
idea that the D stands for D ay. Thats how the arm y used this
particular letter even back in W orld W ar I. They w ould add num bers
like D m inus 2 to m ean tw o days beforesom e particular day
--- usually the day of som e attack. O r D plus 1 to m ean one day
afterthe attack. So D -D ay w ould just m ean the day of the
attack. But like I said, no one is definite about this.
N ow , one of the really interesting points about D -D ay is that it
really fooled the G erm ans. Six m onths before D -D ay, w hich w as
June 6, 1944, England, the U S, and the other allied countries
started building fake tanks and fake planes to trick the G erm ans.
They put all these tanks, planes, jeeps, and even fake buildings
in this one area of England --- dow n at the bottom at the closest
place to France. They w anted H itler to think that they w ere going
to attack him there --- at that closest point betw een England
and France. They had film crew s build all the fake tanks and
things, so they looked very realistic to G erm an spy planes flying
over England. But the w hole tim e, the allies w ere planning to
attack another place along the French coast, N orm andy. You
can see N orm andy here on the m ap. Thats w here the allied
troops attacked on the m orning of June 6, 1944.
So, w hat happened on the m orning of D-Day? Just before sunrise,
at about 5:55 in the m orning, allied troops jum ped from planes
and parachuted dow n behind the G erm an troops guarding the
beaches at N orm andy. That w asnt the m ain part of the attack,
though. They w ere just going to help the m en com ing in from
the sea. Then at 6:00 a.m ., as the sun started to light up the sky,
m en in sm all boats began to land at the beaches of N orm andy.
The fighting continued until around noon, at w hich point the
allied forces m anaged to gain control of the area. So the big
battle on D -D ay took about six hours,from 6:00 a.m . until noon.
A s you can im agine, it w as a very bloody m orning...
Focus A 02
01 Geography
M: D id you know that the Republic of South A frica is one of the
largest countries in A frica? It is actually hom e to over 44 m illion
people, but there is m ore to South A fricas population than just
its size. A nother interesting statistic about this population is that
there are m ore Indian people in this republic than in any other
country in A frica. In fact, currently, alm ost three percent of South
A fricas population is of Indian origin. I know this m ight not seem
like a large num ber, but it is the highest percentage of Indians in
that continent. As you m ight expect, the m ajority of the population
in South A frica is black. Just over 75 percent of the population
is black. The second largest group is w hites, w ho num ber alm ost
14 percent of the total population.
02 Music
M: Today, w e w ill continue talking about great opera com posers.
Im sure you rem em ber from yesterdays lecture that there are
m any fantastic opera w riters. N ow Id like to give you som e
inform ation about another very fam ous com poser. H is nam e is
G iuseppe Verdi.
Like m ost com posers, G iuseppe Verdi is norm ally called by his last
nam e only. Verdi w as born in 1813. W ith a nam e like G iuseppe
Verdi, w here do you think he m ight be from ? O f course, Verdi
is from Italy. Verdi began to show a great interest in m usic at an
early age. A t only eight years old, Verdi began to play m usical
instrum ents. D o you have any idea w hat his first instrum ent
w as called? N ow , this is just a fun fact--- you dont need to
m em orize this! H is first instrum ent w as called a spinet.
Like I w as saying, Verdis fam ily quickly realized his great interest
in m usic and sent him to study m usic form ally. By the tim e Verdi
w as ten years old, he w as studying at a m usic school and taking
private m usic lessons. H e studied w ith som e very good m usicians.
So you can see that Verdi not only had natural talent, but he also
practiced to becom e a great m usician.
W hen Verdi w as 26 years old, he w rote an opera called Oberto
Conte di San Bonifacio. D ont w orry about w riting dow n the
w hole nam e of that opera. W e can just refer to it as Oberto for
short. You can copy dow n the full nam es of Verdis operas from
m y w ebsite. W hats really im portant here is that this opera,
Oberto, really w as the beginning for Verdis success. A lthough
Oberto w as not a huge success itself, it w as successful enough
to earn som e recognition for Verdi. A fter w riting Oberto, Verdi
w ent on to w rite m any m ore operas. A nd w ith each opera, Verdi
becam e m ore and m ore fam ous.
W hat is interesting about Verdis fam e is that people w ho
supposedly knew a lot about m usic at that tim e didnt like him .
In his tim e, Verdi had a lot of critics. There w ere m any people
w ho did not like his w ork. H ow ever, m ost of these people w ere
m usic critics, that is, people w ho evaluated m usic and w ere
considered professionals. The critics particularly disliked som e of
Verdis operas because of their political m essages. Verdis real
fans, though, w ere the com m on people. H e w as liked m ore by
the public than the m usical elite, the critics of his day.
03 Business
M: O kay, now w ere going to talk about som e different types of
corporate structures. I should point out right up front that w ere
only going to talk about tw o business structures today. There are
others, but I w ant to keep things sim ple to start w ith. So, w ere
going to com pare just tw o of them --- tw o business structures.
The first one is a general partnership, and the second one is a
corporation. There are certain advantages and disadvantages to
having one or the other of these structures. But I dont w ant to get
ahead of m yself. Lets back up a m inute and define w hat w ere
talking about here.
So w eve got a general partnership, obviously you need tw o
people for that, and a corporation, w hich could have one, tw o,
or m ore people involved. The first step is to form the business.
W ith a general partnership, you dont really have to do anything
Transcripts 681
official. You just m ake the agreem ent betw een you and your
partner.Probably you w ill w ant som e kind of legal docum ent
draw n up by a law yer, but you dont need to do anything official
at the state or national level. For a corporation, on the other hand,
you have to file w ith the state w here youre going to have your
business. You have to tell the state the nam e of your corporation,
w here your business is located,the address, and w ho the officers
of the corporation are. So, the first big difference is w here perm ission
for the business com es from . G eneral partnership perm ission is
arranged betw een the partners. Corporation perm ission is arranged
w ith the state.
Liability is another big difference. If the business gets in trouble
or has a big debt, w ho w ill be held responsible? In a general
partnership, both partners are responsible. They share responsibility.
In a corporation, the business has the responsibility. W hat does
that m ean? In a corporation, you have shareholders. People buy
shares of the com pany. The ones w ith the m ost shares have the
m ost pow er. They can say w hat the com pany can or cant, should
or shouldnt do. But if the com pany has a debt, the shareholders
are not the ones w ho have to pay it. The com pany is responsible,
not the shareholders.
I guess that leads us to the next difference --- m anagem ent. W ho
m anages the com pany? W ith a general partnership, the partners
m anage things. They m ake all the decisions. They share the pow er
equally. W ith a corporation, a board of directors m akes decisions.
The board is elected by the shareholders. N ow if you rem em ber
w hat I said, the shareholders w ith the m ost shares have m ore
votes, so they can elect the people they w ant.
Are you starting to see som e of the advantages and disadvantages
to each type of business structure? W ell, there are m ore. Lets
talk about taxes...
Focus B 01
01 Phys. Ed.
M: O ne popular form of m artial art is called karate. People all over
the w orld practice karate, m any as a m eans of self defense. Som e
practice it just for exercise. Those are just the physical aspects of
karate: defense and exercise, but karate does not only help you
learn to defend yourself and becom e stronger. In fact, m any people
say that learning karate also helps a person psychologically. For
exam ple, a person m ust learn to deal w ith stress during practice.
W e experience stress in our m ind, so it is psychological. Learning
to handle stress can be helpful in everyday situations. A s a person
practices karate, he or she deals w ith stress. The ability to deal
w ith stress can help in our lives every day.
02 Biology
W: M any people think that dolphins and porpoises are exactly the
sam e. A lthough they are sim ilar in m any w ays, a dolphin is not a
porpoise, and vice versa. There are both sim ilarities and differences
betw een the tw o. Lets learn about som e of these sim ilarities
and differences.
First, they are both m am m als belonging to the scientific order
Cetacea. This order includes all w hales, to w hich both dolphins and
porpoises are related. Second, both belong to the sam e scientific
suborder, Odontoceti. This suborder is m ade up of toothed w hales.
How ever, they do not belong to the sam e scientific fam ily. Porpoises
belong to the fam ily Phocoenidae... thats spelled P-h-o-c-o-e-
n-i-d-a-e... and dolphins belong to the fam ily Delphinidae... thats
D-e-l-p-h-i-n-i-d-a-e. O K, now , if w e exam ine porpoises and dolphins
at this level, they are as physically different as dogs and cats.
Lets com pare their physical characteristics. Porpoises are m uch
shorter than dolphins, but appear to be heavier. The porpoises
dorsal fin (thats the fin on the back) is triangular. The dolphins
dorsal fin is shaped like a w ave. The dolphin has a very noticeable
beak. The porpoise does not.
Because they belong to the sam e scientific order and suborder,
they share m any of the sam e characteristics. For exam ple, they
are both com pletely aquatic m am m als (they live in the w ater),
they have a blow hole for breathing, and a tail fluke. H ow ever,
as m entioned before, they have m any physical differences including
size and different shaped dorsal fins and beaks. O h, and there w as
one m ore difference I forgot to m ention. The dolphin is thin and
sleek com pared to the chubby porpoise. Rem em ber, although they
appear very sim ilar to us, at the fam ily level, w e can com pare their
relationship, as w e did earlier, to the one betw een cats and dogs.
So, physically speaking, dolphins and porpoises are different. But
there are also behavioral differences betw een the tw o. Porpoises
are shy, w hile dolphins are not. U sually, porpoises only com e up
out of the w ater to breathe. D olphins are social. They w ill often
follow fishing boats. You are m ore likely to see a dolphin, both
in the w ild and in captivity, than a porpoise.
Lets review w hat w e have discussed today. If you happened to
see a sleek m am m al w ith a blow hole, a w ave-like dorsal fin,
and a beak playing in the w ater near a boat, w hat w ould it be?
A dolphin. A nd if w hile scuba diving, you ran across a chubby
m am m al w ith a blow hole and triangular dorsal fin that sw am
aw ay w hen you cam e near, w hat w ould it be? A porpoise.
03 Health
W: W hats the first thing that com es to m ind w hen I say the w ord
cancer? D id you think of a lum p inside a persons body? O r
problem s w ith the stom ach or brain? W ell, certainly those are m ajor
concerns w ith cancer. But did anyone think of skin cancer? Skin
cancer is actually a very com m on problem . I m ean com m on enough
w here everyone in this room probably know s som eone w ith skin
cancer.M aybe that person doesnt have the m ost serious kind
of skin cancer... A nd thats w hat w ere going to talk about
today, the kinds of skin cancer. W ere going to talk about three
kinds. Ill give you the technical nam es, but dont let that scare
you. Ill spell them for you.
O K, so lets start w ith the m ost com m on, and least dangerous
kind of skin cancer. Its called basal cell carcinom a. I can see som e
w rinkled foreheads. Lets take the nam e apart. Basal cell, spelled
B-A -S-A -L and then cell plus carcinom a, C -A -R-C -I-N -O -M -A .
A s som e of you probably already know , basal cells are the cells
deep inside your skin. So this kind of carcinom a, or cancer, is
affecting those cells. U sually this kind of skin cancer appears as
balls or bum ps on the skin. The skin can also turn red and scaly.
Fortunately, basal cell carcinom a is fairly easy to treat. U sually,
doctors can successfully rem ove this kind of cancerw ith little risk
to other parts of the body.
N ow , the second m ost com m on form of skin cancer is called
Squam ous cell carcinom a. You probably need that spelled out,
too. Squam ous is spelled S-Q -U -A -M -O -U -S. The nam e of this
type of skin cancer com es from the skin cells that it affects, the
squam ous cells of the skin. These are flat, plate-like skin cells. The
key point to rem em ber about squam ous cell carcinom a is that it
is m ore dangerous than basal cell carcinom a. It is m ore dangerous
because it spreads to other organs in the body. D octors can treat
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this kind of skin cancer w ith surgery, but they have to catch it
early before it spreads.
So, now w e are on to the third type of skin cancer that w ere
going to discuss today. The nam e of the third type is a little
different than the first tw o types w e talked about. This type is
called m alignant m elanom a. In case the term m alignantis
unfam iliar to you, it m eans deadly or life threatening. So m alignant
m elanom a is the m ost dangerous type of skin cancer. U sually
this kind of cancer appears on the skin as dark m oles. The edges
of these m oles are not definite or regular, so they are dark, strange
looking m oles. Thats the first sign. Then if these m oles change shape
or color over a short period of tim e, thats a big clue to doctors that
the m oles could be m alignant m elanom a. Like squam ous cell
carcinom a, this third type of skin cancer can spread through the
body. In fact, it usually does spread, especially to the lym ph system .
W ell talk m ore at a later date about the affects of w hat happens
in the body w hen m alignant m elanom a spreads. For now , just
keep in m ind that this type of cancer is very dangerous, and it
spreads. Doctors can try to treat m alignant m elanom a w ith surgery
or chem otherapy. I should em phasize that,though they can try to
treat it, once this kind of cancer spreads, its alm ost alw ays fatal.
Focus B 02
01 Psychology
W: Today, w e w ill be talking a little about groups and how they can
form . G roups can develop in various w ays. O ne m odel proposes
that there are four stages of creating a group. First, people m ust
get along (or pretend to be friendly) w ith each other. O nce people
act like they are on a friendly basis, the second stage can begin.
The second stage is called storm ing.H ere, politeness is not
alw ays respected. G roup m em bers test each other to see how
the relationships m ay change. So, group m em bers m ake w aves
or cause sm all storm s in the group. A fter the storm ingstage,
norm alization begins. In the norm alizationstage, the group
m em bers get used to each other and begin to act in cooperation.
Finally, the productivity stage begins. Productivitym eans that
group m em bers w ork w ith each other to do a project.
02 Earth Science
M: I w ould like to concentrate today on the structure, or organization,
of the atm osphere. Rem em ber that w e can define atm osphere
as the area that surround our planet. That is, the atm osphere is
the gases betw een the Earth and outer space that is filled by
gases. Scientists have discovered that the atm osphere is divided
into different layers. In fact, there are four layers w hich com pose
the atm osphere. W ell talk about each layer one at a tim e.
The first layer of our atm osphere is called the troposphere.W e
talk about the troposphere every day, even though w e m ight not
realize it. D o you know how w e talk about the troposphere?
The troposphere is the area of the atm osphere w hich controls
m ost of the w eather that w e experience on Earth. So w hen you
think of the troposphere, think of w eather. The troposphere is the
thickest near the tropics. The tropics, of course, are located near
the equator. The thinnest part of the troposphere is located
near the poles. So the thickness of the troposphere explains
typical tem peratures of a region. The thick nature of the troposphere
near the equator provides insulation and gives that region w arm er
w eather. The thin troposphere near the poles is responsible,at least
in part, for the colder w eather of those areas. So you can see how
the troposphere is intim ately related to our w eather.
The next layer up is called the stratosphere. There is very little
w eather in the stratosphere. But the stratosphere is still im portant
to us. The im portance of the stratosphere com es in the form of
travel. W hat do you think travels in the stratosphere? W ell, it isnt
birds. In fact, it is airplanes that fly in the stratosphere. A lthough
there is little w eather in the stratosphere, som e storm clouds
m ay be present. The presence of these storm clouds explains w hy
your plane ride can be bum py at tim es.
I dont have too m uch to say about the m esosphere, except that it is
a very cold area. In fact, the atm osphere reaches its coldest tem perature
in the m esosphere. H ere the atm osphere has a tem perature of
about negative ninety degrees C elsius. Thats darn cold!
Finally, the last layer is called the therm osphere. The therm osphere
is very thin. This layer is also im portant for travel, but a different
kind of travel: space travel. The space shuttle orbits in this area.
So the space shuttle passes through the layers I m entioned earlier
to get to its orbit in the therm osphere.
03 Art
W: I hope all of you had a chance to visit the university art m useum .
I guess Ill find out for sure w hen I check the art journals you
handed in today. For those of you w ho did go there, Id like to
build on w hat you saw in the m odern art exhibit there. Think about
the w orks you saw in term s of w hat Im talking about during
this lecture. H opefully, w hen you consider these concepts in
relation to those paintings, you w ill have a m uch better idea of
w hat I am talking about.
In particular, I w ant to talk about cubism and surrealism , tw o
very distinctive styles of m odern art from the 20
th
century. A t first,
you m ight think these tw o styles are com pletely different. Its
true that artists of these styles w ere concerned about different
things, but they did share at least one com m on idea. They both
focused on abstraction. N either cubism nor surrealism w as m eant
to show reality. That w asnt w hat they w ere for.
Lets talk a little bit m ore about surrealism first. The object of
surrealism --- or the point of surrealism --- is to m eld, or put together
everyday reality and im agination. The artist tried to blend hard or
concrete objects and situations w ith dream like im ages or fantasy.
U sually this led to striking or surprising w orks. There w ere a few
surrealist w orks in the exhibit at the m useum . O r m aybe youve
heard of Salvador D ali, probably the m ost fam ous surrealist of
the 20
th
century. In our book, w e can see one of Dalis w orks, called
The Persistence of Memory. In this piece, The Persistence of Memory,
you can see som e clocks that look like theyre m elting over
other objects. W e see real w orld objects, clocks, in a dream like
or fantasy state, m elting.
N ow w e turn to cubism . The interesting thing about cubist
paintings is that they try to show their subjects from m ultiple
angles at once. The artist is show ing both sides of persons face
at the sam e tim e, or the top and bottom of an object at the
sam e tim e. M aybe you rem em ber the painting of the cat from
the m useum . That w as a cubist w ork. In that painting, you could
see the cat from different angles and even the background of
the painting, the things behind the cat, intersected by the m ain
subject, the cat itself. Intersecting the background w ith the
subject is a second aspect of cubism . M aybe it didnt look very
m uch like a cat to som e of you, but the artist w as trying to go
for that m ultiple-angle effect. Probably the best w orks of cubism
w ere done by Pablo Picasso. W e have a picture of Picassos Woman
in an Armchair in our book. You m ight not even recognize the
w om an in that one at first!
Speaking
Transcripts 683
C
hapt er
1
Skill A
Q1 --- practice 1
Sample response:
There are tw o m ethods that I find best for reducing stress. The first
m ethod is having a long, relaxing bath and then listening to soft
m usic. A fter a stressful day, this helps m e fall asleep m ore quickly,
and w ake up stress free the next m orning. The second m ethod is
drinking a nice hot cup of coffee or tea in a quiet place. W hen I feel
stress in the m iddle of the day, I find that resting 20 m inutes in a
quiet place w ith a w arm beverage low ers m y stress level significantly.
Q1 --- practice 2
Sample response:
I w as very proud of m y brother w hen he w as accepted into m edical
school. H e had applied to m edical school four tim es in the past, but
he w as not accepted. Still, he applied for a fifth tim e. O n the fifth
try, he did better during his interview s and provided strong letters of
recom m endation. H e w as accepted to m edical school at last! It took
five years, but he finally achieved his goal. I w as very happy and
excited for him . I learned an im portant lesson from this. You m ust
be persistent in trying to achieve your goals.
Q1 --- practice 3
Sample response:
W hen I w as grow ing up, m y fam ily had both fish and a dog. These
anim als w ere an im portant part of our fam ily. I now feel very com fortable
around all anim als. From m y experience, I think that pets have a strong,
positive im pact on fam ilies. For exam ple, m y fam ily spent a lot tim e
together taking care of our pets, w hich gave us a sense of unity. In
addition, our pets taught m e and m y siblings responsibility. W e also
learned how to deal w ith death w hen our fish died. A nim als can
bring fam ilies together and teach us im portant life lessons.
Q2 --- practice 1
Opinion 1:
I prefer to spend m y m oney to have fun now . I believe that w e are
only young once, so w e should enjoy life w hile w e can. If I only
saved m y m oney for the future, I w ouldnt be able to enjoy going
out w ith m y friends and traveling to different places w hile I am still
young enough to enjoy it fully. If I did save, w hen I get old, I m ay
have m ore m oney, but I w ouldnt have strong relationships w ith friends
or the enriching experience of w orld travel. I think these experiences,
the things I'm doing now , provide m e w ith a greater rew ard than
saving all m y m oney for retirem ent.
Opinion 2:
I prefer to save m y m oney for the future. I believe that it is w ise to
plan for your retirem ent from an early age. If I only spend m y m oney
on having fun w hile I am young, I w ont be able to enjoy a long
relaxing retirem ent or help m y children get started in their adult
lives. By saving now , w hen I get old, I w ill be able to enjoy a nice
hom e and garden, and I can help m y children buy hom es for their
fam ilies. This w ill provide m e w ith a greater rew ard than partying all
the tim e w ith m y friends now .
Q2 --- practice 2
Opinion 1:
I w ould prefer to have a large fam ily, perhaps w ith four children.
H aving m any children is beneficial in several respects. O n a social
level, children w ho grow up in large fam ilies learn to get along very
w ell w ith others because they have to live w ith and share things w ith
their brothers and sisters. O n an econom ic level, m ore people in the
fam ily w ill be able to produce m ore m oney for fam ily activities. In
the long run, parents w ith m any children w ill be cared for better by
their children and w ont be as lonely w hen they get older.
Opinion 2:
I w ould prefer not to have any children. Having no children is beneficial
in several respects. O n a social level, parents w ithout children can go
out easily and do w hat they w ant. O n an econom ic level, parents
w ithout children have m ore m oney to do the things they like to do.
In the long run, parents w ithout children w ill be able to save their
m oney carefully since they w ont have to spend a lot of m oney for
things for their children. M aybe I w on't have any children w ho can
take care of m e later, but this does not seem like a problem to m e.
Q2 --- practice 3
Opinion 1:
I prefer to spend m y vacations at luxury resorts in tropical countries.
This type of vacation is very relaxing, and I am constantly pam pered.
For exam ple, I can have a long, soothing back m assage in the m orning.
In the afternoon, after a delicious lunch, I can be spoiled w ith a foot
m assage. The w arm ocean w ater is only a m om ent aw ay if I w ant to
have an invigorating sw im . M y last tropical vacation left m e rejuvenated
and ready to return to the real w orld.
Opinion 2:
I prefer to spend m y vacations backpacking through different areas
in tropical countries. This type of vacation is cheap, energizing, and
interesting. For exam ple, I can hike to a m ountain top early in the
m orning and w itness a beautiful sunrise or adm ire the scenic vista.
In the afternoon, after an exotic lunch, I can visit a busy tow n. The
people, m usic, and religion of the tow n are available if I w ant to
experience another culture. M y last vacation taught m e so m uch, and
I felt rejuvenated and ready to return to m y norm al, daily life.
Skill B
Q3 --- practice 1
W: Ive just been reading about the w riting center here on cam pus.
D o you know anything about it?
M: A s a m atter of fact, I used their services last term w hen I w as
putting together m y resum for a sum m er job. Their tutors are
all qualified and extrem ely helpful.
W: You m ean that you can take non-academ ic w riting to the w riting
center?
M: D efinitely! Theyll help you w ith application essays, rsum s,
w hatever!
W: Thats aw esom e! I need help on m y grad school application.
W here is the w riting center?
M: Its in G riffin H all, and Its open 8:30 to 5, M onday through
Friday.
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W: Those hours are perfect for m y schedule. D o you think I need
an appointm ent?
M: N ot necessarily. If you go in and a tutor is free, they w ont turn
you aw ay. They can get pretty busy though, so its a good idea
to book an appointm ent in advance if you can.
W: W ow ! N o appointm ent necessary, any kind of w riting, and its
free so I can afford it! Thats great! Im going to try it right now .
Thanks for the info!
M: N o problem .
Sample response:
She thinks that the W riting C enter offers a great service. First, she feels
their service is great because they help students w ith both academ ic
and non-academ ic w riting. This is a benefit to her because she needs
help w riting a grad school application. The second reason she likes
the service is because it is convenient. This is a benefit to her because
the W riting C enters hours m atch her schedule and she doesnt
necessarily need to m ake an appointm ent. Finally, she thinks the
service is great because its free, so she can afford it.
Q3 --- practice 2
W: H ey, Richard. W herere you going in such a hurry?
M: Im trying to find the A dm issions office. I need to drop a class
today by 4 p.m .
W: W ell, slow dow n. Its only 2 p.m .
M: You dont understand. If I dont drop m y physics class by that
tim e, Im dead!
W: O kay, okay. The A dm issions office is a long w ay from here. Its
going to take you at least 20 m inutes just to w alk to that building.
Then youll probably have to w ait in a long line to drop the
class.
M: Youre right. W hat can I do? I gotta get over there!
W: W hy dont w e stop in the library? You can drop the class using
one of the com puters.
M: Really? H ow ?
W: You can drop the class on the registrars w ebsite. You just need
your student ID num ber, your passw ord, and the course info.
M: You m ean I dont have to w ait in line w ith a hundred other sw eaty
students and then deal w ith a nasty adm inistration w orker?
W: Thats right.
M: Thats w ay m ore convenient. Thanks for your help!
W: H ey, thats w hat friends are for.
Sample response:
The m an plans to find the A dm issions O ffice and drop the class there.
H ow ever, the w om an points out that the A dm issions O ffice is far aw ay
and he w ill have to w ait in line once he gets there. She recom m ends
that he use the library com puter to drop the class instead. The m an
agrees w ith her idea because it is m uch m ore convenient than going to
the A dm issions O ffice. The m an says that it is m ore convenient because
it is closer, and he w ont have to w ait in line or talk to rude A dm issions
staff.
Q3 --- practice 3
M: H ey, did you hear about the new language partners program ?
W: H m m , I dont think so. W hats that about?
M: The Student C enter just announced it. Its called the Language
Bank.
W: O h, I think I know w hat youre talking about. Thats for m atching
conversation partners from different countries. It sounds like a
great idea. I think Ill register to try to get a Spanish partner.
M: Really? I dont know if thats such a good idea.
W: W hy not? I really need help in Spanish, and Id like to m ake a
friend from another country.
M: True. The problem is that you dont really know anything about
the person youre being m atched up w ith. They m ay not be very
good teachers, and they m ay not be very good people either. If
youre having trouble w ith Spanish, you should ask your professor
for help instead. She can introduce you to a good tutor.
W: You m ay have a point, but I think youre just being too cautious.
Im going to give it a shot.
M: O K. Just be careful.
Sample response:
The university is offering a Language Bank program . Students can
give their inform ation to m eet partners for language exchange. The
m an says that participating in this program is a bad idea. First, he states
that students w ont know anything about the partner the program
assigns them . This is a problem because the partner could be a bad
person or a bad teacher. Second, he states that talking to a language
professor is a better idea. This is better because the professor can
introduce the student to a good tutor.
Q4 --- practice 1
M: Today, w e are going to talk about natural selection --- m ore
specifically, how the peppered m oth is an exam ple of natural
selection in action. Prior to 1800, m ost peppered m oths in England
had a light color, though a sm all percentage w ere dark. The
Industrial Revolution changed this. Industrial w astes and soot
began darkening tree trunks and killing off light-colored tree
lichen. This led to the light-colored variation of the m oth becom ing
rare and the dark variation num erous. The reason for this change
w as due to selective predation, that is, birds w ere catching them
and eating them . Prior to industrialization, light-colored m oths
w ere better cam ouflaged as they sat on light-colored trees w ith
light-colored lichen on the tree bark. A s the trees darkened, it
becam e easier for birds to see --- and prey upon --- the light-colored
m oths on the trees. C onversely, dark-colored peppered m oths
becam e m ore difficult to prey upon. Therefore, m ore and m ore
dark-colored m oths survived to reproduce and pass on the
dark-colored trait. Now , thanks to natural selection, the m ajority of
peppered m oths in England are of the dark-colored variety.
Sample response:
The professor talks about changes in the num ber of dark and light-colored
peppered m oths in England. A ccording to the reading, for natural
selection to occur, tw o conditions are necessary. First, a trait in a species
has to change. In the peppered m oth exam ple, color is the trait that
changed. It changed from light to dark. Second, the changed trait
m ust help the species survive to reproduce. During the Industrial
Revolution, the trees in England becam e darker. This m ade it easier for
birds to see and eat the light-colored m oths. It also m ade it easier
for dark-colored m oths to survive and reproduce.
Q4 --- practice 2
W: O ur habitat on the Earths surface is very different from the
environm ent on other planets in the universe. O ne obvious
difference is in tem perature. The average tem perature on Earth,
the third planet from the sun, is about 15.5 degrees C elsius. If
w e com pare the tem perature on our planet to the tem perature
on Venus, the second planet from the sun, w e w ill see som ething
m uch different. The thick atm osphere on Venus traps the suns
heat, m aking its average surface tem perature alm ost 500 degrees
C elsius --- obviously inhospitable for life as w e know it.
Transcripts 685
W e can also com pare the average tem perature of w ater on Earth
and the average tem perature of w ater on other planets. For
exam ple, the average w ater tem perature on Earth is about zero
degrees C elsius, though it is m uch w arm er in tropical regions.
O n a planet like Venus, w here the tem perature is extrem ely hot,
it is very uncom m on to even find w ater. In this case, it is difficult to
m ake a com parison because w ater on Earth is com m on but on
Venus it is rare, and w e know w e cant have life w ithout w ater.
Sample response:
The reading passage describes the conditions necessary for life and
how Earth m eets all these conditions. The lecturer com pares the
conditions on Earth w ith those on Venus. She concludes that the
environm ent of Venus is not hospitable to life. First, life requires w arm th,
an atm osphere, elem ents like carbon and oxygen, and w ater. Venus
does not m eet all these requirem ents. It has an atm osphere, but it is
too thick. This m akes the surface tem perature too hot for life. In
addition, Venus is too hot for w ater, another requirem ent for life. For
these reasons, life cannot exist on Venus.
Q4 --- practice 3
M: So, youve read about spam m ing. Now lets look a little m ore closely
at w hats involved in a spam cam paign. A s you probably recall,
spam isnt usually sent by a business that m anufactures products.
Those businesses hire spam m ercom panies. A m anufacturer
m ight choose to do this because spam is cheap. In reality, you
can send 10,000 spam m essages for less than $100! But is it
really effective? O r is the m anufacturer just throw ing aw ay its
m oney because everyone is deleting the spam m ail before they
open it. O dds are, it is effective. Say a com pany spends $1,000
on a spam cam paign. Thats 100,000 m essages. Even if half of
one percent of people are enticed by the cam paign, thats 500
possible custom ers for the m anufacturer. N ot bad for a com pany
w ith a legitim ate product to sell. U nfortunately, spam m ers know
these statistics as w ell. So if a spam m er sells a fake product and
sends out a m illion spam m ails, he can m ake a bundle!
Sample response:
The reading m entions that com panies hire spam m ing services for
advertising cam paigns. In the lecture, the professor explains that spam
cam paigns are cheap. That is w hy com panies do it. The reading says that
nobody know s how effective spam cam paigns really are. H ow ever,
the professor uses num bers to explain that they w ork even if only half
of a percent of people respond to the cam paign. Bad spam m ers know
this, too. That is w hy there is so m any fraudulent spam cam paigns.
Skill C
Q5 --- practice 1
W: Yes! Im so happy that finals are over!
M: Looks like its that tim e of year to m ake this big decision again.
W: W hat are you talking about?
M: Each sum m er, I have to decide w hether to take sum m er sem ester
classes at the university or get a job to m ake m oney for a few
m onths. It is never easy to decide.
W: M aybe you should consider the benefits of each one, then you
could decide w hich one is better for you.
M: The only option that really seem s beneficial is w orking over the
sum m er. It w ill probably be less stressful, and I can m ake a bunch
of m oney. W ith m ore m oney, I can enjoy m y sum m er m ore and
save som e to buy that new car Ive been dream ing of.
W: I can see your point, but I think taking som e classes over the
sum m er could also be beneficial.
M: Really, how ?
W: Just think. If you take som e classes in the sum m er, you w ont
have to take so m any in the fall, and then you w ill have a less
stressful sem ester during the regular school year. Youll also
probably be able to graduate faster since you w ill have som e
m ore classes out of the w ay.
M: H m m m , I hadnt really thought of that. Ill have to consider taking
classes this sum m er m ore carefully now .
Sample response 1:
The m ans problem is that he doesnt know w hat he should do over
the sum m er. The m an and w om an talk about tw o possible options.
The first option they talk about is getting a sum m er job. The second
option they m ention is taking classes over the sum m er. I think that
the first option is better than the second one. If the m an w orks over
the sum m er, he can low er his stress level and rest m ore. C hoosing
this option w ill also give the m an the possibility to m ake m oney for
the regular school year and save for things he w ants to buy.
Sample response 2:
The m ans problem is that he doesnt know w hat he should do over
the sum m er. The m an and w om an talk about tw o possible options.
The first option they talk about is getting a sum m er job. The second
option they m ention is taking classes over the sum m er. I think that the
second option is better than the first one. If the m an takes classes
over the sum m er, he can have an easier Fall sem ester w ith few er
classes. C hoosing this option w ill also give the m an the possibility to
graduate earlier by getting m ore classes out of the w ay.
Q5 --- practice 2
W: H i C arl. I need your help. Im trying to figure out all these
enrollm ent procedures.
M: Yeah? W hats the problem ?
W: W ell, I have an appointm ent w ith m y advisor tom orrow to
review the courses Ill take this sem ester. She has to approve of
m y choices and sign m y enrollm ent sheet, but Im thinking
about changing m y m ajor. Should I see m y advisor tom orrow or
w ait until I decide w hether to change m y m ajor or not?
M: W ell, you could w ait. But dont w ait too long. You dont w ant
to m iss the enrollm ent deadline for next sem ester.
W: W hat happens if I m iss the deadline?
M: If you m iss the deadline, youll be charged $100. Plus the classes
m ay all be filled.
W: I dont w ant that to happen!
M: Yeah. M aybe w aiting is a bad idea. Instead, you should go see
your advisor as scheduled.
W: But if I do decide to change, w ont I have to go back to m y
advisor?
M: N o. O nce you finish your enrollm ent and decide to change, you
sim ply go to the student office and give them your changes. N o
need to see your advisor.
W: H m m . But if I decide to change m y m ajor, Ill probably have to
talk to m y advisor again to figure out the courses I need for that
new m ajor.
M: Thats true. But you dont w ant to m iss your enrollm ent deadline.
You can alw ays change courses w ithout a penalty. C hanging
courses is usually less trouble than enrolling late.
686 Transcripts
Sample response 1:
The w om ans problem is that she cant decide w hen to consult her
advisor and enroll in courses. The m an and w om an discuss tw o choices.
The first choice they discuss is seeing the advisor and enrolling in
classes now . The second choice they discuss is w aiting until she
decides on a m ajor. In m y opinion, the second choice is better than
the first one. If the w om an w aits until she decides on a m ajor, she
w ill save tim e by only consulting her advisor once. Furtherm ore, if
she w aits, she w ont have to change classes later.
Sample response 2:
The w om ans problem is that she cant decide w hen to consult her
advisor and enroll in courses. The m an and w om an discuss tw o choices.
The first choice they discuss is seeing the advisor and enrolling in
classes now . The second choice they discuss is w aiting until she
decides on a m ajor. In m y opinion, the first choice is better than the
second one. If the w om an enrolls now , she w ill avoid paying a late
enrollm ent fee. Furtherm ore, if she w aits, the classes she w ants
m ight be filled up and she can still change her courses after she is
officially enrolled anyw ays.
Q5 --- practice 3
W: Hey Fred, are you okay? You look like youre m ulling over som ething
serious.
M: H i. N o, nothing too serious. Im thinking about starting a cam pus
tennis club. I thought it w ould be fun to m eet other students
to play w ith.
W: Sounds like a good idea. W hats the problem ?
M: Theres a lot of paperw ork. Then, you have to ask a professor to
sponsor the club. Im kinda shy around m y profs. I dont know
any of them w ell enough to ask them for help. Plus, I do already
play a lot of tennis w ith m y friends, so I dont need a club.
W: H m m m . If you ask m e, this is a perfect opportunity for you to
get over your shyness problem . You should go for it.
M: Thats true.
W: A lso, if you do start up the club, that w ill look good on your
resum after graduation. C om panies are alw ays looking to hire
people w ith organizational skills.
M: True, but that w ont help m e if I dont graduate. The second
problem is tim e. I dont know if I have tim e to organize the club
w ith all these exam s com ing up.
W: Thats a good point. If you think this club w ill have a negative
effect on your grades, then Id advise not m aking it. You can
alw ays keep playing tennis w ith your friends.
M: Right. A nyhow , thanks for your advice. Ill just have to think it
over a bit m ore on m y ow n.
W: O K. G ood luck.
Sample response 1:
The m ans problem is that he cant decide if he should organize a
cam pus tennis club. The m an and w om an discuss tw o choices. The
first choice they discuss is organizing the club. The second choice
they discuss is not organizing the club. In m y opinion, the first choice
is better than the second one. If the m an organizes the club, he w ill
overcom e his shyness and establish a better relationship w ith his
professors. Furtherm ore, if he starts the club, he w ill m ake new friends
to play tennis w ith and have another skill to list on his resum .
Sample response 2:
The m ans problem is that he cant decide if he should organize a
cam pus tennis club. The m an and w om an discuss tw o choices. The
first choice they discuss is organizing the club. The second choice
they discuss is not organizing the club. In m y opinion, the second
choice is better than the first one. If the m an doesnt spend his tim e
organizing the club, he w ill have m ore tim e to study and w ill get
higher grades on his exam s. Furtherm ore, if he doesnt start the
club, he can still play tennis w ith his friends.
Q6 --- practice 1
W: G ood m orning class. Q uick question: w here do sharks live?
M: In the ocean?
W: W ell, yes. Thats true of m ost sharks. H ow ever, researchers have
discovered that som e shark species actually live in both saltw ater
and freshw ater environm ents. O ne such species is the Bull Shark,
w hich inhabits Lake Nicaragua. Initial research studies have revealed
a lot of inform ation about this speciesability to control the salt
levels w ithin the body. So it can live in either saltw ater or fresh-
w ater environm ents.
Lets briefly com pare the physiology of Bull Sharks in the ocean
to those in Lake Nicaragua. Tests on freshw ater Bull Sharks caught
in Lake N icaragua show ed about tw o-thirds the concentration
of salt w ithin their bodies com pared to the concentration of
salt in Bull Sharks from the ocean. So, the freshw ater Bull
Sharks have significantly low er levels of salt in their bodies than
saltw ater Bull Sharks.
O n the other hand, Lake N icaragua Bull Sharks have m ore than
tw ice the salt of typical freshw ater fish. So, they have less salt
than saltw ater sharks, but m uch m ore than other freshw ater
fish. To regulate this level of salt, the Lake N icaragua Bull Sharks
need to take in copious am ounts of w ater. This is very dem anding
on their kidneys. That being said, research has found that Bull
Sharks can survive in Lake N icaragua for prolonged periods of
tim e. Som e have been found to survive in the lake for as long
as six years. H ow ever, it seem s that the Bull Sharks do not
reproduce in the lake, and m ust return to the ocean for m ating
and bearing young.
Sample response:
This lecture focuses on Bull Sharks and their ability to live in the
freshw ater habitat of Lake N icaragua. The professor states that the
freshw ater sharks have less salt in their bodies than saltw ater sharks
do. In contrast, the lake sharks have m uch m ore salt in their bodies
than other species of freshw ater fish. She stresses that to m aintain
this salt level, Bull Sharks m ust take in a lot of w ater. Although Bull Sharks
can live in Lake Nicaragua for a long tim e, they still need to return to the
ocean to m ate and give birth to young sharks.
Q6 --- practice 2
M: O K, class. M ost of you know that som e of our favorite beverages,
like coffee, tea, and cola, contain caffeine. H ow ever, m any people
are not aw are exactly how m uch caffeine each of these products
contains. In fact, you m ight be surprised at just how m uch caffeine
you consum e each day.
W e all know that coffee has caffeine, right? G enerally, freshly-
brew ed coffee has about 100 m illigram s of caffeine per cup and
instant coffee has about 65 m illigram s per cup. Although som e
m ay not realize it, decaffeinated coffee actually does contain
som e caffeine, though m uch less generally, 2 to 4 m illigram s
per cup. Rem em ber, though, these am ounts are just for one
cup. M any of us drink tw o or even three cups of coffee in the
m orning. Thatcould be 200 to 300 m illigram s of caffeine just in
the m orning. Keep in m ind that the generally accepted lim it of
caffeine per day should be less than 500 m illigram s.
N ow , um m , w hat if you have tea w ith lunch or dinner? Tea has
Transcripts 687
less caffeine per cup than coffee ---usually half as m uch or even
less, say, 35-55 m illigram s. H ow ever, tea does not alw ays have
less caffeine than coffee. For exam ple, there is one kind of tea
brew ed in South A m erica called m ate --- spelled M -A -T-E but
pronounced m ah-tae ---this tea can have up to 150 m illigram s
per cup. Thats m uch m ore caffeine than m ost coffee!
W hat else do people drink at lunch or dinner? C ola! The am ount
of caffeine in colas varies greatly depending on the brand. In
general, cola has less caffeine than both coffee and tea. Surprised?
Ill bet som e of you are. There is one cola, how ever,that is very high
in caffeine. It is from Africa and is called Afri-Cola.A fri-C ola has
100 m illigram s of caffeine per 12-ounce serving. Still, this is less
caffeine than a typical cup of coffee, since a cup of coffee is about
8 ounces.
Sample response:
The professor talks about different am ounts of caffeine in various
drinks. First, he talked about coffee. The professor said that coffee has
m ore than 100 m illigram s per cup. After that, the professor m entioned
tea. H e pointed out that tea has less caffeine than coffee, except for
an unusual kind of tea from South A m erica. Finally, the professor spoke
about cola. These beverages typically have less caffeine than coffee
or tea. A gain, the professor m entioned one particular exception.
That exception w as a cola from A frica that has a lot of caffeine.
Q6 --- practice 3
W: Today, w e are going to learn about bio-indicators. I hope that som e
of you have heard this term before, but lets begin w ith a definition.
A bio-indicator is a plant or anim al that tells us som ething about
our environm ent --- that w arns us of potential dangers.
Lets look at m iners as an exam ple. W henever m iners enter a
tunnel, they are concerned about the levels of natural gas in the
air. Years ago, m iners relied on a tiny bird --- the canary --- to
m easure the level of natural gas. W hen the m iners m oved around
in the m ine, the air com position could change. So, w hile natural
gas levels in one part of the m ine m ight be O K, in another part
the natural gas could be high enough to cause an explosion.
This is w here the canary helped! The canarys tiny lungs could
not w ithstand the harm ful gases. So, w hen a canary died, the
m iners knew that they w ere in a pocket of natural gas and
should leave before there w as an explosion.
D oes everybody understand? W hen the canary died, it m eant
that the m iners w ere in an area of the m ine w ith dangerous levels
of natural gas. The canary, you see, w as a bio-indicator --- a bio-
indicatorthat saved m any hum an lives.
W hat about other bio-indicators for those of us w ho dont w ork
in tunnels underground? W ell, one of the m ore im portant and
disturbing bio-indicators today is the frog. A frogs skin soaks up
pollutants very easily. By observing the changes in a frogs health,
w e can learn about potential dangers in our environm ent. In fact,
m ore and m ore frogs are being born w ith deform ed or m issing legs.
A lso, the num ber of frogs on the planet is decreasing rapidly. A s
a bio-indicator, frogs are clearly telling us that som ething is w rong
--- dangerously w rong --- w ith our environm ent.
Sample response:
A ccording to the lecture, a bio-indicator is a plant or anim al that tell
us som ething about our environm ent. The professor gave tw o exam ples
of bio-indicators in the lecture. The first exam ple that he gave w as
the canary. In the exam ple, m iners took canaries into tunnels in
order to find out w here there w as too m uch gas. If there w as too
m uch gas, the canary died. The second exam ple in the lecture w as
frogs. These anim als get pollutants in their skin. Then they are born
deform ed or they die. This indicates that som ething is w rong w ith
the environm ent.
C
hapt er
2
Skill A
Q1 --- practice 1
Sample response:
O ne tim e, I m ade a friend w ho w as older than m e and w as interested
in going to the horse races at the local race track. O ne day, he invited
m e to go w ith him . I w ent w ith him to the race track to w atch the
races, but he w anted to bet m oney on the horses. I decided to bet m y
m oney, and of course, I lost it all. A fter I told m y parents w hat had
happened, they w ere not happy w ith m e. They thought this friend
w as a bad influence on m e, so I stopped doing things w ith him .
Q1 --- practice 2
Sample response:
I w as recently faced w ith failing a course that I needed to graduate
from university. U nfortunately, I had lost an im portant assignm ent
due to com puter problem s, but I had not spoken to the professor.
Since I didnt w ant to have to take the course again, I needed to
com e up w ith a clever solution. Then, I rem em bered that m y best
friend had passed the course the year before. Therefore, I explained
m y situation to her, and she told m e that the clever thing to do w as
to tell m y professor. In the end, I follow ed her advice and m y professor
accepted m y late assignm ent.
Q1 --- practice 3
Sample response:
I greatly benefited from contact w ith m y uncle. M y parents are both
very conservative; how ever, m y uncle is m ore interesting and adventurous.
O ne sum m er, he invited m e to w ork w ith him on an archaeological
dig in M exico. That gave m e the opportunity to m eet a lot of different
people and learn about a new culture. In fact, I enjoyed the experience
so m uch that I decided to m ajor in archaeology at university. Though I
love and respect m y parents a great deal, it is m y adventurous uncle
w hose footsteps I hope to follow .
Q1 --- practice 4
Sample response:
I had a difficult tim e sharing a hotel room w ith three of m y friends
during a ski trip. The problem w as that I like to be clean and get a good
sleep, but they preferred to party all the tim e. For exam ple, I tried to go
to bed at about 11:00 pm , but they kept playing loud m usic and
drinking beer until very late. A t the end of the trip, I had a headache,
and w e w ere forced to pay extra because our room w as so m essy.
N eedless to say, I never w ent on a trip w ith those friends again.
Q2 --- practice 1
Sample response:
W hen the governm ent decides how to spend tax m oney, they should
spend m ore on post-secondary education. This is because, by educating
688 Transcripts
young people,post-secondary schools do m ore to m ake the w orld a
better place than the m ilitary does. In particular, universities and colleges
need m oney for com puter labs. M any com puter labs have old equipm ent
and need to be updated w ith better technology. Libraries also need
help, in particular, m ore m oney for buying books and journals for
students and teachers to do research. Finally, if the governm ent w ould
pay teachers m ore, students w ould get a better education, and all
of society w ould benefit.
Q2 --- practice 2
Sample response:
Charities, both local and international, rely on the generosity of individuals
to help the less fortunate. Therefore, I am of the opinion that its beneficial
and w ise to give both locally and internationally. You m ight ask w hy
I support both local and international charities. It is because a natural
disaster such an earthquake or hurricane can happen anyw here at
anytim e. If w e treat our international neighbors charitably after a
disaster occurs, they w ill be m ore inclined to return the favor should
w e ever be in need. Thus, it is m y opinion that, although charity m ay
begin at hom e, it should not end there.
Q2 --- practice 3
Sample response:
I agree that dance plays an im portant part in culture. First, I think
dance can teach people about the values and traditions of a culture.
For exam ple, m any N ative A m erican groups tell their history through
dance perform ance. W estern cultures do the sam e, through ballet
and m usicals for instance. A second reason that dance is im portant,
is because of its social function. School dances and even night club
dances allow young people to interact and learn about each other.
In sum m ary, then, I think dance plays an im portant role in culture by
preserving tradition and providing an opportunity for socializing.
Q2 --- practice 4
Sample response:
Though there are m any benefits to living in a m odern apartm ent, I
w ould prefer to live in a traditional house. To begin, I find old houses
m ore attractive. They look m ore interesting and have m ore character.
A second reason that I prefer houses is that there is m ore space in a
house than in an apartm ent. In a house, you can store m ore things
and use your law n outside. Finally, I prefer houses because they offer
m ore privacy. For instance, you dont have to listen to neighbors w alking
around or playing loud m usic. For these reasons, then, I w ould prefer
to live in a house.
Skill B
Q3 --- practice 1
W: H ave you read the announcem ent about the new soft drink
com pany on cam pus?
M: Yes, I just saw that. It looks like soft drinks on cam pus w ill now
be cheaper. Im all for that!
W: I think it sets a bad exam ple. W hatever happened to people having
choice?
M: C om e on. A soft drink is a soft drink. The cheaper, the better.
W: W hat about your health? W hy not offer different brands of
w ater? W ater is so m uch healthier than soft drinks.
M: W hen I w ant a soft drink, I dont w ant w ater--- even if its healthier.
I w ant sugar and bubbles, and the cheaper, the better.
W: I think you and I disagree on this issue. I w ant choice and
healthy alternatives. You seem to only care about the price.
M: Youre right. W hen I w ant a soft drink, I am only interested in
price. Im on a tight budget.
W: I am going to the Student U nion office to ask som e questions.
I really w ant to know w hy students w ere not consulted before
this contract w as signed.
M: G ood luck!
Sample response:
The m an and w om an are not in agreem ent regarding this exclusive
soft drink contract. The m an thinks it is a great idea because it low ers
the price of soft drinks on cam pus. The w om an does not think it is a
good idea. First, she thinks that soft drinks are not healthy. Secondly,
she is against the university lim iting choices to w hat drinks are available
on cam pus. Lastly, she objects because the university did not consult
the students before signing the exclusive contract.
Q3 --- practice 2
M: Did you read this notice? Theyve cancelled the rest of the football
season!
W: Yes, Ive read it. I think they m ade the right choice. Hazing is terrible.
M: W hat? Thats totally unfair. W hy should a lot of people be punished
for the bad actions of a few people? I m ean, do you cancel an
entire class because one student is caught cheating?
W: O h, com e on. W hos being punished?
M: The other players on the team , the players on the other team s,
the student body... lots of people.
W: I dont see how it really hurts the players. It just m eans theyll
have m ore tim e to study.
M: For the players, football is an im portant aspect of study.
W: H ow so?
M: W ell, players learn discipline, team w ork, and leadership.
W: I guess so.
M: A lso, som e of these guys are training to be pro football players.
This cancellation could really hurt their futures.
W: I see. So, w hat w ould you do, instead?
M: Id expel the students caught hazing, just like w e do w ith students
caught cheating. But dont punish innocent students!
Sample response:
The m an and w om an discuss the universitys cancellation of the
rem ainder of the football season. The w om an agrees w ith the decision
because she feels the players should be punished for hazing. The
m an, on the other hand, disagrees w ith the cancellation for several
reasons. First, he thinks that its unfair to punish innocent students
for the bad actions of others. In addition, he expresses concern for the
future of those players w ho w ant to becom e professionals. Finally, he
objects because he believes that the innocent players are being
denied an im portant part of their education.
Q4 --- practice 1
W: The m odernist era had a large im pact on the w ay society w as
organized, as w ell as how art and literature w ere created.
M odernist artists decided that traditional art w as sim ply outdated
and that it w as tim e to create things in different w ays. H ave any
of you heard of any of the fam ous m odernist w riters of the 20
th
century?
M: Lets see, w asnt Eliot a m odernist w riter?
W: Yes, youre right. T.S. Eliot is a very fam ous m odernist w riter. D oes
Transcripts 689
anyone know w hy his w riting w as considered to be different from
traditional w riters?
M: D idnt it have som ething to do about his m ain characters?
W: Thats true; there w as som ething peculiar about his characters. In
Eliots w riting he did not include a central hero, that is, none of
his characters cam e to save the dayas w as typically the case in
traditional novels or poem s. H ave you heard of other m odernist
w riters?
M: H ow about Jam es Joyce?
W: G ood one. Joyce w as fam ous for introducing stream -of-
consciousness w riting. In this style, Joyce w rites in a w ay that
the reader feels like he or she is living through the sam e situations
as the characters in the novels. It is an alm ost surreal feeling.
Sample response:
Both the reading and the lecture deal w ith the m odernist art m ovem ent.
The reading explains that the m ovem ent involved artists w ho w anted
to create a new style. They w anted to m ake som ething different from
the form s of art that cam e before. In the lecture, the professor talks
about tw o m odernist w riters. The first one is T. S. Elliot, and the second
one is Jam es Joyce. Both of these w riters created innovative w ays to
tell stories.
Q4 --- practice 2
M: O K, class. For hom ew ork, you all should have read a bit about
dendrochronology, or dating past events by using tree rings.
Today, I w ant to further explain how this technique w orks and
how it applies to archaeology.
O ne im portant aspect of tree rings is that they are different each
year. In w arm years, they are bigger than in cold years. This gives
us a distinct pattern of thick and thin rings for all trees in a specific
area. Several thin rings, one next to the other, m eans several cold
years in a row . Thats a pattern w e can look for in other trees.
N ow , how does this help archaeologists? W ell, in order for it to
help us, w e need to find a large piece of w ood --- one big enough
to show us tree rings --- associated w ith an archaeological site.
U sually, this w ood com es from part of a house or fence. Then,
w e com pare the pattern of rings in this w ood w ith the know n
ring tim eline of that area. H opefully, the pattern of thick and
thin rings on our w ood w ill m atch a section of the tim eline,
thus telling us w hen that tree w as alive. That w ill then tell us
the approxim ate date at w hich that house or fence w as built.
Sample response:
In this reading, w e learn about how tree rings are used in science.
By looking at the rings that trees grow each year, scientists can m ake
a kind of tim eline. For exam ple, in the lecture, the professor explains
that trees grow thin rings during cold years and thick rings in w arm
years. So the rings in all of the trees alive at the sam e tim e in one
area w ill have the sam e pattern of rings. In particular, archaeologists
can look for these sam e patterns in the w ood used in old houses or
old fences.
Skill C
Q5 --- practice 1
M: H i, Jean! A re you all set for the English final tom orrow ?
W: H i M ark. W ell, I thought I w as, but I just had new s that m y
grandfather died yesterday. The funeral is tom orrow , and M om
and D ad w ant m e to attend.
M: O h no! Im so sorry. A re you O K?
W: Im fine. O f course, I am sad about G randdad, but it has been
years since Ive seen him .
M: You didnt know him that w ell?
W: I did as a child. W e m oved aw ay w hen I w as a teenager, and I
have only seen him a couple of tim es since.
M: W hat are you going to do?
W: I dont know . O f course, fam ily should com e before school, but
this is the final exam .
M: W hy dont you ask your professor for a deferral? You m ight need
to get a copy of the death certificate, though.
W: W hy?
M: So the university can verify your story. They have quite rigid rules
about deferrals.
W: O K. I still think thats a good solution. I get along w ith that professor
quite w ell. I think if I explain the situation, and tell her that I can
take the exam later in the w eek after the funeral, she w ill be
O K w ith that.
M: You can please your parents and take the exam ! O f course, if
the professor refuses, m y advice w ould be to skip the funeral
and take the exam . Im sure your parents w ill understand. They
certainly dont w ant you to fail. Then they w ould have to pay for
the course again!
Sample response:
In this listening passage, the w om an has a problem because her
grandfather just died. The m an offers suggestions to solve the problem .
The problem the w om an has is that her grandfathers funeral is at the
sam e tim e as her final exam . O ne thing the m an suggests is for the
w om an to take the exam as scheduled and not attend the funeral. I
think this is a good suggestion. This w ill solve the w om ans problem
since she w ill have the best chance at passing the course this w ay.
A lso, she has not seen her grandfather in years, so I think her fam ily
w ill understand.
Q5 --- practice 2
M: H i C indy. C an I ask you for som e advice?
W: O f course. W hats up?
M: W ell you know that cam pus credit card booth they alw ays have
set up in the student union?
W: Sure. Its so annoying.
M: W ell. Im really considering getting a credit card from them , but
I cant m ake up m y m ind.
W: W ow . W ell, m y first instinct w ould be to tell you to not get the
credit card.
M: W hy?
W: They can cause all kinds of trouble. First, they becom e addictive.
Som e students rack up a lot of debt before they graduate. In
fact, Ive even read that som e students end up com m itting suicide
because of their debts.
M: H uh. Thats pretty heavy, but I dont think that w ill happen to m e.
W: W hy not?
M: W ell, I only have one sem ester left before graduation, so theres
not m uch tim e to rack up a lot of debt. A ctually, the reason I
need the card is because I just quit m y part-tim e job to focus
on preparing for finals. If I do w ell, Im sure Ill land a good job
after graduation. But w ithout m y job, I cant really pay m y living
expenses at the m om ent.
W: H m m . If youre that confident about getting a good job, Id
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advise you to go ahead and get the card. Your exam s are m ore
im portant than your part-tim e job.
M: Right. Thats w hat I w as thinking.
W: Just rem em ber to be careful w ith your spending, and dont forget
about the interest charges.
M: The interest charges. Right. I didnt think about those.
Sample response:
In this conversation, the m an asks the w om an for her advice about
getting a credit card. A t first, she w arns him against getting it. Later,
she advises him to get the card but to be careful w ith it. Personally,
I think her first suggestion w as the best advice. To begin, getting a
credit card can be dangerous for a university student. They often use
it too m uch and rack up a large debt. O f course, this is bad financially
and stressful em otionally. For these reasons, I think the m an should
not get a credit card.
Q6 --- practice 1
W: Today, Id like to discuss one of the m ost influential Brits of all
tim e. N ot only is he considered a great British leader, he is also
considered a great w orld leader. H is nam e is W inston C hurchill.
Probably m ost of you already know that C hurchill w as Prim e
M inister of Britain during W orld W ar II.
N ow , C hurchill thought that the general governm ent and m ilitary
needed to be m ore unified. For that reason, w hile he w as acting
as Prim e M inster, Churchill additionally took the position of M inister
of D efense. Thus, C hurchill had pow er over both the regular
governm ent of his country and its m ilitary.
M any believe that it w as Churchills strength as a leader that helped
Britain endure the terrible and incredibly destructive G erm an
bom bing cam paigns and rem ain strong enough to eventually
w in the w ar. H e m ade m any w ise decisions regarding Britains
m ilitary strategy. H ow ever, C hurchill is m ost fam ous for his ability
to m otivate the citizens of Britain to fight for their country. He gave
m any fam ous speeches that encouraged his people to fight hard
and never give up. In one fam ous speech, he told his people that
they w ould fight anyw here --- for exam ple on hills, streets, and fields
and that they w ould never surrender under any circum stance.
C hurchill w ill alw ays be rem em bered as a great Prim e M inister
for his country and an inspiration for other leaders around the
w orld. H e m ade w ise and im portant decisions during W orld
W ar II that helped Britain and its allies gain victory. In addition,
he w as an eloquent and passionate speaker, for w hich he w as
aw arded the N obel Prize in Literature in 1953.
Sample response:
In this lecture, the professor talked about W inston C hurchill. The
professor explained three things about C hurchill. First, she talked
about his role in the governm ent. In particular, she m entioned that
he w as both Prim e M inister and the head of the m ilitary at the sam e
tim e. N ext, the professor described how C hurchill encouraged the
people in England during difficult tim es. This is related to the third
point in the lecture. The professors last point w as that C hurchill w as
a great speaker. H e even w on a N obel Prize!
Q6 --- practice 2
M: G ood day, class. Today, w ere going to continue our series of
lectures on living fossils.Today, Im going to focus on a species
thats been alive on Earth for over 500 m illion years --- the
horseshoe crab. Rem em ber, m ost species only last a few m illion
years before going extinct, so 500 m illion is quite im pressive.
In truth, horseshoe crabs are actually m ore closely related to
spiders than crabs, but they have a hard shell and live in the sea.
So, w e call these fascinating underw ater spiders, crabs. Their
habitat ranges from the G ulf of M exico up along the A tlantic
coast as far north as N ova Scotia. So people can find them on the
eastern coastlines of M exico, the U nited States, and C anada.
They feed on shellfish, grow to be alm ost 30 cm long, and can
live for up to, um , 19 years.
O K? G ot that background info? H orseshoe crabs eat shellfish,
live along the A tlantic coast, and live up to 19 years. G ood.
Lets look at som e of the m ore interesting features of this living
fossil.First, the horseshoe crab has five pairs of w hat w e call
booklungs. These organs arent really lungs. Theyre folded
up --- folded like pages of a book --- so that is w here the nam e
com es from . A nyw ay, spiders usually have this kind of organ.
These book lungs allow the horseshoe crabs to breathe in
w ater and on land, as long as the lungs rem ain m oist.
Sample response:
The professor gave a lot of inform ation related to horseshoe crabs.
O ne of the first things that he m entioned is that these anim als are
actually underw ater spiders. A fter that, the professor explained w here
these creatures live. H e said that they live in the ocean on the east
side of M exico, the U nited States, and C anada. The last thing that
the professor talked about w as one of the organs in horseshoe
crabs. These anim als have book lungs. This is som e kind of strange
organ that spiders have.
C
hapt er
3
Focus A
Step 1 --- Stress related to parts of words
1. a. m ethod b. m ethodology
2. a. econom y b. econom ic
3. a. academ y b. academ ic
4. a. luxury b. luxurious
5. a. dram a b. dram atic
6. a. recom m end b. recom m endation
7. a. capable b. capability
8. a. prefer b. preference
9. a. photograph b. photography
10. a. negotiate b. negotiation
1. D o you have a cam pus parking perm it for your bike?
2. I hope m y professor can advise m e on w hich course to take.
3. She has to present her project to the class tom orrow .
4. M y friends and I are going to the w ar protest at the student
union this afternoon.
5. D id you hear that Jane and her band w ill record an album this
sum m er?
6. I know its lam e, but m y parents w ont perm it m e to go skiing
this w eekend.
7. The police have arrested a suspect in the cam pus com puter lab
robbery.
8. In biology, w ere studying how plants convert sunlight into energy.
Transcripts 691
Step 2 --- Stress on phrasal verbs
1. The researchers found it out very recently.
2. The robber held up the convenience store.
3. Lets go check out the new restaurant in the student union.
4. C an you help m e? Im searching for a journal on anthropology.
5. D ont point at her. Thats rude.
6. People often say that I take after m y father.
Focus B
Step 1 --- Sentence stress related to content words
1. This is very dem anding on their kidneys.
2. They claim it to be an invasion of privacy.
3. The average w ater tem perature on Earth is about zero degrees
C elsius.
4. The reason for this change w as random m utation.
5. Its for m atching conversation partners from different countries.
6. I w as very proud of m y brother w hen he w as accepted into
m edical school.
7. H e w anted to bet m oney on the horses.
8. The needs of people in other countries should not be ignored.
Paragraph:
I had a difficult tim e sharing a hotel room w ith three of m y friends during
a ski trip. The problem w as that I like to be clean and get a good sleep,
but they preferred to party all the tim e. For exam ple, I tried to go to
bed at about 11:00 p.m ., but they kept playing loud m usic and
drinking beer until very late. A t the end of the trip, I had a headache,
and w e w ere forced to pay extra because our room w as so m essy.
N eedless to say, I never w ent on a trip w ith those friends again.
Step 2 --- Reduction of unstressed words
1. The people w ho m oved out to other cities w ere safe, but those
w ho w ere in the city w ere in great danger.
2. H e is the one in m y fam ily w ho understands m y dream .
3. The students cant access this section, but the teachers can.
4. The governm ent asked him to stop cam paigning against the policy.
5. They w anted to create som ething new and innovative.
6. For hom ew ork, you all should have read a bit about
dendrochronology.
7. I know I look young, but I am a student at this university.
8. Sports are an im portant aspect of study.
Paragraph:
The m an and w om an are not in agreem ent regarding this exclusive
soft drink contract. The m an thinks it is a great idea, because it low ers
the price of soft drinks on cam pus. For a num ber of reasons, the
w om an does not think it is a good idea. First, she thinks that soft
drinks are not healthy. Secondly, she is against the university lim iting
choices to w hat drinks are available on cam pus. Lastly, she objects
because the university did not consult the students before signing
the exclusive contract.
Step 3 --- Intonation
1. I had lost an im portant assignm ent due to com puter problem s.
2. That gave m e the opportunity to learn about a new culture.
3. I never w ent on a trip w ith those friends again.
4. U niversities need m oney for com puter labs.
5. M any N ative A m erican groups tell their history through dance
perform ance.
6. They look m ore interesting and have m ore character.
7. I am going to the Student U nion office to ask som e questions.
8. M odernist artists decided that traditional art w as sim ply
outdated.
Example: In w arm years, they are bigger than in cold years.
1. That w ill tell us the date at w hich that house w as built.
2. M om and D ad w ant m e to attend.
3. They can cause all kinds of trouble.
4. Im sure Ill land a good job after graduation.
5. He m ade m any w ise decisions regarding Britains m ilitary strategy.
6. In addition, they are beneficial to m ankind.
Focus C
Step 1 --- Pausing
1. A lthough w e hadnt finished, w e decided to go hom e.
2. W hen she stepped off the boat, she im m ediately ran to her car.
3. It w as raining so hard all day that they didnt leave the house.
4. If the alarm rings, put dow n your books and slow ly leave the
building.
5. The final test w ill be tw o hours long and w ill count for 25 percent.
6. W hen I w ent to the store, it w as closed.
1. H e w as an eloquent and passionate speaker, for w hich he w as
aw arded the N obel Prize in Literature in 1953.
2. To begin, horseshoe crabs have rem ained unchanged for 500
m illion years, w hich is m uch longer than m ost species.
3. C harities, both local and international, rely on the generosity of
individuals to help the less fortunate.
4. In sum m ary, then, I think dance plays an im portant role in culture
by preserving tradition.
5. W ell, players learn discipline, team w ork, and leadership.
6. A fter a stressful day, this helps m e fall asleep m ore quickly and
w ake up stress free the next m orning.
7. It took five years, but he finally achieved his goal.
8. O n a planet like Venus, w here the tem perature is extrem ely hot,
it is very uncom m on to even find w ater.
Writing
692 Transcripts
C
hapt er
1
Skill A
Practice 1
M: M orning, students. Todays lecture is on fossil fuels. So, to begin,
w hat are they and w hy do w e call them fossilfuels?
W ell, over the course of m illions of years, the skeletons of
prehistoric anim als and the rem ains of ancient plants decay and
change form . They turn into rock, coal, or oil that w e then
extract and use to create energy. The w ord fossilrefers to
these dead plants and anim als. The problem is that continued
use of these fuels m ay cause irreparable environm ental dam age
to the Earth. W hat can be done?
Firstly, w e need to lim it the use of fossil fuels. Secondly, w e
need to seek alternative energy sources.
W hy is the use of these fuels so risky?
W ell, there are m any reasons, starting w ith serious air pollution
caused by car exhaust fum es and the burning of coal. Som e
scientists think using fossil fuels also causes global w arm ing.
H eat-retaining gases enter the Earths atm osphere and oceans
w henever w e burn fossil fuels. This leads to an increase in global
tem peratures. A w arm er planet experiences m ajor changes in
w eather patterns and natural disasters like floods, hurricanes,
or droughts.
A cid rain is also the result of harm ful gases that build up in the
atm osphere due to fossil fuel em issions. This rain dam ages and
poisons agricultural crops and enters our drinking w ater supply.
A nother problem w ith our use of fossil fuels is oil spills from
ocean tankers. These spills cause untold dam age to m arine life.
Sea birds, fish, and m am m als often becom e covered in oil. This
m eans they lose their m obility and ability to avoid danger. They
also cannot hunt for food and m ay die from starvation as a
result.
There are also other factors to consider. Fossil fuels w ill becom e
m ore expensive and dangerous to extract as our supply lessens.
G overnm ents w ill have to spend m illions on research to locate
reserves. Extraction procedures becom e riskier w hen m ines have
to go deeper or oil rigs m ove further out to sea.
It is clear that w e should spend m oney on research to find
alternative energy sources. Solar and w ind pow er are exam ples
of such energy sources.
Practice 2
W: This w eek, w e have been discussing paleontology. I hope you
still rem em ber w hat paleontology is --- its w hat paleontologists
do. Just in case you have forgotten, paleontology is the study
of old bones, or fossils. O ur topic for todays lecture has a great
deal to do w ith paleontology. W e are going to discuss dinosaurs.
D inosaurs, of course, have been studied for m any centuries as
w e continue to uncover dinosaur bones. Throughout the years,
professional paleontologists have been able to reconstruct
dinosaurs. They do this by finding all of the pieces --- that is, bones
--- ofthe dinosaurs and put them back together. In this w ay, the
paleontologist is able to reconstruct a skeleton of the dinosaur.
Since w e now know w hat m any dinosaurs looked like from
these reconstructions, w e can begin to ask new questions. O ne
question, w hich actually isnt very new , is about the biochem istry
of the dinosaur. Specifically, w e have been interested in finding
out if dinosaurs w ere w arm blooded or cold blooded. You m ay
rem em ber from your classes in the biology departm ent that
w arm -blooded anim als are called endotherm s.C old-blooded
anim als, on the other hand, are called ectotherm s.
H istorically, dinosaurs w ere considered to be cold blooded, that
is, ectotherm s. This belief does not com e from hard scientific
evidence. O n the contrary, it com es from the sim ilarity of dinosaur
skeletons to other reptiles. O ther reptiles, such as lizards, look
very sim ilar to dinosaurs. Reptiles, including lizards, are cold
blooded. For this reason, early paleontologists speculated that
dinosaurs m ust have also been cold blooded.
H ow ever, w e now believe that at least som e dinosaurs w ere
actually w arm -blooded. There is a lot of strong evidence to support
this point. For exam ple, dinosaurs w ere enorm ous anim als. Very
large anim als w e can observe today are typically w arm blooded,
w hile only sm aller anim als are cold blooded. Secondly, dinosaur
bones them selves look m uch m ore like bones from other
w arm -blooded anim als. If w e com pare the bones of dinosaurs
to cold-blooded anim als, the structure of the bones is very different.
Finally, dinosaurs lived in m any places on Earth. They lived in
both w arm and cold clim ates. C old-blooded anim als typically
only live in very w arm places, so the geographic distribution of
dinosaurs leads us to believe that they w ere w arm blooded.
Practice 3
M: W e all know about the debate in public schools about vending
m achines. Certainly there are obvious health risks related to having
these snack m achines for students. For exam ple, w e know that
junk food poses a serious risk to our childrens health. A n average
snack from a vending m achine has m any m ore calories, especially
from fat, than a healthy snack. A nd vending m achines are
convenient, allow ing children to easily buy junk food and consum e
it anyw here. But how m uch do children really abuse the privilege
to buy snacks from vending m achines?
Proponents for vending m achines argue that children already
get healthy m eals from their hom es. Eating three healthy m eals
a day is not uncom m on. For exam ple, m any children in public
schools eat their breakfast at hom e, w hich often consists of cereal
and fruits. They w ill also eat their dinners at hom e, in w hich they
w ill receive m eats or fish, in addition to fruits, vegetables, and
bread. M em bers of local school boards have also noted that
these children also eat their lunches in the school cafeteria. A s
the school board assures, the school cafeteria provides children
w ith a good variety of healthy food during the w eek. A nd as the
vending m achine representatives put it, children w ho receive
healthy m eals throughout the day w ill not be harm ed by having a
snack from a vending m achine.
O ne final point: H aving vending m achines at school does not
m ean that they w ill necessarily be abused. Both vending m achine
representatives and school board m em bers have show n that
the vending m achines in schools are not available to students
all day long. For exam ple, the vending m achines m ay only be
turned on in the afternoons after school. In this case, students
w ill not be able to fill up on sugary snacks and drinks throughout
the day. Even parents w ho volunteer on school boards argue
that keeping vending m achines in schools but restricting their
usage can help students learn to be responsible. Parents w ant
their children to learn about being conscientious and taking
care of them selves. If w e ensure that our children continue to
receive quality m eals for breakfast, lunch, and dinner, w hy not
allow vending m achines in schools for a snack?
Transcripts 693
Practice 4
W: People have contrasting opinions about children and TV w atching.
You should all know this from the assigned reading and from
your ow n experiences, Im sure. Lets see, som e people are of
the opinion that TV w atching is beneficial. H ow m any of you
agree w ith this side? ...U h-huh, I thought so. You all are pro TV.
O thers believe that TV is harm ful for children. H ow m any agree
w ith that idea? ...Right, so you people are on the con side of
the argum ent.
People on the con side believe the research that does not support
kids and TV w atching. These researchers have found som e
com pelling reasons to argue against TV w atching. They have found
that TV is often extrem ely violent. In fact, childrens program s
are frequently five to six tim es m ore violent than adult program s.
A re any of you surprised by this finding? ...a few , yes, but m ost
of you, no. If you w atched a lot of Bugs Bunnyor Tom and Jerry
cartoons, like m e, w hen you w ere young, you shouldnt be too
surprised. To m ake m atters even w orse, the violence in childrens
program m ing often goes unpunished. This m ay m ean that lots
of kids learn to think that violence is okay. This could then lead
to violent behavior at school or at play. In addition to behavioral
problem s, this constant exposure to violence can lead to sleeping
disorders and health problem s connected w ith them .
A s I just m entioned, TV w atching can also have negative effects
on childrens health and on their grades, too. Studies show that
children w ho spend too m uch tim e in front of the TV m ay suffer
from obesity. W hen TV tim e reduces exercise tim e, a child m ay
put on w eight. It looks like a few of you --- and perhaps m e, too
--- have been w atching too m uch TV lately, no? O kay, back on
topic. Sim ilarly, studies have show n that children w ho spend too
m uch tim e w atching TV m ay earn low er grades than students
w ho w atch less. So, w hen TV tim e reduces study tim e, a child m ay
do poorly in school. Im sure m any of you have experienced this
inverse relationship betw een grades and TV tim e, right Stanley?
Skill B
Practice 1
M: D ue to the recent m edical backlash against low -carb diets,
com panies that previously recom m ended them are now changing
their tune. O ne factor contributing to this reversal is that w hile
m ost dieters enjoy their short-term benefits, the diets are just
too difficult to m aintain. People need to eat a balanced diet.
Thats w hy dieters tend to fall off the w agonw hen they follow
the low -carb approach.
D iet com panies that m arket food products no longer suggest
that w e cut out all or m ost of our carbohydrates. Instead, they
have chosen to categorize carbohydrates in a new w ay: according
to their glycem ic index.
G lycem ic indexrefers to how quickly or slow ly the body
converts food into sugar. The low er the glycem ic index [or G I]
of a carbohydrate product, the m ore slow ly it releases energy
into the body. This is very healthy because it leaves us feeling fuller
for longer. It also prevents our bodies from over-producing the
horm one, insulin, w hich regulates our blood sugar levels.
Exam ples of low - G I carbohydrates include w hole grains, oats,
and m ost fruits and vegetables.
The problem w ith high-G I carbohydrates, such as refined cereals,
w hite bread, and cookies is that w e digest them very quickly. They
also contain huge am ounts of sugar. The body com bats the sugar
surge they induce by over-producing insulin. The insulin then
low ers our blood sugar levels drastically and w e experience
cravings for even m ore of these unhealthy high-G I carbs. This
results in a vicious cycle of sugar highs and low s and a tendency
to keep putting on w eight.
In order to avoid the long-term dangers of starving our bodies
of energy-giving carbohydrates, w e should sim ply rather enjoy
the beneficial kind: low G I carbs!
D o, how ever, rem em ber, folks, that no m atter w hat you put into
your m outh, exercise is also an essential com ponent of a healthy
m ind and body. It keeps your heart ticking and those calories off.
So, students, the next tim e you eat that healthy lunch of tuna
salad on w hole-w heat, w hy not com plem ent it w ith a brisk stroll
around the cam pus grounds? It w ill m ake a w orld of difference
to your health and your m ood!
Practice 2
W: H ow m any of you sm oke? Lets see a show of hands. A ah, so I
see there are quite a few tobacco addictsin m y class. W ell, I
hope you get involved in the class discussion today after the
lecture. Todays topic is an issue close to your hearts---nam ely,
cigarette prices.
A s m any of you m ay have personally experienced, the habit of
sm oking has a very negative stigm a attached to it. Thats
because m edical science continues to link the habit to so m any
life-threatening diseases! W ell, to be fair, dying of lung cancer
or a coronary brought on by years of puffing is no joke. It also
costs the governm ent a lot of m oney. Treating these patients
drains governm ent resources via the health care budget. How ever,
sm okers argue that they are being discrim inated against. They
say that increasing cigarette prices is both unfair and pointless.
Let us look m ore closely at their argum ents:
In a num ber of surveys conducted in this country, sm okers have
com e up w ith som e interesting rationalizations as to w hy prices
should not increase. The m ost com pelling argum ent, in m y opinion,
is the follow ing: Sm okers say that obesity is a far m ore serious
health threat. They argue that obesity-related diseases are soon
going to overtake sm oking-related ones as the nations biggest
killer. D espite this, w e dont see increased taxation of fries,
cookies, and ice cream . C igarettes and alcohol products are taxed
or m arked up, w hereas junk food prices stay affordable! This
disparity, the sm okers say, is unfair and hypocritical.
Sm oking is also prohibited in m ost public buildings and in m ost
bars and restaurants. O n this cam pus, students can only light
up in specially m arked areas. H ow ever, people can stuff their
faces w ith as m uch high-fat junk food as they please! M ost cam pus
cafeterias still offer m enu item s w ith extrem ely high fat and
sugar contents. O ver-eating junk food usually leads to obesity.
O besity can cause high blood pressure, heart disease, and diabetes.
Sm okers are saying that treating obesity-related diseases w ill
cost the governm ent m ore m oney in the long run than sm oking.
For this reason, they argue, it is tim e to stop putting up cigarette
prices and tax doughnuts instead!
Practice 3
M: O kay class, from last nights reading, you should know that the
use of fluoride to fight against tooth decay has been around for
a long tim e now . Its been used in toothpaste and even in public
w ater supplies since the 1940s. Recently, how ever, controversy has
arisen as m ore people learn that fluoride m ay not be as efficacious
as once believed. W hether fluoride is effective or not rem ains a
question. W hats m ore alarm ing, though, and w hat I w ant to
focus on in todays class, are the reports com ing out that fluoride
is an extrem ely toxic m aterial.
M ore and m ore inform ation is being revealed about the toxic
properties of fluoride. O ne problem connected to sw allow ing
fluoride, according to a recent study, is that its m ore toxic than lead,
a w ell-know n poison. Now , the artificial fluoride added in w ateror
toothpaste is collected during alum inum , steel, and cem ent
production. These industries all faced law suits in the 1930s w hen
the fluoride they w ere releasing w as killing everything w ithin a
five-m ile radius. The shocking thing is the solution back then, still
used today, w as to dilute it in public w ater system s, ostensibly
to prevent tooth decay. Toothpaste com panies started using it
for the sam e purpose. D iluted or not, the point rem ains that
fluoride is a highly toxic industrial pollutant, and its very harm ful
to the hum an body.
H ealth issues linked to fluoride are piling up, and concerns are
a lot m ore serious than w hether or not it fights cavities. Tw o
years ago, U S authorities started doubting fluorides safety. So,
parents started seeing the w ord poisonappear on tooth-
paste tubes, and w ith good reason. D octors report fluoride is
destroying our teeth, bones, and overall health. People need to
know that these problem s include osteoporosis, bone cancer,
kidney problem s, arthritis, and, um m , lets see... oh yeah, things
like birth defects and genetic dam age, too. The scary part is
that w e know through science that levels of fluoride can build
up over tim e and since w e have been using fluoride every day
for 50 years... w ell, thats a lot of fluoride in our system s. In
sum m ary, then, the question shouldnt be w hether fluoride is
effectively fighting cavities, it should be w hether its actually
killing us.
Practice 4
W: As you should have read, hem p is often confused w ith m arijuana,
and despite its w ide variety of uses, is m istakenly considered an
illegal drug. Hem p and m arijuana are both varieties of the cannabis
plant. The U S ban on grow ing all form s of cannabis helped shape
peoples belief that both are a drug. Scientific data, of course,
proves that hem p contains only m inim al am ounts of the chem ical
TH C that m akes m arijuana a drug. W hile this data proves that
hem p is not a psychoactive drug, it doesnt tell the w hole story
behind hem p. To m ake the full distinction betw een hem p and
m arijuana clear in peoples m inds, the m ultitude of useful
applications for hem p m ust be em phasized.
W hile m arijuanas only use is that of a drug, hem p is in fact a
natural raw m aterial w ith a great num ber of industrial and
com m ercial uses. Such applications for hem p are nothing new .
O ver 30 countries, including Canada, France, G erm any, Russia, and
C hina, recognize hem ps variety of uses and grow it industrially.
H ave som e of you ever seen hem p purses and clothes in store
displays? W ell, youll be am azed that over 25,000 products can
be m anufactured from hem p, including hair conditioner, diapers,
insulation, carpets, paper, perfum e you nam e it! The health
food industry is the latest to capitalize on hem p. Richer in protein
than soy beans, hem p is one of the healthiest foods you can
eat. Still grow n w ithout genetic m odification, hem p foods are
a healthy alternative to soy products, w hich are now m ostly m ade
from genetically-m odified beans. Inform ation sim ply show ing
that hem p is not a drugis in reality not very pertinent to the
present tim es.
I believe that m ost peoples m istaken perception of hem p as a
drug is becom ing m ore and m ore som ething of the past. W hile
U S drug law s continue to m ake m arijuana illegal, and the old U S
ban on grow ing all form s of cannabis rem ains, hem p products
are perfectly legal for im port and sale. Isnt it ironic, then, that
w hile the U S public still struggles to distinguish hem p from a
drug, the U S itself is the w orlds leading consum er and retail
m arketer of hem p-m ade goods?
C
hapt er
2
Skill A
Practice 1
W: I hope you all read the hom ew ork reading discussing anxiety. I
think it w as a challenging reading, very heavy going. From that
reading, I hope that you understand that there are several schools
of thought regarding anxiety as a m ental disorder including the
Freudian theorists and the behaviorists. Today, I w ant to talk about
anxiety and give you som e exam ples of anxious behavior.
Rather than think about Freud or behaviorists, I w ant you to ask
yourselves this question: A re these behaviors sym ptom s of a
m ental disorder or are they sim ply reactions to everyday living?
Lets look at som e specific exam ples. The first one is how you
feel w hen you take an exam . H ow do you feel on exam day?
D o you feel anxious, nervous? I see m any of you nodding your
heads yes. H ave any of you ever been physically ill before taking
an exam ? I see a few heads nodding. D o you think your behavior
should be considered a m ental disorder? N o, of course not. I
take it from your reaction that you think your em otions are norm al.
A nother good exam ple is m y w edding day. I w as so anxious
shaking, sick feeling in m y stom ach. I alm ost called the w hole thing
off. Now , if I listened to Freud or other theorists w ho study anxiety
I w ould have m y self believing that I have an anxiety disorder.
H ands up if you think that m y em otions w ere due to a m ental
disorder? It seem s that m ost of you think that m y em otions
w ere the result of a life event and not a m ental disorder.
W hat I am saying here is that not every situation in our lives ---
taking an exam , getting m arried --- that causes feelings of anxiety
does so because w e have a m ental disorder. If, on the other hand,
som ething in our lives causes us to stop functioning, then w e can
probably call it an anxiety disorder. A n exam ple of an abnorm al
reaction m ight be if w e are scared of leaving our house and
refuse to go outside. This type of anxious behavior unequivocally
interferes w ith living. H ow ever, feeling nervous on our w edding
day, or w hen w e w rite an exam , probably does not m ean that
w e have an anxiety disorder.
Practice 2
M: A re hum an beings responsible for global w arm ing? This question
plagues m any scientists. C onsequently, environm ental researchers
keep presenting us w ith new evidence. They hope to prove hum an
responsibility for global w arm ing beyond a reasonable doubt.
The problem is there are those w ho say such research is lim ited.
These opponents of the environm ental lobby argue that the
studies conducted by researchers are often not collective enough or
broad enough in their scope. Som e scientists study air tem peratures
and others study ocean tem peratures but their data is not prop-
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Transcripts 695
erly com bined. They argue that, to date, no scientific study has
proven an undeniable link betw een m an-m ade gas em issions and
global w arm ing.
Let us exam ine the argum ents m ore closely: The environm entalists
claim that global w arm ing is responsible for m any natural disasters.
They believe that as the w orld becom es w arm er due to the heat-
retaining gases w e pum p into the atm osphere, our planet
experiences severe clim atic upheaval. This upheaval causes m ore
droughts, m ore hurricanes and tornadoes, and even phenom ena
like tidal w aves. Environm entalists believe w e are pushing our
planet tow ards environm ental disaster.
Those w ho oppose this view have a different argum ent. They
suggest that natural disasters and w ild w eather have been around
for m illions of years. The exam ple they offer to prove their argum ent
is the El N io w eather phenom enon. Have any of you heard of it?
W ell, El N io is an ancient w eather phenom enon that som etim es
causes ocean tem peratures to rise or tropical w inds to change
direction. These changes often result in terrible storm s or flooding
in certain areas of the Earth. In other areas, it can even cause
drought.Its a totally natural phenom enon, as naturalas volcanic
eruptions or earthquakes.
So, the opponents of the environm ental lobby think the argum ent
that hum ans cause global w arm ing is hypothesis, not fact. Instead,
they com plain that lim iting em issions is going to cost jobs and
m oney. U ntil there is indisputable proof linking greenhouse gas
em issions to increased global tem peratures, they tell us, there
is no urgency in cutting dow n on these em issions.
Practice 3
W: W e know that reducing our w ater consum ption is im portant
for a variety of reasons. A s w e have been studying in our course
in agriculture this sem ester, w e know that one of the m ost
im portant reasons w e need to curtail our w ater consum ption is
so that w e w ill have enough w ater to produce food around the
w orld. It is easy for us to be w orried about this problem . O f
course, w e hope that farm ers w ill find a w ay to obtain enough
w ater for their plants and anim als, but have you ever asked
yourself w hat you could do to help conserve w ater that could
be used for food production?
For exam ple, have you noticed that you have a kitchen or bathroom
faucet that drips? Each drop of w ater m ight not be that m uch
by itself, but add up all of those drops from the leaky faucet
over the course of a m onth and it am ounts to m any liters of
w ater that could be used m ore effectively. You can also turn off
the w ater as you brush your teeth. Running the w ater for a m inute
or tw o w hile you brush w astes a lot of good w ater. A nd, how
about the length of your show ers? M any people take 15-m inute
show ers. If you cut the length of your show er to, say, 10 m inutes,
you can m ake a considerable difference on the am ount of w ater
consum ed right in your ow n hom e.
There are m any things that w e can do to conserve w ater right
at hom e. You can fix a leaky faucet, you can turn off the w ater
w hile you brush your teeth, and you can take shorter show ers.
If w e are careful not to w aste w ater on things w e do each day,
our society w ill have extra w ater for m ore param ount uses, like
m eat and dairy production.
Practice 4
M: O kay, so lets turn to a consideration of technology and m arketing.
A s w e all know , som e new technologies surpass our expectations
for their success. Still others fail to m eet our expectations. In the
past several years, analysts have noticed a clear pattern in the
w ay new technology enters the m arket place. Its called the
H ype C ycle. N ow , w hat does that m ean? W ell, it starts w ith a
technology triggerum a scientific breakthrough or uh
an event that triggers or causes publicity. This brings it to the
attention of a w ider audience. It shoots to the top of popularity.
This so-called peak of inflationis exem plified by LCD technology.
This is alw ays follow ed by a sharp drop into the trough of
disillusionm ent,as the creators of the H ype C ycle like to call
it. Thats just a fancy w ay of saying the idea doesnt keep its
prom ises, and the public stops buying it. H D D TV (high definition
digital television) is an exam ple of that phase. O ver tim e, people
learn m ore about the technology and m aybe new applications
are thought of. It starts to becom e m ore popular again and finally
reaches the m ainstream , called the plateau of productivity.D VD
players have recently entered that plateau or w hatever you w antto
call it. Theseuh..w ell catchy titles arent so im portant. W hat
m atters is that you rem em ber the cycle. Its introduced, its
hyped, it becom es very popular, then it alm ost disappears, and
finally it com es back into the m ainstream slow ly.
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i st eni ng
01 History
M: In this history course, w e w ill focus on the history of A m erican
governm ents and institutions. I m ean institutions w ithin society,
or parts of A m erican society. The institutions include state,
church, business enterprise, education, and fam ily. W e w ill look
briefly at w hat each of these entail, and w hat aspect of life they
are responsible for influencing and directing.
H istorians have com e to understand that, w orldw ide, each king
and president has caused changes in the lives of individuals. These
changes included the w ays they earned a living, how they acted
in their social lives, and the w ays they dressed, w orshipped and
w ent to school. Its im portant for you to understand that leaders
had great control over the people they ruled. In past tim es, a king
or leader had far m ore pow er and control over an individuals
life, especially in term s of that persons freedom of choice. Again,
kings and presidents influenced how a person earned a living,
their social lives, dress, w orship, and education. Please m ake sure
you understand this about our history.
From their understanding that leaders had such a great influence
on each individuals life, historians becam e increasingly concerned
w ith econom ic and social questions. They w anted to know w hy
a certain econom ic or social event occurred, not sim ply w hat
happened. H istorians study past events the sam e w ay social
scientists study present day events. A s a result, the differences
or im agined lines that divide the social sciences and historical
studies have gradually becom e less distinct. W hat I am saying
here is that historians and social scientists both study w hy
som ething happens. The difference is that historians study events
from the past, w hile social scientists study events in the present.
Im explaining this so that you w ont be surprised during this
sem ester w hen it seem s like youre in a social studies course
instead of a history course. A s you w ill see, social factors strongly
influence an individuals life. Society, of course, is m ade up of m any
individuals. Therefore, if som e social factors are strongly affecting
the individuals, this can strongly influence the society. In this course,
w e shall exam ine the developm ent of the US through the study of
the five m ain institutions I m entioned before. Again, these institutions
are: state, church, business enterprise, education and fam ily.
M aybe w e should clearly define the term institution. This can be
rather difficult, but it can best be described as a form al organization
designed to satisfy various needs in an individuals life. Thats a
long definition, so Ill repeat it for you. A n institution is defined as
a form al organization designed to satisfy various needs in an
individuals life. For exam ple, there is the state. The state is the
m eans of satisfying the need for order and security. Then there are
business institutions. Business institutionssatisfy the need to produce
and distribute the goods and services people require. Next is the
church. The church looks after the religious instincts of the people.
Fourth is education. Educational institutions seek to satisfy peoples
constant desire for betterm ent--- to im prove their lives. Finally, the
fam ily reflects stability and continuity in hum an relationships. Lets
review this quickly again: State, for order and security. Business, for
goods and services. Church, for religion. Education, for betterm ent.
A nd fam ily, for hum an relationships.
It is im portant to understand that at any tim e in history, including
the present, w hen you have discovered how people are educated,
how they w orship, how they earn their living, how they look after
their fam ilies, and how they are governed, you have learned a lot
about their lives. In this course, w e w ill ask these basic questions
in relation to the phases of A m erican history.
O f course, it is true that w e know less about A m erican education
in 1741 than in 1941. How ever, for our purpose, this is not of great
im portance. W hat is im portant is that w e ask the sam e questions
about the 18
th
century education system in A m erica as w e ask
about the 20
th
century system . W e w ill exam ine religion, the
fam ily, business enterprise, and the state in the sam e m anner.
02 Psychology
W: G ood afternoon, everyone! U m , today w e are going learn about
nature vs. nurture. M aybe youve heard those term s before. Lets
look at w hat they im ply regarding behavior and thinking. W ell
start w ith the nature side of the argum ent, w hich w e w ill call
the N ativist side.
O kay, on the N ativist side w e have the belief that all hum an
behaviors are inherent and innate. By inherent, w e m ean that they
are passed dow n from generation to generation via the genes.
By innate, w e m ean that they are not learned. People on the
N ativist side believe that our genes are m ore im portant than
our environm ent in determ ining behaviors.
Is everyone w ith m e so far? D o you all understand that the
N ativists believe that our behaviors result from our genes, not
our environm ents? Yes? D o you have a question?
M1: Is this w hat you m ean? If I w orry a lot, it is because I carry a w orry
gene, not because I m ay have a m other w ho w orries a lot. A m I
right?
W: Exactly! N ativists w ould say that your w orrybehavior is gene
related, and not related to your environm ent.
N ow , lets turn to the nurture side of the debate, w hich w e call
the Social Interactionist side. Social Interactionists believe that
the m ind is a blank slate. This m eans that w e are born w ithout
any predispositions. By this, I m ean that our genes do not influence
our behavior. A ll of our behaviors are a result of experience.
Before w e m ove on, let m e just m ake sure you all understand
the difference betw een a N ativist and a Social Interactionist.
C an som eone offer an exam ple that illustrates the difference
betw een the tw o?
M2: I think I can. A Social Interactionist w ould believe that anyone
can learn to play the piano w ell, so long as they are exposed to
piano playing in their environm ent. But, the N ativist believes
that this ability w ould have to be in our genes, right?
W: G ood exam ple! I guess that's clear enough for everyone.
N ow , lets look at this in relation to language learning. W e all
speak at least one language, right? Try to rem em ber learning
your native tongue. Even though you have a lot m ore skills now
than you did as a baby, it w as a lot easier to learn your native
language than a second language, w asnt it? W hy is that?
Hum an children seem to have this m agical ability to learn language
w ith very little effort. It is alm ost as if they are born w ith it. Is there
a language gene that you inherit from your parents?
M2: Excuse m e, Professor. A re you suggesting that a child w hose
parents speak English w ill autom atically speak English even if that
child is brought up by, lets say, Russian parents w ho speak only
Russian? I find that hard to believe!
W: G ood question. If you belong to the N ativists school of thought,
w hat you are saying is exactly right. Language is all in the genes,
and this child should be able to speak English effortlessly as he
or she begins speaking. H ow ever, a Social Interactionist w ould
totally disagree w ith you and argue that language acquisition skills
are totally dependent on the environm ent. A Social Interactionist
w ould argue that this child w ould grow up speaking Russian as
his or her native language.
H ere is an interesting story. A n A m erican couple decided to adopt
Practice Test
Transcripts 697
a Chinese baby. Their friend thought it w as a great idea, but w orried
that w hen the baby started talking no one w ould be able to
understand w hat she w as saying. Ridiculous, right? Babies learn
the language they are exposed to, regardless of the language their
biological parents spoke. So no, there is not a language gene.But
there does seem to be som ething innate about learning language.
So, do w e all agree that our native language depends on our
environm ent? I see a hand. Yes?
M1: I agree, Professor. I think that the language w e learn grow ing up
becom es our native tongue. But Professor, how do you explain that
som e people find it easy to learn second or even third languages
w hile others have great difficulty?
W: Excellent question! Let's go back to our earlier exam ple of the
adopted baby and say as a teenager that she w ants to learn
C hinese...
03 Writing
W: Today, w e w ill talk about the benefits of w riting w ith a w ord
processor rather than by hand or w ith a typew riter. A t first, the act
of putting m y thoughts through the keyboard and onto the screen
seem ed like, w ell, hard w ork! C onsidering the average age of
the people in this room , I suppose I m ust sound a bit technophobic.
A nyw ay, Im proud that I learned about com puters because these
days, I w ork so m uch m ore efficiently.
So, you m ight be asking yourselves the question W hat are the
exact benefits w hen it com es to com puters and w riting?Lets look
at som e of those now . U m , I should say that I w ont be focusing
on any one, specific w ord processing program , so the term inology
that I use m ight be a bit different from , er, any PC that you m ight
use. If you should encounter other term inology, you can alw ays
check the help function on w hatever w ord processor youre using.
A ll right, benefits. For those of you w ho feel m ore com fortable
w ith an agenda, Ill w rite the m ain categories of this presentation
on the board. Im going to cover the benefits of w riting w ith a
com puter in term s of planning,com posing,organizing,
revising,and editing.You can rem em ber this acronym , P-CO RE:
planning, com posing, organizing, revising, editing.
First, lets look at planning. W e all know that freew riting can be
a good strategy for starting an essay, so I w ont go into any detail
about that strategy. I w ill say, how ever, that freew riting on a w ord
processor is m ore efficient than on paper. W hy, you ask? Its because
after you finish freew riting, you can copy and paste your best
ideas into a new file w hich w ill serve as the basis for your essay.
A ll w ord processors also have outlining functions that allow
you to create a basic outline and then build on it as you go. A re
there any questions about planning? N o?
All right then. Next, w e w ill turn to com posing. O ne m ajor benefit
of using a w ord processor to com pose your essays is that its so
easy to go back and change your w riting later. Basically, you can
be, w ell, careless --- in the short term at least--- so that you record
your ideas right aw ay. That fact gives you so m uch freedom .For
exam ple, instead of w riting w hole sentences, w e can w rite our
ideas dow n w ith little thought about spelling or sentence structure.
Extra details that w e dont know yet can be indicated w ith Xs or
slashes. This is called slashing. Let m e show you. You can start
a sentence M y first point isand the put three slashes after
is.That show s you w here you need to add m ore inform ation
later in the w riting process. W e can alw ays go back later and fill
these slashes in.
Its also usefulto abbreviate long term s that you m ust repeat over
and over in yourtext. Then, you can do a global find and replace
the abbreviation w ith the full expression. A good exam ple is to
w rite b.e.instead of biom edical engineering,going back to
replace it later in one easy m otion. Yes, D evon?
M1: Im sorry, Professor, please excuse m y ignorance about com puters.
W hat do you m ean by do a global find and replace?Ive never
heard that term before.
W: Listen, D evon, dont w orry. Thank you for asking that question.
C an anybody else shed som e light on that? C harles?
M2: W ell, I can only speak for M icrosoft W ord because thats w hat
I use. Its really easy. You just go to the edit m enu and select
replace.The program w ill prom pt you to type the w ord or
phrase it should find and also the w ord to replace it w ith. W hen
you click on the button thats labeled replace all, it w ill do exactly
that. Every tim e it finds that w ord or phrase in your docum ent,
it w ill replace it w ith the new term . It saves a lot of tim e.
W: D oes that answ er your question, D evon?
M1: Yes, thanks, C harles. I use W ord, so Ill check it w hen I get hom e.
W: G ood. A ll right, lets m ove along...
04 Campus Life
M: U h, excuse m e, I w as w ondering if you could answ er a couple
of questions I have about library services? Im a little confused,
and I could really use som e help. That is, if you have a m om ent.
W: O h, of course! Its m y job! It w ould be no trouble at all. W hat
can I help you w ith?
M: Ive been looking at this pam phlet that explains the w ays that w e
can find help w ith research. I m ean, m ost of it is straightforw ard
and pretty self-explanatory, but this one --- this real-tim e help --- I
dont get it. Like, w hat is it?
W: A h, yes. W e often get questions about that. Its a new service
that w ere quite proud of, actually. Real-tim e help is useful w hen
youre searching the online catalog at hom e. Instead of using
em ail, w e now have a link on the library w ebsite. To use it, you
have to log on to our library w ebsite. Then click on advanced
options. After you click the advanced options, look for the utilities
m enu choice. Click on utilities. You w ill see an icon labeled Talk.
If you click on that icon, you can chat w ith a librarian in real-tim e.
That m eans your typed question w ill be answ ered right aw ay
w hile youre sitting there. N o w aiting around for som eone to
respond to your em ail.
M: W ow , w hat a good idea! To be honest, I gave up on the em ail
help service because it w as often faster and easier just to w alk
to the library! A nd som etim es, I w ould have to w ait a few days
before I got a response. U m , one other thing. M y com puter is
quite old, so I w as w ondering if I need any special softw are to
use this --- uh, w hats it called again? --- real-tim e help service?
W: Thats right, youve got the nam e right. A bsolutely not. If your
softw are can access the library w ebsite, then you have everything
you need to use real-tim e.
M: G reat. W hens real-tim e help available? You know , w hat I m ean
is, w hat are the hours?
W: D uring the fall sem ester you can access this service from M onday
to Thursday betw een 9 a.m . and half past 10 in the evening.
Friday has shortened hours betw een 9 and 4:45 p.m . O n the
w eekend, w eve just expanded the hours. N ow w here did I put
that m em o --- aha! H ere it is. Yes, on Saturday, its available
from 11 a.m . to 4:45 p.m . and Sunday from 1 p.m . to 10 p.m .
Im sorry, did you get all that? Soon theres going to be a new
pam phlet w ith the current tim e schedule. You should pick up
one of those so that you are fam iliar w ith the tim es.
M: So, is real-tim e help only available to students?
W: Its for currently registered students, faculty, and library staff
only.
M: C ool. W hat kind of questions can I ask?
W: W e w ould hope that students w ould restrict their questions to
698 Transcripts
the library and the online catalog as w ell as Internet inform ation.
W ith so m any students and staff m em bers, w e dont w ant people
to have to w ait to use the service, so w e suggest a tim e lim it per
session of 15 m inutes.
M: Is there anything thats off lim its? Like, anything that w e cant
ask?
W: W ell, w ere not experts on every topic that students are w orking
on. That m eans that any kind of detailed or specific questions
about research should be directed to your professors. A lso, any
queries about fines or due-dates of m aterials youve signed out
should go to the circulation desk.
M: O kay, thanks. I understand. Youve helped m e a lot. Thanks a
m illion.
W: Its m y pleasure. G ood luck w ith your research.
05 Health
M: Today, w e are going to consider the history of disease and disease
prevention. Try to im agine, if you w ill, a large city in the early
19
th
century. W hat im ages do you see? H ow w ould cities then
have been different from cities today? First of all, they didnt have
any cars, right? So, no dirty exhaust sm oke or fum es. But then
again, people got around by horse and buggy, and these horses
left m anure everyw here. That couldnt have sm elled too good.
O K, so w eve got horse m anure all over the place. W hat else?
C ities back then didnt have adequate garbage collection and
disposal, so garbage piled up on the streets, som etim es up to three
feet high. Dead anim als w ere everyw here. W ater accum ulated in
the carcasses of these dead anim als. A nd w e havent even gotten
to the plum bing. They didnt have adequate sew er system s as
it w as, and all of the garbage and anim al rem ains everyw here
clogged up the sew er drains. M ost houses used an outhouse
for hum an w aste, and som e w ere m ore like shallow trenches in
the ground. O uthouses w ere som etim es located next to w ells,
w hich m eant that the fluids could flow into the drinking w ater.
In a w ord, cities in the early 19
th
century stank.
W e know now that these conditions create a breeding ground
for infectious diseases. It w ill not surprise you one bit to learn that
diseases like typhoid, typhus, m alaria, yellow fever, pneum onia,
diphtheria, and tuberculosis w ere ram pant in cities. Children w ere
particularly at risk, and m ost fam ilies didnt expect their children
to reach adulthood. This w as a fact of life. N ow , keep in m ind
that, although the problem and its solutions seem obvious to us,
they didnt have the know ledge of bacteria and the spread of
disease that w e have today. For a long tim e, diseases w ere actually
thought by som e people to be caused and spread by im m oral
behavior. H ow ever, in the early 19
th
century, it w as becom ing clear
that these diseases w ere in som e w ay related to unsanitary conditions
in the cities. In fact, som e thought that disease w as spread by
the sm ell itself.
Then, along cam e germ theory. N ow at first, m any w ere skeptical
of the idea that such tiny bacteria could cause such a m ajor
problem . H ow ever, over tim e, as m edical professionals studied
these diseases and discovered that different m icroorganism s
w ere associated w ith different diseases, people becam e convinced.
N ow it w as obvious that prevention of disease epidem ics lay in
the sanitation of the city.
So, they cleaned it up. But of course, this didnt com pletely rid the
cities of disease. For exam ple, typhoid is a w aterborne bacterial
infection. Naturally, w hen they cleaned up the w ater, they expected
the typhoid to go aw ay. But it didnt... not entirely. W hat did germ
theory have to say about that?
W ell, scientists learned that people could be carriers of a disease.
People w ho had been exposed to the disease and had recovered
could still spread the disease to others. This discovery had im portant
ram ifications. N ow , the responsibility to prevent disease lay not
only on society, but on the individual as w ell. Efforts w ere m ade
to increase aw areness of personal hygiene and to identify carriers
of disease. C an you im agine w hat it w ould be like to be identified
as a carrier?
H ere is a fam ous exam ple. M ary M allon, know n as Typhoid
M ary, w as an Irish im m igrant to New York w ho m ade her living as
a cook. She w orked in the houses of several w ealthy fam ilies in
the area. In 1906, she w as hired by a banker to cook for his
fam ily of 11 in his rented sum m er hom e. W hen 6 of these 11
people becam e ill w ith typhoid, the ow ner of the house becam e
w orried that he w ould be unable to rent it again,so he hired a civil
engineer to identify the problem . After checking the w ater system
and other possible sources, he identified the cook, M ary, as the
probable cause. By tracing her job history, he found that there
had been typhoid outbreaks at other places w here shed been
em ployed. She w as then forced to undergo tests, and once she
w as identified as a carrier, had to live in isolation in the custody
of the Board of H ealth for the rest of her life.
06 Campus Life
W: H ey M iguel, how ve you been lately?
M: Stressed. I have to do this big project for m y governm ent class,
and I need to use a com puter to do it. This is m y first assignm ent
this year, and I dont know m uch about the com puter facilities
here on cam pus. Say, you dont know anything about how the
com puter labs w ork here, do you?
W: A ctually, I w orked as a part-tim e student em ployee in one of
the open labs for tw o sem esters. W hat do you w ant to know ?
M: W ow , great! W here to begin. W ell, first of all, w here are they?
I know there are quite a few labs spread throughout the school,
but I am not sure w here they are.
W: W ell the open labs are in M urphy H all and in the basem ent of
the library. There is also another lab just for liberal arts m ajors
in the arts building.
M: O h, O K. They're all there together. A re they open 24 hours?
W: U nfortunately no. Theyre open from 8 a.m . to 9 p.m . M onday
through Thursday. 9 to 5:30 on Friday. D uring the fall and spring
sem esters theyre open Saturday and Sunday until 5.
M: Uh huh, and do they offer any kind of training on the com puters?
W: Yes, they do actually. They hold com puter training w orkshops
tw ice a m onth. You can sign up for one in the library. There are
also instructional tutoring sessions for students w ho need help
w ith their course w ork in the individual labs, and of course,
individual assistance is available, too.
M: C an I just w alk in and start using a com puter, or do I need a
passw ord or som ething?
W: You do need a student account and passw ord to show that you
actually attend the university. O nce you show them your student ID
card, they w ill set up an account for you and give you a passw ord.
A ctually, I have a pam phlet in m y bag if you w ant to take a look.
It should have som e of that inform ation.
M: Yeah, sounds good. H ey, this says I can only use the com puter
for one hour. Then I have to check out of the lab. W hy is there
a one hour lim it?
W: W ell there are only 30 com puters, so that w ay all students can
get an opportunity to use them . Last year, som e of the w aiting
lines w ere getting very long, and people com plained about
w aiting for long periods of tim e. Som e people couldnt com plete
their assignm ents on tim e.
Transcripts 699
M: A h. It says here I need a diskette? W hy is that? D o they sell
them there?
W: W ell, because so m any students use the com puters, all the
inform ation on the hard drives is deleted at the end of the day.
So, youll need a floppy disk if you w ant to save any of your
w ork. They dont sell them in the com puter labs. In fact, the
only place you can buy them on cam pus is at the bookstore.
M: O K, I think Ive got that. W hat about printing? D oes it cost
anything?
W: N o, but theyre kind of strict about how m uch you print. The rule
is one copy per person per docum ent. M ultiple copies arent
perm itted.
M: W hat about eating and drinking?
W: Thats not allow ed either. Som eone dam aged one of the iM acs
last year w ith som e grape soda, and that w as the end of that.
A lso, space is pretty tight, so they dont allow m ore than one
person at a com puter. That encourages people to talk,w hich can
distract other people from w orking.
M: W ow , I feel like Im an expert on the com puter labs now . A nything
else I should know ?
W: N ot that I can think of. W ell, actually, you study program m ing,
dont you? W ell, youre not allow ed to install any softw are that
isnt registered to the university.
S
peak i ng
Question 3
W: O h no, look at this announcem ent. The university adm inistration
is m essing w ith our lives again! W hy cant they just leave it be?
I only just learned to use the old fee system !
M: O h, com e on. E-billing is a good idea. The vast m ajority of students
and staff use Internet banking and em ail these days.
W: Theyre not thinking of our interests. They just w ant to save
m oney.
M: W ell, m aybe so, but m aybe thats good for us in the long run.
I, for one, am glad that I w ont have to w ait so long to receive
m y bill in the m ail. A nd those terrible line-ups at the fees office
at the start of every term --- I w ont m iss those!
W: I can see your point. But I just dont trust Internet banking.
M: D ont w orry about that. It only says that students w ill have that
option. O bviously, youll still be able to pay in person. O h yeah.
A nd theres another great advantage.
W: O h? W hats that?
M: W ell be saving thousands of trees! Now , I know you like that idea.
Question 4
W: O kay, continuing on from Fridays lecture on the law of dem and,
I w ant to introduce the dem and curve. The dem and curve
show s the relationship betw een the price of an item and the
quantity thats in dem and over tim e. D em and increases as price
falls, and it decreases as price rises. This is a basic econom ic
concept, so ...um ... lets not dw ell on it. W hat I should stress,
though, are the conditions of dem and.
In other w ords, w hat causes a shift in the dem and curve? There are
lots of stim uli, but today, w ell only focus on substitutes. Substitutes
are goods that can replace other goods--- for exam ple ...um ... oh,
lets say Esso oil and Shell oil. These goods can substitute for each
other. C onsum ers tend to sw itch to the cheaper substitute. That
m eans a rise in the price of one should cause a substitution effect,
that is, a shift in dem and aw ay from the m ore expensive one.
U h... w as that clear? M aybe not... I m ean if Esso oil becom es
m ore expensive than Shell oil, people w ill very likely buy m ore
Shell oil. That m ight seem obvious, but youll soon see that its
not so sim ple.
Question 5
M: H i, A m anda. W hats up?
W: H i, Q uentin. Ive got a sm all problem . Rem em ber how w e all
had to choose a m eal plan w hen w e registered in the dorm itory
in Septem ber?
M: Yeah, I bought plan B because they said it w as enough m oney
to buy about 10 m eals per w eek.
W: I chose B, too, but now I have a lot of m oney left over in m y
food account and the sem ester is alm ost over.
M: I see. W hy dont you just ask for your m oney back? I m ean,
surely the com pany that runs food services w ill be reasonable.
W: Ive already tried that. Their policy is not to give refunds. W hen
I chose Plan B, I w as obligated to use all the m oney in m y account
or lose it. I dont know w hat to do w ith all the left over m oney.
M: W ell, you could treat your friends to a big party and really pig
out. Im sure theyd all appreciate that.
W: A t the student cafeteria? Right...gourm et dining.
M: Thats true. It doesnt have a very festive atm osphere either.
W: Exactly.
M: O K, heres another idea: you and I already go to the cafeteria
for lunch every day, right? From now on, youll pay for both of
us w ith your m eal card, and Ill pay you for m y food in cash.
W: Let m e do som e calculation and see if that w ill use up all the
m oney in m y account fast enough.
Question 6
M: O K class. Today w ere looking at the relationship betw een an
extinct bird, the dodo, and the ecosystem on the island of
M auritius. A s youll recall, I hope, the dodo becam e extinct in
1681. That w as a long tim e ago --- over 300 years, but w ere
just now starting to fully grasp the consequences of its extinction.
It has been recently docum ented that one particular species of
tree on M auritius is becom ing quite rare. In fact, only 13 of the
trees rem ain. Furtherm ore, each of these trees is approxim ately
300 years in age. Theyve actually found that no new trees have
sprouted since the late 1600s --- about the tim e that the dodo
becam e extinct. D o you think thats a coincidence? N o, of course
not. So, now , ecologists on M auritius are concerned that this species
of tree w ill soon go the w ay of the dodo, if youll pardon the pun.
So, w hat exactly is the connection betw een the bird and the
tree? A s it turns out, the fruit of this tree w as a large part of
the dodo diet. By passing the seeds from this fruit through their
digestive tracts, dodos w ere actually planting these trees in
M auritian soil.
Unfortunately, biologists discovered this fact a little... uh... late...
and som e subspecies of this tree have already becom e extinct.
Fortunately for other varieties, the scientists have discovered that
dom estic turkeys are able to effectively replace the dodos role
as digestive gardener. That is to say, these turkeys are now eating
the treesfruit, digesting them , and planting the seeds. Now , a
new generation of the tree, w hich som e hum orous scientist has
nam ed the dodo tree, has begun to grow .
700 Transcripts
W
r i t i ng
W: A s you know , at this tim e w e do not have reason to believe that
there is currently life on planets other than Earth. W e do, how ever,
think that it is possible that life did exist on other planets at som e
tim e. Lets talk today about our neighbor planet, M ars. W e have
already talked about the existence of w ater on M ars m any years
ago. The evidence for the existence of w ater com es from
photographs that w ere taken from satellites that investigated
M ars. These photographs show ed cracks in the surface of the
planet that indicate that rivers had once been there. O ther pictures
show ed that there w ere probably also glaciers on the planet at
one tim e.
So w hat is this new inform ation that w e have about the possibility
of life on the planet? I am sure you have all heard of m eteors,
right? In case you havent, a m eteor is a piece of rock that
breaks off from a planet. The m eteor then flies through space
until it lands som ew here else. In this case, a m eteor flew off of
the Red Planet and landed on Earth. The scientists that found
this m eteor first had to determ ine that it cam e from M ars. O nce
they determ ined that the m eteor w as from M ars, they analyzed
the m eteor.
The scientists found that the m eteor contained som e of the
sam e chem ical elem ents that are essential for life. That is, these
sam e chem icals are seen in dead m icro-organism s --- that is, tiny
anim als --- on Earth. They also found som e m inerals in the m eteor
that are also found in living organism s. Finally, they found som e
tiny globulesthat they believe m ay be tiny fossils of prim itive
bacteria. In short, they found som e of the form s of w hat could
have been a very old kind of bacteria. A ll of these things they
found in the m eteor.
Is all of this hard evidence for life on M ars? Not exactly. The m eteor
m ay have becom e contam inated w hen it struck the Earth. Elem ents
from Earth m ay have stuck into the m eteor upon im pact. The
scientists m ay have also contam inated the m eteor w ith bacteria
from their ow n hands w hile transporting the m eteor. This type
of contam ination, although com m on, could disprove any idea
of early life on M ars. The elem ents in the m eteor could really be
bacteria from our ow n planet, the Earth, and not from M ars at all.
Beginning READING
Developing Skills for the TOEFL
iBT
ANSWER KEY
Listening Section / Speaking Section / Writing Section
702 Answer Key
Skill A
01 Reading Speed
1. (C ) 2. (B) 3. (B)
4. Reading Speed = num ber of w ords / num ber of
m inutes
02 Fainting
1. (C ) 2. (B) 3. (D )
4. Feeling faint sit w ith head betw een knees O R
lay dow n talk to a doctor
03 Boxing
1. (C ) 2. (C ) 3. (A )
4. N ew Boxing rules:
- boxers had to w ear gloves
- m atch divided into three-m inute rounds
- ten seconds count for knockouts
04 Computers
1. (A ) 2. (C ) 3. (C )
4. H istorical definition --- anything that helps w ith
com putation/calculation
M odern definition --- m achine that m anipulate,
store, or analyze data
05 Climate
1. (C ) 2. (D ) 3. (B)
4. Exam ple: storm s, floods, dry periods
W hat they affect: environm ent, natural resources
W hat they do not affect: clim ate
Skill B
01 Demonstrations
1. (C ) 2. (A ) 3. (C )
4. custom ers m ight not notice it
02 South America
1. (C ) 2. (A ) 3. (C )
4. (B) W hy? Because m ore topics are described than
just geography
03 Reading Skills
1. (B) 2. (B) 3. (A )
4. searching ---looking for,
inform ation ---key w ords or phrases
04 Starting a Business
1. (B) 2. (A ) 3. (C )
4. (A ) W hy? Because both good and bad points are
included in the passage.
05 Storms
1. (B) 2. (D ) 3. (D )
4. m ore specifically --- actually; production of
thunder involves --- thunder is caused by;
heating air --- (m eans the air expands);
cooling air --- (m eans the air contracts)
Skill C
01 Systems Engineers
1. (D ) 2. (C ) 3. (C )
4. (A ) W hy? The introduction sets up the idea that
there is a difference in the jobs of a system s
engineer and a system analyst, so the next
paragraph should explain som ething about
this difference.
02 Tornadoes
1. (B) 2. (C ) 3. (B)
4. (B) W hy? This sentence is a detail, w hereas (A )
serves as a statem ent to set up the paragraphs
that follow it.
03 Crime
1. (C ) 2. (C ) 3. (B)
4. (A ) W hy? The passage talks about groups of
people w ho should N O T be considered the
sam e as other crim inals.
04 Business Letters
1. (D ) 2. (A ) 3. (C )
4. (B) W hy? The passage describes several aspects
of effective business letters, not just politeness.
Reading
Chapt er
1
A nsw er Key 703
05 Image Memory
1. (A ) 2. (C ) 3. (A )
4. (B) W hy? This sentence gives an additional
option, w hereas (A ) reinforces the idea w hy
som ething is suggested.
Review A-C
Vocabulary Review
1. (D ) 2. (B) 3. (C )
4. (C ) 5. (A ) 6. (C )
7. (A ) 8. (C ) 9. (B)
10. (D ) 11. (B) 12. (D )
13. (C ) 14. (A ) 15. (D )
16. violent 17. occur 18. involve
19. process 20. affecting 21. S
22. D 23. D 24. S
25. S
Skill Review
01 Wolves and Dogs
1. (A ) 2. (B) 3. (A )
4. (B) 5. (C ) 6. (D )
02 American English
1. (D ) 2. (A ) 3. (B)
4. (C ) 5. (B) 6. (D )
Skill D
01 Building Vocabulary
1. (C ) 2. (C ) 3. (B)
4. this --- the w ord funnel; It --- the w ord funnel;
it --- the w ord funnel
02 Spain
1. (D ) 2. (B) 3. (C )
4. 1. (third sentence) closeness to the ocean;
2. (fifth sentence) conquered large pieces of land;
3. (seventh sentence) civil w ar
03 Experiments
1. (B) 2. (D ) 3. (A )
4. The w ord them m ust refer to som ething plural.
Recordingsand speakersare the nearest plural
referents. The verb associated w ith them is play.
Recordings can be played, but speakers cannot;
therefore, the correct choice is recordings.
04 Coat of Arms
1. (D ) 2. (A ) 3. (C )
4. Knights
05 New Media Jobs
1. (C ) 2. (B) 3. (A )
4. new m edia professionals/this new breed of
com m unicators
Skill E
01 Script Terminology
1. (C ) 2. (D ) 3. (B)
4. The passage states that know ing stage term s w ill
help you understand the play; it follow s that if
you dont know , you w ill have difficulty
02 Clich
1. (B) 2. (A ) 3. (D )
4. exaggerated, inform al, overused, lost im pact, w eak
03 Pottery Making
1. (A ) 2. (A ) 3. (C )
4. tw o m ain w ays, the first, the other
04 Electric Cars
1. (D ) 2. (D ) 3. (A )
4. H e likes them . keyw ords/punctuation: w orkable,
m arketable, !
05 Firewalls
1. (B) 2. (C ) 3. (A )
4. The author says that like other form s of technology,
firew alls becom e outdated very quickly. It is im portant
to continue to m onitor updates about new threats
circulating on the Internet.The w ord laxalso
704 Answer Key
im plies people often fail to consider new threats that
m ay get through existing firew alls.
Skill F
01 Resums
1. C hronological --- (C ), (D );
C om bination --- (B), (F), (G )
2. (A ) 3. (B)
4. W ith choice (A), the passage does not indicate that
one type w as m ore difficult to w rite than another.
W ith choice (E), the passage says a chronological
resum is m ost popular, but not that either of the
other tw o is ineffective.
02 Greek Theater
1. (B), (C ), (E)
2. (A ) 3. (C )
4. Sentences 1, 4, and 6 contain the m ain ideas listed
in the sum m ary.
03 Investments
1. M utual Funds --- (A ), (C ), (F); Real Estate --- (D ), (E)
2. (A ) 3. (D )
4. (B) is w rong because neither m utual funds nor real
estate alw aysm ake a profit; (G ) is w rong because
neither investm ent is considered high risk.
04 Kingdoms
1. (B), (D ), (E)
2. (D ) 3. (C )
4. They (living things) are usually organized according
to sim ilar characteristics. / The largest divisions in
the m odern system are the kingdom s. / All m em bers
of this (the plant) kingdom m ake their ow n food
and do not m ove around.
05 Rocket Fuel
1. Liquid Fuel --- (B), (E), (F); Solid Fuel --- (C ), (G )
2. (B) 3. (A )
4. (A ) w rong --- The passage does not m ention the
relative am ount of fuel needed per flight.; (D )
w rong --- Both types of fuel provide thrust for a
rocket.
Review A-F
Vocabulary Review
1. (C ) 2. (B) 3. (A )
4. (B) 5. (B) 6. (B)
7. (A ) 8. (D ) 9. (A )
10. (D ) 11. (D ) 12. (B)
13. (C ) 14. (B) 15. (D )
16. constructed 17. contains 18. procedures
19. com prehending 20. opportunity 21. clay
22. launch 23. encounter 24. average
25. fund
Skill Review
01 Ice Skating
1. (A ) 2. (C ) 3. (D )
4. (A ) 5. (A ) 6. (C )
7. (C ) 8. (C ) 9. (B)
10. (A ), (D ), (E)
02 Space Exploration
1. (B) 2. (A ) 3. (D )
4. (D ) 5. (D ) 6. (C )
7. (C ) 8. (A ) 9. (D )
10. M oon --- (A ), (F), (G ); M ars --- (C ), (E)
A nsw er Key 705
Skill A
01 The Age of Exploration
1. (B) 2. (B) 3. (C )
4. (A ) 5. (B), (C ), (F)
02 Microphones
1. (D ) 2. (B) 3. (B)
4. (C ) 5. (B), (C ), (F)
03 The Great Barrier Reef
1. (D ) 2. (C ) 3. (B)
4. (A )
5. Benefits --- (C ), (D ); Problem s --- (A ), (B), (G )
Skill B
01 Computer Systems
1. (C ) 2. (D ) 3. (A )
4. (C ) 5. (B), (D ), (E)
02 Spices
1. (B) 2. (D ) 3. (A )
4. (C )
5. Portugal --- (D ); H olland --- (B); Spain --- (A );
England --- (F); India --- (C )
03 Skin Work
1. (D ) 2. (B) 3. (D )
4. (B) 5. (A ), (C ), (D )
Skill C
01 Fatigue
1. (D ) 2. (C ) 3. (A )
4. (D )
5. Physical --- (A ), (E), (G ); Psychological --- (B), (F)
02 Pottery
1. (D ) 2. (B) 3. (C )
4. (C ) 5. (A ), (C ), (D )
03 Baseball
1. (C ) 2. (B) 3. (B)
4. (D ) 5. (A ), (D ), (F)
Review A-C
Vocabulary Review
1. (C ) 2. (A ) 3. (D )
4. (D ) 5. (A ) 6. (B)
7. (D ) 8. (B) 9. (B)
10. (A ) 11. (B) 12. (C )
13. (A ) 14. (C ) 15. (D )
16. (B) 17. (B) 18. (D )
19. (A ) 20. (B) 21. (D )
22. (A ) 23. (A ) 24. (D )
25. (C ) 26. (A ) 27. (B)
28. (B) 29. (D ) 30. (C )
31. scientific 32. essentially 33. tools
34. procedures 35. For instance 36. brushed
37. storage 38. valuable 39. proper
40. rem oval 41. recorded 42. obvious
43. decoration 44. robe 45. local
46. (C ) 47. (D ) 48. (E)
49. (B) 50. (A )
Skill Review
01 Body Language
1. (B) 2. (A ) 3. (B)
4. (B) 5. (D ) 6. (C )
7. (C ) 8. (D ) 9. (C )
10. (A ), (C ), (F)
02 Nutrients
1. (B) 2. (D ) 3. (B)
4. (C ) 5. (A ) 6. (D )
7. (C ) 8. (D ) 9. (A )
10. Vitam ins --- (B), (F), (H ); M ineral --- (D ), (E);
Fiber --- (A ), (C )
Chapt er
2
706 Answer Key
Skill D
01 Aborigines
1. (D ) 2. (B) 3. (C )
4. (A ) 5. (B), (D ), (F)
02 Computers and Education
1. (C ) 2. (D ) 3. (B)
4. (A )
5. Students --- (B), (E); C om puters --- (A ), (D ), (G )
03 Financial Aid
1. (D ) 2. (B) 3. (A )
4. (C ) 5. (B), (C ), (E)
Skill E
01 Water
1. (C ) 2. (C ) 3. (D )
4. (C ) 5. (A ), (D ), (F)
02 Seasonal Lag
1. (D ) 2. (C ) 3. (C )
4. (A ) 5. (B), (C ), (E)
03 The Greeks
1. (A ) 2. (B) 3. (B)
4. (B)
5. Bronze A ge --- (B), (D ); G olden A ge --- (A ), (F), (G )
Skill F
01 Food Myths
1. (C ) 2. (B) 3. (A )
4. (D )
5. Sw eet Snacks --- (A ), (C );
C affeinated Beverages --- (B), (E), (G )
02 Particle Theory
1. (B) 2. (D ) 3. (D )
4. (A ) 5. (C ), (D ), (E)
03 Computer Development
1. (C ) 2. (D ) 3. (A )
4. (B) 5. (A ), (C ), (D )
Review A-F
Vocabulary Review
1. (C ) 2. (B) 3. (A )
4. (C ) 5. (C ) 6. (D )
7. (A ) 8. (D ) 9. (C )
10. (B) 11. (A ) 12. (C )
13. (C ) 14. (B) 15. (B)
16. (B) 17. (D ) 18. (B)
19. (B) 20. (C ) 21. (D )
22. (D ) 23. (B) 24. (C )
25. (B) 26. (D ) 27. (A )
28. (C ) 29. (D ) 30. (C )
31. civilization 32. prospering 33. settlem ent
34. em pire 35. invasions 36. extent
37. factors 38. directly 39. standard
40. age 41. reaction 42. clasp
43. restore 44. joint 45. descendant
46. (E) 47. (D ) 48. (A )
49. (B) 50. (C )
Skill Review
01 Internet Jobs
1. (A ) 2. (D ) 3. (A )
4. (C ) 5. (B) 6. (C )
7. (C ) 8. (B) 9. (A )
10. (C ) 11. (A )
12. W ebm aster --- (B), (D ), (F);
Freelance W riter --- (A ), (G )
02 The Globe
1. (B) 2. (D ) 3. (B)
4. (C ) 5. (D ) 6. (B)
7. (B) 8. (D ) 9. (B)
10. (C ) 11. (C )
12. (C ), (D ), (F)
A nsw er Key 707
Focus A
Gui ded Pr ac t i c e
01 Computers
Stonehenge --- (B), (C ), (F)
A bacus --- (D ), (E)
02 Dogs and Wolves
W olves --- (B), (F), (I)
D ogs --- (A ), (C ), (E), (H )
03 Branches of Anthropology
Study Rem ains and A rtifacts --- (B), (C ), (G )
Study Living Things --- (A ), (E), (F), (H )
Sel f Pr ac t i c e
01 Resums
C hronological Resum
--- m ost popular
--- according to tim e
--- m ost recent to least recent
Functional Resum
--- highlights your experience
C om bination Resum
--- a com bination of the first tw o
02 Space Exploration
The M oon
--- visited by A pollo 11 in 1969
--- em ergency retrieval possible
--- m ore feasible/m ore likely proposition
M ars
--- tw o years for a hum an crew to com plete
round trip
--- em ergency retrieval im possible
--- w ould cost 500 billion dollars
03 Amphibians and Reptiles
A m phibians
--- frogs, toads, salam anders, and caecilians
--- lay their eggs in w ater
--- born in a larval or w orm -like stage
--- born w ith gills, develop lungs as adults
--- sm ooth and w et skin
Reptiles
--- lizards, turtles, snakes
--- lay eggs on land
--- young do not go through a larval stage
--- born w ith lungs
--- skin is usually dry and is covered w ith
relatively hard scales
Focus B
Gui ded Pr ac t i c e
01 Pottery Making
C oiling
--- m ake long rolls of clay
--- long rolls placed on top of each other
M odelling and Paddling
--- large piece of clay
--- places it on a m odel
--- hits it gently w ith a paddle until it is thin
and of the correct shape and size
02 Diet and Energy
Snacks H igh in Sugar
--- does not provide the body m ore energy
--- have little nutritional value
--- can create a full feeling
--- initial boost of energy
Beverages H igh in C affeine
--- w ill give a person som e energy
--- can increase heart rate and blood flow
--- can interfere w ith norm al sleep patterns
Chapt er
3
03 Modern Art
M odern A rt
--- focused on abstraction
--- necessity for realistic painting decreased
--- influence of painting and poetry from A sia
--- the idea that a com plete reality includes
parts hidden to the eye
C ubism
--- includes several different angles and
perspectives of the subject
--- G uernica
--- add pieces of paper, w ood, or other
m aterials to the canvas
--- developed into collage
Sel f Pr ac t i c e
01 Investments
M utual Funds
--- investors can purchase units
--- each unit by itself is typically not very
expensive
--- if the fund m akes a profit, this profit is
returned to the investor
Real Estate
--- houses and property
--- often increase in value
--- receive profits w hen they sell
02 Computer Systems
System s Softw are
--- disk-operating system (D O S), utilities, and
languages
--- D O S directs inform ation
--- U tilities tell the operating system how to
w ork
--- languages let users talkto the com puter
--- like the blueprint of a house
A pplications Softw are
--- refers to specific program s
--- play their favorite gam es, type a paper for
school, translate som ething into English,
or keep records for their businesses
--- like the furniture or decorations in a house
03 Mental Disorders
A ffective D isorders
--- affects m ood, or feelings, of people
--- feelings that are strange or unsuitable for
the situation
--- physical and environm ental factors leads
to their appearance
Bipolar D isorder
--- patients suffer from m ood sw ings
--- feelings change from depression to m ania
and back
--- affect one percent of the population
--- no cure
--- m edicines can be used to help control the
m ood sw ings
708 Answer Key
A nsw er Key 709
Skill A
01
1. (D ) 2. (A ) 3. (A )
4. C o-ed BA SKETBA LL team / 4 w om en / 4 m en / 4
w om en / 2 m en
02
1. (D ) 2. (A ), (C ) 3. (B)
4. one of m any M O DELS / create M ESSAG E /
controls how m uch INFO RM ATIO N taken in /
CO M M UNICATIO N
03
1. (A ) 2. (B) 3. (D )
4. REFEREN C E D ESK for special jobs / w here: 4
TH
floor
or 5
TH
floor / use: STU D EN T ID or virtual cash card
04
1. (A ) 2. (A ) 3. (B)
4. A . KIN G of M acedonia / B. continued FATH ERS
plan to take over PERSIA / ii. EM PIRE m ade up of
M acedonia, Egypt, Syria, Persia, and A sian M inor
05
1. (C ) 2. (A ) 3. (C )
4. D O G S / FISH / C O LO RFU L or A D D C O LO R TO RO O M
06
1. (C ) 2. (A ) 3. (B)
4. (IM PO RTA N T) A M ERIC A N / lived in the 1800s /
(A BO U T) 10 (PO EM S) 10 published during lifetim e /
1700 (PO EM S) w ritten during lifetim e
07
1. (C ) 2. (B), (D ) 3. (B)
4. O rganism : C A C TU S plant / Environm ent: D ESERT
/ O rganism 's environm ent: H O T and D RY
08
1. (C ) 2. (B), (D ) 3. (D )
4. IN FEC TIO U S diseases / from EN VIRO N M EN TA L
factors / ex: from drinking D IRTY w ater / BA BIES
got diarrhea from bad w ater or m ilk / 20% died
Skill B
01
1. (B) 2. (B) 3. (B)
4. run every 15 m inutes / w om an m ay need to w ait
5 m inutes / goes by all TH E D O RM S
02
1. (B) 2. (B) 3. (A ), (C )
4. generally m oves SLO W LY, does not contain W ATER /
m oves FA STER than a creep flow / FA STEST m oving
flow , occurs on a STEEP hill
03
1. (C ) 2. (C ) 3. (C )
4. NO approval needed / PRO FESSO RS approval needed
to drop / no D RO PS allow ed
04
1. (B) 2. (C ) 3. (A ), (C )
4. G enre: m eans TYPE / A. TRAG EDY / ii. m ain character
ends in W O RSE state than they BEG AN / B. CO M EDY
/ ii. m ain character is AM USING (or ENDEARING ) to
audience
05
1. (A ) 2. (C ) 3. (D )
4. PO PU LATIO N in South A frica / alm ost 3% IN D IA N
/ over 75% BLA C K / alm ost 14% W H ITE
06
1. (D ) 2. (C ) 3. (C )
4. Study tips suggested by PRO FESSO R / check out
W EB PA G E / dow nload (LEC TU RE) N O TES / read
book BEFO RE class / jot dow n ID EA S (O R N O TES)
w hile reading
07
1. (A ) 2. (A ), (B) 3. (B)
4. PIRATES / w eapons: SW O RD S and cannons / use
SPEED boats
08
1. (C ) 2. (A ) 3. (B), (C )
4. PH YSIC A L (or fighting) aspect of karate / learn
SELF D EFEN SE / PSYC H O LO G IC A L aspect of karate
/ learn how to deal w ith STRESS
Listening
Chapt er
1
Skill C
01
1. (B) 2. (A ) 3. (D )
4. first characteristic: H U M A N S have culture. /
second characteristic: culture exists IN TH E M IN D . /
third characteristic: Every culture is UNIQ UE (DIFFERENT)
02
1. (D ) 2. (A ) 3. (A )
4. Required foreign language credits for
U N D ERG RA D U ATE students / num ber of courses: 2
/ TA KE test to place out of som e courses / high
score: only take 1 course
03
1. (B) 2. (B) 3. (C )
4. SU D D EN LY stops / everything flies into ATM O SPH ERE
/ SLO W LY (G RA D U A LLY) stops / D AYLIG H T cycle
w ould change
04
1. (D ) 2. (B) 3. (C )
4. W ATER cycle / w ater evaporates from O C EA N
into air / returns to LA N D by rain or snow / into
G RO U N D
05
1. (C ) 2. (A ) 3. (C )
4. LEC TU RES, audio-visual m aterials, and textbook /
(FO RM AL) DISCUSSIO NS not scheduled / Q UESTIO NS
alw ays w elcom e
06
1. (B) 2. (A ) 3. (B)
4. types / O FFIC IA L / price: $4 / U N O FFIC IA L / price:
FREE
07
1. (C ), (D ) 2. (B) 3. (C )
4. helps body use C A LC IU M / builds strong BO N ES /
SU PPLEM EN TS / SU N LIG H T
08
1. (B), (C ), (D ) 2. (C ) 3. (D )
4. C ensus by O FFIC IA LS / 1. N U M BER O F PEO PLE /
2. W H ERE PEO PLE A RE FRO M / 3. LA N G U A G ES
PEO PLE SPEA K AT H O M E
Review A-C
Vocabulary Review
1. (D ) 2. (B) 3. (A )
4. (C ) 5. (A ) 6. (B)
7. (D ) 8. (C ) 9. (B)
10. (D ) 11. (D ) 12. (A )
13. (C ) 14. (A ) 15. (B)
16. concept 17. unique 18. aspects
19. consider 20. behavior 21. (D )
22. (A ) 23. (E) 24. (B)
25. (C )
Skill Review
01
1. (B) 2. (C ), (D ) 3. (B)
4. (B) 5. (B) 6. (C )
02
1. (A ) 2. (B) 3. (B), (C )
4. (C ) 5. (A ) 6. (A )
Skill D
01
1. (A ) 2. (B)
3. Sunday --- (C ); M on-Thurs --- (A );
Friday --- (D ); Saturday --- (B)
4. O pen lab, training w orkshops, instructional
TU TO RIN G / Fall/spring sem esters 7 days per w eek
/ O ther tim es 5 days per w eek
02
1. (B) 2. (A )
3. Tim e of use 1 --- (C ); Purpose 1 --- (A );
Tim e of use 2 --- (B); Purpose 2 --- (D )
4. Feed for C ATTLE (or C O W S) / eat for 4 m onths /
M akes beef high in FAT / TA STES better
03
1. (B) 2. (B)
3. Yes --- (A ), (B), (C ); N o --- (D )
4. M ost im portant: PLO T / Second im portant:
C H A RA C TER / Third im portant: D IA LO G U E
710 Answer Key
04
1. (C ) 2. (A )
3. A nthony as a politician --- (B), (C );
A nthony as a general --- (A ), (D )
4. M A RK A N TH O N Y / right-hand m an to C A ESA R /
good G EN ERA L, not good PO LITIC IA N / N ot alw ays
H O N EST
05
1. (D ) 2. (B)
3. Yes --- (A ), (B), (D ); N o --- (C )
4. costs $400 / only full-tim e staff can use PAYRO LL
D ED U C TIO N / students pay w ith C A SH or C RED IT
C A RD
06
1. (A ), (D ) 2. (A )
3. Receive slightly m ore treatm ent --- (B);
Receive slightly less treatm ent --- (A );
Age group that experiences m ore depression --- (D );
Age group that experiences less depression --- (C )
4. 50% of people getting treatm ent / M ore YO UNG ER
people than O LDER people
07
1. (A ) 2. (A )
3. Particles in gases --- (A ), (D );
Particles in solids --- (B), (C )
4. G A S, w ell separated, no real pattern / LIQ U ID ,
close together, no real pattern / SO LID , tightly
packed, REG U LA R pattern
08
1. (C ) 2. (A )
3. Yes --- (C ), (D ); N o --- (A ), (B)
4. People dont receive EQ UAL (or THE SAM E Q UALITY
O F) health care. / D octors CO ST too m uch /
Discrim ination at CLINIC (HO SPITAL) / M INO RITIES (or
BLACK PEO PLE) dont get sam e quality of service
Skill E
01
1. Yes --- (A ), (B); N o --- (C ), (D )
2. (B) 3. (C )
4. O RA N G E spots appear / YELLO W spots on underside
of leaf / Leaves FA LL O FF / U pper side of leaf turns
BLA C K and YELLO W
02
1. Yes --- (B); N o --- (A ), (C ), (D )
2. (A ) 3. (B)
4. The m an is looking for an A RTIC LE in a JO U RN A L.
/ H e needs it for H IS RESEA RC H . / H e can get it
through the IN TERLIBRA RY LO A N .
03
1. Storm ing --- (B), (C ); N orm alization --- (A ), (D )
2. (B) 3. (C )
4. People are FRIEN D LY w ith each other / STO RM IN G
/ People BEG IN to w ork together / PRO D U C TIVITY
04
1. Yes --- (C ), (D ); N o --- (A ), (B)
2. (B) 3. (B)
4. Student ID = M EAL card / NUM BER of m eals depends
on m eal plan / Set up m eal plan on 2ND floor
05
1. Brazil --- (A ), (B); The U nited States --- (C ), (D )
2. (A ) 3. (C )
4. U ses of soybeans: O IL, FO O D for people and anim als
/ O TH ER C O U N TRIES produce m ore soybeans than
TH E U S / BRA ZIL expected to be largest exporter in
future
06
1. Yes --- (B), (C ), (D ); N o --- (A )
2. (C ) 3. (A )
4. Place: BATTLEFIELD (or G ETTYSBU RG ) in
Pennsylvania / W ritten N IG H T before speech /
2 m inutes long
07
1. H istorical ruins --- (B), (C ); M odern ruins --- (A ), (D )
2. (B) 3. (B)
4. Rem ains of m an-m ade STRUCTURE / Results from lack
of M AINTENANCE / M O DERN
08
1. Yes --- (A ), (C ); N o --- (B), (D )
2. (B) 3. (C )
4. To sign up for IN D EPEN D EN T STU D Y /
1. Find PRO FESSO R to w ork w ith /
2. EN RO LL in independent study /
G et special course N U M BER from secretary in
office
A nsw er Key 711
Skill F
01
1. (D ), (C ), (B), (A )
2. (D ) 3. (B)
4. Student w ants to enroll in (D EVELO PM EN TA L)
PSYC H O LO G Y course / Problem : has N O T TA KEN
prerequisite / Solution: can take BO TH classes at
the sam e tim e
02
1. (D ), (A ), (B), (C )
2. (A ) 3. (D )
4. M onarch has A BSO LU TE (or C O M PLETE) control /
RIG H TS in constitution can be w ithdraw n by the
m onarch / Education and com m unication m ay be
RESTRIC TED
03
1. (B), (A ), (D ), (C )
2. (D ) 3. (B)
4. air blow n across ED G E / air blow n betw een REED
and fixed surface / air BLO W N betw een tw o reeds
04
1. (C ), (A ), (D ), (B)
2. (B) 3. (C )
4. REG U LA R service / buy STATIO N A RY / M O N EY
O RD ERS
05
1. (D ), (B), (C ), (A )
2. (D ) 3. (C )
4. m easure EN ERG Y (O R H EAT) radiating from the sun
/ U SE (or C O M PA RE W ITH ) m easurem ents from the
past / C A LC U LATE age of sun / approxim ate age: 4.6
billion years
06
1. (D ), (A ), (B), (C )
2. (B) 3. (A )
4. put in: nam e of the A RTIC LE, nam e of the A U TH O R
/ get out: C A LL num ber, LO C ATIO N in library
07
1. (C ), (A ), (B), (D )
2. (C ) 3. (D )
4. Salt in O C EA N / 200 tim es saltier than LA KE w ater/
could cover land at a depth of 500 feet/150
m eters
08
1. (C ), (D ), (B), (A )
2. (B) 3. (B)
4. The Bastille = C A STLE in France / People ATTA C KED
it on July 14, 1789 / People w anted G U N S and
am m unition inside / French officials finally
SU RREN D ERED (O R G AVE U P) the prison.
Review A-F
Vocabulary Review
1. (B) 2. (C ) 3. (A )
4. (D ) 5. (B) 6. (B)
7. (A ) 8. (D ) 9. (A )
10. (C ) 11. (B) 12. (B)
13. (D ) 14. (C ) 15. (B)
16. ruins 17. architecture 18. structure
19. m aintenance 20. offer 21. storm
22. enroll 23. article 24. calculate
25. politician
Skill Review
01
1. (A ) 2. (A ), (C ), (D ) 3. (B)
4. U S --- (A ), (C ); Japan --- (B), (D )
5. (B) 6. YES --- (A ), (D ); N O --- (B), (C )
02
1. (B), (D ) 2. (D ) 3. (B)
4. 1968 O lym pic D iet --- (A ), (D );
H ealthy M odern D iet --- (B), (C )
5. (B) 6. YES --- (A ), (B), (D ); N O --- (C )
712 Answer Key
Skill A
01
1. (C ) 2. (A ) 3. (B) 4. (C )
02
1. (A ) 2. (C ) 3. (B) 4. (A )
03
1. (B) 2. (C ) 3. (A ) 4. (B)
04
1. (B) 2. (B) 3. (D ) 4. (B)
05
1. (B) 2. (D ) 3. (A ), (C ), (D )
4. (D )
06
1. (D ) 2. (C ) 3. (B) 4. (D )
Skill B
01
1. (D ) 2. (A ) 3. (B) 4. (A )
02
1. (C ) 2. (C ) 3. (A ), (C ) 4. (B)
03
1. (D ) 2. (C ) 3. (A ), (C ) 4. (C )
04
1. (B) 2. (C ) 3. (B), (D ) 4. (B)
05
1. (A ) 2. (A ) 3. (B), (D ) 4. (B)
06
1. (C ) 2. (A ) 3. (B) 4. (B)
Skill C
01
1. (B) 2. (C ) 3. (C ) 4. (C )
02
1. (C ) 2. (C ) 3. (A ) 4. (A )
03
1. (C ) 2. (B) 3. (A ) 4. (C )
04
1. (B) 2. (C ) 3. (B) 4. (C )
05
1. (B) 2. (B) 3. (C ) 4. (D )
06
1. (B) 2. (B) 3. (D ) 4. (C )
Review A-C
Vocabulary Review
1. (C ) 2. (A ) 3. (D )
4. (B) 5. (D ) 6. (C )
7. (A ) 8. (B) 9. (D )
10. (A ) 11. (A ) 12. (C )
13. (B) 14. (D ) 15. (B)
16. (A ) 17. (D ) 18. (B)
19. (C ) 20. (C ) 21. (A )
22. (D ) 23. (A ) 24. (D )
25. (D ) 26. (B) 27. (A )
28. (D ) 29. (B) 30. (B)
31. unique 32. excluded 33. identity
34. encounter 35. stylistic 36. status
37. practitioners 38. reaction 39. involved
40. com m unities 41. peak 42. revise
43. poverty 44. insight 45. com pete
46. (S) 47. (S) 48. (S)
49. (O ) 50. (S)
Skill Review
01
1. (D ) 2. (A ) 3. (A )
4. (C ) 5. (C ), (D ) 6. (D )
02
1. (C ) 2. (D ) 3. (B)
4. (A ), (C ) 5. (D ) 6. (A )
A nsw er Key 713
Chapt er
2
714 Answer Key
03
1. (B) 2. (A ), (C ) 3. (D )
4. (A ) 5. (B) 6. (D )
04
1. (A ) 2. (B) 3. (D )
4. (D ) 5. (B) 6. (A )
Skill D
01
1. The D ead Sea - (B), (C );
The M editerranean Sea - (A ), (D )
2. (B), (C ) 3. (A ) 4. (B)
02
1. C ollege - (C ), (D ); Professional (A ), (B)
2. (B) 3. (D ) 4. (C )
03
1. Traditional Poetry --- (B), (C );
M odern Poetry --- (A ), (D )
2. (C ) 3. (A ) 4. (A )
04
1. A nim al C om m unication --- (B), (D );
H um an C om m unication --- (A ), (C )
2. (B) 3. (B) 4. (D )
05
1. M icroeconom ics --- (B), (D );
M acroeconom ics --- (A ), (C )
2. (B) 3. (B) 4. (A )
06
1. Internet Inform ation --- (B), (C );
Volunteer Researcher Inform ation --- (A ), (D )
2. (C ) 3. (B) 4. (C )
Skill E
01
1. (B) 2. (C ) 3. (B) 4. (C )
02
1. (C ) 2. (C ) 3. (B) 4. (D )
03
1. (C ) 2. (A ) 3. (A ), (B) 4. (C )
04
1. (C ) 2. (C ) 3. (C ) 4. (D )
05
1. (A ) 2. (D ) 3. (A ) 4. (D )
06
1. (A ) 2. (B) 3. (B) 4. (D )
Skill F
01
1. (C ), (B), (A ), (D ) 2. (D )
3. (C ) 4. (C )
02
1. (B), (D ), (A ), (C ) 2. (D )
3. (D ) 4. (C )
03
1. (C ), (D ), (B), (A ) 2. (A )
3. (B) 4. (D )
04
1. (D ), (B), (A ), (C ) 2. (B)
3. (C ) 4. (B)
05
1. (D ), (C ), (B), (A ) 2. (B)
3. (C ) 4. (A )
06
1. (B), (D ), (A ), (C ) 2. (D )
3. (D ) 4. (C )
Review A-F
Vocabulary Review
1. (A ) 2. (C ) 3. (B)
4. (D ) 5. (C ) 6. (A )
7. (B) 8. (D ) 9. (C )
10. (B) 11. (B) 12. (B)
13. (D ) 14. (A ) 15. (C )
16. (A ) 17. (C ) 18. (A )
19. (C ) 20. (A ) 21. (B)
22. (D ) 23. (B) 24. (A )
25. (C ) 26. (D ) 27. (C )
28. (B) 29. (B) 30. (A )
31. m uscles 32. lift 33. treadm ill
34. coordination 35. aerobics 36. stress
37. key 38. alert 39. discipline
40. personalities 41. deal w ith 42. beneficial
43. resolution 44. stall 45. m ineral
46. (D ) 47. (A ) 48. (E)
49. (B) 50. (C )
Skill Review
01
1. (C ) 2. (C ) 3. (A )
4. YES --- (A ), (C ); N O --- (B), (D )
5. (A ) 6. (B), (A ), (D ), (C )
02
1. (A ) 2. (C ) 3. (D )
4. YES --- (C ); N O --- (A ), (B), (D )
5. (D ) 6. (C ), (D ), (B), (A )
03
1. (C ) 2. (D ) 3. (C )
4. YES --- (B), (C ); N O --- (A ), (D )
5. (D ) 6. (D ), (B), (A ), (C )
04
1. (A ) 2. (C ) 3. (B)
4. H istorical Linguistics --- (A );
A pplied Linguistics --- (B);
C ontextual Linguistics --- (C ), (D )
5. (A ) 6. YES --- (A ), (C ); N O --- (B), (D )
A nsw er Key 715
Focus A
Tabl es 1
01
O FFICIAL (TRANSCRIPT) U N O FFIC IA L (TRA N SC RIPT)
w ith stam p N O STA M P
$4 free
02
Type Function
RED BLO O D C ELLS contain hem oglobin, C A RRY
O XYG EN
W H ITE BLO O D C ELLS helps the body FIG H T
(leukocytes) IN FEC TIO N S
PLATELETS necessary in (BLO O D )
C LO TTIN G
03
D -day - June 6, 1944
A llies fooled G erm ans 6 M O N TH S before D -day
built fake TA N KS and PLA N ES
planned to attack N O RM A N D Y
A ttack lasted 6 H O U RS (or FRO M 6 U N TIL N O O N )
Tabl es 2
01
Ethnic group Percent
IN D IA N S 3
BLA C KS 75
W H ITES 14
total population:44 M ILLIO N
02
W ho: VERD I
W hen/A ge W hat
1813 BO RN
8 BEG A N PLAYIN G (M U SIC A L
IN STRU M EN TS)
10 STU D YIN G AT M U SIC SC H O O L
26 W RO TE O BERTO
03
G EN ERA L PA RTN ERSH IP C O RPO RATIO N
2 PEO PLE 2 O R M O RE PEO PLE
PERM ISSIO N BY PARTERS NATIO NAL/STATE PERM ISSIO N
PARTNERS LIABLE FO R DEBT CO M PANY LIABLE FO R DEBT
PA RTN ERS M A N A G E BO ARD M ANAG ES
BU SIN ESS BUSINESS
Focus B
Compl et i ng Not e Di agr ams 1
01
sport: KA RATE
psychological---- D EA L W ITH STRESS
PH YSIC A L
EXERC ISE
self defense
02
03
Types of SKIN C A N C ER
I. BA SA L C ELL C A RC IN O M A
A . M O ST C O M M O N
B. appears as BU M PS O R G RO W TH S
C . can be TREATED w ith little risk to body
II. SQ U A M O U S C ELL C A RC IN O M A
A . second m ost com m on type
B. found on O TH ER O RG A N S O F TH E BO D Y
C . can be treated w ith SU RG ERY
III. M A LIG N A N T M ELA N O M A
A . M O ST D A N G ERO U S
B. appears as STRA N G E LO O KIN G M O LE
C . once it spreads, alm ost alw ays FATA L
Compl et i ng Not e Di agr ams 2
01
1. PRETEN D TO BE FRIEN D LY 2. STO RM IN G
3. N O RM A LIZATIO N 4. PRO D U C TIVITY
02
4. TH ERM O SPH ERE - SPA C E TRAVEL
3. M ESO SPH ERE - TH IN A N D C O LD
2. STRATO SPH ERE - PLA N ES TRAVEL
1. TRO PO SPH ERE - W EATH ER
03
C U BISM
M U LTIPLE A N G LES
IN TERSEC TIN G
Ex: PIC A SSO (W O M A N IN
A N A RM C H A IR)
ABSTRACTIO N
SURREALISM
IM AG INATIO N + REALITY
Ex: D A LI
(TH E PERSISTEN C E O F
M EM O RY)
PO RPO ISE
Phocoendae
dorsal fin: (SHAPED LIKE A)
TRIA N G LE
shorter and FATTER
Cetacea
Odontoceti =
TO O TH ED
W H A LES
DO LPHIN
Delphinidae
dorsal fin:(SHAPED LIKE A)
W AVE
longer
has a (N O TIC EA BLE) BEA K
716 Answer Key
Chapt er
3
Skill B
Q3 --- pr ac t i c e 1
Step 1
Suggested keyw ords:
w riting center, free, tutor, 30 m inutes, highly trained, any
kind of w riting
Sam ple restatem ent:
The W riting C enter at Saint M ary's offers free tutoring.
H ighly qualified tutors can help students w ith any kind
of w riting. Each session w ith a tutor lasts about 30 m inutes.
Step 2
W riting C enter, G riffin H all, 8:30-5:00, M onday to Friday,
non-academ ic form s
The w om an asks the m an about the W riting C enter. H e
gives her a lot of inform ation about it. He also tells her that
the tutoring takes place in G riffin Hall, that it is open on
M onday to Friday from 8:30 to 5:00,and that they w ill even
help students w ith non-academ ic w riting form s.
Step 3
O pinion: The w om an thinks the w riting center offers
a great service.
Reason 1: The tutor can help w ith non-academ ic
w riting.
D etail: She needs help on a grad school application.
Reason 2: It is convenient.
D etail: The hours fit her schedule and no
appointm ent is needed.
Reason 3: Its free.
D etail: She can afford it.
Step 1
drop classes, identification card, course nam e and num ber,
w ebsite, in person
Students at Jordan C ollege can drop classes in three
easy w ays. They can use the telephone registration system ,
the w ebsite, or they can go to the Adm issions and Records
O ffice in person. They need to have their identification
and the course nam e and num ber at hand.
Step 2
drop class, adm issions office, far aw ay, long line, com puter
library
In this dialog, the m an is in a hurry to drop a class. H es
trying to find the adm issions office, but the w om an tells
him its far aw ay, and there w ill be a long line. Instead, she
suggests he use a com puter in the library. He only needs
his student ID , passw ord, and the course inform ation
in order to drop the class.
Step 3
W om ans recom m endation: use the library
Reason 1: Its convenient.
Reason 2: Its faster.
M ans opinion: H e agrees w ith her.
Reason: H e is in a hurry and he doesnt have to talk to
rude people.
Step 1
program , conversation, register, language, partners
The Student C enter is introducing a program for
conversation partners. The program is called the Language
Bank. Students w ho w ant a conversation partner should
sign up and say w hich country they are from and w hich
language they w ant to practice.
Step 2
m atch conversation partners, Spanish partner, not good
teachers/people, ask professor, be careful
A nsw er Key 717
Speaking
Chapt er
1
Chapter
1
718 Answer Key
The m an and w om an are talking about the new
conversation partner program called the Language Bank.
The w om an w ould like to find a partner to practice Spanish.
The m an tells her to be careful because she w ont know
if her partner is a good teacher or person.
Step 3
O pinion: The m an thinks using the Language Bank
program is a bad idea.
Reason 1: You dont know anything about your language
partner.
D etail: Your partner could be a bad person or a
bad teacher.
Reason 2: Talking to the professor is a better w ay to
im prove.
D etail: The professor can introduce a good tutor.
Step 1
natural selection, trait, survival, reproduction, heritable
This passage talks about natural selection. It is one w ay
in w hich evolution occurs. First, it requires a change in
som e trait. Second, this changed trait m ust help survival
and reproduction.
Step 2
natural selection, Peppered M oth, survival, predation,
Industrial Revolution
The professor explains how natural selection affected
the Peppered M oth in England. H e discusses how the
m oth population changed color during the Industrial
Revolution to protect itself from birds. It w as difficult
for the birds to find and eat the m oths w hen they
changed to a dark color. This helped their survival. This
is natural selection at w ork.
Step 3
N atural selection: occurs in the environm ent all the tim e;
not random
Requirem ents: heritable variation of a trait; trait
favorable for survival or
reproduction
G ood exam ple: Peppered M oth
W hat happened: trees darkened in color (dirt and soot),
so dark m oths becam e m ore com m on
W hy: harder for birds to find the dark m oth
on dark trees
Result: m ore dark m oths survived and
reproduced
Step 1
w arm th, elem ents, atm osphere, w ater, Earths environm ent
hospitable
This passage details the conditions necessary for life and
explains how Earth is suitable for life. It m entions that life
requires w arm th, w ater, elem ents, and an atm osphere and
show s that Earth has all these requirem ents.
Step 2
Earths habitat different, 15.5 C elsius, 500 C elsius, Earth
w ater 0 degrees, Venus w ater is rare
The professor com pares Earths tem perature w ith that
of Venus. She states that Earths average tem perature
is around 15 degrees Celsius, w hich is a good tem perature
for life. She contrasts this w ith Venus, w hose average
tem perature is close to 500 degrees, w hich is too hot
for life to exist. Last, she com pares w ater. Earths average
w ater tem perature is about 0 degrees Celsius, but Venus
is too hot for w ater to exist.
A nsw er Key 719
Step 3
Requirem ents for life: w arm th, atm osphere, w ater,
elem ents
Venuss environm ent
atm osphere: thick
tem perature: too high (500 degrees C )
w ater: no w ater because too hot
Suitability for life: not suitable for life
Step 1
unsolicited em ail, advertise products, effectiveness unclear,
ban the practice, fraudulent
This passage explains that spam m ing is a w ay of advertising
in w hich unsolicited em ails are sent to people. Further,
it relates that the effectiveness of the technique is not
know n. Finally, it m entions that som e w ant to m ake
spam m ing illegal because of privacy and fraud.
Step 2
cam paign, m anufacturer, cheap, effective, m essages,
statistics
The professor gives som e statistics about spam m ail.
These statistics explain how a spam cam paign can
effectively bring new custom ers to a com pany. Spam m ers
send out lots and lots of m essages. Even if a sm all percent
of the people are enticed by the em ail, that can still
equal hundreds of custom ers. So sending thousands of
spam m essages is cheap and effective.
Step 3
Reading:
Point 1: com pany m ay hire spam m er to em ail ads
Point 2: not sure about how effective these ads are
Point 3: people w ant to ban because of fraudulent
spam
Lecture:
Exam ple: good choice for com pany because sending
spam is cheap
Exam ple: effective even if sm all percent of people
respond to ads
Exam ple: spam m ers w ho dont have a real product to
sell know a sm all percent w ill respond, so they
m ake fake ads
Skill C
Step 1
Suggested answ ers:
Problem : D eciding w hether to take sum m er classes
or to get a sum m er job
Solution 1: Take sum m er classes
Solution 2: G et a sum m er job
Step 2
or get a sum m er job
Best solution:G etting a sum m er job
Reason 1: Take a break from school, be less stressed
Reason 2: Save som e m oney for future sem esters or
to buy som ething for yourself
or get a sum m er job
Best solution:Taking sum m er classes
Reason 1: H ave an easier sem ester in fall w ith few er
classes
Reason 2: C an graduate m ore quickly taking extra
classes now
Step 1
Suggested answ ers:
Problem : To visit her advisor and have her courses
approved now , or w ait until she m akes
up her m ind about her m ajor and then
visit her advisor.
720 Answer Key
Solution 1: W ait until she decides on her m ajor
Solution 2: See the advisor first and change classes
later if she changes her m ajor
Step 2
Problem : D eciding w hether to see the advisor and
have courses approved now or w ait until a
decision is m ade about w hich m ajor to take.
Best solution:See the advisor now
Reason 1: W aiting m ight m ean m issing enrollm ent
deadline and result in a fine
Reason 2: W aiting m ight m ean classes are full
Problem : D eciding w hether to see the advisor and
have courses approved now or w ait until a
decision is m ade about w hich m ajor to take
Best solution:W ait until she decides on her m ajor
Reason 1: Save tim e visiting the advisor tw ice
Reason 2: W ont have to change courses later
Step 1
Problem : The m an cant decide w hether to start a
tennis club or not.
Solution 1: Start the club.
Solution 2: D ont start the club.
Step 2
Problem : D eciding w hether to start a tennis club or
not.
Best solution:Start the club.
Reason 1: It w ill be fun to play tennis w ith other
students.
Reason 2: It w ill help the student get over his shyness
and look good on his resum .
Problem : D eciding w hether to start a tennis club or
not.
Best solution:D ont start the club.
Reason 1: Starting the club takes too m uch w ork and
m ay hurt his grades.
Reason 2: H e can still play tennis w ith his friends.
Step 1
M ost sharks:
A . live only in oceans, saltw ater
Bull Sharks:
A . can live in freshw ater, (ex: Lake N icaragua)
1.have low er level of salt com pared to sharks in
ocean
2. have higher level of salt com pared to freshw ater
fish
3. found to live in lake for up to 6 years
B. have to return to ocean for m ating and giving birth
Step 1
Topic: caffeine levels in different beverages
A . C offee
i. freshly-brew ed: 100 m g per cup
ii. decaf: 2-4 m g per cup
B. Tea
i. usually about 35-50 m g per cup
ii. M ate: up to 150 m g per cup
C . C ola
i. varies by brand
ii. m ost have less than coffee and tea
iii. A fri-C ola has 100 m g per 12-ounce serving
Step 1
Topic: bio-indicators
D efinition: a plant or anim al that tells som ething about
the environm ent
A . C anary
i. helped m iners m easure level of natural gas in air
ii. if it died, the natural gas level w as dangerous
A nsw er Key 721
B. Frog
i. pollutants get into skin
ii. m any are born deform ed
iii.num ber on planet is decreasing/going dow n
Vocabulary Review
Review 1
1. (B) 2. (D ) 3. (A )
4. (B) 5. (B) 6. (D )
7. (C ) 8. (C ) 9. (B)
10. (A ) 11. (A ) 12. (C )
13. (A ) 14. (D ) 15. (D )
16. enriching 17. beneficial
18. rejuvenated 19. origin 20. variation
21. habitat 22. essential 23. session
24. legitim ate 25. registration
Review 2
1. (B) 2. (D ) 3. (C )
4. (C ) 5. (A ) 6. (B)
7. (B) 8. (D ) 9. (D )
10. (A ) 11. (D ) 12. (C )
13. (D ) 14. (B) 15. (D )
16. rely on 17. invasion 18. habitat
19. vary 20. negative 21. (E)
22. (A ) 23. (B) 24. (C )
25. (D )
722 Answer Key
Skill A
Step 1
B, E, D , A , C , F
Step 2
Suggested answ ers:
1. The speaker w ent to a racetrack w ith his friend.
2. The speakers friend suggested they bet on horses.
The speaker lost all his m oney.
3. H is parents w ere angry, and the speaker stopped
seeing his friend.
Step 3
Sam ple response:
O ne tim e, I m ade a friend w ho w as older than m e and
w as interested in going to the horse races at the local
race track. O ne day, he invited m e to go w ith him . I
w ent w ith him to the race track to w atch the races,
but he w anted to bet m oney on the horses. I decided
to bet m y m oney, and of course, I lost it all. A fter I told
m y parents w hat had happened, they w ere not happy
w ith m e. They thought this friend w as a bad influence
on m e, so I stopped doing things w ith him .
Step 1
D , B, A , F, C , E
Step 2
Suggested answ ers:
1. The speakers problem w as that she had lost an
im portant assignm ent.
2. H er clever solution w as to just be honest w ith her
professor.
3. Yes, her solution w as successful. H er professor
allow ed her to hand in her assignm ent late.
Step 3
Sam ple response:
I w as recently faced w ith failing a course that I needed
to graduate from university. U nfortunately, I had lost
an im portant assignm ent due to com puter problem s,
but I had not spoken to the professor. Since I didnt
w ant to have to take the course again, I needed to
com e up w ith a clever solution. Then, I rem em bered
that m y best friend had passed the course the year
before. Therefore, I explained m y situation to her, and
she told m e that the clever thing to do w as to tell m y
professor. In the end, I follow ed her advice and m y
professor accepted m y late assignm ent.
Step 2
Sam ple response:
I greatly benefited from contact w ith m y uncle. M y parents
are both very conservative; how ever, m y uncle is m ore
interesting and adventurous. O ne sum m er, he invited
m e to w ork w ith him on an archaeological dig in
M exico. That gave m e the opportunity to m eet a lot of
different people and learn about a new culture. In fact,
I enjoyed the experience so m uch that I decided to m ajor
in archaeology at university. Though I love and respect
m y parents a great deal, it is m y adventurous uncle
w hose footsteps I hope to follow .
Step 2
Sam ple response:
I had a difficult tim e sharing a hotel room w ith three
of m y friends during a ski trip. The problem w as that I
like to be clean and get a good sleep, but they preferred
to party all the tim e. For exam ple, I tried to go to bed
at about 11:00 pm , but they kept playing loud m usic
and drinking beer until very late. A t the end of the trip,
I had a headache, and w e w ere forced to pay extra
because our room w as so m essy. N eedless to say, I
never w ent on a trip w ith those friends again.
Step 1
C , E, A , F, D , B
Chapt er
2
A nsw er Key 723
Step 2
Suggested answ ers:
1. The speaker prefers the governm ent to spend on
post-secondary education.
2. O ne reason he cites is that schools do m ore to m ake
the w orld a better place than the m ilitary does.
3. A second reason he cites is that universities need
better equipm ent and libraries to conduct research.
Step 3
Sam ple response:
W hen the governm ent decides how to spend tax m oney,
they should spend m ore on post-secondary education.
This is because, by educating young people, post-secondary
schools do m ore to m ake the w orld a better place than
the m ilitary does. In particular, universities and colleges
need m oney for com puter labs. M any com puter labs have
old equipm ent and need to be updated w ith better
technology.Libraries also need help, in particular, m ore
m oney for buying books and journals for students and
teachers to do research. Finally, if the governm ent
w ould pay teachers m ore, students w ould get a better
education, and all of society w ould benefit.
Step 1
F, A , C , E, D , B
Step 2
Suggested answ ers:
1. The speaker prefers supporting both local and
international charities.
2. O ne reason given in support of international charities
is that there are less fortunate people w ho need
help in all countries.
3. A second reason given in support of international
charities is that the charity given to another country
m ay be returned in a local tim e of need.
Step 3
Sam ple response:
Charities, both local and international, rely on the generosity
of individuals to help the less fortunate. Therefore, I am of
the opinion that its beneficial and w ise to give both
locally and internationally. You m ight ask w hy I support
both local and international charities. It is because a
natural disaster such an earthquake or hurricane can
happen anyw here at anytim e. If w e treat our international
neighbors charitably after a disaster occurs, they w ill
be m ore inclined to return the favor should w e ever be
in need. Thus, it is m y opinion that, although charity
m ay begin at hom e, it should not end there.
Step 2
Sam ple response:
I agree that dance plays an im portant part in culture.
First, I think dance can teach people about the values and
traditions of a culture. For exam ple, m any Native Am erican
groups tell their history through dance perform ance.
W estern cultures do the sam e, through ballet and m usicals
for instance. A second reason that dance is im portant
is because of itssocial function. School dances and even
night club dances allow young people to interact and
learn about each other. In sum m ary, then, I think
dance plays an im portant role in culture by preserving
tradition and providing an opportunity for socializing.
Step 2
Sam ple response:
Though there are m any benefits to living in a m odern
apartm ent, I w ould prefer to live in a traditional house.
To begin, I find old houses m ore attractive. They look
m ore interesting and have m ore character. A second
reason that I prefer houses is that there is m ore space
in a house than in an apartm ent. In a house, you can store
m ore things and use your law n outside. Finally, I prefer
houses because they offer m ore privacy. For instance,you
dont have to listen to neighbors w alking around or
playing loud m usic. For these reasons, then, I w ould
prefer to live in a house.
724 Answer Key
Skill B
Step 1
W om ans opinion: disagrees w ith the change
--- reason 1: no choice
--- reason 2: soft drinks not healthy
--- reason 3: students not consulted
Step 3
Sam ple response:
The m an and w om an are not in agreem ent regarding
the university granting an exclusive soft drink contract.
The m an thinks it is a great idea, because it low ers the
price of soft drinks on cam pus. The w om an does not
think it is a good idea. First, she thinks that soft drinks are
not healthy. Second, she is against the university lim iting
choices to w hat drinks are available on cam pus. Last,
she objects because the university did not consult the
students before signing the exclusive contract.
Step 1
M ans opinion: football season should not be cancelled
--- Reason 1: unfair to punish innocent people
--- Reason 2: athletics is im portant part of players
education
--- Reason 3: hurts future of som e players
Step 3
Sam ple response:
The m an and w om an discuss the universitys cancellation
of the rem ainder of the football season. The w om an
agrees w ith the decision because she feels the players
should be punished for hazing. The m an, on the other
hand, disagrees w ith the cancellation for several reasons.
First, he thinks that its unfair to punish innocent students
for the bad actions of others. In addition, he expresses
concern for the future of those players w ho w ant to
becom e professionals. Finally, he objects because he
believes that the innocent players are being denied an
im portant part of their education.
Step 1
Tw o m odernist w riters
A . T. S. Elliot
--- no hero in his w riting
B. Jam es Joyce
--- used stream of consciousness style
Step 3
Sam ple response:
Both the reading and the lecture deal w ith the m odernist
art m ovem ent. The reading explains that the m ovem ent
involved artists w ho w anted to create a new style. They
w anted to m ake som ething different from the form s
of art that cam e before. In the lecture, the professor talks
about tw o m odernist w riters. The first one is T. S. Elliot,
and the second one is Jam es Joyce. Both of these w riters
created innovative w ays to tell stories.
Step 1
D endrochronology
--- thin rings = cold years
--- thick rings = w arm years
U se in A rchaeology
--- find w ood used in a house or fence
--- com pare the patterns in rings
--- if m atch, know approxim ate date it w as built
Step 3
Sam ple response:
In this reading, w e learn about how tree rings are used
in science. By looking at the rings that trees grow each
year, scientists can m ake a kind of tim eline. For exam ple,
in the lecture, the professor explains that trees grow thin
rings during cold years and thick rings in w arm years. So
the rings in all of the trees alive at the sam e tim e in one
area w ill have the sam e pattern of rings. In particular,
archaeologists can look for these sam e patterns in the
w ood used in old houses or old fences.
A nsw er Key 725
Skill C
Step 1
Suggested answ ers:
Problem : w om an has a funeral and exam at the
sam e tim e
Solution 1: go to funeral/reschedule exam for later
--- Possible benefit --- m ake parents happy
--- Possible benefit--- she doesnt m iss her
exam
Solution 2: dont go to funeral/take exam as scheduled
--- Possible benefit--- less chance of failing
course
--- Possible benefit--- parents dont have to
pay for course again
Step 2
Suggested answ ers:
1. H er final exam and her grandfathers funeral are on
the sam e day.
2. She should ask her professor to let her take the
exam later.
3. Then she can go to the funeral, and she w ont fail
the class.
Step 3
Sam ple response:
In this listening passage, the w om an has a problem
because her grandfather just died. The m an offers
suggestions to solve the problem . The problem the w om an
has is that her grandfathers funeral is at the sam e tim e
as her final exam . O ne thing the m an suggests is for the
w om an to take the exam as scheduled and not attend
the funeral. I think this is a good suggestion. This w ill
solve the w om ans problem since she w ill have the best
chance at passing the course this w ay. A lso, she has not
seen her grandfather in years, so I think her fam ily w ill
understand.
Step 1
Suggested answ ers:
Problem : to get a credit card or not
Solution 1: dont get the card
--- Possible benefit --- avoid large debt
--- Possible benefit --- avoid stress and
suicide
Solution 2: get the card
--- Possible benefit --- have spending
m oney
--- Possible benefit --- can focus on exam s
Step 2
Suggested answ ers:
1. H e is unsure about signing up for a credit card.
2. H e should sign up for a credit card.
3. H e needs the credit card to pay for his expenses
because he quit his part-tim e job.
Step 3
Sam ple response:
In this conversation, the m an asks the w om an for her
advice about getting a credit card. A t first, she w arns
him against getting it. Later, she advises him to get the
card but to be careful w ith it. Personally, I think her
first suggestion w as the best advice. To begin, getting
a credit card can be dangerous for a university student.
They often use it too m uch and rack up a large debt. O f
course, this is bad financially and stressful em otionally.For
these reasons, I think the m an should not get a credit card.
Step 1
Suggested answ ers:
M ain topic of lecture: C hurchills role as a British leader
--- Positions in governm ent: Prim e M inister, M inister of
D efense
--- Fam ous ability: to m otivate through speech
--- Benefits to Britain: helped w in W orld W ar II
--- Special Aw ard: N obel Prize in Literature
Step 2
Suggested answ ers:
1. C hurchill w as both the Prim e M inister and the
M inister of D efense.
2. C hurchill inspired people to fight hard through his
m otivating speeches.
3. H e is rem em bered as a great w orld leader because
he helped lead England and the A llies to victory in
W orld W ar II, and he also w on a N obel Prize in
Literature.
Step 3
Sam ple response:
In this lecture, the professor talked about W inston
C hurchill. The professor explained three things about
Churchill. First, she talked about his role in the governm ent.
In particular, she m entioned that he w as both Prim e
M inister and the head of the m ilitary at the sam e tim e.
N ext, the professor described how C hurchill encouraged
the people in England during difficult tim es. This is related
to the third point in the lecture. The professors last
point w as that C hurchill w as a great speaker. H e even
w on a N obel Prize!
Step 1
Suggested answ ers:
M ain topic of lecture: horseshoe crabs
--- H ow long unchanged: 500 m illion years
--- H abitat and diet: A tlantic coast of N orth A m erica,
shellfish
--- Interesting facts: kind of underw ater spider, has
book lungs
Step 2
Suggested answ ers:
1. H orseshoe crabs have existed unchanged for 500
m illion years.
2. H orseshoe crabs live in the A tlantic O cean along
the east coast of N orth A m erica.
3. A n interesting physical feature of horseshoe crabs
is that they have book lungs.
Step 3
Sam ple response:
The professor gave a lot of inform ation related to
horseshoe crabs. O ne of the first things that he m entioned
is that these anim als are actually underw ater spiders.
After that, the professor explained w here these creatures
live. H e said that they live in the ocean on the east side
of M exico, the United States, and Canada. The last thing
that the professor talked about w as one of the organs
in horseshoe crabs. These anim als have book lungs. Thisis
som e kind of strange organ that spiders have.
Vocabulary Review
Review 1
1. (B) 2. (A ) 3. (B)
4. (D ) 5. (A ) 6. (C )
7. (C ) 8. (A ) 9. (D )
10. (B) 11. (C ) 12. (C )
13. (A ) 14. (C ) 15. (B)
16. (D ) 17. (B) 18. (B)
19. (D ) 20. (A ) 21. (C )
22. (D ) 23. (D ) 24. (B)
25. (B) 26. (D ) 27. (C )
28. (A ) 29. (C ) 30. (B)
31. m odern 32. traditional 33. fortunate
34. attractive 35. character 36. store
37. offer 38. headaches 39. needless
40. inclined 41. ally 42. m essy
43. consult 44. era 45. inspiration
46. (S) 47. (O ) 48. (O )
49. (S) 50. (S)
Review 2
1. (A ) 2. (C ) 3. (D )
4. (C ) 5. (C ) 6. (D )
7. (A ) 8. (B) 9. (D )
10. (B) 11. (A ) 12. (C )
13. (B) 14. (D ) 15. (B)
16. (B) 17. (A ) 18. (D )
19. (B) 20. (A ) 21. (A )
22. (D ) 23. (B) 24. (D )
25. (B) 26. (A ) 27. (C )
28. (A ) 29. (C ) 30. (D )
31. fascinating 32. im pressive 33. fossils
34. species 35. extinct 36. reality
37. organ 38. advantage 39. feed on
40. unique 41. conservative 42. encouraging
43. surreal 44. chronology
45. consciousness
46. (D ) 47. (A ) 48. (E)
49. (B) 50. (C )
726 Answer Key
A nsw er Key 727
Focus A
Step 1 Stress related to parts of words
1. a. method b. m ethodology
2. a. econom y b. economic
3. a. academ y b. academic
4. a. luxury b. luxurious
5. a. dram a b. dramatic
6. a. recom mend b. recom m endation
7. a. capable b. capability
8. a. prefer b. preference
9. a. photograph b. photography
10. a. negotiate b. negotiation
1. D o you have a cam pus parking perm itfor your
bike?
2. I hope m y professor can advisem e on w hich
course to take.
3. She has to present her projectto the class
tom orrow .
4. M y friends and I are going to the w ar protestat
the student union this afternoon.
5. D id you hear that Jane and her band w ill record
an album this sum m er?
6. I know its lam e, but m y parents w ont permit
m e to go skiing this w eekend.
7. The police have arrested a suspectin the cam pus
com puter lab robbery.
8. In biology, w ere studying how plants convert
sunlight into energy.
Step 2 Stress on phrasal verbs
1. The researchers found it out very recently.
2. The robber held upthe convenience store.
3. Lets go check out the new restaurant in the
student union.
4. C an you help m e? Im searching fora journal on
anthropology.
5. D ont point ather. That's rude.
6. People often say that I take after m y father.
Focus B
Step 1 Sentence stress related to content words
Sample clear words in bold:
I had a difficult tim e sharing a hotel room w ith three
of m y friendsduring a ski trip. The problemw as that
I like to be cleanand get a good sleep, but they preferred
to party all the tim e. For exam ple, I tried to go to
bed at about 11:00 pm , but they kept playing loud
musicand drinking beer until very late. A t the endof
the trip, I had a headache, and w e w ere forced to pay
extra because our room w as so messy. N eedless to
say, I never w ent on a trip w ith thosefriendsagain.
Step 2 Reduction of unstressed words
1. The people w ho m oved out to other cities were
safe, but those w ho w ere in the city w ere in great
danger.
2. H e is the one in m y fam ily w ho understands m y
dream .
3. The students cantaccess thissection but the teachers
can.
4. The governm ent asked him to stop cam paigning
against thepolicy.
5. Theyw anted to create som ething new andinnovative.
6. For hom ew ork, you all should haveread a bit about
dendrochronology.
7. I know I look young, but I ama student atthis university.
8. Sports are anim portant aspect of study.
Sample clear words in bold:
The manand womanare not in agreement regarding
this exclusive soft drink contract. The man thinks it
is a great idea, because it lowers the price of soft
drinks on cam pus. For a num ber of reasons, the woman
does not think it is a good idea. First, she thinks that
soft drinks are not healthy. Secondly, she is againstthe
university limiting choicesto w hat drinks are available
on cam pus. Lastly, she objects because the university did
not consult the studentsbefore signing the exclusive
contract.
Chapt er
3
728 Answer Key
Step 3 Intonation
1. I had lost an im portant assignm ent due to com puter
problems.
2. That gave m e the opportunity to learn about a new
culture.
3. I never w ent on a trip w ith those friendsagain.
4. U niversities need m oney for computer labs.
5. M any N ative A m erican groups tell their history
through danceperform ance.
6. They look m ore interesting and have m ore character.
7. I am going to the Student U nion office to ask
som e questions.
8. M odernist artists decided that traditional art w as
sim ply outdated.
1. That w ill tell us the dateat w hich that house w as
built.
2. M om and D ad w ant m e to attend.
3. They can cause all kindsof trouble.
4. Im sureIll land a good job after graduation.
5. H e m ade m any w ise decisionsregarding Britains
m ilitary strategy.
6. In addition, they are beneficial to m ankind.
Focus C
Step 1 Pausing
1. A lthough w e hadnt finished / w e decided to go
hom e.
2. W hen she stepped off the boat / she im m ediately
ran to her car.
3. It w as raining so hard all day / that they didnt leave
the house.
4. If the alarm rings / put dow n your books / and slow ly
leave the building.
5. The final test w ill be tw o hours long / and w ill count
for 25 percent.
6. W hen I w ent to the store / it w as closed.
1. H e w as an eloquent and passionate speaker, / for
w hich he w as aw arded the Nobel Prize in Literature
/ in 1953.
2. To begin, / horseshoe crabs have rem ained
unchanged for 500 m illion years, / w hich is m uch
longer than m ost species.
3. C harities, / both local and international, / rely on the
generosity of individuals to help the less fortunate.
4. In sum m ary, / then, / I think dance plays an im portant
role in culture by preserving tradition.
5. W ell, / players learn discipline, / team w ork, / and
leadership.
6. A fter a stressful day, / this helps m e fall asleep
m ore quickly / and w ake up stress free the next
m orning.
7. It took five years, / but he finally achieved his goal.
8. O n a planet like Venus, / w here the tem perature is
extrem ely hot, / it is very uncom m on to even find
w ater.
A nsw er Key 729
Skill A
Pr ac t i c e 1
Step 1
Issue: C ontinued use of FO SSIL fuels as EN ERG Y
source.
Pro: - PLEN TIFU L supply
- relatively C H EA P
- SA FE to extract
- EC O N O M IES rely on them
C on: - N EG ATIVE im pact on environm ent
- C ar EM ISSIO N S harm hum an H EA LTH
- M ay cause G LO BA L w arm ing
Step 2
Key issue: fossil fuels harm the EN VIRO N M EN T.
H ow : - C auses air PO LLU TIO N
- C ontributes to G LO BA L w arm ing
[natural disasters]
- A C ID RA IN dam ages crops and drinking
W ATER SU PPLY
- O il spills harm M A RIN E anim als
C ontributing Factors:
- Fuel w ill becom e m ore expensive
- M ore dangerous to extract
Solution: - Seek A LTERN ATIVE energy sources
- exam ples: SO LA R/w ind pow er
Step 3
Reading:
- M ain Idea: Fossil fuels are a valuable natural energy
source.
- Supporting Idea: There is a plentiful supply.
- Supporting idea: W e have no econom ical alternative.
Lecture:
- M ain Idea: The use of fossil fuels is environm entally
dam aging and dangerous.
- Supporting Idea: Em issions from fossil fuels cause global
w arm ing, acid rain, etc.
- Supporting Idea: They m ay becom e dangerous and
expensive to extract.
Step 4
A ccording to the reading, FO SSIL fuels are a VA LU A BLE
natural resource. W e use REFIN ED fossil fuels to pow er
vehicles and airplanes or to create ELEC TRIC ITY. The
reading states that w e have no econom ical ALTERNATIVE
to fossil fuels. The w riter argues that fossil fuels are
RELATIVELY cheap and plentiful and can be SA FELY
extracted from the Earth. H e also argues that m any
countries have econom ies that RELY on O IL sales.
O n the other hand, the speaker believes the continued
use of fossil fuels w ill cause irreparable EN VIRO N M EN TA L
dam age to the planet. H e argues that burning fossil
fuels causes A IR pollution and G LO BA L w arm ing. G lobal
w arm ing could lead to natural disasters like floods,
HURRICANES, or droughts. Burning fossil fuels also causes
A C ID rain and poisons crops and D RIN KIN G w ater. H e
also m entions oil spills from tankers that harm M ARINE
life. The speaker suggests that fossil fuels are going to
becom e m ore expensive to use and m ore D A N G ERO U S
to extract in the future. H e recom m ends that w e find
A LTERN ATIVE sources of energy such as SO LA R or w ind
pow er.
Pr ac t i c e 2
Step 1
Issue: - W ere D IN O SA U RS w arm BLO O D ED or C O LD
blooded?
- H istorical point of view - C O LD blooded
- D inosaurs looked like LIZA RD S
- Lizards, like other REPTILES, are cold blooded
- D IN O SA U RS w ere in constant M O TIO N
- helped them regulate BO D Y TEM PERATU RE
Step 2
Topic: - D inosaurs: W A RM or cold blooded?
Evidence for cold-bloodedness:
- Physical sim ilarity to other REPTILES
- i.e. LIZA RD S
Evidence for w arm -bloodedness:
- Size of D IN O SA U RS: very large
- Sim ilarity of D IN O SA U R BO N ES to other
w arm -blooded anim als
- G EO G RA PH IC D ISTRIBU TIO N : W arm -blooded
anim als can live in a variety of C LIM ATES
Writing
Chapt er
1
Step 3
Reading:
- M ain idea: W hy scientists believed that dinosaurs
w ere cold blooded.
- Supporting idea: Dinosaurs w ere sim ilar in appearance
to lizards. Lizards are also cold blooded.
- Supporting idea: D inosaurs w ere in constant m otion
to regulate their body tem perature.
Lecture:
- M ain idea: D inosaurs w ere probably w arm blooded.
- Supporting idea: Large size
- Supporting idea: Sim ilarity of bones w ith other
w arm -blooded anim als
- Supporting idea: G eographic distribution
Step 4
The reading and the lecture center on the topic of
D IN O SA U RS and w hether they w ere W A RM or C O LD
blooded. The reading presents the HISTO RIC point of view
of thisquestion. H istorically, dinosaurs w ere considered
to be CO LD blooded. This idea w as NO T based on m uch
factual EVID EN C E. Rather, it w as based on the physical
SIM ILA RITY of dinosaurs w ith other cold-blooded
REPTILES such as LIZA RD S. The reading also m entions
that dinosaurs w ere believed to have been in constant
M O TIO N, a technique used by cold-blooded anim als to
REG U LATE their body tem perature.
The lecture presents a D IFFEREN T side of the argum ent.
A ccording to the speaker, m ost paleontologists now
BELIEVE that dinosaurs w ere W ARM BLO O DED. This belief
is based on m any ISSUES, three of w hich w ere presented
in the lecture. First, the large SIZE of dinosaurs SU PPO RTS
the idea that they w ere W A RM blooded. M ost large
anim als today are w arm blooded. SEC O N D , dinosaur
bones have a sim ilar STRU C TU RE to bones of other
w arm -blooded anim als. In CO NTRAST, dinosaur bones do
not look like those of C O LD -blooded anim als. FIN A LLY,
dinosaurs lived in a w ide RA N G E of G EO G RA PH IC areas.
This w ide geographic D ISTRIBU TIO N also points to the
FA C T that dinosaurs m ust have been W A RM BLO O D ED .
Pr ac t i c e 3
Step 1
Issue: Having VENDING M ACHINES in public SCHO O LS
Pro: - Som e people A G REE that VEN D IN G m achines
be A LLO W ED in schools
- The focus of this passage is on the
D ISA D VA N TA G ES of vending m achines
C on: - Top-selling item s are sugary SNACKS and DRINKS
- Popular item s are C A N D Y bars and SO D A S
Step 2
Problem w ith VEN D IN G M A C H IN ES
H EA LTH risks:
- C ontribute to O BESITY
H ow ever, children receive H EA LTH Y M EA LS at hom e
- H aving a SN A C K from a vending m achine w ill
not be harm ful
- Schools m ay w ant to LIM IT the availability of
vending m achines
- Students w ould be allow ed to BU Y snacks only
at certain TIM ES
Step 3
Reading:
- M ain idea: D ebate over allow ing vending m achines
in public schools
- Supporting idea: Pro: Som e people agree that vending
m achines be allow ed in schools
- Supporting idea: Con: Top selling item s are sugary snacks
and drinks such as candy bars and sodas
Lecture:
- M ain idea: Vending m achines m ay not present such
a strong health risk
- Supporting idea: Responsible kids w ill still eat healthy
foods
- Supporting idea: C hildren m ust also take responsibility
for their eating habits
- Supporting idea: Lim it hours of usage for vending
m achines to after classes
730 Answer Key
A nsw er Key 731
Step 4
The reading passage and the LEC TU RE talk about the
C O N TRO VERSY over vending M A C H IN ES in public
SC H O O LS. The principal PRO BLEM w ith having vending
m achines in schools, w hich is also acknow ledged by
the lecturer, is that VEN D IN G M A C H IN ES typically offer
SU G A RY drinks and SN A C KS that lead to childhood
O BESITY. These unhealthy foods contribute to a poorly
balanced D IET for children. C onsidering the potential
HEALTH PRO BLEM S related to abusing ACCESS to vending
m achines, som e people feel that vending m achines
should NO T be ALLO W ED in schools.
A lthough the LEC TU RER agrees that abuse of RIG H TS
to vending m achines can be H A RM FU L, he also feels
that CHILDREN should be RESPO NSIBLE for their actions.
In a sense, w e SH O U LD trust our children. H e thinks that
having an O C C A SIO N A L sugary SN A C K w ill not hurt.
How ever, to AVO ID problem s related to vending m achines,
the lecturer saysthat a possible SO LUTIO N is to only allow
vending m achine U SA G E after classes have FIN ISH ED . If
access to vending m achines is lim ited, STU D EN TS w ill
not be tem pted to EAT too m uch junk FO O D during
the day. In this w ay, STU D EN TS can still enjoy a SN A C K
after school but not put their H EA LTH in great risk.
Pr ac t i c e 4
Step 1
Issue: G O O D TH IN G S about w atching TV
Pro: - TV provides kids w ith ED U C ATIO N A L
PRO G RA M S
- teaches them about other cultures
- gives fam ilies the O PPO RTU N ITY to spend tim e
together.
A dvice for Parents:
- M O N ITO R w hat children w atch
- EN C O U RA G E interest in beneficial program s
Step 2
Issue: BA D TH IN G S about w atching TV
C on: - childrens program s too VIO LEN T
- could lead to violent BEH AVIO R
- could lead to sleeping D ISO RD ERS
- too m uch TV w atching can lead to O BESITY
and LO W ER grades
Step 3
Reading:
- M ain idea: Pros about w atching TV
- Supporting Idea: TV can be educational and help
fam ilies.
- Supporting Idea: Parents m ust be careful about w hat
their kids w atch.
Lecture:
- M ain idea: Som e people believe w atching TV is harm ful
to children.
- Supporting Idea: TV program s can be extrem ely violent
and cause violent behavior.
- Supporting Idea: TV w atching is not an active hobby
and can lead to health problem s and poor grades.
Step 4
According to the reading people have DIFFERING opinions
about children and TV w atching. There are both G O O D
TH IN G S and BA D TH IN G S about w atching TV. The good
things include EDUCATIO NAL PRO G RAM S, ENCO URAG ING
C H ILD REN TO REA D , fam ilies SPEN D IN G TIM E together
w hen they w atch TV, and, finally, teaching C H ILD REN
about different cultures. A ccording to the lecture, those
against TV (TH E C O N SID E) believe that TV prom otes
VIO LEN C E. C hildrens program s are five to six tim es m ore
violent than A D U LT PRO G RA M S. C hildren w ho w atch
TV often have PO O R G RA D ES, BEH AVIO RA L PRO BLEM S,
and suffer from O BESITY. The reading states that parents
need to be educated on both the PRO S AND CO NS of TV
w atching. It suggests that it m ay not be the TV w atching
TH AT IS H A RM FU L, but the nature of the PRO G RA M S
the children are w atching and the length of TIM E they
w atch for. Parents need to M O NITO R and CO NTRO L w hich
program s their children w atch. Finally, they should SPEND
TIM E w atching TV w ith their children.
Skill B
Pr ac t i c e 1
Step 1
M ain idea: Those w ho w ant to lose w eight often struggle
to find a healthy diet because there is so m uch contradictory
inform ation about nutrition and w eight loss.
Step 2
A . 2
B. 1
C . Sam ple answ er: The variety of different inform ation
about health and diet m akes it difficult for those w ho
w ish to lose w eight.
Step 3
C hange of opinion regarding LO W -C A RB diets:
W hy?
- M edical BA C KLA SH
- People need a BA LA N C ED diet
- D ieters find diets too difficult to M A IN TA IN
N ew approach: G LYC EM IC index for carb-classification
Low G I good because
- digests slow ly
- keeps you FU LLER longer.
H igh G I bad because
- causes IN SU LIN over-production
- leads to VIC IO U S C YC LE
Step 4
A . D ieters find diets too difficult to m aintain.
synonym s: - difficult-hard
- m aintain-keep up
paraphrase:- D ieters find the diets too hard to
keep up.
B. People need a balanced diet.
synonym s: - need-require
- diet-eating plan
paraphrase:- People require a balanced eating plan.
Step 5
A . 1.C orporations that SELL dieting G O O D S have
stopped IN SISTIN G that w e should EXC LU D E
carbohydrates from our diet.
2.G lycem ic Index IN D IC ATES the rate at w hich our
bodies C H A N G E food into G LU C O SE.
B 1.Dieting goods are no longer BEING M ARKETED TO
CO NVINCE PEO PLE TO REM O VE CARBO HYDRATES
FRO M TH EIR D IETS.
2.The tim e taken for food to TRA N SFO RM IN TO
SUG AR IS REFERRED TO AS THE G LYCEM IC INDEX.
Step 6
1. W hile avoiding carbohydrates altogether can cause
adverse health effects, a w ell-balanced diet including
beneficial, low G I carbs can keep a body healthy and
fit.
2. Em erging research that contests the benefits of
low -carb diets supports the principle that people
need a balanced diet.
Pr ac t i c e 2
Step 1
M ain idea:The latest effort in getting people to stop
sm oking sees an increase of cigarette prices.
Step 2
A . 2
B. 2
C . Prices of tobacco products have been raised in order
to discourage sm oking.
Step 3
Sm okersargum ents against price increase:
- unfair D ISC RIM IN ATIO N
- obesity is EQ U A LLY D A N G ERO U S
- JU N K FO O D stays cheap, but cigarettes TA XED
- obesity-related ILLN ESSES w ill cost governm ent
m ore
- obesity soon nations biggest KILLER
- cafeterias offer m enu ITEM S high in fat and sugar
Step 4
A . O besity-related illnesses w ill cost the governm ent
m ore.
synonym s: - illnesses-sicknesses, diseases
- cost- expense
paraphrase:- The expense of obesity-related diseases
w ill be greater.
B. O besity soon nations biggest killer!
synonym s: - nation- country
- biggest- largest
paraphrase:- O besity w ill cause the largest am ount
of deaths in our country.
732 Answer Key
A nsw er Key 733
Step 5
A . 1.As a LO T of you m ay have FO UND, the PRACTICE of
sm oking is BECO M ING m ore socially UNACCEPTABLE.
2.FAST food rem ains CHEAP and tobacco and alcohol
products are BEC O M IN G m ore expensive.
B. 1.The social unacceptability O F SM O KIN G IS
G RO W IN G , A S SEVERA L O F YO U C A N ATTEST.
2.Tobacco and alcohol products C O N TIN U E TO
RISE IN CO ST; HO W EVER, FAST FO O D CO NTINUES
TO BE A FFO RD A BLE.
Step 6
1. Studies by m edical experts link sm oking to serious
health problem s such as cancer, em physem a, and
heart disease, all of w hich cost the governm ent a
lot of m oney.
2. In addition to spending a lot of m oney treating
people w ith sm oking-related illnesses, governm ents
m ust also spend a lot on treating obesity-related
problem s such as high blood pressure, heart disease,
and diabetes.
Pr ac t i c e 3
Step 1
M ain idea: Fluorides effectiveness in preventing tooth
decay, how ever, has recently com e under question.
Step 2
A . 1
B. 1
C . There are questions now adays about fluorides
usefulness for avoiding tooth decay.
Step 3
The problem s and concerns w ith using fluoride
C om m on uses of fluoride:
i) it is used to fight TO O TH D EC AY
ii) in toothpaste and PU BLIC W ATER system s
problem s w ith fluoride:
i) has TO XIC properties
ii) is also an industrial PO LLU TA N T
health issues:
i) levels BU ILD U P over tim e
ii) causes m any health PRO BLEM S
Step 4
A . 1. It is also an industrial pollutant.
synonym s: - industrial - produced by industries
- pollutant - contam inant
paraphrase:- It is also a contam inant produced
by industries.
2.Levels build up over tim e.
synonym s: - levels - concentrations
- build up - increase
paraphrase:- C oncentrations increase over tim e.
B. 1. Reports com ing out that fluoride is a very noxious
m aterial are extrem ely disturbing.
2.W hether or not fluoride fights cavities is less
im portant than the list of health problem s
connected to fluoride that continue piling up.
Step 5
A . 1. The m ost A LA RM IN G thing is the IN FO RM ATIO N
com ing out show ing that fluoride is an extrem ely
PO ISO N O U S m aterial.
2. H ealth ISSU ES connected w ith fluoride are
A C C U M U LATIN G , raising concerns m uch m ore
SERIO U S than w hether or not it fights cavities.
B. 1. Reports com ing out that fluoride is a very noxious
m aterial are extrem ely disturbing.
2. W hether or not fluoride fights cavities is less
im portant than the list of health problem s
connected to fluoride that continue piling up.
Step 6
1. A lthough the w ord fluoride has m ade its w ay into
everyday usage, evidence about its toxic properties
continues to grow .
2. N ot only have the benefits of fluoride in regards to
fighting tooth decay been questioned, but m any
are asking if its causing serious harm .
Pr ac t i c e 4
Step 1
There is, how ever, a m ajor difference betw een m arijuana
and hem p that can be observed scientifically.
Step 2
A . 1
B. 1
C . Scientific studies can reveal a key difference
betw een m arijuana and hem p.
Step 3
Reasons w hy hem p should not be banned
scientific data:
i) tests show hem p is N O T A D RU G
industrial hem p:
i) hem p in fact a natural RAW M ATERIA L
ii) great num ber of com m ercial A PPLIC ATIO N S
m istaken perception som ething of the past:
i) grow th of hem p PRO D U C TS in the m arketplace
ii) C U RREN T LAW S m aking hem p products legal
Step 4
A . great num ber of com m ercial applications
synonym s: - great num ber - w ide variety
- applications - uses
paraphrase:- a w ide variety of com m ercial uses
B. current law s m aking hem p products legal
synonym s: - current law s - law s in effect right now
- legal - okay under the law
paraphrase:- law s in effect right now m aking
hem p okay under the law
Step 5
A . 1. M arijuana can O NLY be used as a drug, but hem p
is a RAW M ATERIAL w ith a LARG E NUM BER of
industrialuses.
2.The M O ST REC EN T to TA KE A D VA N TA G E O F
hem p production is the health food BU SIN ESS.
B. 1. H em p is a raw m aterial w ith a w ealth of business
applications, but m arijuana is just a drug.
2.The health food industry is the latest to capitalize
on hem p production.
Step 6
1. The health food industry has recently begun taking
advantage of hem p as a healthy, protein-rich food
source.
2. Though often confused for one another, hem ps
usefulness in industry and com m erce stand in contrast
to m arijuana,w hich is used as a drug.
Skill C
Pr ac t i c e 1
Step 2
Five --- four --- three --- tw o --- one. The hom e team
scores the final basket and w ins!!The entire crow d at
the stadium jum ps up in excitem ent. U nfortunately, you
couldnt see w hat happened. You w ere sitting too far aw ay.
Its true that attending a live basketball gam e is exciting,
but w atching a gam e on TV can be m ore gratifying.
W atching a sporting event on television is m ore enjoyable
than w atching one live because you can see all of the
action clearly. First, the television cam eras allow a person
to see every shot and play easily. H ow m any tim es have
you gone to a sporting event and not been able to see
w hat is happening? Unless you buy very expensive tickets,
chances are you w ill not be able to see very w ell. Television,
how ever, allow s a view er to see the plays from a close
distance. Television also has the benefit of replays. Im agine
you get up to go to the kitchen and m iss a big point. If
you inadvertantly m iss a play, you w ill have the chance
to see it again. Television channels alm ost alw ays put up
a replay after a big point.
By and large, attending a live event can be exhilarating,
but there are reasons that w atching the sam e event on
television is preferable. A ssuredly, it is m uch easier to
view the gam e on television. The next tim e you have to
decide w hether to w atch a gam e on TV or go to see it
in person, I suggest you w atch it on television.
Step 3
1. Its true that attending a live basketball gam e is exciting,
but w atching a gam e on TV can be m ore enjoyable.
2. W atching a sporting event on television is m ore
enjoyable than w atching one live because you can
see all of the action clearly.
Step 4
1. The w riter supports the view that w atching events
on television is better than attending the sam e
event in person.
2. The w riter supports his point by stating that it is
easier to see the action of an event on television.
It is easier to see because the television cam eras
provide closer view ing distance. The cam eras also
734 Answer Key
A nsw er Key 735
provide the opportunity to see a replay of the exciting
action in case a view er m isses the play.
3. Yes. The w riter briefly m entions that w atching a
gam e live can be exciting.
4. The m ain idea of the conclusion is that even though
attending a live event can be exciting, there are
reasons that w atching the sam e event on TV can
be better. The author restates that being able to
see the action clearly is the m ain reason for preferring
to w atch an event on television.
Pr ac t i c e 2
Step 2
M ost people have a num ber of friendships in their lifetim es.
O ur parents often pick our friends w hen w e are children.
W hen w e becom e adults, w e usually pick our ow n friends.
These friends m ay be sim ilar to us or different. Friends
w ho are sim ilar m ay share the sam e ideas and participate
in the sam e activities. Those w ho are different m ay have
opinions and hobbies that differ from ours. As adults,w e
pick our friends for various reasons. Personally, I prefer
friends sim ilar to m yself.
I have had friendships w ith people w ho are both sim ilar
to m e and different. Friendships w ith people sim ilar to
m e are m ore satisfying. They also last longer. M y friends
w ho are sim ilar share m any of m y ideas. W e have the
sam e opinions and seldom disagree. Friendships w ith
sim ilarpeople are easy, predictable, and fam iliar. W e often
go places together, and enjoy m any of the sam e activities.
It is easy to get to know and understand each other. They
m ake m e happy. Friends sim ilar to m e often becom e like
fam ily. They are an im portant part of m y life. For exam ple,
I have learned that traveling w ith som eone w ho shares
m y ideas and interests is m uch m ore fun than traveling
w ith som eone w ho is different. I recently traveled w ith
a friend w ho, like m e, loves photography. W e had a great
tim e taking pictures together. W e talk about our vacation
quite often. O ur sim ilar interests have resulted in happy
m em ories for both of us.
O f course, not everyone w ants friends w ho are sim ilar.
Som e people prefer friends w ho have different conceptions
of life. These friends are less predictable and m ay seem
m ysterious and enigm atic. The types of friends you
choose, sim ilar or different, are up to you. The im portant
thing is that these friends m ake you happy, and you
enjoy spending tim e w ith them .
Step 3
1.Personally, I prefer friends sim ilar to m yself.
2.Friendships w ith people sim ilar to m e are m ore
satisfying.
Step 4
1.This essay supports the I prefer friends sim ilar to
m yselfside.
2.The w riter gives the exam ple of traveling w ith a friend
w ho also likes photography.
3.Yes. Som e people prefer friends w ho have different
conceptions of life.
4.You should choose friends that m ake you happy. It
does not m atter w hether they are sim ilar to or
different from you.
Skill D
Thesi s St at ement s
Step 1
Question 1: A lthough som e disadvantages exist, I
supportthe building of the large factory because it w ill
have a positive influence on m y com m unity.
Question 2: I believe that luck can be a factor, but m y
ow n personal successhas certainly com e due to m y hard
w ork as I w ill explain in this paper.
Question 3: I believe that the Earth is being harm ed
by hum an activity, because som e activities cause pollution.
Question 4: I prefer to spend m ost of m y tim e alone
rather than w ith friends, because I can do the things
that I like to do.
Step 2
Question 1: experience
Sam ple thesis statem ent: W hile w inning a gam e is quite
enjoyable, I find that gam es can be enjoyable despite
a losing outcom e.
Question 2: opinion
Sam ple thesis statem ent: In m y opinion, high school
students should be forced to study certain core subjects
w hether they w ant to or not.
Question 3: opinion
Sam ple thesis statem ent: I think a good co-w orker
should be honest, hard w orking, and easygoing.
Question 4: experience
Sam ple thesis statem ent: I learned a lot about Japanese
culture after w atching the m ovie Memoirs of a Geisha.
Topi c Sent enc es
Step 1
Question 1
( 3 ) Playing a sport like tennis teaches a person that
qualities such as patience, assertiveness, and hard
w ork are im portant.
( 1 ) I can say from personal experience that playing
gam es certainly teaches us about life.
( 2 ) O f the different types of gam es, I believe that
sports gam es can best teach us im portant lessons
about life.
Question 2
( 2 ) The bicycle I got for C hristm as w hen I w as 13 years
old w as the m ost special present I ever received.
( 1 ) A special gift is som ething that everyone rem em bers,
and I w ill certainly alw ays rem em ber m y m ost special
present.
( 3 ) The reason I rem em ber m y bicycle so w ell is because
I w as able to pick all of the individual parts used to
m ake it.
Question 3
( 2 ) Regular exercise benefits m ore than just the students
body.
( 1 ) In m y opinion, physical exercise should be a required
part of each school day.
( 3 ) In fact, researchers have found that students w ho
exercise every day often earn higher grades than
those w ho do not.
Question 4
( 3 ) For exam ple, m y parents taught m e to alw ays be
kind and honest w ith other people.
( 2 ) M y parents have taught m e m ore than just history,
m ath, or other subjects taught in school.
( 1 ) In m y experience, m y parents w ere the best teachers
for m e.
Vocabulary Review
Revi ew 1
1. (D ) 2. (B) 3. (A )
4. (C ) 5. (A ) 6. (C )
7. (B) 8. (A ) 9. (B)
10. (D ) 11. (A ) 12. (A )
13. (D ) 14. (B) 15. (C )
16. controversy 17. regarded 18. m ake up
19. significant 20. psychoactive 21. (C )
22. (A ) 23. (E) 24. (D )
25. (B)
Revi ew 2
1. (D ) 2. (C ) 3. (A )
4. (B) 5. (A ) 6. (C )
7. (A ) 8. (D ) 9. (C )
10. (A ) 11. (C ) 12. (A )
13. (C ) 14. (C ) 15. (A )
16. asserted 17. bond 18. determ ining
19. reputable 20. repercussions 21. seldom
22. neglect 23. quota 24. em brace
25. pam per
736 Answer Key
A nsw er Key 737
Skill A
Pr ac t i c e 1
Step 1
A nxiety is a very com plex and m ysterious m ental disorder
based on Freudian theory. Though a variety of m odels to
explain anxiety exist, m ost agree that a com bination of
biological, psychological, and social factors are involved.
Sigm und Freud suggested that anxiety results from internal,
unconscious conflicts. H e believed that a persons m ind
blocks uncom fortable w ishes and fantasies. These thoughts
are blocked by a persons id, ego, or superego. This blocking,
Freud believed, results in anxiety disorders, also called
neuroses.
Recently, behavioral researchers have challenged Freuds
m odelof anxiety. They believe ones anxiety level is related
to feelings of control. For exam ple, children w ho have little
controlover events, perhaps because of overprotective
parents, m ay have little confidence in their ability to handle
problem s as adults. This lack of confidence can lead to
increased anxiety. Behavioral theorists also believe that
children m ay learn anxiety from a role m odel, such as a parent.
By observing a parents anxious response to challenging
situations, a child m ay learn a sim ilar anxious response.
Step 2
N ot all feelings of nervousness and anxiety are because
ofM EN TA L D ISO RD ERS
- A N XIO U SN ESS N O RM A L BEFO RE STRESSFU L
EVEN TS
- EXA M
- W ED D IN G D AY
Step 3
Lecture
not all anxiety indicates a disorder
nervousness is a norm al reaction to stressful events
like exam s and w eddings
Reading
A nxiety is caused by a m ental disorder.
Freud thought these m ental disorders w ere caused
by unconscious conflicts in the patients m ind.
Behavioral theorists think these disorders are learned
from role m odels.
Step 4
The lecturer states that there are several schools of
thought regarding anxiety and m entions Freudian and
Behaviorist theorists. The lecturer asks the students w hether
som e sym ptom s of a m ental disorder m ay just be reactions
to everyday living. (1) First of all, they look at som e exam ples.
(2) Follow ing this, she asks the students w hether they
have ever felt anxiety before an exam . The lecturer tells
them that this is a very norm al reaction and does not
necessarily indicate a m ental disorder. Another exam ple
given is the lecturers ow n w edding day. The lecturer states
that she felt sick and nervous.(3) A gain, this is a norm al
reaction to that situation and does not im ply any kind of
m ental disorder, as Freud w ould suggest. (4) In conclusion,
the lecturer argues that w hile som e feelings of anxiety
in certain situations m ay be unusual and indicate a
disorder, not all feelings of anxiety should lead one to
this conclusion.
Pr ac t i c e 2
Step 1
O ur planet is getting w arm er. O bservers fear that this
phenom enon, called global w arm ing,can result in
catastrophic w eather changes.
For years, environm entalists have argued that gas em issions
from hum an industry cause global w arm ing. These gases,
like carbon dioxide, are em itted from factories and cars
and then build up in Earths atm osphere and prevent
heat from radiating into space. The heat rem ains trapped
like in a greenhouse, and the w orld grow s w arm er.
C onsequently, m any scientists call this phenom enon
the greenhouse effect.
The US is responsible for alm ost 25% of all greenhouse-
gas em issions. Despite this, they refuse to sign the Kyoto
Protocol. This is an international treaty designed to cut
dow n on em issions. The U S governm ent contends that
increased tem peratures are a natural phenom enon, not
a m an-m ade one.
Scientists, in contrast, provide proof linking global w arm ing
to greenhouse-gas em issions. U sing com puter m odels,
satellites, and data from buoys, they conclude that up to
90% of the w arm ing caused by greenhouse gases is
absorbed by the w orlds oceans. Seven m illion recordings
Chapt er
2
of ocean tem peratures from around the w orld support
this contention.
Step 2
O pponents of environm ental lobby believe G LO BA L
W A RM IN G IS N O T M A N -M A D E
- N ATU RA L D ISA STERS A N D W ILD W EATH ER
A RO U N D FO R M ILLEN IA
- EL N I O C A U SES FLO O D IN G , H U RRIC A N ES
- LIM ITIN G G A S EM ISSIO N S TO O EXPEN SIVE
Step 3
Lecture
global w arm ing natural
ex. El N io causes extrem e w eather
cutting gas em issions expensive and unnecessary
Reading
m an-m ade gases cause global w arm ing and dangerous
w eather changes
m any countries agreed to cut gas em issions
evidence from com puter m odels, satellites, and buoys
supports global w arm ing
Step 4
The lecture contradicts the claim m ade in the reading
that global w arm ing is caused by m an-m ade gas em issions.
The speaker m entions the argum ent that m ost scientific
studies done on global w arm ing are too lim ited in scope
to prove that greenhouse gases are responsible for
w arm ing the planet. (1) In other w ords, such studies offer
insufficient proof. (2) O n the other hand, the reading
asserts that scientists now have excellent proof that
greenhouse gas em issions have caused a significant rise
in ocean tem peratures.
The reading states that factories and car exhausts em it
gases like carbon dioxide. It claim s these gases trap heat
w ithin the earths atm osphere, causing global w arm ing.
(3) In opposition to this, the speaker presents the argum ent
that global w arm ing could easily be a natural phenom enon.
To support the argum ent, the speaker alludes to the
exam ple of the El N io phenom enon. (4) According to the
speaker, El N io is a w eather phenom enon that causes
terrible storm s, floods, and droughts. This occurs due
to the rise in ocean tem peratures and changes in w ind
direction it brings about. Clearly, the debate surrounding
globalw arm ing w ill not be easily resolved. A t least, not
until indisputable proof is found that hum an-m ade gas
em issions cause ocean and air tem peratures to increase.
Pr ac t i c e 3
Step 1
The current supply of w ater in the w orld is shrinking.
A ccording to experts, the w orld w ill have to change the
w ay it consum es food if the w ater shortage continues
to be a problem . The effects of w ater shortages on food
production are clear. G row ing food, in the form of plants
and anim als, uses about 70% or m ore of all the w ater
w e use. Reducing the am ount of w ater needed for grow ing
food w ill be necessary to m aintain current levels of food
production. W hen considering that a kilogram of grain-
fed beef needs at least 15 cubic m eters of w ater, or a
kilo of cereal needs betw een 0.4 and 3 cubic m eters,
it is clear that large am ounts of w ater are necessary for
producing even sm all am ounts of food. W ith w orldw ide
shortages of w ater, it is clear that w e m ust find a w ay to
conserve w ater to m aintain food production and healthy
diets.
Step 2
There are things all people can do to C O N SERVE
W ATER
- FIX LEA KIN G FA U C ETS
- TU RN O FF W ATER W H ILE BRU SH IN G TEETH
- TA KE SH O RTER SH O W ERS
Step 3
Lecture
w ater consum ption very im portant
all people can help conserve w ater
people can easily use less w ater at hom e
Reading
Earths supply of w ater decreasing
producing food uses 70% of our w ater supply
new w ays to conserve w ater m ust be found
738 Answer Key
A nsw er Key 739
Step 4
There are m any things that people can do at hom e every
day to reduce w ater consum ption. In particular, it is
im portantnot to w aste w ater as w e do daily activities
at hom e. (1) For exam ple, w hen w e brush our teeth, it is
sm art to turn off the w ater w hile w e are not using it. W e
can also reduce the length of our show ers or fix a leaky
faucet in order to conserve m ore w ater. (2) In fact,m any
of the things w e can do to reduce w ater consum ption are
not difficult and can have a large im pact on the w orlds
w ater supply.
Lim iting our w aste of w ater is particularly im portant w hen
w e consider that there is a w orldw ide shortage of w ater.
This w ater shortage puts the production of foods like
m eat and dairy products in danger. (3) A s m entioned in
the reading, seventy percent or m ore of all of our w ater
use is invested in the grow th of these products. If w e
dont find a w ay to reduce our w ater consum ption, it
is likely that there w ill not be enough w ater to sustain
the production of m eats, dairy products, or even fruits and
vegetables in the future. (4) Therefore, w e should be
conscientious of our w ater consum ption and w aste so
that there is enough left over to ensure that our food
production can be sustained for future generations.
Pr ac t i c e 4
Step 1
It seem s im possible to predict w hich new technologies
w ill becom e part of everyday life in the future. Som e of the
m ost fam ous innovations, like the Internet or text m essaging
on cellular phones, have exceeded initial expectations
and becom e essential to m odern life. O ther technologies,
though accom panied by great excitem ent and bold
predictions w hen released into the m arketplace, end
up disappearing. Betam ax VC Rs are a good exam ple.
Though Betam ax boasted superior technology to VH S,
they sold far few er units and lost their m arket share.
A nother problem is that som etim es a technology is so
hyped by the m edia that it cannot possibly m eet the
advertised expectations. The Segw ay has already becom e
a case study in this kind of disappointm ent. Touted as
the next civilization-changing innovation, the Segw ay
prom ised to revolutionize transportation. The public
w as asked to w ait and see w hat this m ystery invention
w ould look like! W hen this odd-looking little vehicle
finally arrived, people asked a biting question. So w hat?
That question rem ains unansw ered.
Step 2
The H YPE C YC LE is a pattern in the w ay new
technology enters the m arketplace
- SC IEN TIFIC BREA KTH RO U G H O R EVEN T G A IN S
ATTEN TIO N
- PRO D U C T G ETS M O ST PU BLIC ITY
- ID EA D O ESN T LIVE U P TO ITS PRO M ISE
- REA C H ES M A IN STREA M
Step 3
Lecture
hype cycle
new products get publicity, but disappoint expectations
products eventually reach m ainstream m arket
Reading
difficult to predict w hich products w ill be successful
good products som etim es fail
over-hyped products can disappoint buyers
Step 4
(1) From tim e to tim e, new ideas in technology are released
onto the m arket. Som e ideas sell m uch better than
expected.O thers fail to m eet expectations and fade into
obscurity. The Hype Cycle for technology explains those
trends through a process w here an idea is introduced,
hyped, becom es very popular, alm ost disappears, and
finally com es back into the m ainstream . (2) First of all,
som e new technologies, like the Internet, have becom e
surprisingly successful. The Hype Cycle suggests that they
w ere probably given a lot of attention at the beginning,
but failed to deliver on prom ises. Then they fell into
unpopularity. Soon, though PCs brought the Internetinto
our hom es, a developm ent that pulled the Net into m ain-
stream use.
(3) Finally, the Segw ay is possibly follow ing that sam e
cycle. In the beginning, it w as given a lot of attention and
everybody w as talking about it. The publics disillusionm ent
w ith this m achine w as quite strong. (4) H ow ever, this
all happened a short tim e ago, so m aybe the Segw ay needs
a new m arketing idea or som e other technological change
in order to enter the m ainstream . C om panies can now
quite confidently expect the ideas they introduce to be
very popular in the short term , pass through a phase
of unpopularity, and then usually enter the m ainstream
in the long run.
Skill B
Pr ac t i c e 1
Step 2
Introduction: E, F, B, C , A , D
Transitions: In the past, once, for exam ple, since
Body: G , D , B, E, F, C , A
Transitions: For exam ple, in the past, today, since
C onclusion: B, C , D , A
Transitions: In conclusion, consequently, for that
reason
Pr ac t i c e 2
Step 2
Introduction: D , C , B, E, A
Transitions: In fact, how ever
Body: F, A , C , B, D , E
Transitions: Second, so, first
C onclusion: C , E, A , D , B
Transitions: In sum , furtherm ore, how ever
Pr ac t i c e 3
Step 3
Introduction: D , A , C , B
Transitions: For this reason, w hile, these days, hence
Body: C , A , F, B, E, G , H , D
Transitions: H ow ever, as a result, in addition, second
C onclusion: C , A , D , B, E, F, G
Transitions: Furtherm ore, although, in short
Vocabulary Review
Revi ew 1
1. (B) 2. (A ) 3. (D )
4. (A ) 5. (C ) 6. (C )
7. (A ) 8. (B) 9. (D )
10. (B) 11. (B) 12. (D )
13. (A ) 14. (B) 15. (D )
16. (A ) 17. (D ) 18. (C )
19. (C ) 20. (B) 21. (D )
22. (A ) 23. (A ) 24. (D )
25. (B) 26. (A ) 27. (C )
28. (D ) 29. (B) 30. (D )
31. plagued 32. lobby 33. clim atic
34. contention 35. lim ited 36. indisputable
37. droughts 38. catastrophic 39. phenom ena
40. urgency 41. function 42. scope
43. upheaval 44. breakthrough 45. faucet
46. (S) 47. (S) 48. (O )
49. (O ) 50. (O )
Revi ew 2
1. (B) 2. (D ) 3. (B)
4. (C ) 5. (D ) 6. (B)
7. (A ) 8. (B) 9. (B)
10. (D ) 11. (A ) 12. (B)
13. (A ) 14. (C ) 15. (A )
16. (D ) 17. (A ) 18. (A )
19. (B) 20. (D ) 21. (B)
22. (D ) 23. (D ) 24. (A )
25. (A ) 26. (B) 27. (A )
28. (A ) 29. (C ) 30. (D )
31. convenience 32. packaged 33. ingredients
34. source 35. dough 36. shredded
37. diced 38. m odest 39. apt
40. prem ier 41. up 42. off
43. off 44. out 45. so
46. (C ) 47. (D ) 48. (E)
49. (B) 50. (A )
740 Answer Key
A nsw er Key 741
Focus A - Verb Forms
Ver b Tense
Exer c i se 1
1. I believe that reading both nonfiction and fiction books
can be educational. W hen I read nonfiction books,
I can learn inform ation about im portant historical
figures, inform ation about the environm ent and
anim als, and inform ation about countries of the w orld.
I had long know n about the educational benefits of
nonfiction w hen m y English teacher introduced m e to
the benefits of reading fiction. For exam ple, w hen I
read fiction, I learn m any new vocabulary w ords and
develop m y reading com prehension skills. A lthough I
learn m ore facts from reading nonfiction, I think fiction
helps m e m ore because it helpsm e be a better student.
Therefore, I strongly recom m end that students read
both fiction and nonfiction.
2. In the lecture, the professor statesthat there are several
schools of thought on the problem of anxiety. He then
questions w hether som e sym ptom s thought to indicate
a m ental disorder m ay in fact be healthy reactions to
everyday stress. A s an exam ple, he states that it is
norm al for students to feelanxiety before exam s.
A nother exam ple given is the lecturers ow n w edding
day. H e states that he felt sick and nervous before
the cerem ony. Again, this kind of reaction to a stressful
situation is norm al and does not im ply any kind of
m ental disorder. A t the conclusion of the lecture, the
professor advises that students be careful w hen using
feelings of anxiety to diagnose m ental disorders.
Exer c i se 2
A.
1. are 2. extracted 3. continued
4. causes 5. poison
B.
1. include 2. prom ote 3. doing
4. w atch 5. be 6. outw eigh
Modal Ver bs
Exer c i se 1
1. Life m ay exist on M ars.
2. Based on evidence from satellites, M ars m ust have
been a w arm planet long ago.
3. W e should study M ars to see if life ever existed there.
4. H um ans m ay need to live on M ars in the future.
5. H um ans m ust have w ater and air to live.
6. I am sure that if w e study M ars, w e w ill learn how
hum ans can live there.
7. O ur great, great grandchildren m ay live on M ars
som eday.
8. W e can learn if life exists on other planets.
Exer c i se 2
1. could 2. w ill 3. w ill
4. can 5. w ould 6. m ay
7. w ill 8. could
Pr esent Par t i c i pl e vs. Past Par t i c i pl e
Exer c i se 1
A.
1. m ake 2. respect 3. are treated
4. considers 5. is investigated
B.
1. are gained 2. read 3. are encouraged
4. engage 5. learn
Exer c i se 2
1. discussing 2. sold 3. buying
4. gained 5. upsetting 6. com plained
7. ate 8. given 9. achieved
10. satisfied
Chapt er
3
Focus B - Sentence Formation
Noun Cl auses
Exer c i se 1
C 1. It is im portant that people relieve the stress in
their lives.
C 2. I believe that reading is one w ay to relieve stress.
IC 3. I told her w hich problem s does reading help
m e forget about.
IC 4. She is the author w hose books helps m e relax.
C 5. M any people believe that exercise helps relieve
stress.
C 6. The fact that running relieves stressis w ell-know n.
C 7. M any people agree w ith the idea that running
m akes them forget about their problem s.
IC 8. D octors suggest that everyone under heavy
stress exercises at least three tim es per w eek.
Exer c i se 2
1. It is suggested by research that M ars is likely able
to support life.
2. It is true that there used to be w ater on M ars.
3. W hat scientists argue is that the sam e chem ical
elem ents found in living organism s on Earth w ere
found in the M artian m eteor.
4. The problem is that scientists m ay have contam inated
the M artian m eteor.
5. If the m eteor has been contam inated, the evidence
for life on M ars m ay not be valid.
Subor di nat i ng Conj unc t i ons
Exer c i se 1
1. A person w ho doesnt sm oke cigarettes m ay
involuntarily inhale sm oke w hen som eone they sit
next to lights up.
2. Since this isnt right, sm oking m ust be banned in
public.
3. N ow , an unhealthy sm oker enjoys his or her rights
w henever he or she w ants.
4. A fter sm oking is banned in public, healthy people
w ill be able to enjoy their rights.
5. As soon as sm oking is banned in public, m ore people
w ill be healthy.
6. A lthough sm okers w ill lose their rights to sm oke in
public, they can still sm oke in private.
7. A ll nonsm okers w ill be happy w hen sm oking is
banned in public.
8. You m ust agree to ban sm oking in public if you
w ant to be healthy.
Exer c i se 2
1. Today, food is easier to prepare because it com es
packaged and ready to use.
2. W hen you had to prepare all the fresh ingredients
yourself, pizza took m any hours to cook.
3. For exam ple, in the past you w ould have to m ake
your ow n dough, w hereas today, you can buy dough
already in the shape of a pizza crust.
4. Although w e dont use m any fresh ingredients anym ore,
w ere still better off.
5. Even if food is less healthy today because it is
packaged, w e still save m ore tim e by using it.
6. Since w e save tim e, w e can do other things w e enjoy.
7. W hile packaged food is easier to use, som e people
still prefer to m ake food from scratch as a hobby.
Par al l el St r uc t ur e
Exer c i se 1
N P 1. To spend tim e alone is good, but I prefer
spending tim e w ith friends.
N P 2. I feelexcited and alive w hen I spenttim e w ith
friends.
N P 3. M y friends are alw ays fun and entertain.
P 4. W e often play gam es, listen to m usic, and go
to m ovies.
N P 5. To get in touch w ith each other, w e send an
em ailor text m essaging.
P 6. It is good to be w ith friends to have fun but
not to gethom ew ork finished.
742 Answer Key
A nsw er Key 743
N P 7. W hen I have too m uch hom ew ork, I have to
callm y friends and not hanging out w ith them .
N P 8. W hen I spend tim e alone, I am w orking or do
hom ew ork.
P 9. W hen I am stressed out, m y friends help m e feel
better by listening to m e vent m y frustration,
anger, and resentm ent.
P 10.M y friends and I arent related, yet they feel
like fam ily to m e.
Exer c i se 2
1. M y friends are as im portant as fam ily.
M y friends are as im portant as myfam ily.
2. Spending tim e w ith m y friends and be w ith m y
fam ily are the tw o m ost im portant things in m y life.
Spending tim e w ith m y friends and being w ith m y
fam ily are the tw o m ost im portant things in m y life.
3. M aking good friends is as im portant as to m ake
good grades.
M aking good friends is as im portant as making
good grades.
4. To spend tim e alone is good, but I prefer spending
tim e w ith friends.
Spending tim e alone is good, but I prefer spending
tim e w ith friends.
5. M y friends are alw ays fun and entertain.
M y friends are alw ays fun and entertaining.
6. To get in touch w ith each other, w e send an em ail
or text m essaging.
To get in touch w ith each other, w e send an em ail
or a text message.
7. W hen I have too m uch hom ew ork, I have to callm y
friends and not hanging out w ith them .
W hen I have too m uch hom ew ork, I have to call m y
friends and not hang out w ith them .
8. W hen I spend tim e alone, I am w orking or do
hom ew ork.
W hen I spend tim e alone, I work or do hom ew ork.
744 Answer Key
Readi ng
The United Nations
1. (C ) 2. (B) 3. (D )
4. (A ) 5. (C ) 6. (C )
7. (B) 8. (C ) 9. (A )
10. (C ) 11. (D )
12. The G eneral A ssem bly --- (A ), (F)
The Security C ouncil --- (B), (D ), (I)
The Econom ic and Social C ouncil --- (E), (H )
Food Chains
13. (C ) 14. (C ) 15. (D )
16. (B) 17. (B) 18. (D )
19. (B) 20. (A ) 21. (D )
22. (B) 23. (D )
24. (A ), (B), (E)
Clearing Land for Farms
25. (D ) 26. (C ) 27. (A )
28. (A ) 29. (C ) 30. (A )
31. (D ) 32. (B) 33. (C )
34. (B) 35. (C )
36. (A ), (D ), (F)
Practice Test
Li st eni ng
History
1. (A ) 2. (A ), (C )
3. (A ) 4. YES --- (B), (D ); N O --- (A ), (C )
5. (A )
6. (C ), (B), (A ), (D ), (E)
Psychology
7. (C ) 8. (B) 9. (A )
10. YES --- (A ), (C ); N O --- (B), (D )
11. (B) 12. (B), (D ), (A ), (C )
Writing
13. (A ) 14. (C ) 15. (A )
16. YES --- (C ); N O --- (A ), (B), (D )
17. (B) 18. (C ), (A ), (D ), (E), (B)
Campus Life
19. (A ) 20. (C ) 21. (D )
22. (C ) 23. (B)
24. (D ), (A ), (B), (C )
Health
25. (D ) 26. (C ) 27. (C )
28. (D ), (B), (C ), (A )
29. (D ) 30. (A )
Campus Life
31. (D ) 32. (A ) 33. (D )
34. YES --- (A ), (B), (C ); N O --- (D )
35. (B) 36. (C )
A nsw er Key 745
Speak i ng
Quest i on 1
A n im portant book that I once read is Gorillas in the Mist. It w as w ritten by D ian Fossey. She w rote the
book in English. But, of course, I didnt read it in English. I read a translation. A nyw ay, this book w as
im portant for m e because it show ed m e how strong w om en can be. I am a w om an, so this really im pressed
m e. I learned about all of the hard tim es D ian Fossey w ent through. She had to live in the jungle, and
she lived alone for a long tim e. It seem ed really hard. But she w as doing som ething she loved, so it didnt
bother her. A nyw ay, she is a really strong role m odel for m e.
Quest i on 2
Sam ple response 1:
This question is asking about hom ew ork. It asks if I prefer hom ew ork every day or not. I w ould say not. I
m ean, I have a lot of classes. If I get hom ew ork every day in all of m y classes, its too m uch! A nd if I have
too m uch hom ew ork, I dont have tim e to think about it. I just do it really fast in order to get it done and
turn it in. So I think teachers should think carefully about giving hom ew ork. They dont need to give it every
day. If they give it less often, then w ell think it is m ore im portant and take our tim e and think about it.
That w ay w e can learn m ore, instead of just being busy all the tim e.
Sam ple response 2:
I think that daily hom ew ork is necessary. W e --- students I m ean --- need hom ew ork so that w e can practice.
I personally learn m ore by doing than by reading or just hearing about things. W hen I do som ething
m yself, I really learn it. A nd thats w hy I think hom ew ork is good for m e. I can take the w ork hom e and
go through the exercises or w hatever at m y ow n speed. I can find out the things I know w ell and the
things I dont know w ell. O h, but there is one thing about hom ew ork. I w ant to do it every night, but I
dont w ant to do too m uch of it. I m ean, practicing som ething five tim es is enough. I dont have to do
it tw enty tim es as hom ew ork.
Quest i on 3
The m an is supportive of the universitys decision to im plem ent an e-billing system . H e lists a few reasons
w hy he supports the announcem ent. First, e-billing is m uch m ore convenient than old-fashioned paper
billing. H e states that the m ajority of students use Internet banking, so it w ill be easy for them to adapt. In
addition, he rem arks how glad he is that he w ont have to w ait in long line-ups at the fees office any m ore.
Finally, he points out that the new system w ill help the environm ent because few er trees w ill be cut dow n
to m ake paper.
746 Answer Key
Quest i on 4
This inform ation, from both the reading and the lecture, cam e from an econom ics class. The reading presented
the idea of how supply and dem and w ork. Like if supply is low , dem and is high. And the other w ay around,
too. The professor added to this idea, this basic concept of supply and dem and, the idea of substitutes.A s
I understood from the lecture, substitutes are like tw o brands of the sam e product. The professor gave the
exam ple of tw o kinds of oil. So if one kind of oil is cheaper, people w ill buy that one. They w ill substitute
the cheap one for the expensive one. This m akes the sim ple idea of supply and dem and m ore com plicated.
Quest i on 5
Sam ple response 1:
The m an and w om an discuss the w om ans problem w ith her m eal plan. M ore specifically, her problem is
that she chose a m eal plan that included too m any m eals. N ow , the sem ester in alm ost finished and she
has a lot of leftover m eals that she has already paid for. The m an offers tw o solutions to her problem . The
better of the tw o solutions, in m y opinion, is for her to buy the m ans lunches on her m eal plan. Then, the
m an w ill pay her in cash for w hat hes eaten. This w ay, shell use up her extra m eals and w ont w aste her
m oney.
Sam ple response 2:
The m an and w om an discuss the w om ans problem w ith her m eal plan. M ore specifically, her problem is
that she chose a m eal plan that included too m any m eals. N ow , the sem ester in alm ost finished and she
has a lot of leftover m eals that she has already paid for. The m an offers tw o solutions to her problem . The
better of the tw o solutions, in m y opinion, is for her to treat her friends to a big party at the cafeteria.
Though the food there isnt great, she and her friends w ill have a fun tim e, w hichll help them relax and
focus on their studies.
Quest i on 6
The lecture that the professor gave w as about a bird and a tree. The bird w as the dodo. H e didnt m ention
the trees real nam e, but he said som eone called it a dodo tree.A nyw ay, the point of his lecture w as
how the bird and the tree w ere related, or connected. The bird ate the trees fruit. W hen the bird pooped,
the trees seeds cam e out and grew into trees. But then people killed all of the birds. Then scientists figured
out that no new trees w ere grow ing. So it w as kind of a big problem .
A nsw er Key 747
Wr i t i ng
Sample Responses
Task 1
The lecture and the reading both offer som e evidence for the possibility of life on M ars. To begin w ith, w e know that
there used to be w ater on M ars. That w ater could have sustained life. A lso, M ars w as probably a w arm planet billions
of years ago. The com bination of w ater and w arm tem peratures w ould be suitable for life on thatplanet. The focus of
the m aterial w as on new inform ation about the possibility of life on M ars. Scientists found a m eteor in Antarctica and
analyzed its contents. They found som e of the sam e chem ical elem ents in the m eteor as they have found in living
organism s on the Earth. If these elem ents cam e w ith the m eteorite from M ars, they could prove the existence of early life
on M ars. The problem is that the scientists m ay have contam inated the m eteor w hile handling it, for exam ple, in
the laboratory. Alternatively,the m eteorite m ay have becom e contam inated w hen it struck the Earth. If the m eteorite
becam e contam inated in any w ay, the new evidence for life on M ars m ay not be valid. The lecturer m entions that evidence
m ay becom e contam inated quite easily, and it is a com m on problem .H ow ever, the scientists still m ust determ ine
if their evidence is actually trustw orthy.
Task 2
In m any societies, sm okers have enjoyed great freedom . They could sm oke w herever they w anted to, and non-sm okers
had to tolerate it. Nobody thought to question the sm okersrights to their cigarettes. This trend is changing,and
I am very happy about it. Sm oking m ust be banned in public because it harm s the health of others, and it is a fire hazard.
First of all, passive sm oking is a big problem . Fam ily m em bers, cow orkers, friends, and even just nearby strangers have
to share a sm okers cigarette sm oke w ith that person.Its tim e to forget about the rights of an addicted m inority,sm okers,
and respect the rights of the strong people w ho have chosen to be healthy by not sm oking. In the past, sm okers
told non-sm okers w ho com plained to go som ew here else. N ow adays, the tables have turned, and sm okers are being
sent outside instead. Society is starting to realize that although sm okers have a right to sm oke, they dont have a
right to force others to sm oke. Its a basic issue of m aintaining control over ourow n bodies.
Secondly, cigarettes are a terrible fire hazard. M any sm okers are very careful to put out their cigarettes responsibly.
H ow ever, m any just throw them anyw here they please, starting grass fires and chem ical fires that spread destruction.Even
the m ost careful sm oker can fall asleep or get drunk and careless. A ny use of fire m ust be very carefully regulated
in public. Because cigarettes can so easily start fires, its tim e to restrict their use in public.
Sm okers can do w hat they like to their ow n lungs and bodies. They cant do w hat they like to the health of the
non-sm okers around them . W e also need to think carefully about public safety. Fires claim a lot of lives each year.
There is no defensible reason for sm okers to sm oke in public, so it should not be allow ed.

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Beginning READING

Developing Skills for the TOEFL

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