Open ww’ aban : 00K.com So) Forum | SPO ACADEMIC LISTENING AND SPEAKING Cia ee es and informative content while developing essential listening and speaking skills. Each level contains listening selections and discussion activities related to a range of academic content areas, including communications, technology, business, and the social sciences. chapter provides presentation and practice of important listeni and speaking skills so that students can develop effective learning strategies. Open Forum also offers vocabulary and pronunciation strands to complement the instruction. ar See ee cee ee pete EL eae em Be cu ee aed reports, monologues, and short lectures ensure a high level of engagement and encourage discussi Se eee Cu ed Cen ees eae cs date learning and provide opportunities for © Progress tests con: ‘ongoing assessment. Ceti Dee eRe ee ery available on the Open Forum Web site (www.oup.com/elt/openforum) ec Cr Eee ron Cod resry ros rey reed Penn cotrc cg Se ea ee eed or contact your local Oxford office or sales representative. OXFORD prereeerrantg 2 | | wl SaalOpen Forum Pe Diao ey tar WRT Angela Blackwell Therese Naber OXFORDAcknowledgements ‘We would like to acknowledge Janet Aitchison and Pietro Alongi, who initiated the Open Forum series. We would also like to thank the editor, Rob Freire, and the design team at OUP for their hard work and dedication throughout the project. We would also like to express our gratitude to the following people for their support and feedback during the development of the series: Nigel Caplan, Jack Crow, Kate Dobiecka, Barbara Mattingly, Adrianne Ochoa, Ashli Totti, and Scott Allan Wallick. Special thanks to Deborah Pardes of the SIBL Project for her collaboration. ‘The publisher would like to thank the Hirshhorn Museum and Sculpture Garden, ‘Smithsonian Institution, for permission to reproduce the following work: Spiral Composition, 1946 Alexander Calder (1898-1976) Gouache on paper (44.8 x 50.7 cm) Hirshhorn Museum and Sculpture Garden, Smithsonian Institution, Gift of Joseph H. Hirshhorn, 1966. Photographer: Lee Stalsworth. Acknowledgementsiv Contents Acknowledgements Introduction Chapter 1 Communication Radio report about babies and sign language. .... page! Lecture about gestures Chapter 2 “opie Literacy and reading Literature Interview about Artists for Literacy page 9 Informal conversation about books Chapter 3 Topics Pants; bees Life Sciences Tour at the Eden Project. page 17 Classroom lecture on bees Chapter 4 Topic: The brain and memory Psychology TTY program about how to improve memory... page 26 Radio callin show... Chapter 5 Topic: Anthropology ‘Anthropology Interview with an anthropologist page 35 [News report on corporate anthropology. Chapter 6 Topic: Money Money Radio report about local currencies... ‘ page 42 Informal lecture about the history of money : Chapter 7 Topics: Physical fitness stress Health Conversation about fidgeting and fimess , page 52 Radio book review... q Chapter 8 Topic: Community and socal involvement Social Studies Interview with a sociologist oe : page 61 On-the-stret interviews about community involvement. ve Chapter 9 Topic: Weather and water Earth Science [News program about running in the rain page 70, ‘Lecture on water projects around the world ‘Chapter 10 “Topics: Explorers; Elis Island History ‘Conversation about the discovery of America : page 79 Student presentation on Elis Island te Chapter 11 Topics: Math; computers Math and Technology Radio program on the Fibonacci sequence ; page 88 Lecture on human computers " Chapter 12 law Interview about restorative justice 9 page 96 Radio callin program about legal questions 10 ContentsE Listening Skill Focus ‘Speaking Skill Focus Vocabulary Pronunciation Reflecting on listening “Asking for help with Verbs of communication ‘Contractions with be vocabulary ‘Activating background knowledge (1) Reflecting on speaking ‘Words related to books ‘Stress on content words ‘Activating background knowledge (2) ‘Asking for clarification ‘Geographic areas and the definite article (ih) ‘Unstressed function words Predicting “Taking time to think Verbs and adjectives with prepositions ‘Stressed and unstressed prepositions Listening for main ideas Clarifying ‘Nouns for professions Word stress ‘Working out unknown vocabulary ‘Asking for further information "Words related to money Tatonation in ists Tdentifying speculative language Using expressions to show ‘Multisword verbs (1) Using intonation to show Listening for specific Elaborsting Describing trends ‘Unstressed object pronouns information Tdentifying sequencers ‘Saying percentages and ‘Collocation with make Linking fractions and do Summarizing Giving presentations ‘Multi-word verbs (2) ‘Unstressed and contracted, auxiliary verbs Listening for examples ‘Giving opinions and responding to opinions “Adjectives with ing and —ed endings The -ad ending Identifying important points TRephrasing to check understanding “The adjective endings nal, ent, ~ive Ttonation with wh- questions Contents vvi Introduction ‘Welcome to Open Forum, a three-level listening and speaking skills series for English language learners who need practice in extended listening and discussion in preparation for academic work, or to attain a personal goal. ‘The series is structured around high-interest listening texts with an academic focus that engage and motivate earners. Chapters feature academic content areas such as History, Communication, or Psychology. The content areas are revisited as the series progresses, ensuring that learners recycle and extend the ideas and vocabulary of each topic. Focused practice in listening and speaking skills is integrated into each chapter. Open Forum 1 is for learners at the high-beginning to low-intermediate level. Features of Open Forum Listening Skills = Each chapter introduces and practices a specific lis- tening skill (c., listening for main ideas, identifying cxamples, identifying important points). = Listening selections are adapted from authentic sources. They are carefully chosen to engage learners and teachers and to stimulate discussion. © A wide variety of texts— including lectures, radio interviews, news reports, and informal conversa- tions—ensures learners practice listening to a range of audio formats. = Listening comprehension tasks provide opportunities for extensive and intensive listening, which becomes ‘more challenging as learners move through the series. Speaking Skills = Each chapter introduces and practices one specific speaking skill (e.g,, elaborating, asking for clarifica- ton, giving opinions). "© Speaking practice sections in each chapter provide opportunities for extended discussion on the chapter theme, Abundant opportunities for interaction in pairs, ‘groups, and as a class ensure student participation. Vocabulary © Vocabulary sections introduce key lexical items asso- ciated with the chapter theme. The sections also highlight word-building, collocations, and multi-word verbs, Pronunciation ™ Pronunciation sections raise learners’ awareness of features of natural spoken English, such as stress, thythm, intonation, and linking. Introduction MP3 Component # Downloadable audio files (in MP3 format) and work- sheets for every chapter are available on the Open Forton Web site www oup.comlelv/openforum. Each downloadable selection complements the topic in the corresponding chapter, and provides learners with opportunities for extended listening practice in the content area, The listening selections can be used independently, or in a language lab setting. Assessment = Progress Tests (available in the Answer Key and Test Booklet) enable teachers to check learners’ progress and allow learners to demonstrate mastery of the strategies they have studied Unit Format 1. Introducing the Topic ‘This section introduces the topic of the chapter, activates learners’ background knowledge, and builds interest. Learners complete a quiz, answer discussion questions, look at photographs, or carry out a short survey. Teaching Tip: Use this section to get learners think- ing and speaking about the chapter theme. Have ‘them work in pairs or groups to maximize their speaking opportunities. 2. Listening Practice ‘This is the first of two major listening opportunities in each chapter. Each listening section includes five sub-sections: © Preparing to Listen Here, earners are given specific preparation for the text that they are going to hear. Learners read and discuss information specific to the piece; at this point, new vocabulary may be introduced to facilitate listening. Teaching Tip: Heighten student interes and antici~ ‘pation by having them predic: what speakers wil say. Leave some questions unanswered; his will motivate learners to listen more carefully. # Listening for Main Ideas This stage ensures that learners are able to iden- tify the main idea of a text. The listening task encourages learners to listen to the entire record- ing once through, without stopping, and to pick ‘out the general gist of the text. Teaching Tip: Read through the directions for the task before learners listen. Check that they under- ‘stand the vocabulary in the task and knoto what they have to do. Encourage them to focus anly om the listening task as they listen. After they listen, have learners compare their answers. and check as a class.= Listening for More Detail In this section, learners practice listening for specific details. As the series progresses, learn- ers move from reacting with a minimal response (c.g. deciding whether a statement is true or false) to making more extended notes (@. fill ing in a chart). They are also guided to use con- text to work out unknown vocabulary. Teaching Tip: Go through the questions before learn cs ison, and check that they understand what they are being asked. Then play the recording. Learners may already be able 1 anseecr some ofthe questions. Acknlege this fact but do not confirm right or torong ansizers at this point: encourage learners to listen 4 second time to check their answers. After they have li teed again, ask learners to compare their ansers, and check as a class. If learners have difficulty with one or ‘mere of the questions replay the relevant section of the recording as necessary. ® Thinking and Speaking At this point, learners are encouraged to respond to the ideas in the text, synthesize what they have heard, and apply it to their own experience. Learners also get an opportunity for speaking practice on the chapter theme. Teaching Tip: Learners can discuss the questions in pairs, small groups, or as a class. Give them time to think before asking for answers. Encourage them to refer tothe lisconing transcript if appropriate. The tasks are designed to be flexible and can take as File as a few minutes, or as long as 20-30 minutes, depending on class and teacher preference. = Focus on the Listening Skill “This section raises learners’ awareness of listen- ing skills and strategies, and provides focused taining in those skills. The Listening Skill boxes introduce three types of listening skills: 2) pre-listening skills (eg., activating background knowledge) are introduced before learners listen to the text; ) while-listening skills (¢.g. identifying main ideas) are introduced and practiced as learners listen; ©) detailed listening skills (¢.g.5 working out unknown vocabulary) are practiced after learners have grasped the main points. Teaching Tip: Read the information in the Listening Skil box aloud as the learners fallow along. Check that they wnderstand. Then have them complete the casks alone or ith a partner. After they listen, have learners compare their anseers, and check asa class . Vocabulary ‘The vocabulary section introduces key items of vocabulary that are useful for the topic, and pro- vides written and oral practice of the items. Where necessary, FY/ boxes highlight relevant information. Teaching Tip: Read the information in the FY1 box, Ff there tone, aloud asthe loarmors follow along. Chock 4 cA that learners understand. Then ask learners to complete the tasks alone or with a partner. Listening Practice ‘This section provides a second listening opportu- nity. The text in this section is longer than the first text, to give learners practice in extended listen- ing. The text is usually of a different type from the first text (e.g., a lecture vs. a radio interview). The sequence of tasks is the same as in the first listen- ing section, without the specific focus on a listening ste Teaching Tip: See previous Listening Practice. Pronunciation Learners are offered practice in listening for and understanding features of natural spoken English such as stress, linking, weak forms, and verb end- ings. Learners practice focused listening to identify stress and intonation and to pick out words and complete sentences. As in the Vocabulary section, FYT boxes provide relevant instruction, Teaching Tip: Read the information in the FYI box, if there is one, aloud as the learners follow along. Check that learners understand. Then ask learners to complete the tasks alone or sith a parmner. Speaking Skills “This section raises learners’ awareness of a specific speaking skill or strategy, such as asking for clarifi- cation or taking time to think. These are presented in Speaking Skill boxes. Learners listen to a short text that exemplifies the skill or strategy in question, Teaching Tip: Read the information in the Speaking ‘Skill box aloud as the learners follow along. Check that learners understand. Then as learners to complete the tasks alone or with partner, Speaking Practice “This section provides an extensive, guided speaking activiey on the theme of the chapter, and encour- ages leamers to use the skill learned in the previous section, The activity is carefully staged to maximize speaking; for example, learners might frst make notes individually, then discuss the topic with a parmer, and finally move into group or class discussion. Teacking Tip: Allow plenty of time for this activity. Ask learners to gather and note down their ideas; this teil ensure that they have enough to say in the speaking stage, If necessary, remind learners to use the speaking shel fom the previous section Taking Skills Further ‘The chapter concludes with suggestions to increase learners’ awareness of listening and speaking skills, and ideas for listening and speaking practice out- side the classroom, Teaching Tip: The task can usually be checked in the next class. Many of the activities can be expanded into 4 project, if desired. Introduction viiCommunication Sign language; gestures Radio report about babies and sign language; lecture about gestures Reflecting on listening ‘Asking for help with vocabulary ‘Verbs of communication Contractions with be ee 00k.com ees = s By — BPS J (11 | INTRODUCING THE TOPIC 1. Work in small groups. Look at the pictures. How are the people communicating? What are they communicating in each picture? 2. Work in pairs or small groups. Make a list of other ways that people communicate without using words. Chapter 1 Communication 1www.ZabanBook.com, (2] LISTENING PRACTICE oS A Preparing to Listen You are going to listen to a radio report. Read the description of the report. Then discuss the questions with a partner. ¢ Radio Highlights WDLG 10:00: Using sign language with babies This report investigates why parents are teaching their babies to use sign language before they can talk. 1, What is the radio report about? 2. What are some possible reasons that parents might teach babies to use sign language? B Listening for Main Ideas QW Listen to the radio report. Then choose the correct answer to the question. ‘What is the main reason that parents are learning to use sign language? a. They want to communicate with deaf people. 'b. They want to help their babies to communicate. c. They want their babies to speak earlier. C Listening for More Detail Qe. Listen to the report again. As you listen, choose the correct answer to complete each statement. Then compare answers with a partner. Listen again if necessary. 1. The interview is taking place _. a. ata radio station 'b. ata sign language class c. oma street corner 2. In the sign language classes, teachers teach signs to_. a. babies b. parents c. researchers 2 Chapter 1 Communication3. The babies in the sign language class are__ a, all the same age b. about two ¢. different ages 4, Parents like to use sign language because _. a, it helps them understand what their children want ®. it stops them from screaming at their children . it stops the children from speaking 5. Researchers noticed that deaf children learn to sign _. a. earlier than hearing children learn to speak b, more quickly than hearing children do ¢. later than hearing children do 6. Sign language may help children __. a, become more intelligent b. learn to speak earlier ¢. both a. and b D Thinking and Speaking Work in small groups and discuss the questions. 1, What are the advantages to teaching sign language to babies? 2, What do you think of the idea? E Focus on the Listening Skill: Reflecting on Listening Sees Icis helpful to think about the skills that are necessary to be a good listener. Thinking about these skills and practicing them as much as possible will improve your listening abilities and make you feel more confident when listening. 1. Work with a partner. Look at the listening situations below. For each pair of situations, discuss which type of listening is easier for you. Why is it easier? What kinds of listening situations are most difficult for you? 1. Listening to a recording OR listening to someone face to face 2, Listening in an informal situation (at a meal with friends) OR listening in a formal situation (in a lecture) 3. Listening to a talk on a familiar topic OR listening to a talk on an unfamiliar topic Chapter Communication 32. Look at these strategies for becoming a better listener. Then look back at sections A through D on pages 2 and 3. Which strategy did you use in each section? 1. Think about what you already know about the topic before you listen. Section A 2. Focus on the main ideas, not on the details. 3. Listen for specific information that you want to find out. 4, After you listen, try to summarize what you heard. 3. Look at the list of listening skills in the Table of Contents. Which chapters focus on the strategies above? (3 | VOCABULARY: Verbs of Communication Verbs of communication, like say or tell, are followed by different sentence structures. The chart below shows how some of these verbs are used in sentences. +. to someone Soe Someone something someone or «+. Someone about | | something talk... | v speak... | v say. v explain ... v tell v | v ask... \ | v Qw 1. Read and listen to the conversation. Which verbs of communication do the speakers use? A: Did you talk to Mike? B: Yes. He explained why he was late for the meeting. He was sick. A: He didn’t say anything about a new job? B: No. He told me he had the flu. A: Hmm. That’s strange. www.ZabanBook.com 555) Chapter 1 Communication ¢ @2. Choose the correct answer to complete each statement. Use the chart on page 4 to help you. 1. My friend isn’t speaking __ because he’s mad. a, me b. tome 2. He tells __ all his problems. a. me b. tome 3. You never say a. me hello b. hello to me 4. Could you please explain ___ again? a. me the homework b. the homework to me 5. When people are talking a. each other b. to each other +I don’t always understand. 6, I'm going to ask _ about the exam. a, the teacher b. to the teacher 3. Work with a partner. Discuss the following questions. Use some of the different communication verbs from the chart in your discussion. 1, Who do you talk to most often on the phone? Why? 2. What stories did your parents tell you when you were a child? 3. What would you like someone to explain to you? 4, Ifyou met the President of the United States, what would you say? (4 LISTENING PRACTICE A Preparing to Listen 1, Work with a partner. Describe how to do something, like how to get to your home from where you are now, how to make an unusual drink, or how to operate a motorcycle. As you speak, keep your hands behind your back and do not move your head! 2. Work in small groups and discuss the questions. 1, Is it difficult to speak without using hand or head movements? 2. How do a speaker’s gestures help people understand him or her? 3. In what simations might you use more gestures than usual? Chapter 1. Communication 56 B Listening for Main Ideas (QW. Read the statements. Then listen to the lecture by a university professor. As you listen, write T for true or F for false for each statement. Compare answers with a partner. 1. We learn to use hand movements by watching other people. 2. Gestures usually match what a person is saying. 3. Gestures help people put thoughts and ideas into speech. C Listening for More Detail GQ* Listen to the lecture again. Choose the correct answer to complete each sentence. Then compare answers with a partner. Listen again if necessary. 41, Professor Goldin-Meadow is a. the person giving the lecture . a researcher on the subject of gestures 2. The lecture is about __. a. well-known gestures such as the “thumbs up” sign b. hand and eye movements that we use when we talk 3. Blind people make gestures. This shows that a. it’s harder for blind people to express themselves b. gestures are not learned from watching other people 4. The example of the “downstairs” gesture is an example of __. ‘a, a gesture that gives additional information that is not in the words b. a gesture that doesn’t match the words 5. Goldin-Meadow studied children in order to see __. a. how their hand movements are different from adults’ b, when their hand movements didn’t match their words 6. When people are speaking a foreign language or explaining something complicated, they often a. use more gestures b, use gestures that don’t match their words D Thinking and Speaking Work with a partner. Choose one of the following points from the lecture. Imagine that your partner did not hear the lecture, and explain the point in your own words, using examples from the lecture. 1. Gestures are not learned by watching people. 2, Gestures ususlly match what someone is saying. 3. Gestures help us put thoughts into words. Chapter 1 Communication(5 | PRONUNCIATION: Contractions with Be It can be hard to hear the different forms of the word be (am, is, and are) because they are often contracted. For example, / am is contracted to I'm, and he isis contracted to he's. QW. 1. Read and listen to the sentence. Underline the three places where the verb be is contracted. When you’re listening to people, it’s interesting to pay attention to the gestures they're using. QW. 2. Listen to the extracts from the lecture. Fill in the missing contractions. 1, It’s something that we do naturally, and that we're all born with. 2, And when we talk to each other, __ paying attention to gestures as well. 3. You will automatically understand: “ in her office and her office is downstairs.” 4. So usually __ a correspondence, or a match, between the gestures a person makes and what they say in words. 5. People use more gestures when they have difficulty with language, for example, when = speaking a foreign language. 6, It can tell you alot about_____going on in their heads. (6 | SPEAKING SKILL: Asking for Help with Vocabulary LISTENING SKILL When you are speaking, it is sometimes difficult to think of the right word. If you cannot remember a word, try one or more of the strategies below to get help. + Describe what you mean using a similar word or gesture. + Use a more general word. + Use an expression like “What do you call it?” + Give part of the word and ask for help. Q® 1. Listen to the conversation. What is the woman describing? QW. 2. Listen again. Which of the strategies above does the woman use? www. ZabanBook.com, =55—SUBY « @ Chapter 1 Communication 78 (7 | SPEAKING PRACTICE Work in small groups. Take turns thinking of an item from the categories listed below. Describe the item as clearly as you can. Do not use the name of the item. Instead, use the strategies on page 7 to ask for help. How quickly can your classmates guess the item you are describing? ‘an animal a color a fruit or vegetable clothing or jewelry _a feeling a type of music Example: A: Iva kind of fruit ... and it’s green on the outside.What do you call it? B: Do you mean a pear . .. or maybe an apple? A: No. It's bi about this big, C: Oh, a watermelon! A: Right! (8 | TAKING SKILLS FURTHER In a conversation outside of class, when you cannot think of a word, try using one or more of the strategies for asking for help. Discuss your experiences in the next class. Chapter 1 For additional listening practice on the topic of communication, go to the Open Forum Web site (www.cup.com/elt/openforum) and follow the links. Communicationeter 2 Literature ‘ABOUT THIS Era “Topics: Literacy and re Listening Texts: 9g Interview about Artists for Literacy; informal conversation about books Activating background knowledge (1) Reflecting on speaking Words related to books Stress on content words wwx.ZabanBook com, SOS 4 ¢ J . Look at the list of reading materials. Number the materials 1-5 according to how often you read each type (1 = the most often, 5 = the least often). textbooks or academic texts newspapers magazines online material (e-mail, blogs, online magazines) nonacademic books (mystery stories, novels) Work in small groups. Compare your answers. What kind of material do you most enjoy reading? Write a list of everything that you have read so far today. Include things like road signs and advertisements. Then compare your answers in small groups. How many different things did your group read? Chapter 2 Literature 9PV a Test Booklet ° =™)/ OXFORDContents Answer Key........0000000005 Assessment Tests Test1.. Test 2.. Test 3... BNE issisvieisen sven Transcripts Chapter 1.... -16 Chapter 2 ..........006 17 Chapter 3 -19 Chapter 4 vied Chapter 5 .. 2B Chapter 6 .. : Z 24 Cheaghen FS wcevveccsvecesestarceersece . « 27 Chapter 8 eresscesinesceicecdnscceds onecdemnesrentetenecest 29 Chapter 9 deeeaneiennea 231 Chapter 10 = -33 STP ptt fra gcd ada ote tg lg Chapter 12 . 38 QxroRD [aoe econ sma smees ‘area pcp fer Penpgf oe ge ain ee... Joraaqual salage ecualgoatial saneieoaices may male copies fo thelr own We ot fr use by classes they teach School Great Clarendon Street, Oxford ox2 60” UK Dorchasers may make copies for ure by their staff and rodents Osford UniversiryPrssis 2 department ofthe University of Oxford InfurtherstheUnwersiys objets of excellence in esate, shots You must not circulate this book in any other binding or cover and education by publishing worldwide in and you must impose this same condition on any aequizer ee ae ‘Any websites refered to inthis publication ae in the pubic domain and ‘Auckdand Cape Town Dares Salsam Hong Kong Kerachi their addresses are proved by Oxford Univesity Pes for information only. Koala lumpur Madrid Melbourne Mexico City Nairobi (Oxford University Pres disclaims any responsibility forthe content. New Delhi Shanghai Taipe! Toronto Executive Publisher: Janet Atchison Senior Aquisitions Editor: leto Along Editor Rob Freire Associate Editor: Scot Allan Wallick ‘Ar Director: Marit Hagsted With offices in ‘Argentina Austria Brezil Chile Coech Republic France Greece Guatemala Hungary Italy Jspan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam ‘oxrono and oxroan syctisi ate registered trademark of Prctctin Sanager'siarerecsed Oxford University Press Production Controle: Eve Wong, (© Oxford University Fres 2007 sax 978 019 41792 ‘arahace ight vf ivory Presale) ‘Allrights reserved. No part his publication may be reproduced stored ina frinted in Hong Ko retieval system, or transmitted, in any form orby aay means withovt the ee 1096765432wow. ZabanBook. Set) Communication 2 Listening Practice B Listening for Main Ideas (p. 2) b C Listening for More Detail (p. 2) 1b 4a 2b 5a Be bc E Focus on the Listening Skill Exercise 1 (p. 3) Answers will vary Exercise 2 (p. 4) 2. Section B 3. Section C 4. Section D Exercise 3 (p. 4) 1. Chapters 2 and 3 2. Chapter 5 3. Chapter 8 4. Chapter 10 3 Vocabulary Exercise 1 (p. 4) ‘They use the following verbs: talk, explained, say, and told Exercise 2 (p. 5) Lb 4b Ra 3b Bb 6a 4 Listening Practice B Listening for Main Ideas (p. 6) FO 2T 37 C Listening for More Detail (p. 6) bE Bi 3.b Zb 4a 6a Answer Key 5 Pronunciation Exercise 1 (p. 7) When you're listening to people, it's interesting to pay attention to the gestures they're using. Exercise 2 (p. 7) she's there’s they're what's 6 Speaking Skills Exercise 1 (p. 7) She is describing a duplex and a kind of flower. Exercise 2 (p. 7) She uses all four of the strategies. Literature 2 Listening Practice B Listening for Main Ideas (p. 10) C Listening for More Detail (p. 10) 1 65 they prefer to watch TV or listen to music songs listen to the songs and then read the books ‘wrote their own songs about a novel they had read 6. performed a song she had written on the radio 3 Vocabulary Exercise 2 (p. 12) 2g el 10. b Bi J i. ¢ 4x ok @ d Bh Of Exercise 3 (p. 12) Answers will vary. Open Forum 1; Answer Key 14 Listening Practice B Listening for Main Ideas (p. 13) Answers may vary slightly. 1. The Joy Luck Club was important to Anne because it was the first book she could identify with. 2. Catcher in the Rye was important to Cora because she identified with the main character, and it described her experience. 3. Treasure Island was important to Brent because it appealed to his imagination and had good pictures, C Listening for More Detail (p. 13) LT) 5.T oF 27 6F 10. F ar nr Wt 4Fo 8T WF 5 Pronunciation Exercise 2 (p. 14) 1. We visited my grandparents in Brooklyn. 2. found a great book. 3. There were pictures of pirates. 4. The illustrations were beautiful 5. Txead it on Sundays. 7 Speaking Skills Exercise 1 (p. 16) 2. e. Taking time to think 3. d. Expressing opinions 4. a. Asking for further information 5. ¢. Expressing interest Exercise 2 (p. 16) Asking for further information: Chapter 6 ‘Asking for clarification: Chapter 3 Expressing interest: Chapter 7 Expressing opinions: Chapter 11 ‘Taking time to think: Chapter 4 Exercise 3 (p. 16) Answers will vary. cep ee Life Sciences 2 Listening Practice B Listening for Main Ideas (p. 18) it ZF 3.7 2 Open Forum 1: Answer Key C Listening for More Detail (p. 19) Lao 4a Za 2b 5b &b 3b 6b 3 Vocabulary Exercise 1 (p. 20) ‘The Mediterranean, The United States Exercise 2 (p. 20) 2b Be ah 3a 6g Ke ad 2a Exercise 3 (p. 20) Answers will vary. 4 Listening Practice B Listening for Main Ideas (p. 22) 3. How the bee carries nectar Bee communication Structure of the hive How many kinds of bees there are How bees make honey C Listening for More Detail (p. 22) LF O4F 2E 10.T 2F 5T BF oT 67 oT 5 Pronunciation Exercise 2 (p. 23) 2. the 5. it 8 of 3. of 6. and 9. in 4. it 2a 10. the 6 Speaking Skills Exercise 1 (p. 23) The students ask about how the worker bees carry neclar to the hive, how many worker bees there are, and the zoologist’ name. Exercise 2 (p. 23) The students use the following expressions: Can you explain...2, How many...?, and Can you repeat...? 7 Speaking Practice (p. 24) A. Africa 2. 1/12! of a teaspoon 3. two milion 4. two pounds 5. 4000about one pound 55,000 50 and 100 15 miles, red Psychology 2 Listening Practice B Listening for Main Ideas (p. 27) Examples of memory problems Box Brain Childhood memories A research study cher scientists think Using memory to prepare for college exams C Listening for More Detail (p. 28) La 4b ze Ba Be Be 3 Vocabulary Exercise 1 (p. 29) participate in help (someone) with worried about ‘optimistic about interested in surprised at Exercise 2 (p. 30) 2. in 5. in 8. with 3. about 6. at 9. about 4. to 7. about 10. about 4 Listening Practice B Listening for Main Ideas (p. 30) 3. Ways to improve memory 2 Forgetting names 4. Tip of the tongue syndrome 1 Stress and memory C Listening for More Detail (p. 31) Answers may vary slightly. 1. Worrying about your memory makes it more fficult to remember things. 2. The main goal is to make the name as memorable and meaningful as possible. 3. Imagine a man in a field wearing a large red hat with the name “John” written on it. 4. You are more likely to remember it if itis silly or outrageous. 5. You can work out your brain by doing puzzles, like crossword puzzles and puzzles with pictures. 6. The tip of the tongue syndrome is when you're trying to remember something and it’s very lose, but you just can’t seem to remember it. 7. She suggest that you talk around it for example, talk about the story and the characters in the movie. 8, It gives your brain time to work on it. 5 Pronunciation Exercise 1 (p. 32) ‘The prepositions in column 1 are stressed. ‘The prepositions in column 2 are unstressed. 6 Speaking Skills Exercise 1 (p. 32) They are talking about a book and trying to remember its title. Exercise 2 (p. 32) ‘The speakers use the following expressions: Hmm..., Let's see..., Give me a second..., and It's on the tip of my tongue... Anthropology 2 Listening Practice B Focus on the Listening Skill (p. 36) _¢_ Anthropology is the study of humans now or at any time in the past. /_ The field of anthropology is generally divided into four areas. One area of study for cultural anthropologists is the customs of groups of people. Ds Tate studies early music in North America. ¢_ Dr. Tate suggests taking an introductory course and talking to people to find out about the field. _/_ Dr.Tate says an anthropologist is unlikely to get rich, but that it’s a fascinating field. Open Forum 1: Answer Key 3Transcripts Communication 2 Listening Practice B Listening for Main Ideas (p. 2) A= Reporter, B = Joan Lee ‘A: Good morning and welcome to the show.Today’s topic should be interesting to anyone who has ever had to deal with a screaming and frustrated toddler! Most children start to speak somewhere around the age of two, but they often want to ‘communicate well before that. So some parents are trying a new way to help their small children communicate earlier: using sign language. I'm watching a baby sign language class at Parent's Comer in Lower Manhattan, and I'm talking to Joan Lee, who's the director of the program. Joan, good morning! Good morning! So these babies are learning sign language? Well, we don't...we're not exactly teaching the babies. We're teaching the parents some basic signs that they can use with their babies. ‘A: What kind of signs are you teaching them? B: Well we start with signs for the most important things in babies’ lives...signs for things like more,’ “milky” “up”...that kind of thing. A: The things babies need to say! B: Yes, exactly. ‘A: Where did the signs come from? Did you make them up? B: Ohno. Most of the signs are taken from ASL... ‘American Sign Language. A: How old are the babies? B: The youngest is four months, and the oldest is about eighteen months. ‘A: That's incredible! Now what are the advantages of, doing this? B: Well, mainly it’s much easier for the parents, and actually for the babies too, if they can communicate. You can figure out what they want. I's very frustrating when your child is screaming his head off and you don’t know what he's...what he wants, Bre 16 Open Forum 1: Transcripts ‘A: see. Where did this idea come from? B: From watching deaf children. Some years ago, researchers noticed that deaf children learn to use hand signals earlier, much earlier, than hearing children learn to speak. So they wondered if all children could use hand signals before using words. And it seems that they can. ‘A: Now that raises another question, though. How do children move into speaking from this? I mean, isn’t there a danger that they get so good at sign language that they don't speak? B: No, actually the opposite seems to be true. Signing...um using hand signals...may actually help children develop language earlier. A: That's interesting, There's also some evidence that it raises children’s intelligence. There was one test done where babies that signed scored twelve points higher on an IQ test than babies that didn't. ‘A: That's fascinating! If you would like to find out some more information about using sign language with babies, log on to our Web site at. 4 Listening Practice B Listening for Main Ideas (p. 6) ‘Today I'm going to talk about gesture, and how we use cour hands when we talk, Most of what I'm going to say is based on research done by Professor Susan Goldin- Meadow. She’s written about her work in a book called Hearing Gesture: How our hands kelp us think. I's on your book list. Now, Professor Goldin- Meadow has spent a long time studying gestures...and by that I mean the kind of small litle hand and eye movements that we use when we talk, We usually don’t even notice how we're using our hands when we talk. But try talking without handst Our hands and our eyes and even how we move our bodies, they all help us to communicate. (OK. The first point Id like to make is that everybody gestures, including even people who have been blind from birth. So even someone who has never seen a gesture will use their hands when they're speaking. So scientists have concluded that gesturing is not something, that we learn from other people. It’s something that we do naturally, and that we're all born with.