(LS B2) Transcript

Inside Listening and Speaking 3
Transcripts
Unit 1 Recycled Buildings

ARCHITECTURE
LISTENING SKILL: Using Abbreviations in Notes

Watch (Video)
ILS_L3_U1_Watch
M1: So, we’re going to watch a video clip about an innovative movement in green
architecture, also known as sustainable architecture. Architects are finding all kinds
of new ways to create environmentally friendly buildings. We talked a little about
green architecture last time, so you know it’s a very popular approach to building
design. The architect's goal in this kind of design is to minimize the impact that new
construction has on our environment. That means using materials that the builders
can get locally, and also materials that require as little energy as possible. That's
one reason local building supplies are important. It takes less energy to move them
to the construction site.
Also, the materials used in sustainable architecture should be renewable. That

means using materials that are naturally replaced quickly, such as bamboo, or
wood from certain fast-growing trees. A sustainably designed building also utilizes
as few resources as possible when people are in it. For example, the walls might be
designed to help keep the air temperature inside cool when it's very hot outside.
This means the building needs less electricity to run an air conditioning system
inside the building.
Another goal in green architecture is to reuse materials as much as possible. For

example, an architect may use the byproducts of another industry as building
material. A byproduct is something created in the process of creating something
else. So let’s look at an example of that. Very large metal shipping containers are
utilized to send products all over the world. These containers are also the focus of a
new model of sustainable architecture. In many places around the globe, designers
and architects are transforming used shipping containers into homes!
Some people might think of the containers as junk, just a byproduct of trade
between countries. At the end of the video, the narrator says we might expect these
to be "ticky-tacky" homes. The word "ticky-tacky" means something is made
cheaply and with low-quality materials. On the contrary; these living spaces can be
really modern and luxurious. And I think the home in the video looks really nice! So
think about this question: can you see yourself living in a home made from reused
shipping containers? Let's watch this video clip now and we’ll discuss your thoughts
after.
Narrator: Ian Felton is proud of his new digs.
© Oxford University Press. Permission granted to reproduce for classroom use. 1

Transcripts
Ian Felton: I always have a real joy at the surprise on people's faces when they
visit for the first time. And you know, they're like, "Wow!"
Narrator: It's not that the place is a nice modern living space or that it passes the
"location, location, location" test, perched beside the river. Ian Felton's apartment is
a revelation because of what it's made out of.
It's got all the comforts of home and the view isn't bad either.
But the important view here is from the outside in. This whole building is made
out of what would otherwise be junk, out of shipping containers, and it may be
part of the future.
Look carefully. The entire building is actually a giant Lego set, a pile of blocks made
out of the byproducts of modern trade. The shipping container is used to ferry
goods around the world. The problem is that trade is mostly one-way. Goods are
shipped from the Far East to Europe and America. Sending empty containers back
doesn't make sense. It's cheaper to make new ones.
Eric Reynolds: To ship 40 feet of air would not be terribly sensible.
Narrator: . . . wrapped in a steel shell.
Eric Reynolds: Exactly.
Eric Reynolds: No. So, more sensible to do what we're doing.
Narrator: What Eric Reynolds is doing is recycling the containers into buildings,
homes, schools, offices. Lie them on their sides, pile them up, stand them on edge,
cut window shapes into them. It's a handy, quick, and cheap way to build.
Eric Reynolds: Our aim was to find something that we could construct reliably, to
good standard, that we could rent to people at a low cost.
Narrator: Several projects have already been built in London. There's a plan for one
in New York and inquiries from other places, and satisfied customers who impress
their friends.
Ian Felton: They kind of assume, I guess, that I'm living in some kind of squat, you
know, in some rusty old steel box. Then when they actually come into the space,
as you can see it's a lovely home.

Transcripts
Narrator: Unlike the little boxes in the song, these aren't made of ticky-tacky and
they don't all look the same. Mark Phillips, CBS News, London.
SPEAKING SKILL: Signal Phrases in a Speech

Listen (Audio)
ILS_L3_U1_Listen
Lecturer: Good afternoon. Today I’m going to talk to you about some really creative
sustainable homes. The most sustainable way to build a home is not to use recycled
materials, but instead to re-use materials. Now let me explain the difference.
Recycled materials have actually gone through a lot of processing. For example, to
recycle metal, you have to melt it all down, and then reshape it. That uses additional
energy. On the other hand, salvaging materials saves them from being thrown
away. For instance, turning an old door into a tabletop by adding legs, instead of
just throwing the door away. Using anything that already exists minimizes a
building’s impact on the environment by using fewer resources. So the most
sustainable way to build a home is to reuse materials that already exist ... to salvage
rather than recycle.
I’ll begin today’s talk with a brief overview of using salvaged materials in
architecture. Then, we’ll discuss two very interesting ways that ordinary people
have turned salvaged structures and objects into homes. Finally, I’ll read you a
brief section of my book, Second Life Architecture, which is about designing homes
using salvaged construction materials. Ready to get started? Okay. Great.
First, let’s talk about what we mean when we say “salvaged structures.” I know you
studied houses made from shipping containers. Those are salvaged because they’re
made from material that already exists, instead of cutting down new trees for
wood. Architects can also use salvaged material for only some components of a
home – for instance, if an old house has been taken apart, you can use the window
frames and glass in a new house.
There are a couple of reasons why building with salvaged resources has become
more popular.
First, salvaged materials are cheaper. They can cost fifty to even seventy-five
percent less than new versions of the same thing. One great example of that is wood
flooring. New oak flooring can cost builders around ten US dollars per square foot.
Salvaged oak wood taken from the floor of an older structure, however, usually costs
around $3 per square foot. So the new wood costs over three times as much money
– and the floor assembled from old, salvaged wood will be just as strong and
beautiful.

Transcripts
Second, salvaged materials are easy to find. When an old building is taken down, the
bulk of its stone, wood, and metal can be used again. A lot of cities have architectural
salvage yards where that reusable material is available for sale. Anyone can buy
what they need to construct a new building. The Internet has removed the distance
factor through websites where people can buy and sell old fixtures, like door knobs
– salvaged elements that are easy and inexpensive to send by mail.
Now, there are some disadvantages to constructing a home with salvaged

materials. Finding all the components of a building yourself can be very time-
consuming, even with the Internet. Also, there is the significant effort of modifying
them so that you can use them in your structure. They won’t come from the factory
in the exact size and shape that you want – you’ll need to do that yourself. You
might have to fit oddly-shaped stones together, for instance, since the stones may
not have perfect corners.
For everyone I interviewed who built a home this way, though, the extra time and
effort was worth it. Now I’d like to tell you about some really unique, creative homes
that people have built with salvaged materials.
Okay, let’s talk about the first example. I mentioned the house made of shipping
containers. Well, some people have been making homes out of a structure that’s
even easier to find – old buses. More and more people are converting used buses
into comfortable, affordable, and environmentally friendly homes. And the walls
are just the outside of the bus – so the structure is completely assembled. People
only need to add whatever furniture and other elements they want for comfort. For
instance, many people living in converted buses use solar panels for electricity,
which is another great way to live sustainably. One couple I interviewed for my
book, Carol and Phil Madison of Essex, England, installed plumbing in their bus so
that they had running water. Other people living in converted buses really enjoy the
freedom factor. Because their home is a vehicle, they can move it anywhere they
want.
Now let’s move on to the second example. When I was interviewing people for my
book, I met Laura and George Sorvino, who built their own home in Oregon, U.S.A.
They built it in the traditional way, from the ground up, but they used non-
traditional, salvaged materials. Their house is made out of car parts. That’s right.
George extracted almost all the components of their house from old, abandoned cars
– he used car roofs for the sides of the house, and he collected car windows as house
windows. They assembled a safe and comfortable home with minimal impact on the
environment, because no energy was used to recycle the metal in the cars.

Transcripts
To summarize, the more we reuse, the less raw material we have to take from
nature. This is minimizing possible negative impacts on the land and water around
us.
And now, I’d like to read you this short passage from Second Life Architecture that
really shows how manageable a salvaged building project can be for anyone…
Unit 2 Rethinking City Spaces

URBAN PLANNING
LISTENING SKILL: Using a T-chart to Take Notes

Listen (Audio)
ILS_L3_U2_Listen
Interviewer, Tom Brody: This is Tom Brody and you’re listening to City Life.
Today’s topic? Megacities: how can we keep our green space? As the rate of
urbanization increases, cities are becoming megacities. And they’re still growing.
Inevitably, people have social and environmental concerns: how can we maintain a
sense of community in such individualized living situations? How can city residents
find a patch of green in these growing concrete jungles? Today we’re talking to city
planner and architect Laila Mann about just that. Thank you so much for joining us,
Laila.
LM: Thanks, I'm happy to be here, Tom.
TB: So, Laila, please explain for our audience what a megacity is.
LM: Sure. Megacity describes an area with a very dense population, usually more
than ten million people. So it can be one big city, two cities joined together, or even a
chain or group of cities . . . there are a few ways to reach megacity status.
TB: And what are some of the main issues here? Why should we be concerned?
LM: Well, right now we’re looking at a period of worldwide urban growth that has
never been seen before. In fact, according to the World Health Organization, 6 out of
ten people will be living in a city by 2030—that’s sixty percent of the world's
population!
TB: Wow. And what does that mean for us?
LM: What that means is that many of us will soon be living in megacities, if we're
not already.

Transcripts
TB: Uh-huh.
LM: And a lot of unusual challenges come up for city planners when they work with
these huge cities. It’s becoming more difficult to make life comfortable and healthy
for city residents. I mean, these cities are getting so huge that it’s hard for some
people to get away from them—like, get out to the countryside or get away from all
the traffic, people, and high-rises, you know what I mean?
TB: Yeah, I do know what you mean. I guess I never thought of that before. OK, so
what needs to be done?
LM: Well, in my opinion, these types of areas need to invest a lot of time and
resources into providing places where people can get some relief from city life. You
know, places where they can get together in a natural area and just relax or hang
out with friends. Having park networks within any sort of urban development offers
diversity in environments. I believe that this is a key factor in maintaining a civil
society.
TB: Sounds right to me.
LM: I mean, we’re in an unusual situation right now. More and more people are
living in these huge apartment buildings where you can live for years and never
meet your neighbors. Many would say that we’re losing our sense of community, the
social contact that is one of the basic foundations of society. We all need a balance
between privacy and social contact. Having areas where people can gather and
enjoy nature as well as the company of others is extremely important in maintaining
that balance.
TB: Right. So, let's say I'm a city planner. What can I do to create an urban
environment with this kind of balance?
LM: Well, first of all we need to encourage people to go out and interact with others.
Not be so isolated. It’s very important to get people out of their homes. And one way
to do this is to offer beautiful green spaces where they can go to relax after a hard
day--or week--at work. You can do that in restaurants, but why not provide a
beautiful and free place to do it, such as a park, or a river walk, or something like
that?
TB: So whose responsibility is it to do this?
LM: You know, when cities grew quickly in earlier years – for example, Los Angeles
and San Francisco in the U.S. – the planners didn’t always take the time to create a

Transcripts
lot of natural areas. In contrast, most city governments today commission designers
and artists to consult on how to make their cities greener and more beautiful. And I
think that’s just great. Consultants like these bring out the relationship between the
natural landscape and the urban environment. I’ve seen them use light to accent the
natural beauty of an area, or put green spaces into unexpected places like subways
or rooftops. This type of design achieves diverse effects in a way that’s completely
different from traditional schemes.
TB: I know what you mean. I’ve visited the river walk area in San Antonio, in the
U.S. I think they’ve done a wonderful job of featuring the river in the city and getting
people outdoors to enjoy it.
LM: Exactly. That’s a good example of successful urban design that accents the
natural landscape within the city. It’s also very successful because it encourages
people to get out and walk along it – there are a lot of benches and other areas
where people can get together and talk or go to free events. Another good
example of successful urban design is Paris, France. Designers have started adding
gardens inside the metro system there. It’s very relaxing for travelers and some
research even indicates that it may reduce commuters’ stress levels.
TB: Interesting. I’m sure that’s something a lot of our listeners would like to see
in their cities. But do most cities have the budget capacity to create things like
that? I mean, that type of design must be expensive, right?
LM: Mm . . . . yes and no. Yes, it can be expensive to blend nature with man-made
designs, but not a lot more expensive than traditional concrete structures. Also,
there are sometimes government funds available for designs that include green
areas for the public. I’d argue that this type of funding can do a lot to help make
green designs worth investing in.
TB: True. Lots to think about there, Laila, but we’re out of time for today. Thank
you for joining us. And thank you to all our listeners. Until next time, on City Life.
SPEAKING SKILL: Supporting Your Opinion in a Discussion

Watch (Video)
ILS_L3_U2_Watch
Teacher: Okay, class. Today, to wrap up our city planning unit, we’re going to be talking
about the final three civil projects for our city square. We’re in the final round of our
"Keep Our City Beautiful" campaign for the city’s hundred-year anniversary, and we
need to narrow these projects down to one. So first, let’s review the basic plan for each
project. Ready? The first one would prohibit cars from driving in the city square.
Instead, the square would be made into a pedestrian-only

Transcripts
zone--no cars or motorcycles--with art exhibits and food and beverage stands all
around. The second project would add two small parks to the outside of the
square. The final project would create a skate park for the young people of the area
to use for skateboarding, inline skating, and other activities.
As you discuss these three projects, remember that the city planner is listening to
ideas from our group and others for her final design. So, you can help her transform
the way we use our old city square. You should really take this task seriously,
because you‘re helping to change the historic part of our town. Any questions? Okay.
You've got ten minutes to make your decisions.
Student 1: Before we start, I think we should develop some criteria to help guide
our decisions. For example, with my last group, we came up with three “must haves”
to help use make our decision.
Student 2: Okay. What criteria should we use?
Student 1: Well, in my opinion, whatever the project brings needs to be fun. I read
an article where a researcher said cities with fun urban spaces have healthier
residents.
Student 3: Right, but it also needs to be practical. I don't think they should
change the personality of our square too much. We've already seen the problems
that inevitably happen with bad planning.
Student 2: Like what?
Student 3: Like when they placed speakers around all of the ponds to mimic the
sounds of nature, for instance. Remember? It scared away all the ducks! We're
still trying to get the poor little guys to come back.
Student 1: So we want the project to be fun and practical. That’s two criteria. I'd
also like to add that the change should attract young people to the city center. That
survey by the mayor's office showed that seventy-five percent of people ages 16 to
24 felt that they didn't have any good places to hang out in town. Those kinds of
numbers suggest that we need to create a space for those people.
So we’re looking for something fun, practical, and draws young people. So let’s talk
about which project plans meet our criteria. So, closing the square off would
encourage more people to walk around in the old square and we could set up
some stands and stuff, which might be fun, but it might not bring a significant
amount of young people in. I mean, there are already lots of places to walk in town.

Transcripts
Student 3: I agree. It would also be really inconvenient to have to drive around the
square to get to the other side of town. I drive through that square at least twice a
day.
Student 2: Right, but eventually some roads are probably going to be closed off to
cars. The chapter we read in our book last week said there's a trend towards
encouraging more walking in city centers. It's a health issue. It’ll probably come up
at some point.
Student 3: Eventually, maybe, but it's not something I’d vote for right now. I just
got my license. I love driving. Taking away my chance to drive in the city center
wouldn’t be practical or fun for me.
Student 1: I agree. I was hoping we’d say no to the pedestrian walkway project.
Besides, according to the mayor, we need something a bit more imaginative.
Student 2: Well, what about the skate park idea?
Student 3: Are you kidding? Those places are dangerous! A lot of the kids don’t
wear the right equipment. Who’s going to be responsible for what happens there?
Not the city . . .
Student 2: That’s true. But I read that skate parks can have a lot of benefits for kids,
like improved physical fitness and a place to hang out in a healthy environment.
Student 1: That’s an interesting point! I think the skate park idea might be our
winner. The mayor’s survey also showed that 6 out of 10 parents would like their
children to be more active. A skate park would definitely create more activity
options for younger people.
Student 2: Right, But . . . is it practical? I mean . . . are the kids really going to use it?
What about the winter? I don't think they’re going to hang out a lot outdoors then,
so we’d only get those advantages for part of the year. And then there’s the
responsibility thing. Kids getting hurt would really be in contrast with the goals of
this project, so I don’t think the city would want to risk it.
Student 1: True, maybe this idea isn’t practical--or safe. What about the third idea?
The one about parks?
Student 3: Hm . . . well, the article we read last week argued that parks have two big
benefits. First, they give people a place to be active and get together. They can walk,
run, play games . . . stuff like that. The article also explains that parks enhance the
lifestyle of city residents by giving them a place to be in nature. The journalist who

Transcripts
wrote it, Richard Louv, argues that protecting our natural spaces in the country isn’t
enough. We have to create green spaces in the city as well. Project three does help to
do that.
Student 1: I like this park idea . . .
Student 3: Yeah, people could also have picnics in the park.
Student 1: So I’d say that the park idea definitely meets the criterion of fun. And
parks do attract young people. There are always a lot hanging out there whenever
I go to Prior Park. So it meets both of those criteria . . .
Student 3: And the plan is practical. It would be easy to turn those empty lots into
park space. For instance, you could roll out some sod, plant some fast-growing
trees, and stick some shrubs and bushes in. Easy . . .
Student 2: OK, So are we deciding to vote for the parks?
Student 1: Yeah, I think the park idea fits our criteria better than the other two
ideas. It's fun, practical, and interesting to young people. According to the
guidelines for the campaign, we need a plan that benefits every citizen in town. I
think a park does that, too.
Student 2: OK, sounds good. So . . . the parks get our vote. Agreed?
Student 1: Agreed.
Student 3: Agreed. The parks it is . . .
Teacher: All right class, so we’re ready for the final vote.
End of Unit Task (Audio)

ILS_L3_U2_End
M1: Ladies and Gentlemen of the commission, thank you for giving me the
opportunity to speak at today’s meeting. We have a serious problem in our city. We
don’t have a recycling program. We’re getting complaints from residents who want
the city to be more environmentally friendly, and I have to say I agree. I’ve therefore
done a little research on possible solutions to this problem, but they all cost money.
I’ve spoken with our treasurer about our budget situation and it seems that we only
have money to do one of the ideas we came up with. Each has its pros and cons so I’d
like to review those with you now.

Transcripts
Our first option is contract the recycling center in the town nearest to ours, that’s
Smithsville, to recycle our garbage as well. The company they use has done a great
job for them. Having a recommendation is always good. Also, they were able to
recycle 50,000 tons of waste last year and have the capacity to process 75, 000 tons
per year - that 25,000 tons is more than enough capacity to handle the garbage from
our city so we know they can do the job. It’s also a solution that we can start with
immediately – they said they could take our waste starting next month. Plus we’d
avoid the costs of setting up our own center, not to mention the headache of
organizing everything. The downside of this option is that it could be quite
expensive. The estimated cost for having them handle all of our waste is about
$200,000 per year. This might be about the same amount of money we’d save by
having less material handled by our own garbage service, but we’re not sure. There
would be also some additional costs and pollution from the trucks needed to haul
the garbage to Smithsville, but that shouldn’t be significant.
A second option would be to add a tax on all sales to help cover the cost of starting
up our own program in five years. This one is a bit trickier. On one hand, having our
own center would reduce costs in the long run. After we pay for building the center,
the annual costs would only be about $125, 000 per year – that’s $75,000 less per
year than option 1. That’s a big difference. It would also give us a bit of
independence; we’d be in control of our own center instead of dependent on
another town. A third big plus would be that it would create a lot of jobs right here
in town. That’s always a great economic benefit and it would make a lot of our
unemployed residents very happy. The big issue here is the initial cost. It would be
at least $750,000 to build – and that’s just an estimate, it could be even more. We’re
proposing that we add a sales tax to help cover it, but the project will still likely eat
up a lot of the town’s resources. Another possible problem here is that not all of our
residents agree that we need to recycle. These people might resist having an
additional tax for something they don’t think we need.
Our third and final option is to simply do a survey to find out which option people
would prefer. The main problem here is it’s not a solution, it’s just a better way to
find one. We will still be throwing away a lot of recyclable garbage and harming the
environment. However, it would buy us some time to make sure we make the right
decision. It’s also the cheapest option since the city could do the survey itself so the
costs would be minimal, maybe a couple of thousand dollars. Another good thing
would be that it would involve city residents in the decision process. Lots of studies
show that this is important in making people feel satisfied with their government
and more people would likely take part in any program we choose. The last thing we
need is to start a recycling program and then have no one want to do it!
So there you have our three options. If there are no questions, I’d like to go
ahead and ….

Transcripts
Unit 3 High-Tech Art

ART AND DESIGN
LISTENING SKILL: Comparison and Contrast

Watch (Video)
ILS_L3_U3_Watch
Professor: So, we're going to be talking about 3-D printing today. I think it’s a
fascinating topic. Let’s start by talking about what 3-D printing is. You should
have read this in your homework for today. Anyone? How about you, Mike.
Mike: Um . . . well, 3-D printers are a kind of hardware. Basically, they’re like regular
printers since they work with electronic files, but these printers can take electronic
design files and turn them into physical objects--like a ball, a statue, machine parts.
So with 3-D printers, people can use computers to turn electronic designs into real,
physical things. Umm . . . what else. Oh, the 3-D stands for three dimensional, you
know, length, width, and depth. Those measurements are what make the actual
shape.
Professor: Excellent, thanks Mike. So now, what do we mean when we talk about 3-
D electronic design files? What kinds of files can be used and how do we make them?
Can someone help us out? OK, Sheila. Tell us what you know about that.
Sheila: Well, you can create 3-D electronic files in a lot of ways. Some 3-D files are
made in a way similar to regular design files. You just use a CAD program to draw
an object in two dimensions, with lines, and then change the design to 3-D.
Professor: And CAD, or C.A.D., stands for . . .
Sheila: Oh . . . it means computer aided design.
Professor: Right. Yes, that’s one way to make 3-D designs: design in 2-D on a
computer and then convert the file to 3-D. How else can we make them?
Mike: Well, there are other programs, too. Like you design in 3-D and you
build things from the bottom up, you know, like you’re working with virtual
building blocks.
Professor: Yes, good.
Zayd: I also think there are some CAD programs where you can make a drawing on

Transcripts
paper and then scan it and convert it to three-dimensional design.
Professor: Right, that’s correct. There are lots of different methods for creating 3-D
designs, but basically, they all have one thing in common: they allow the user to
build an object digitally in a virtual 3-D work space. Now, CAD is nothing new--it’s
been around since the ‘80s. In fact, a lot of the things you have in your home
probably spent some period of their development as a CAD drawing: your phone,
your TV, even your car. So the use of CAD is quite common, but the revolutionary
thing nowadays is that we can make the design become an actual object in 3-D! We
can make something abstract into a real thing. Now designers can see how a product
is really going to look--and from all angles. Unlike building design models by hand,
which took a lot of time and a lot of money, this idea is simple. Now, a 3-D printer
can do it at the click of a button. Both methods work well, but a 3-D printer can do
the job much more cheaply and in less time.
But now, let’s think about it--how simple is it really? Does anyone know how these
machines actually work? How do they make these three-dimensional objects?
What do you remember from your reading?
Sheila: Um, it’s not like traditional sculpture. With that you chip away at a big block
of stone or something, whereas with 3-D printing, it’s more like the object is built
up. The process is called "additive manufacturing." Instead of cutting away to make
a shape, the machine actually adds layers of materials to make the object. So if you
cut the object in half, you would see that it's made up of thousands of very thin
layers. You can do it with lots of different materials--metal, paper, stuff like that. My
roommate got one for a design class – it uses plastic. It lays down layer after layer of
plastic in different sizes until you get a shape. It’s pretty cool.
Zayd: Really? What kinds of things does your roommate make? Does she just
make objects, or can she make things that work--like a lamp or something?
Sheila: Well, she’s never tried to make a lamp that’s functional, but I don’t think
you can make things that really work yet. You could probably make the lamp shade,
or maybe the base. . . . She’s only been doing basic things, like boxes and balls, but I
heard these kinds of printers are now in the early stages of making circuitry that
actually works - you know, electrical parts in a phone or computer.
Professor: That’s right. These printers are already able to make working devices
with moving parts--like a pizza cutter with a moving wheel. Eventually they
should be able to create both the outer and inner workings of things, so a 3-D
printed bicycle would come off the printer ready to be ridden.
Mike: Wow. That's pretty amazing.

Transcripts
Professor: Yeah--it is.
Apply B (Video)
ILS_L3_U3_Listen_ApplyB
Professor: So let’s get back to talking about 3-D printers. As I was saying, these
machines may one day be able to make more 3-D printers ...
Zayd: So they’d reproduce themselves . . . sounds like a science fiction story . . .
Professor: Yeah, it does sound kind of unreal. But there’s even more to it. Think
about what you could do with a 3-D scanner and a 3-D printer. In the same way that
you can scan documents to a computer, you can also scan objects to a 3-D printer.
Zayd: Wow. So, if you scanned a phone, the printer could create the exact
same phone?
Professor: Well, it probably wouldn’t be a working phone—yet, because the

scanner wouldn’t be able to scan the inner circuits--but yes, the technology is
moving in that direction. Eventually, we could make a replica of that phone, an
exact copy.
Sheila: So I could scan a chair, and make another chair.
Professor: Yes, and you’d also have an electronic copy of the chair--so you
could make it again and again, send it to other people, or post it online.
Zayd: Wow . . . that’s hard to imagine, . . .
Professor: Yeah, it’s going to take time for people to get used to the possibilities.
There are actually already programs that can turn smart phones into functional 3-D
scanners. You can use your phone to create electronic images of basically any object.
Another area that will likely expand with 3-D printers is customization--you know,
making special products for particular needs. We’ll no longer have to manufacture
thousands of exactly the same product—in fact, conversely, we’ll be able to make
small changes to each electronic file to make a product just right for every customer.
Mike: So, I could special order my next computer keyboard to be designed

exactly for my hands?
Professor: Yes--that’s the right idea--customized everything. A final advantage of 3-

D printers would be in something called “collaboration and purchasing.” Product

Transcripts
designers can already use the Internet to work closely with product makers virtually
anywhere on Earth. With 3-D printers, when the product is finished, a customer in
yet another place could customize it exactly to their needs, then order it and get the
electronic file for it in a few seconds. They would then just print it out and use it--no
waiting for delivery, no shipping, nothing; you’ve got it right now.
Sheila: Amazing . . . I bet there are all sorts of uses for that--
Professor: There are. One of the most interesting applications is in the visual
arts. Nowadays artists are as interested as technical designers in using this type
of technology. Let’s talk a bit more about that . . .
SPEAKING SKILL: Summarizing Information

Listen (Audio)
ILS_L3_U3_Listen
Nina Bankar: Hi, everyone. I’m Nina Bankar and my presentation today is about the
influence of technology on modern art. I’ll be discussing how technology has
changed how artists show their work and how consumers view that work. I’ll also
explain how technology is making traditional works of art more available to the
public. And finally, I’ll talk a little about how technology has changed the way artists
create their work.
One important influence that technology has had on the art world is to make it more
accessible. In the past, people felt that only famous artists, museum curators, or gallery
owners could decide if a work was good enough to be shown to the public. Without the
consent of these very powerful people, it was often impossible for artists to share their
creativity with the world. However, the widespread use of technology has really
changed all of that. In the age of the Internet, artists can easily share their work. Eric
Patterson is the Director of Art Network. Mr. Patterson believes web-based art sites are
a good mechanism for connecting artists all over the world. For example, art sites such
as Behance.net allow artists to share their work and get feedback. Some sites even
allow customers to buy and print digital art, which makes sales fast and easy. These
sites help to create a sense of community among artists and art lovers, even though
they may be anywhere in the world.
Technology has also changed our ability to view famous pieces of art. Before, it was
usually only possible to see famous art in museums or private collections. But in her
article “No Entry Fee,” journalist Iryna Kachmarek describes one instance where a
group of artists went into the Metropolitan Museum of Art in New York City and
took notes on the details of several sculptures there. Then they created 3-D designs
identical to those sculptures and made them available to the public for free. So now
anyone with a 3-D printer can create exact replicas of some of the most famous art

Transcripts
in the world. Obviously, that project was a bit controversial, but it’s a good example
of technology’s influence on the way people interact with the art world.
Another way technology has changed the art world is that artists can often do far
more technically complex projects than ever before. They have many more tools.
Take a digital art project referenced in a recent art journal, for example. In this
project, a group of artists brought images of the watery canals of Venice, Italy, to the
dry Sahara desert in Tunisia, using video projection equipment set up in large
vehicles. The machines projected the images of the busy city of Venice onto dry
sand and rocks. In her presentation on multi-media art, artist Karen Day explains
that the Venice project was so successful precisely because it contrasted extremes
like crowded and empty, light and dark, wet and dry. This is a great example of a
memorable and creative piece of art made possible through the use of technology.
In conclusion, technology is really changing the art world. Artists are more able to
share their work and interact with other artists. We can also use technology to
bring well-known, more traditional types of art to people around the world. And
finally, artists themselves are using more technological advancements to make
interesting new types of art. Thanks to technology, art has become more dynamic
and exciting. The art world is now open to just about anyone with a computer and
an imagination. Thank you for listening. Any questions?
Apply A (Audio)
ILS_L3_U3_Speak_ApplyA
Narrator: One.
F1: Now, to continue our last lecture about technology and art, today I’d like to talk
about several masterpieces at the National Gallery of London that have been
digitally photographed. Now viewers can purchase prints online on demand –
whenever they want them. Another way technology is increasing access to art is by
allowing rare collections to be viewed on virtual tours. Remote museums in places
such as Ethiopia, India, and Australia are now able to showcase pieces that have
never been seen by most of the world. Because technology offers so many useful
possibilities for sharing beauty, museums should explore their technology options
as soon as possible. Now let’s move on to . . .
Narrator: Two.
M1: Today, we’re going to talk about one of the biggest technical advances that people
are using to make artistic pieces. It’s digital recording, and it’s almost like the new
paintbrush and canvas of today’s art world. At this point in time, several new artists are
using video or digital media exclusively – no sculpture, no paintings. Now,

Transcripts
one way you can use video in art is in the form of an installation. This is when an
artist creates a special environment to showcase his or her video, sometimes with
other media. For example, in one instance an artist brought a bus into a museum.
She then set up her videos around the inside of the bus so that each viewer had
an individual experience as they sat in the different seats. Another way that video
is being used is . . .
Apply C (Audio)
ILS_L3_U3_Speak_ApplyC
M1: Another example involves images that look like beautiful photographs or
abstract designs. However, if you examine them closely, the photographs are
actually detailed scans of very small objects. What looks like trees in a forest is
actually human hair, for example, and what looks like a heart is actually a grain of
sand. An art review in the Melbourne Gazette suggests that these images
represent the beauty in everyday life that people couldn’t see until now. And once
again it is technology that makes this art possible. The images are made with a
scanning electron microscope, or SEM. This equipment scans tiny images onto a
computer monitor so we can see them in a larger size. Without technology, this
small-scale beauty would never be seen.

ILS_L3_U3_End
Announcer: Hi everyone, and welcome to Technology Now. Today we’ll be

speaking with Jessica, a set designer for major plays in London, England, as well as
Samer, a toy designer in Dubai, in the UAE. Thank you for joining us Jessica, Samer.
Jessica: My pleasure.
Samer: Thank you for having me.
Announcer: So, we’re going to talk about how 3-D printers have changed your
jobs. I understand you both use a Trident model T3J, correct?
Jessica: Yes, I do.
Samer: Uh-huh, I use that printer as well.
Announcer: Ok. Tell us a little bit about what you do and how you use 3-D
technology, Jessica.

Transcripts
Jessica: Well, I design sets for shows. For each play, I decide what the stage will look
like--you know, what the furniture will look like, what items the actors need. I like
to create a very small, model stage set for each play, with small sofas, chairs, tables,
things like that. That way I can experiment with what’s on stage, and how the crew
will move things on and off.
So, in the past, I usually made these little models using foam or wood. Individually--I
mean I sculpted each piece.
Announcer: Wow, that must have taken forever!
Jessica: Yeah, it was a lot of work. But now, I can just design a plan for the stage on my
computer in 3-D. Then, I run the designs through my 3-D printer so I can see what the
pieces will look like and move the actual objects around. It’s great because now I can
spend more of my time designing sets and less time making models.
Announcer: Interesting. And you, Samer? How do you use 3-D-printers at work?
Samer: Well, Jessica and I both have the same printer, but I use mine
differently. Instead of creating items that few people will see, I design prototype
toys for children, so lots of people see them.
Announcer: Prototype? What exactly does that mean?
Samer: Um. . . .it’s like I make “practice” toys to see if they’ll be successful.
Announcer: Got it. And how does that work?
Samer: Well, we draw a new toy using CAD to make a 3-D version, and we print
out several copies. Then we bring in a bunch of children to play with the toys. That
way we can see if the toys are interesting enough, safe enough, you know, that type
of thing.
Announcer: And so does having a 3-D printer make your life easier?
Samer: Oh definitely! I can now make a model in a few days rather than a week.
Before, I used to have to sculpt the toy design, and then we had to make a mold of it
and create a model from that.
Jessica: I know what you mean. The 3-D printer really saves me time and materials.
I used to use a lot of wood and foam, but the printer uses just a little bit of plastic,
and I can buy that for a fairly low price.

Transcripts
Samer: We definitely have that in common. I used to use a lot of materials in each
step of the design process. Now, my 3-D printer uses plastic, like Jessica’s, but
whereas she buys plastic, I find recycled plastic locally.
Announcer: What do you mean?
Samer: Well, I have a machine that cuts plastic I’ve found into strips. I can then
use that to make my designs. It saves the company a lot of money. Plus it also
recycles local materials so they don't end up in the trash.
Announcer: Nice. That sounds like a win-win situation.
Jessica: Yeah, and one that I’m going to check out too. Unlike Samer, money’s not
usually an issue for the people I work for, but I always want to recycle when I
can. It’s better for the environment. Thanks, Samer.
Samer: No problem.
Announcer: And thank you for listening. That’s all we have for today, but join
us tomorrow for our show on . . .
Unit 4 The Virus Game

PUBLIC HEALTH
LISTENING SKILL: Figurative Language

Listen (Audio)
ILS_L3_U4_Listen
Moderator, Jack Nkosi: I'm Jack Nkosi, and today we’re interviewing author
Yasmeen Aslam, who is writing a book called The Game of Health. It’s about a video
game, a virus, and the scientists who studied them. How can a video game that
gave us insight into how diseases spread? We hope to get to the bottom of that
mystery today. Yasmeen, welcome to the show.
Yasmeen Aslam: Thanks, Jack, I’m happy to be here.
JN: Now, your book is going to be about an advance in virology, the study of
viruses…but you say that your book isn’t really going to be for scientists?
YA: Well, yes, and that’s because the book will mainly be about a video game!
I’m focusing on an incident that occurred in a huge online game called World of

Transcripts
Warcraft. It’s one of those games where players make their own characters
who interact with each other in the virtual world of the game.
JN: Oh, uh-huh, one of those big online role-playing games.
YA: Right. So in what’s called the Corrupted Blood Incident, game designers
introduced a virtual virus into World of Warcraft. And when the virus spread, it
acted in ways the game designers didn’t expect. It really took on a life of its own.
They accumulated data as the virus spread, and in the end, they learned a lot
about how real people spread diseases.
JN: Right. That's the heart of the matter, isn't it? Can you give a little background
on what happened? I mean, they didn't want half the characters in their game to
die, I assume.
YA: No, absolutely not. In fact, it was an accident - a bug in the software. The code
for the virtual virus had errors. Game characters who were infected became much
sicker than intended. Other characters were infected, and eventually, many of them
died. So the company that controls the World of Warcraft game, Blizzard
Entertainment, monitored what was happening with the virus. They weathered a
storm of criticism from their players. Finally they just reset the game, because so
many characters had died.
JN: Got it. So how did this become something that scientists learned from?
JA: Well, a professor at Tufts University, Dr. Nina Fefferman, took an interest in the
incident. She noticed a lot of similarities between this virtual outbreak and real-
world outbreaks of diseases like bird flu and SARS. For example, the World of
Warcraft disease could affect both human and non-human creatures. Likewise,
some characters in the game contracted the virus but showed no symptoms. This
happens in the real world too. And also, the virus first cropped up in an isolated
area and was carried to high-population areas.
JN: Right. Did Blizzard Entertainment think about having a quarantine?
JA: Yes, they did. Most of your listeners probably know that in real life, ill people
may be kept isolated, away from healthy individuals. This quarantine lasts until the
ill person can no longer infect other people. But in real life, quarantines don’t always
work, and they didn’t work in the World of Warcraft either. Curious game
characters rushed into an affected area to check it out. Once they saw what the in-
game illness did, they rushed back out – and they brought the virus with them.
JN: Oh, just like…

Transcripts
JA: Journalists! Dr. Fefferman pointed out that in real life, journalists behave like
those game characters. They sometimes rush into affected places to cover news, and
then leave. They become carriers of the illness that way. Curiosity killed the cat, you
know? Except, hopefully, no one dies in real life.
JN: Ok, but does this online game incident really predict how we can
prevent diseases from spreading in the real world?
JA: Well, scientists hypothesize that it does. Of course it's unethical to release a virus
into a real population to study its effects, and no one would want to do that. But a
virtual world using mathematical models? Perfect. No one actually gets harmed, and
we can obtain some important insights. People's poor choices in the game—like
ignoring quarantines, wandering into affected areas, things like that—have taught
public health officials to get involved in a serious disease early, and set up
parameters for a strict quarantine. That lesson is key.
JN: So the more we learn about saving virtual lives, the more human lives we can
save in the real world.
JA: Right! And that’s why I’m writing The Game of Health. We never know where
our next insight is going to come from. Anyone with an idea that could help others
should take it and run with it, like Dr. Fefferman did.
JN: Good point. Now, I’m sure our listeners have lots to ask you. We’re in good
shape for time, so we’ll take some questions from callers after this break. Listeners,
don’t keep your questions bottled up – give us a call.
SPEAKING SKILL: Using Idioms to Engage Your Audience

Watch (Video)
ILS_L3_U4_Watch
Instructor: Ok, now let’s hear what you all thought about that interview with
Yasmeen Aslam. Your assignment was to write a reaction to the interview. Riya, can
you start? What was your reaction? Class, feel free to jump in with your own
thoughts.
Riya: Well actually, I was surprised that video games had any positive qualities. I
mean . . . my little brother still can’t get those games out of his system. He's 22 and
still plays them every day. My parents keep hoping against hope that he gets a job,
but . . . Oh, sorry. Back to viruses and video games. I think it's great that video games
can simulate real-world problems. To think, my brother and his games could help
save someone's life!

Transcripts
Instructor: Thanks, Riya. Did anyone else write something similar?
Carrie: Yes, I wrote that good news can appear in the strangest places. You know
that's how the medicine penicillin was discovered, right? The story is that
Alexander Fleming didn't tidy his workspace. When he came back from vacation,
penicillin was growing in some of his petri dishes. Furthermore, it was killing the
bacteria that had been growing there! We have to keep our ears to the ground to
find out where the next breakthrough will come from. Fifty years from now, the
World of Warcraft accident might be remembered for helping scientists get ahead of
the game with vaccines. Anyway, the thing that I think was the most interesting
from the talk is the virus spreading from rural to urban areas. We live in a heavily
populated, urban area.
Vincent: You know, I wrote about how the UK has experienced outbreaks of disease.
I have a cousin who lives there and she told me about it. They had a problem with
hoof and mouth disease. It affects farm animals, mainly--cows, sheep. They thought
they’d gotten rid of the disease, but it still persisted in Britain into the twenty-first
century. When it cropped up again, public health officials enforced a strict
quarantine. Even though it's very rare that humans contract hoof and mouth
disease, officials there didn't take any chances. Animals raised for meat had to be
destroyed. It’s too bad about the animals, but it made me feel really relieved that the
British government acted quickly. It kept my cousin safe, and maybe even people all
over the world.
Riya: Let's make no bones about it. I also feel safe knowing there are qualified
professionals protecting the public from disease. I want to become a public health
official one day because I think research that improves human health is the most
important work happening today. Did you hear about Bikul Das, the scientist who
recently discovered where tuberculosis bacteria hides in the body? It's been a
mystery for decades, but he found it. It hides in bone marrow…you know, the soft
material in middle of some bones. And now that we know where it is, we can
develop medicines to treat it better. We can significantly lower the incidence of
tuberculosis. Maybe even wipe it out completely.
Carrie: Yeah, I’d heard about tuberculosis bacteria hiding in the bones. That’s a
really important discovery. Sometimes I feel like we should all go out and thank a
scientist - in situations where people used to be on pins and needles, science is
helping people feel more relaxed. Tuberculosis, for example – it’s no longer a life or
death situation in many places. Now it can be treated. The same goes for my
penicillin example earlier. Bacteria can be a silent killer. Now, we have tools to fight
it. It all just reinforces the idea that we need to be prepared for the next big
scientific advance to come from anywhere, maybe where we least expect it.

Transcripts
Instructor: Thanks, Carrie, and thanks everyone for your contribution.
Unit 5 Recording Our Lives

FILM STUDIES
LISTENING SKILL: Listening for Details

Watch (Video)
ILS_L3_U5_Watch
M1: Today I’m going to be speaking about the trend of using viral videos as a
marketing technique. Now, what exactly is a viral video? Actually, there is no specific
definition. Sometimes people use the term viral to mean a popular video, that’s
shared a lot with others. But there’s more to it than extreme popularity. From a
marketing point of view, the concept isn’t really about the video itself at all—it’s
about that special quality of the video that makes people want to share it. That’s
what you need to make a video go viral and reach your market. But how do you find
that special quality? Is there some way to capture it? Well, the short answer is—
we’re not really sure.
So, let me explain why. Nowadays, everyday people are attaining global popularity
with their own short film clips. Think about the guy who dances in famous places
around the world. You’ve all seen him, right? Or a video of a crazy moment in a
sports game. Someone’s probably shared something like that with you as well. All
just for fun, right? Well, not always. What you need to remember here is that the
interest in these videos is not only about content. The act of sharing the video also
makes a statement about both the sharer and the receiver. Because of this, there’s a
sense of identity that goes along with video shares. The sharer wants to be seen as a
cool person with good taste—the one who’s found a great video before anyone else.
This sharer then forwards the video to people he or she feels also have good taste.
It’s today’s new method of connecting with others—sharing the experience of
watching the video, and comparing opinions. And this is one reason it’s so difficult
to use viral videos as a marketing tool. We don't know yet how to consistently create
a video that a lot of people will want to share. That’s what advertisers want to figure
out.
Now let’s talk about the history of the viral video. In the early years, from around
2000 to 2006, most viral videos were things that got filmed accidentally – videos
about funny animals, or embarrassing moments caught on camera. Next came the
more organized approach to going viral. People shot their own music videos,
homemade films, and personal commentaries, for example, to capture other
people’s interest. And there was the emergence of artists who edited existing video

Transcripts
clips to make new videos called compilations. It was these purposefully viral videos
that made marketing professionals aware of a huge media opportunity—viral video
as a marketing tool.
That's when more and more brands started to look at what was happening on video
sharing sites such as YouTube. Companies realized that with a few funny videos,
they could reach the same number of people as their larger, much more expensive
advertising campaigns did. So, even the biggest brands started filming quick clips in
the style of a home video. They used the Internet instead of more traditional media
such as TV and magazines. Brand names such as Evian bottled water and the body
scent Old Spice did hundreds of short, funny videos to get people’s attention. The
notion that interesting content was more important than a particular product was
not a new idea in advertising. But the new question for marketers became, how do
we make viral video content interesting for everyone?
Well, this question is one of the main challenges in viral video marketing. We all
know how quickly these videos can spread, but we can’t really assign any rules
about what’ll be popular. I mean, who would have thought that a bunch of roller
skating babies would become one of the biggest Internet hits ever? Apparently
Evian did, but how did they know? Some video producers now actually specialize in
creating viral video. They focus on creating two to three-minute stories. These
experts have a couple of key strategies for creating videos that viewers want to
share. One is to include a character that people identify with and relate to. They
capture the customers' attention—and loyalty—with a video series or Web channel
that people want to watch regularly. Another key point is to be funny, faster.
According to marketing research, people don’t want to wait to find out what makes
a video worth watching. Since the viewers want immediate satisfaction, the punch
line, or interesting part, has to come quickly—usually within the first few seconds
of viewing.
The problem is, other than these hints, there still isn’t much information about how
to make successful viral videos for marketing. This leads us to a bigger debate – is
viral video an appropriate marketing choice? Are we capable of mastering the style?
Or will marketers simply keep saying "Hey, this might work" or "Let’s try this?” We
really won’t have the answer to that for a few years, although statistics do show
viral video ads are becoming more popular. In 2012, audiences watched 150 video
advertisements per second – that’s incredible news for marketers! So what we’re
seeing right now is a transition from viral video being a trend to becoming a useful
medium for marketing, public relations, and who knows what else. YouTube has
changed the media world, and it’s still changing. No one really knows what’s going
to happen when it reaches its full potential. But when it does, it’s going to be
something very, very, powerful. Now, does anyone have any questions or comments
about what we’ve been discussing today? . . .

Transcripts
Apply A (Audio)
ILS_L3_U5_Listen_ApplyA
Narrator: One.
Speaker 1: I’m looking for a new job since my current project will finish at the
end of this year. Please let me know if you hear of any openings.
Narrator: Two.
Speaker 2: Carleton University in Ottawa is looking for a Professor of Film Studies.

The candidate should have knowledge in a range of film topics, such as animation
and silent film.
Narrator: Three.
Speaker 3: The Internet is also a great place to find a film studies job.
Monster.com--that’s M-O-N-S-T-E-R dot com--can usually give you a good idea of
the jobs in your area.
Apply B (Audio)
There are a few reasons that film studies are popular right now. For one thing, film
is a popular medium. Video is everywhere and people want to know how to use it.
Another reason is that video technology is changing so fast, people need to study
to keep up with the latest techniques. But beyond these reasons, we need to
examine . . .
Film has been making a huge impact on the advertising world. More and more
businesses—even big ones--are putting their marketing message into videos that
they hope people will share. Take that famous “sheep video,” for example. The
technology company Samsung hired artists put lights on the backs of sheep. Then
they moved the animals around to make designs that moved, like fireworks. The film
became one of the most viewed viral ads, with about 12 million views. The work was
quite impressive . . .
SPEAKING SKILL: Making a Concise Presentation

Listen (Audio)
ILS_L3_U5_Speak

Transcripts
M1: One way companies advertise to their customers is with three to five-minute
videos. I don’t really think they work, but that’s really just my opinion. In this
presentation, you'll learn how these short, popular videos--what we call "viral
videos”—are teaching advertisers about us. I’ll also have a brief discussion concerning
the matter of what advertisers are capable of doing with that information. Their goal
is to attain the same type of popularity with their advertisements as the viral videos
they're modeled after. And with that popularity? Sales and money from you, the
consumer. In short, in this presentation I'm going to teach you how to keep more of
your money where it belongs--in your pockets.
So what do effective ads do? They get consumers--that is, customers--to buy
particular products. And that's good, for the sellers . . . and usually for the buyers as
well. People like to buy things, and businesses like that we buy things. Like last
week, I bought a really neat hat. Afterwards I realized I'd done this just because I
saw an ad with someone wearing it. Silly, huh? Anyway, when you're more aware
of advertisers’ tricks, you’ll behave appropriately when it's time to spend your
hard-earned money.
When you think about viral videos, you probably think of two types: the ones that
tell a story and the ones that make you laugh. Let's talk about the stories first.
People love stories. I know I do and all my friends do too, except my friend Tim – he
hates telling and hearing stories. But anyway, for most people, stories make us feel
connected to one another. We like to know that people share our feelings and
experiences. And the closer you are to people, the more likely you are to trust or
value what they say. Advertisers use this trust. They study what videos people are
sharing the most, and figure out what's made those videos touch our hearts. And
they try to repeat those techniques in their advertisements by making really funny
or cute videos that people want to share. Have you seen the viral video about the
two friends meeting on the train? You can see that they hadn't seen each other in
twenty-five years, and the video starts with one friend getting on a train in New
Delhi, and the other friend getting on a train in Mumbai. Both trains are headed for
Ahmedabad -- the middle point between the two cities. You see that according to
the train schedules, both trains arrive in Ahmedabad at around the same time. But
only if the trains are both on time. At the end of the video, we see the two friends
running into each other in Ahmedabad--a nice, happy reunion. The video was meant
to be a short movie, not an ad. Nevertheless, Indian Railways saw the video, and
people's reaction to it, and decided to turn it into an advertisement. I just wish I
were the guy who made the first video, I bet he got a lot of money for it! The ad is
the same video, but at the end, the announcer says, "If you want to arrive on time,
always use Indian Railways!" Now, if you're considering long-distance travel for
subsequent trips in India, they want you to think positively about Indian Railways
because of how that story made you feel. They are relying on your emotions.

Transcripts
The second type of viral video that gets people's attention are the funny ones.
Laughing feels good and helps keep your brain active and alert. You’re more likely
to remember the things that make you laugh. Think about your funniest friend – you
probably really like him or her. I know I have a lot of positive thoughts about my
cousin Tina--she’s really funny. Well, the same is true of other things that make you
laugh--movies, television shows, and of course, product advertisements. You're
much more likely to remember a product that made you laugh. And you're also
much more likely to talk to your friends about the video, which gives the company
free advertising. Maybe you didn't need the product when you first saw the video.
But later, when you do, they want you to remember it positively. The video made
you laugh, right? Why not give the company some money? That's how these
advertisements work. It's a formula. They create positive feelings, you buy their
products regardless of the fact that you may not need them. I don’t think it’s really
fair, but there’s nothing we can do about it now--advertising is here to stay.
Now that you know how advertisers are appealing to you, you can be ready for them
by becoming a smart consumer. Just because an advertiser tells you a good story
doesn't mean you need to buy their product. You can, but you don't have to. There
are a few tools to help you do this. The main thing is to think logically about how ads
make you feel. This can help you make clear-headed decisions. Advertisers don't
want you to react logically and question if you really need their product. Instead,
they want you to react emotionally and spend more money. If a company already
has you feeling good, it's much easier to "feel good" about buying an item. So, as a
general rule, in a situation in which this happens, take a step back from the emotions
and ask yourself, "Is this an item I really need? Does this company have a reputation
for good quality products?"
It’s important to be smart, and also to be aware of a vicious cycle. When too many
customers walk away without a purchase, advertisers refine their approach in order
to reach those people. That is, as you get smarter, the advertisers get smarter, too.
Although I think that advertisers are already much smarter than most consumers--
they can really get us do what they want. The use of viral videos is a good example of
the way advertisers have gotten smarter recently, and who knows what they’ll do
next. But we need to remember, no matter how it’s presented, companies’ goals are
still the same: they want your money. But by learning to become a better consumer,
we can maintain our goal: saving our hard-earned cash for quality products that
deserve it, not thoughtless purchases that we may later regret.

Transcripts
Unit 6 Beyond Earth

ENGINEERING
LISTENING SKILL: Annotating Lecture Notes

Listen1 (Audio)
ILS_L3_U6_Listen1
Dr. Holman: Hello, I'm Professor Jane Holman, Chair of the Department of
Engineering. Welcome to this month’s Science Day discussion. We’re excited to be
talking about space, science and engineering today. Many people dream of becoming
astronauts when they're young. I know I did. When I was in fifth grade, the last of
the Apollo missions put people on the moon. That really inspired me.
People who want to work in space come to universities like ours and study physics,
engineering, biology, geology, math, or some combination of these. Dr. Marwan
Karimi is a graduate of our engineering department. His current employer, Asahi
Space Systems, has accommodated his desire to go out and talk to students like
you, who are interested in space engineering and science. Hence, he's traveling to
colleges around the country to talk about his experiences. So, it is my pleasure to
welcome Dr. Marwan Karimi to our Science Day discussion.
Dr. Karimi: Thanks, Professor Holman. It's a pleasure to be here. Hello, everyone.
Well, like many people, I wanted to be an astronaut when I was a kid. But not
everyone can be an astronaut. Because of my poor eyesight, I didn't meet the
requirements for space flight at the National Aeronautics and Space Administration
– you probably know them as NASA. Despite this disappointment, I didn't give up
my dream of working in space travel. I applied to the Engineering doctorate
program here and worked hard until I earned my PhD in Systems and Engineering.
That was more than 25 years ago, and in the intervening years, I went on to work for
NASA after all.
Since graduating, I've worked as an engineer and a rocket specialist. I’ve planned
shuttle launches as well as scientific research projects for the International Space
Station. I've also worked with several other governments on their space programs.

Transcripts
Now I work for the successors to government space programs: private

companies such as Asahi Space Systems.
Asahi is a new company that specializes in private space flight for tourists and
research scientists. Their first private flight will be to the moon, and it's scheduled
to launch in two years. So despite the fact that I never got to be an astronaut, I get
to work with astronauts every day.
When people hear that I work for a private space flight company, the first thing they
ask about is safety. My answer is that safety is a top concern. Private companies
must conform to government safety standards, which means that private space
shuttles are as safe as government space shuttles. In fact, with improved
technology, I think they're even safer.
Of course, space travel still has a lot of risks. I mean, we're putting people in metal
ships and shooting them into space. There's a lot to think about if you go to work in
space travel. For example, what do you do when your shuttle gets hit by a small
piece of space debris? How do you facilitate space station repairs from 230 miles
away on Earth's surface? Those are both situations my team has faced in the past 15
years. Our education prepared us to solve each successive problem. This doctoral
program teaches you those problem-solving skills, so you're studying in a good
place. Space programs will be very lucky to have you on their teams after you
graduate.
So when you think about where to look for work after graduation, keep in mind
that private space companies like Asahi are facilitating some of the most exciting
space discoveries right now. One of our competitors, StarX, is actually making plans
for a trip to Mars. It’s tough to create a shuttle that can accommodate astronauts for
such a long journey, but they're making progress.
Now private companies aren't the only groups thinking about Mars. Governments
are still major players in the space business. Several world governments are
working together to send astronauts to Mars by 2025, and actually Asahi is
facilitating communications between ten of these governments. Scientists and
people all over the world want to know if Mars can support human life. Wouldn't
you love to go to Mars? Or be part of sending someone there?
Well, there are special problems with sending people to Mars. First, the project is very
expensive. It’s difficult to get governments or private companies to commit to
financing such a big project. We'll face even greater challenges if people stay on Mars
for a long time. The Martian atmosphere is thin and mainly made up of carbon dioxide.
So, if people lived on Mars, they'd need to live in artificial accommodations, like domes,
that would be filled with air we can breathe. Also, Mars is farther from

Transcripts
the Sun than Earth is, so it’s a lot colder there. The average temperature on Mars is
about minus sixty degrees Celsius. We’d need to intervene in the atmosphere there
to warm the place up. One idea is to put mirrors above Mars to reflect sunlight to
heat up the planet. So there's a lot to think about. Despite the excitement, the job
won't be easy. We're looking forward to you joining us to help solve these
problems in the future. Now, I'd love to answer specific questions from your
students, Professor Holman, if they have any.
Dr. Holman: Wonderful, Dr. Karimi. Thank you. Let's take a short break, and then I
know people have lots of questions for you . . .
SPEAKING SKILL: Signaling the End of a Speech

Listen2 (Audio)
ILS_L3_U6_Listen2
Futa Shinobara: My name is Dr. Futa Shinobara, and I represent the engineering
division of Asahi Space Systems. I’m happy to share our exciting news with you
today.
With me here is Gloria Chavez, our chief operating manager. We'll be taking
your questions after we've each given our remarks.
First, I'd like to report that Asahi Space Systems is honored to have received one of
the annual X-Prizes for space tourism. We will be cooperating with the other
recipient, Orion Stratosphere, to bring thousands of tourists to the International
Space Station by 2025. I'm going to turn the floor over to Gloria to explain this
cooperation.
Gloria Chavez: Thank you, Futa. Hi, everyone. Nice to see you all today. As Dr.
Shinobara mentioned, we’ll be teaming up with Orion Stratosphere, which is based
in London, England. Together, we can offer safe, reliable, and fairly inexpensive
travel to the International Space Station. We've allocated a great deal of financial
resources and employee time to this partnership with Orion, and we expect flights
to begin within the next three years. The X-Prize will allow us to finance four
spaceships that will be able to bring twenty tourists at a time into space. The best
thing about these new spaceships is their fuel economy. They’ll use a lot less fuel to
get to the International Space Station, and less fuel means cheaper tickets for our
customers. Using classic fuel technology, a shuttle carries more than 1,984 pounds
of fuel. With new technology, we estimate that we can cut that fuel load in half.
Before concluding, I want to give you a moment to think about that. 1,984 pounds of
fuel to 992 pounds. That's an amazing difference and huge accomplishment. Dr.
Shinobara will talk about how this will be achieved.

Transcripts
FS: I'll tell you as much as I'm allowed. The technology is fairly straightforward.
Nothing too complex. First, we're building lighter shuttles than the classic space
shuttles you're used to seeing, which means we’ll need less fuel to escape Earth's
gravity. Also, we're able to use the sun's energy to power some of our systems, so
that’s even less fuel we’ll need to carry. Finally, advances in battery technology
will add to our efficiency. To wrap up: our ships are more energy efficient than the
original shuttles. Gloria has information about safety.
GC: Yes. Safety is our top priority, of course, and I want to put any safety concerns
to rest. As Asahi and Orion begin to earn more revenue from the space tourism
packages we’re planning, we’ll continue to invest in safety measures. We've actually
sent two teams into space using prototypes of the ships we'll be using for our space
tourists, and everyone has returned to Earth with a smile on his or her face. In
summary, we're fuel-efficient and we're safe.
FS: And we're also unique. What differentiates the Asahi-Orion partnership from
other space tourist operations is our dedication to the customer. We recognize that
some of our first customers will be people who are excited to see science fiction
become science fact. In addition to our standard space tourist package, we will offer
packages for the more adventurous. We call it the Wanderer Package. We will first
bring you to the International Space Station, and then we take a three-day
excursion to the moon. So, a moon package differentiates us from our competition.
We will also offer the Experiment package, which is for the scientists among you.
We're building a private laboratory in the International Space Station, where
travelers can conduct approved experiments in zero gravity. I'll leave you with this:
while other companies are getting you into space and back as quickly as possible to
increase their revenue, we're invested in offering tourists a profound space
experience. And now back to Gloria, who will wrap up for us today.
GC: Thanks, Futa. The best part is something that I've saved for last: the price.
Some of our competitors offer trips to space for a small fortune. Not many of us
have an extra 20 million dollars lying around. Because of our X-prize, fuel
efficiency, and other cost reductions, we're able to offer our packages starting at
250,000 dollars. Compared to 20 million dollars, this is a significant savings to our
customers. Already, we have a waiting list of one hundred people! With flights
starting in less than ten years, it's time to start thinking about your future in space.
Okay, I think that’s it. We've reached the end of our press conference. At this point,
we'd love to take questions from the media.
Unit 7 Our Amazing Brains

NEUROSCIENCE

Transcripts
LISTENING SKILL: The Cornell Method to Take Notes

Watch (Video)
ILS_L3_U7_Watch
Since the dawn of man, we have looked up and wondered about the mysteries of
outer space.
We still know little about it. And we know even less about inner space, the space
inside our heads. You are looking at the most sophisticated computational
information processing system ever made. It is lightning fast, clever, adaptive, and
can often tell if something is wrong with it.
In fact, there are as many neurons within this boy’s brain, as there are stars in the
galaxy he is currently viewing. But the universe inside his head, and yours, and
mine, is still so vast, and so unexplored, that we can barely understand how a
three-pound human brain knows how to pick up a glass of water and drink it.
The mysterious human brain: we know enough to know we’ve only just begun
to understand the basics. We’re not clueless though; we do know a few things.
And those things I like to call brain rules.
It’s extraordinary what some of our brains can do. Go ahead and multiply
the number 8,388,628 times 2, in your head.
Can you do that in a few seconds? Eh, probably not.
There’s a young man who can double that number 24 times in the space of a few
seconds. He gets it right every time. There’s a boy who can tell you the precise
time of day at any moment, even in his sleep. There’s a girl who can correctly
determine the exact dimensions of an object 20 feet away. Yet none of these kids
could be taught to tie their shoes. Indeed, none of them have an IQ greater than 50.
Your brain may not be nearly so odd, but it is no less extraordinary. My goal is to
introduce to you 12 things we know about how that extraordinary brain works. The
brain rules covers such topics as: exercise, memory, stress, sleep, vision. The
supporting research for each of my “brain rules,” must first be published in a peer
review journal and then successfully replicated. The problem is that so much of
what we do in our modern world ignores these brain rules.
We try to drive while talking on our cell phones, even though it is literally impossible
for our brains to multi-task when it comes to paying attention. We have created high-
stress office environments, even though a stressed brain is significantly less productive.
Our schools are designed so that most real learning has to occur at home. That could be
funny if it weren’t so harmful. Let’s find out why.

Transcripts
SPEAKING SKILL: Asking for and Giving Clarification

Listen (Audio)
ILS_L3_U7_Listen
Emma: Alright, let’s get started. Did everybody bring their notes? Nora?
Nora: I did.
Emma: Andrei?
Andrei: Yes, I’ve got them right here.
Emma: Okay, great. What did you think about Professor Britt’s lecture?
Nora: It was interesting. I have a book of brain games, so I was looking forward
to hearing what the professor thought about them.
Andrei: I thought it was interesting, too. I took a lot of notes! But I was reading
through my notes again last night and I was hoping you could help me clarify
something Professor Britt said…
Nora: I had a few questions, too.
Emma: Great! That’s what we’re here for.
Andrei: I wrote down “the brain is a muscle and it needs exercise.” Later in my
notes I also wrote down “not all exercise helps the brain.” So now I’m confused. Do
you remember what he was saying about exercise?
Emma: I think he meant that some kinds of exercise are more helpful than others.
For example, exercise that makes us breathe quickly and deeply, like running, helps
our brains solve problems and pay attention. But exercises that don’t make us move
much don’t change our brains much--lifting weights, things like that. Is that what
you understood too, Nora?
Nora: Yes. That’s exactly it. Exercise is always good for us, but exercise that
increases breathing helps our brains more than other kinds of exercise.
Andrei: Okay. That makes sense. Thanks!
Nora: Wasn’t there also something in the lecture about how sitting still for a long
time, like we do in class, is bad for our brains?

Transcripts
Andrei: I do remember something about that. What was he saying about that?
Emma: I remember he said that humans used to move around a lot, all day long.
But now office workers sit for 8 hours a day or more. That can’t be good for us.
Nora: Yeah, I agree… I feel better all day when I exercise in the morning. And I
can concentrate better in class, too.
Andrei: And take better notes!
Nora: It really is true. I was trying to remember, did Professor Britt give any
reasons for why exercise makes us think better?
Andrei: I wrote down that when we exercise, our brains are getting more oxygen.
Emma: That’s right! Professor Britt said that exercise increases how much
oxygen we breathe in, which helps us to feel mentally sharp.
Andrei: Maybe we should have classes outside then, so we can walk while we learn.
Nora: I’m not sure how Professor Britt would feel about that.
Andrei: What questions did you write down in Part A of your notes, Nora?
Nora: The first one I have is: “Do brain games improve our memory?”
Emma: That’s a good one.
Andrei: Oh, mine is somewhat similar to that. I wrote, “Does brain training actually
work?”
Emma: So what do you think? Does it work?
Andrei: The way I understand it is that practicing visual games, like Memory or
crossword puzzles, only makes you better at those games, not at anything you
need to do in real life. Is that what you thought he meant?
Nora: I think so. I wrote down that getting a high score in a memory game
doesn’t mean you’ll remember where you put your keys.
Emma: That’s what I understood, too. It seems like in general Professor

Britt doesn’t think those games work too well.

Transcripts
Andrei: Did you understand the part about playing cards? I wrote down “don’t
play the same card game again and again,” but I can’t remember what he was
saying about that.
Emma: I think he meant activities that are comprised of doing the same thing over
and over aren’t as good as learning something new. To give you an example, I wrote
down that it’s more useful to study a foreign language than to keep practicing the
same brain game.
Nora: But I thought he said that playing cards can be useful because it’s a social
activity. I know he said it’s crucial for older people to keep in touch with their
friends.
Andrei: Oh, that’s right! I remember Professor Britt talked about how important it is
to spend time with other people as we get older. Here it is – I wrote down “research
shows that brain training games have a more intense effect if they’re played in
groups.” So we don’t really know if the benefit is from the games themselves, or
from talking with the other people during the game.
Emma: Got it. Did you have any other questions about the lecture?
Andrei: At the end of the lecture, do you think he was saying that the brain games
could actually be harmful to our brains?
Nora: Well, not harmful, but I think he was suggesting there are better ways to keep
our minds active. For example, if we’re sitting around playing games, then we’re not
exercising. We need to keep our bodies active, too.
Andrei: That makes sense.
Emma: Well, that’s the end of our notes. Did you want to talk about anything else?
Nora: No, I think you both answered my questions.
Andrei: Me too. Thanks for your help! I always feel better after our study sessions.
End of Unit Task (Video)

ILS_L3_U7_End
Liz: We devised a whole load of games involving skills like problem solving that
exercise the frontal lobes, memory that stretch the temporal lobes, and math
that use the parietal lobes.

Transcripts
Adrian: You guys generally think that the brain training has improved your brains?
Audience: Yes.
Yes.
Adrian: Okay, who's keen to find out what the scientific results of this study were?
Audience: Yes.
Yes!
Adrian: Me too. Liz.
Liz: Okay. It's time for the moment of truth. Now, we already know brain training
games make you better at those games, but do they improve your brainpower like
some of the commercial games imply? Thank you to all of you in our studio and at
home who took part. We could not have done this without you. First up, let's look at
the control group that did no brain training at all, but they did spend time on the
computer searching the Internet. Now, our scoreboard represents roughly the
range of scores for all our participants. Let's look at their mental ability at the
beginning of the six weeks.
F1: This is how they scored on our tests of memory and problem solving.
Liz: There it goes. Excellent. So that's the score they got before the six weeks.
Average score of 4.6. And this is how the control group did after the six weeks.
F1: Now, in theory, there shouldn't be much difference.
Liz: There we go. There we go. Right. Our test gave them a score of 4.8. So not much
of a change there. Remember, that's the result of our control group. So, so far, so
good. But now for the interesting bit -- does brain training have any effect on your
overall mental abilities? Brain trainers, let's see how you did before brain training,
shall we? There it goes. Our tests of memory and problem solving gave you an
average score of 4.6, exactly the same as our control group. But how did you score
afterwards? Did brain training make any difference? Six weeks, remember, of brain
training, thousands of you across the nation. Did you do any better than our control
group? Are you ready to find out?
Audience: Yes.

Transcripts
Liz: Let's find out. Where's it going to stop? That's almost the same as our control
group. Can you believe it?
Our test gave you, our brain trainers, an average score of 4.9. Are you shocked and
horrified? How are you feeling about this? Adrian, can I ask you to join me. I am
frankly quite surprised by the results. Okay, so we've got 4.8 from our control
group, 4.9 from our brain trainers. So it's .1 of a difference. Does that mean
anything? Well, unfortunately, when we do the direct comparison between the brain
trainers and the controls--
Audience: Yeah.
Adrian: The difference is statistically completely meaningless. There is

no difference between them.
Liz: Unbelievable. Okay, but what about the difference between the brain
trainers pre and the brain trainers post training? So we've got 4.6 to 4.9. Does
that mean anything?
Adrian: I'm afraid I'm going to have to disappoint you again, Liz. That difference
is so small, again, it's statistically not meaningful.
Liz: Can we actually say that brain training games don't work?
Adrian: The result is crystal clear. Brain training is only as good as spending
six weeks using the Internet. There is no meaningful difference between the
two groups.
Liz: Pretty surprising stuff. I'm sure you've agreed. Adrian, thank you so much for
joining us.
Unit 8 Dangerous Gossip

PSYCHOLOGY
LISTENING SKILL: Listening for Fact and Opinion

Listen1 (Audio)
ILS_L3_U8_Listen1
Jenila Smith: My name is Jenila Smith, and I'm an assistant professor of Psychology.
I'm excited to be here today to talk to you. First, I want to thank your professor for
letting me visit you to talk about my favorite topic: gossip. Why is it my favorite topic?
Because most people don't understand what it's really about. People usually

Transcripts
only register gossip as a bad thing, thinking that only people with bad manners
gossip. And while gossip can be hurtful at times, I'm here to tell you that everyone
gossips. As a matter of fact, we do it for very good, psychological reasons. To set up
my lecture, I want to tell you a story. I wish that I could have taped the conversation
I'm going to tell you about, because it’s such a good example of how gossip can be
useful. Instead, you'll have to settle for my memory of the conversation.
So I was at a cafe, waiting to order my lunchtime coffee. The café was really busy, so I
had to wait in line longer than usual. That gave me a chance to listen to the people
around me. In front of me were two people talking about their jobs. They worked
together at an advertising company, and the woman was a new employee. The other
person, a man, seemed to be a coworker at about the same level in the company. The
woman mentioned that she was thinking of taking a long lunch break to run a few
errands, since their manager was busy in meetings and wouldn’t notice her absence. As
I listened, the man started telling her about a former employee at the company, who I’ll
call Nadia. I learned that Nadia had suddenly resigned from the company over a year
before, after her manager discovered she was regularly away from the office for over an
hour at lunch, without permission. The man I was hearing implied that Nadia had been
asked to leave her job. He attributed a terrible consequence to taking a long lunch break
without speaking to a manager about it first.
As the man gossiped about Nadia, the new employee shook her head as she
registered each new piece of information. She was surprised that the company was
so strict about the lunch hour. As we moved closer to the front of the line, she
asked, "Do you really think Nadia was fired for taking a few long breaks?"
The man said that at their advertising company, being asked to leave was seen as a
valid consequence of poor attendance.
The new employee responded, but I didn't hear what she said because the cafe
opened another cash register. The line moved more quickly, and I got my coffee
and left for work.
I also left with a great example of how gossip works and why it's important. People
pass down rules of behavior through gossip. Gossip helps people set clear
guidelines about getting along. It can also be used to include or exclude people from
a group. Gossip lets people know the rules of group membership. The man was
describing what happened to Nadia as a warning for the new employee. So the
gossip could actually help the person he was talking to. We almost always use the
word gossip to imply something harmful and hurtful--and it can be these things. But
gossip can also be helpful.

Transcripts
Think about the two people I overheard in the cafe. Was the man saying bad things
about Nadia to be mean? No. Instead, think of it this way. He was describing
unacceptable behavior to the new employee. He was saying that to be a successful
member of the group--and by that I mean "to keep your job"--you should not act
like Nadia acted. The new employee might have thought she was listening to gossip,
but she was actually learning a valid lesson about what is expected of employees at
that particular company.
Now, I'm not saying that all gossip is good. Gossip can be hurtful--especially when
it's false gossip. Rumors that imply negative and false things do hurt people. But
that's a different category of gossip. I call it false gossip. Gossip based on true
information is actually more useful than it is hurtful. Gossip keeps groups together.
That doesn't mean that you have license to gossip about everyone you know. But
you'd be surprised to know that research shows people of both genders spend 20 to
60 percent of their conversational time gossiping. That's a lot of gossip! The truth is,
humans are social beings, and gossip is one way we identify with groups. We use it
to keep our groups together or exclude people from them. It’s a useful thing, even
though it can hurt the feelings of people who have broken the group's rules.
In the next part of my lecture, we'll talk some more about the psychology
behind gossip. Let's take a short break and then come back, okay?
SPEAKING SKILL: Citing Information

Listen2 (Audio)
ILS_L3_U8_Listen2
Jenila Smith: Welcome back, everyone. Ok, let’s keep going with our lecture on
gossip. I want to review a few key ideas from the first part before I continue. First,
and most importantly, gossip can have a positive use. It's how groups teach rules of
behavior to new members. It's also how groups remind current members of those
very same rules.
So, I told you a story about two advertising executives I overheard in a café. They
were talking about Nadia, a former employee at their company who had left her
job suddenly. Ultimately, the gossip about Nadia could be seen as a lesson for the
new employee about what behavior the company expects. This gossip taught the
new employee the rules. Last, I shared a statistic to show just how much of our day
we spend gossiping: 20 to 60 percent, according to several studies. The point is:
gossip is everywhere, and it serves an important function.
But why? What is it about our psychology that makes gossip important?

Transcripts
Reputation and reputation building are the key reasons gossip is necessary.
According to Dr. Mona Cates, a professor of philosophy and social science,
reputation also helps to exclude people from certain groups. Basically, Dr. Cates is
saying that if someone’s reputation does not match the rules of the group, that
person could be excluded from the group. For centuries, reputation has facilitated
cooperation among humans. People care what others think about them--even if they
pretend they don't. People work hard to build and maintain a positive reputation,
and they don't want to do something bad that others will talk about. So they follow
the rules of the group so that people won't spread negative gossip about them. The
ultimate goal is to be liked by people within their group. They want to keep their
good reputation.
But why?
Well, the theory is simple. People don't usually like to work with other people who
have negative reputations. We see the effects of this basic psychological truth every
day. Think about the last thing you bought. Did you look up reviews before you
bought it? You probably looked for relevant opinions about the product. You
probably wanted to know if other people thought it was a quality product, or if
anyone had bad experiences with that product. In other words, you wanted to know
the gossip about that product. Well, business interactions follow that same idea, that
gossip and reputation are linked. People want to know that someone is good and
trustworthy before they initiate a cooperative business relationship with him or
her. Gossip helps us figure that out. It's not just a philosophical discussion; gossip
really does impact business and commerce. You just have to make sure that you
trust the source of the gossip you’re hearing.
And the source isn't the only factor that affects whether gossip is useful. Research by
Dr. Dorothy Holman suggests that the quantity, or amount, of gossip is important as
well. The more a person hears the same information about someone’s reputation,
the more that person will believe it. If I need a lawyer, and fifty people tell me a
certain lawyer is not knowledgeable, I will let that gossip guide my decision. I won't
hire that lawyer. It's that simple, it's how our brains work. Online reviews work the
same way. The more times you hear a relevant, positive opinion about a product, the
more likely you are to purchase it. Multiple valid pieces of gossip create a more
complete picture.
In fact, a study initiated by Dr. Larry Coleman and Dr. Mei Ling shows that a single
piece of gossip alone wasn't enough to change one person's opinion of someone else.
Participants in the study were each told one piece of gossip about another person.
With that information, participants were then asked if they wanted to cooperate
with that person on a project. Even if the gossip was negative, most participants
decided they did want to cooperate with that person. However, once participants

Transcripts
heard several pieces of gossip with the same information, or if they directly
observed that negative behavior in the person, they were much less likely to decide
to work with that person. Dr. Coleman and Dr. Ling found that the participants
considered multiple pieces of gossip to be just as reliable as seeing something for
themselves. In other words, people use gossip as a substitute for direct
observation when making decisions. Gossip is sometimes faster and nearly as
reliable as seeing something yourself.
Ultimately, everyone has to decide for himself or herself how useful gossip is.
However, I hope learning about the psychology behind gossip has shown you that
gossip is actually a useful tool people use every day. Gossip helps people form stable
groups, and it helps people make decisions about what to buy and who to buy it
from. Also, gossip helped your professor decide to invite me here today. She heard
good things about my lecture, and she thought you'd enjoy hearing my perspective. I
hope you've enjoyed my talk and learned something, too.

ILS_L3_U8_End
Mr. Lopez: Today, Antonio and Jen are going to talk to us about the effect of the
weather on our moods. They've done a bit of research to support their point of
view, so this should be quite an informative short presentation. Jen, would you like
to go first?
Jen: Thank you, Mr. Lopez. I'd like to begin by asking everyone a question: How do
you feel today? If you're like me, you're happy. And do you know why? It's sunny
outside. Sunshine makes people happy. According to research by Dr. Anna Lin, the
number of hours of sunshine in a day has a direct relationship to how happy
someone feels. She studied participants' moods over two months. To quote Dr. Lin,
"people who lived in sunnier climates reported feeling happier overall". It's better
to live in a sunny place because the sun makes people happy. Everything is more
enjoyable when the sun is out. People's attitudes are better. Have you noticed that
people seem to be more tired when it's raining? The work of another author, Sam
Dubois, indicates that rain actually does depress mood. According to Dubois, high
humidity, or rain, is linked to a lack of energy and a lack of affection. So, I believe the
connection between weather and mood is clear. People seem happier when it is
sunny. I've noticed this to be true with my friends. And people have worse attitudes

Transcripts
when it's raining. In fact, in some places where the sun doesn't come out for weeks at
a time, people can become depressed. Clearly, weather impacts how people feel.
Antonio: It's true. The weather can affect people's moods. But we shouldn't be
completely convinced by the research Jen showed us. There are other facts to look
at, and the most important fact is our own experience. If you're like me, the weather
doesn't really change how you feel. I can feel happy when it's raining, and
sometimes I feel sad when it's sunny. The things happening in my life affect my
mood much more than the weather. I don't think the weather has much effect. In a
study of the effect of weather on mood, Dr. Jan Kemp from Humboldt University in
Germany studied more than a thousand participants and found very little
connection between their moods and the weather. While this is only one study, I
believe it's important research because it shows that there are other factors that
influence people's moods. Weather has some impact on how people feel, but
personal relationships play a more significant role.
Mr. Lopez: Excellent, Jen and Antonio. Thank you. You've both presented interesting
information about the weather for us to think about. Class, what do you think? Have
you noticed how the weather may or may not affect your moods?
Unit 9 Franchise Fun

BUSINESS
SPEAKING SKILL: Recognizing Persuasive Speech

Listen (Audio)
ILS_L3_U9_Listen
M1: So you want to start a franchise? I've been helping people do this for fifteen
years. I can work with you to find the right business and acquire all the right
permits. I’ll also give you advice during your first six months in business. I'm
ready to make your business a success.
Franchises are a great idea if you want to run your own business but are concerned
about starting one yourself. With a franchise you're using someone's business as
your own. They're easy to run. They already have loyal customers. You make
money, and the original business owner makes money. It's a win-win situation.
Look at Rashad Hassan. He manages a Barbecue Patio franchise, a restaurant

where customers cook their own food. Within two months, he was making three
times the amount of money he invested. Three times! You just can't go wrong with
a franchise—as long as you invest in the right one. How do you know it's the right
one? It starts with thinking rationally and asking the right questions.

Transcripts
First, is there a lot of competition in your area? For example, if you want to open a
coffee franchise, ask yourself—are there a lot of other coffee shops in your area
already? If so, you might want to open a different type of business. If there’s too
much competition from similar businesses, you might not have enough customers.
On the other hand, it’s important to have similar businesses precede yours in your
local market. That way, you’ll know if they can be successful. For example, if you
want to open a bicycle shop in your area, but two bicycle shops have already failed
in the same area, you probably don't want to open that type of business.
Next, once you've decided on a good franchise for your area, you'll need to think
about budget. Don't spend everything you have! Show some restraint. How much
can you afford to invest in your business? There are a lot of expenses involved.
You’ll need to buy supplies, pay employees, and even pay a franchise fee to have the
right to use the business' name. You'll need to decide if you can come up with the
sum of money required. Some franchises require an investment of 100,000 to
250,000 dollars . . . but you'll almost certainly be able to make that money back.
People who work with me always make their money back. Always.
Finally, you'll want to contact other franchise owners. You need to ask them a lot
of questions about daily operations, annual profit, fees, and so on. Let them know
you won't be in competition with them so that they'll give you honest answers. A
good question to ask is: Would you do this again? If they want to reverse course
and get out of that particular franchise, then you might want to invest in a different
business. Talk with the owners about when they began to make a profit. Evaluate
their financial records for the past three years. If you see increasing debt and
decreasing sales, that might be a business you want to avoid.
With the information from these interviews, you can make a rational decision about
your business opportunity. These other franchise owners can help you develop and
follow a regime that'll make your business as successful as their businesses.
Owning a franchise can be a lot of fun: you get to make your own hours and you
get to benefit from a business that someone else started. If you choose the right
business, customers will line up to pay for your product or service. They just won't
be able to restrain themselves. Trust me, I've seen it happen.
Apply B (Audio)
F1: So you’re thinking about buying a franchise? Before you do, please consider these
dos and don’ts. We understand that everyone’s experiences will be different,

Transcripts
but following these general rules will help you make the best decision for your
situation.
First, do write a business plan. Do you think you can be successful without a plan?
The amount of time and thought that you put into preparing for your business is
very important now and for the future. Your business plan is a wonderful
opportunity to clarify not only your overall goals, but also the steps you’ll need to
take to meet them.
Second, do do something you love. Owning your own business means long hours
and many difficult months at first. If you’re doing something you really love to do, it
won’t seem as much like hard work. Trust me, I’ve been there.
Third, don’t try to do it alone. You’ve heard the saying, "Two heads are better than
one?" Well, in business this couldn’t be more true. You’ll need friends and business
contacts to give you advice, support you when you’re struggling, and help you
when you make mistakes. And trust me, you will make mistakes. Opening a
franchise isn’t easy, but you have a better chance at success if you have the support
of your friends and family.
Finally, don’t ignore your intuition. What does this mean? Your gut. Your instincts.
If you’re about to make a big decision and you can't ignore a feeling that you need
to stop, pay attention to that feeling. Listen to your instincts. That may sound funny,
but when your business is at risk, you need to feel completely comfortable with the
decisions you make.
LISTENING SKILL: Facilitating a Group Discussion

Watch (Video)
ILS_L3_U9_Watch
Facilitator: Thanks very much for joining us on the Business Roundtable. I'm David
King, and I’ll be facilitating today’s discussion about franchises. Joining me are
three franchise owners who have agreed to share their experiences. We have Paul,
Jennifer, and Todd, and we hope that you, our viewers, may learn from their
successes.
Franchise owner 1, Paul: And our mistakes!
Facilitator: Right! There are many routes to success, aren't there? But as long
as you get back up and try again, you haven't failed. What do you think about
that, Paul?
Paul: Oh, definitely. I mean, you should never give up. Success is just around the

Transcripts
corner. You just have to make it there.
Facilitator: Indeed. And I'm sure that's why our viewers are tuning in. They want to
hear what you all have to say about this topic. Do you mind if we start with you,
Paul?
Paul: Sure, no problem. I'm Paul Gallagher, and I own a restaurant franchise—five of
them, actually. I was thirty-two when I first got interested in owning my own
business. I was tired of working for someone else. I wanted to make my own hours.
But I didn't have an adequate sum of money to build a brand new business, so I
decided to open up a restaurant franchise. It took a year to make a profit and
another year to become really successful. We became really popular after we added
a few ethnic food items to the menu. So, one lesson, I guess, would be to try
something new and see if customers respond. Luckily, our customers did.
Facilitator: Thanks Paul. Let's hear from someone else. Jennifer? What about you?
Why did you open a franchise?
Franchise owner 2, Jennifer: Well, first of all, thanks for having me on your show. I
run an automobile service franchise, and I got interested in owning a business
because I thought I could make more money with a franchise than at my old job. As
Paul said, it's a lot of work. I'm surprised I didn't collapse. During the first few years,
I worked fourteen-hour days. I had to manage my shop, advertise, train new
employees, and make connections with other local businesses. But the hard work
was worth it because my three auto service shops are very successful
Facilitator: Paul, Todd, what do you think about what Jennifer said? Is time
the most important factor when deciding to open a franchise?
Paul: Well, I think so. No one's going to do it for you. You have to make your
franchise your top priority. After your nuclear family, it gets all of your time. But
money's also important. I invested a lot of my own money into my franchise. No
one's really going to give you the money to start your business. There are a few
grants available, but they aren't adequate. And I found that even the small grants
were hard to get.
Facilitator: Would you like to comment on that, Todd? You received a large grant to
open the franchise, right?
Franchise owner 3, Todd: Thank you. Yes, I did receive a grant. I found out about it
in a trade publication I was reading. A man started a waste disposal business in the
city next to mine, and it became so successful, he wanted to branch out in the region.
So he set up a grant. Basically, he would pay for the first year of operation for

Transcripts
anyone willing to open up a branch of his business in a nearby city. I applied, and
because of my business background, he selected me. I've been running my branch
of his waste disposal company for seven years now, and we started making a profit
after three years. So . . . there are grants out there. I'm proof. They are rare, though.
As Paul said, most franchise owners have to invest their own money.
Facilitator: What have been the biggest challenges for each of you running
a franchise?
Jennifer: For me, honestly, it was getting people to take me seriously. People
weren't used to seeing someone young running an auto service shop. But over time
customers –discovered that our mechanics were extremely knowledgeable and our
prices were fair. Then they started to trust me with their cars. From that challenge,
I've built a loyal customer base.
Facilitator: Thank you, Jen. How about you, Todd?
Todd: I'd say the biggest challenge was running a business that someone else had
created. I mean, the business owner had his own ideas on how this business
should be run, and I had to follow certain guidelines, even if I disagreed with them.
Eventually, though, we developed a good relationship. We started to trust each other
more, and now things are fine. Having a good relationship with the business owner
is very important.
Facilitator: And we'll give the last word to Paul. What are your thoughts? Your
biggest challenge?
Paul: Jennifer made an important point about her customers—finding and keeping
customers is key. Without customers, you have no business. You constantly have to
survey what they like and don't like to adapt your model. Otherwise, your business
will collapse.
Facilitator: We'll have to leave it there, folks. Thanks to Paul, Jennifer, and Todd for
joining us today. We appreciate your insights on the Business Roundtable. Until next
week, keep working and keep earning.

Transcripts

ILS_L3_U9_End
We have a very important election coming up on campus. We're being asked to

approve the building of a new franchise. It'll be a grilled sandwich franchise, and I
believe we should say yes. There are three important reasons why we should
build this restaurant on campus.
First, 5 percent of sales will be given to the school. These funds will support
student activities on campus. Remember how our football team lost funding last
year and couldn’t travel for games? Or think about the hiking club. They can only
hike the hill in the middle of town because they can't afford to travel to any
mountains. Funds from this restaurant will restore these great clubs. We need this
money, so we should vote yes.
Second, students need a nice place to eat on campus. Right now, all we have is
the school cafeteria. We all know that the food there isn’t bad, but we need
options. Wouldn't it be nice to have choices about where to eat after a long, hard
day of studying? Also, the building will be modern, and there'll be televisions to
watch while you eat. It'll be a great place to hang out.
Finally, the new restaurant will be right next to the library. So after a long day of
studying, you won't have to walk across campus to the cafeteria for food. You
could get your food quickly and get back to studying. Wouldn’t it be great to be
able to spend more time on homework and less time walking all over campus?

Transcripts
Some people might say that the restaurant would cost the school too much money
to build. However, most of the money is coming from a local franchise owner, so the
school won't have to pay much. Other people might say the food at this restaurant is
unhealthy, but that's not true. The sandwiches here are made from the freshest
ingredients. In fact, the sandwiches are healthier than most of the food at the
cafeteria.
So when you cast your vote on Monday, remember all the benefits of building
this restaurant on campus. It'll raise money for school activities, it'll be a nice
place to eat, and it's close to the library. Make the right decision. Vote yes!
Unit 10 Hidden Treasure

GEOGRAPHY
LISTENING SKILL: Synthesizing Information

Watch (Video)
ILS_L3_U10_Watch
Monica Detlock: You guys see any hawks?
Narrator: Monica Detlock doesn’t have any trouble getting her kids excited about
going for a hike. That’s because this is more than just a walk. It’s a treasure hunt and
they get to use a GPS device, way cooler than a GameBoy.
MD: What does the GPS say, hon?
Narrator: These hand-held locators, at one time used only by the military,
have inspired a treasure-hunting craze that is sweeping the globe.
Shane Detlock: Found it!
Narrator: What Shane found is called a cache. It’s the hidden treasure in the new
sport of geocaching. This hunt begins at home, where geocachers find their first
clues on the club’s website. Next, they plug satellite coordinates of the treasure
into the GPS, and then hit the trail.
Anyone can do the hiding and the caches are hidden everywhere. So far, a
quarter million hiding places in more than two hundred countries. What’s inside
is never very valuable. Winning is more about stamping the log sheet to prove
you’ve conquered the challenge and found the cache, which must always be
replaced for the next geocacher.

Transcripts
Shane: When you take something you put something else back in.
Monica, about Kyla: She likes it.
Narrator: At eighteen months, Kyla is one of the youngest treasure hunters. And
at 84, Shirley O’Connell is surely one of the oldest.
As long as the weather’s good, Shirley and Jack are on the prowl, patting down
gates . . .
Shirley: This would be a dandy place for one.
Narrator: . . . beating the bushes, heading wherever their GPS leads them.
Jack: That's it.
Narrator: They’re at 1,500 finds and counting.
Jack: We hope we live long enough to get 2,000.
Shirley: I like the challenge of hunting for things, it keeps you young.
Narrator: And if you are young . . .
Boy: You get to find treasures and you get to see snakes and all kinds of animals.
Narrator: Something for everyone.
SPEAKING SKILL: Participating in a Debate

Listen (Audio)
ILS_L3_U10_Listen
Teacher: Alright, everyone, let’s get back to our debate. Now we’ll begin the rebuttal
portion. We’re discussing the question of whether to allow geocaching in national
parks. The positive side, or for team, will argue that geocaching should be allowed in
national parks. The negative side, or against team, will argue that the sport should
be banned. This is your chance to respond directly to your opponent’s arguments.
You’ll have four minutes to debate the issue.
Speaker 1: Geocaching is a unique sport. People leave hidden treasures and create
directions for other people to find them. And it's an active sport. It gets people
outdoors and using public spaces, which is great. Unfortunately, people go off the

Transcripts
trails looking for the hidden caches. It seems like innocent fun, but there
are negative impacts.
Speaker 2: Exactly. When people look for caches in public and national parks, they
can damage the natural landscape. And one of the main rules for national parks is
that you leave the spaces as you found them. They are for everyone to enjoy.
Geocaching, in my view, is harming these public spaces and using them in ways they
were not intended. Geocaching should be banned in national parks.
Speaker 3: I disagree. Geocaching actually causes very little harm to our national
parks. Geocachers do not destroy plants, disturb wildlife, or disrupt other people's
experiences in the parks. They simply take or leave small items for other people to
find, using weatherproof boxes. My opponent would say that these items are litter,
but litter is trash that's thrown carelessly on the ground. A cache is a small box or
container carefully placed for others to find.
Speaker 4: Right. In most national parks, geocachers register their caches with
park rangers. So, the park rangers know these items are not litter. And if they find a
registered cache, they can just leave it alone.
Speaker 2: But not all geocachers register their caches. In fact, few do. Registering
caches means filling out forms, and they just want to get on with the sport. In fact,
the ratio of unregistered to registered caches in the local park is 10 to 1. Ten
unregistered caches to every one registered cache is not a good ratio.
Speaker 1: Also, we’re not in favor of registered caches because the manual given to
all park rangers specifically states that people cannot leave items in the park. We
can't change the rules because of a new sport. It would set a bad example.
Speaker 3: My opponents would like to impose their values on the geocaching

community. They’d be happy if geocachers were only allowed in the old military
compounds where there are no trees or other people. Rules are important, but
rational people can reinterpret those rules. If the park rangers accept that, why
shouldn't we?
Speaker 1: But the park rangers I've talked to don’t want geocaching to be allowed in
the national parks. They're the ones who have catalogued all the damage to the park
that we've been seeing this week on the news. Geocachers are leaving trails to hide
their caches in new locations. When they leave the trail, they step on plants, and that
often kills the plants that the national park is supposed to preserve.
Speaker 2: Geocaching is not a passive sport, as I said earlier. The people are active,
running all around the parks—hurting plants, bothering animals, and damaging the

Transcripts
landscape. These are the main reasons why park rangers don't want to
allow geocaching in the parks. And if the rangers don't want it, neither do I.
Speaker 4: The evidence we've seen about damage in the park is limited to a few
isolated incidents. In general, geocachers do no damage to nature. They enjoy the
parks as much as anyone. Besides, they want to use the parks for their sport, and if
they damage the place, they know they won't be able to come back. They don’t want
to damage the parks because they want to be able to return.
Speaker 3: The damage that's occurring in the parks is, by and large, not caused by
geocachers. It’s caused by other park users, and they are being caught and punished.
Most rangers that I've talked to are okay with geocaching, and they actually think it’s
good for the parks. So I think the sport should be allowed in national parks. It's a
great use of this public land.
Speaker 4: Besides, this isn’t much of a problem because caches are labeled so that
park rangers know they’re not trash. Geocachers pick up after themselves and are
careful not to disturb nature in the parks. They do not leave trash in the parks. In
fact, many park officials are in favor of allowing geocaching in their parks because
they believe it attracts more visitors.
Speaker 1: It may be true that some individuals are in favor of allowing geocaching
in the parks, but most park rangers I spoke with are against it. They say it brings
people to the parks who aren’t interested in enjoying nature. Geocachers go off
trails looking for caches and sometimes they even get lost!
Teacher: Time’s up, students! So…who do you think made the best argument?

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Inside Listening and Speaking 3

Unit 1 Recycled Buildings

LISTENING SKILL: Using Abbreviations in Notes

Also, the materials used in sustainable architecture should be renewable. That

Another goal in green architecture is to reuse materials as much as possible. For

Narrator: Ian Felton is proud of his new digs.

© Oxford University Press. Permission granted to reproduce for classroom use. 1

Eric Reynolds: To ship 40 feet of air would not be terribly sensible.

Narrator: . . . wrapped in a steel shell.

Eric Reynolds: Exactly.

Eric Reynolds: No. So, more sensible to do what we're doing.

© Oxford University Press. Permission granted to reproduce for classroom use. 2

SPEAKING SKILL: Signal Phrases in a Speech

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Now, there are some disadvantages to constructing a home with salvaged

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Unit 2 Rethinking City Spaces

LISTENING SKILL: Using a T-chart to Take Notes

LM: Thanks, I'm happy to be here, Tom.

TB: Wow. And what does that mean for us?

© Oxford University Press. Permission granted to reproduce for classroom use. 5

TB: Sounds right to me.

TB: So whose responsibility is it to do this?

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SPEAKING SKILL: Supporting Your Opinion in a Discussion

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Student 2: Okay. What criteria should we use?

Student 2: Like what?

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Student 2: Well, what about the skate park idea?

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Student 1: I like this park idea . . .

Student 3: Yeah, people could also have picnics in the park.

Student 2: OK, So are we deciding to vote for the parks?

Student 3: Agreed. The parks it is . . .

End of Unit Task (Audio)

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Unit 3 High-Tech Art

LISTENING SKILL: Comparison and Contrast

Professor: And CAD, or C.A.D., stands for . . .

Sheila: Oh . . . it means computer aided design.

Professor: Yes, good.

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paper and then scan it and convert it to three-dimensional design.

Mike: Wow. That's pretty amazing.

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Professor: Yeah--it is.

Zayd: So they’d reproduce themselves . . . sounds like a science fiction story . . .

Professor: Well, it probably wouldn’t be a working phone—yet, because the

Sheila: So I could scan a chair, and make another chair.

Zayd: Wow . . . that’s hard to imagine, . . .

Mike: So, I could special order my next computer keyboard to be designed

Professor: Yes--that’s the right idea--customized everything. A final advantage of 3-

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SPEAKING SKILL: Summarizing Information

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End of Unit Task (Audio)

Announcer: Hi everyone, and welcome to Technology Now. Today we’ll be

Samer: Thank you for having me.

Jessica: Yes, I do.

Samer: Uh-huh, I use that printer as well.