: >| LISTENING AND SPEAKINGNORTHSTAR LISTENING AND SPEAKING High Intermediate Tess Ferree Kim Sanabria Series Editors Frances Boyd Carol NumrichNorthStar: Listening and Speaking, High Intermediate, Second Edition Copyright © 2004, 1998 by Pearson Education, Inc All rights reserved, No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, ‘without the prior permission of the publisher. Pearson Education, 10 Bank Street, White Plains, NY 10606 Pronunciation consultant: Linda Lane Development director: Penny Laporte Project manager: Debbie Sistino Development editor: Andrea Bryant Vice president, director of design and production: Rhea Banker Executive managing editor: Linda Moser Production coordinator: Melissa Leyva Senior production editor: Kathleen Silloway Associate art director: Tracey Cataldo Director of manufacturing: Patrice Fraccio Senior manufacturing buyer: Dave Dickey Cover design: Rhea Banker Cover art: Detail of Wandbild aus dem Tempel der Sehnsuchtdorthini, 1922, 30 Mural fom the temple of desirelthere/ 26.7 x 37.5 ems ol transfer drawing and water color on plaster-primed gauze; The Metropolitan Museum of Art, N.Y. The Berggruen Klee Collection, 1984. (1984,315.33) Photograph © 1986 The Metropolitan Museum of Art. Wang aus dom Tempe © 2003 Artists Rights Society (ARS), New York / VG Bild-Kunst, Bonn gr Sahsuctt doin. Photo research: Aerin Coigay Photo credits: see page 253 ‘Text design: Quorum Creative Services Text composition: ElectraGraphics, Inc Text font: 11/13 Sabon Text art: pp. 17, 123, Ron Chironnas pp. 71, 193, Lloyd Birmingham, p. 162, Tracey Cataldo Text credits: see page 253, Library of Congress Catalogin Ferree, Tess NorthStar. Listening and speaking, high intermediate/Tess Ferree, Kim Sanabria.—2nd ed. p. cm, Includes index. 1. English language—Textbooks for foreign speakers. 2. English language—Spoken English—Problems, exercises, etc. 3. Listening — Problems, exercises, etc. |. Tile: Listening and speaking, high intermediate. Il. Sanabria, Kim Ill. Til, PEL128.F425 2004 428,3'4—de2 202 ISBNs: 0.201-75572-6 (Student Book} 0-13-143910-3 (Student Book with Audio CDs | Longman.com offers online resources for teachers and students. Access our Companion | Websites, our online catalog, and our local | offices around the worl. Visit us at longman.com. Printed in the United States of America L—CRK—09 08 07 89 10—CRK—08 08 07unr unt unt EE unit El unt [El un unt unt unit unit EO) Contents Welcome to NorthStar, second Edition iv Scope and Sequence x For News Resisters, No News Is Good News 1 The Achilles Heel 25 Early to Bed, Early to Rise... 45 The Eye of the Storm 69 You Will Be This Land 1 It's Better to Give Than to Receive 113 Emotional Intelligence 135 Goodbye to the Sit-Down Meal 155 Finding a Niche: The Lives of Young Immigrants 179 Technology: A Blessing or a Curse? 205 Student Activities 225 Grammar Book References 231 Audioscript 233 The Phonetic Alphabetpe ee | Welcome to JWORTHSTAR Second Edition NorthStar leads the way in integrated skills series. The Second Edition remains an innovative, five-level series written for students with academic as well as personal language goals. Each unit of the thematically linked Reading and ‘Writing strand and Listening and Speaking strand explores intellectually challenging, contemporary themes to stimulate critical thinking skills while building language competence. Four easy to follow sections—Focus on the Topic, Focus on Reading/Focus on Listening, Focus on Vocabulary, and Focus on Writing/Focus on Speaking— invite students to focus on the process of learning through NorthStar. Thematically Based Units NorthStar engages students by organizing language study thematically. ‘Themes provide stimulating topics for reading, writing, listening, and speaking. me 8 ery eta reWelcome to NorthStar v Extensive Support to Build Skills for Academic Success Creative activities help students develop language-learning strategies, such as predicting and identifying main ideas and detail High-interest Listening and Reading Selections The two listening or reading selections in each unit present contrasting viewpoints to enrich students’ unders The Cuses:Kirevi Welcome to Northstar Critical Thinking Skill Development Critical thinking skills, such as synthesizing information or reacting to the different viewpoints in the two reading or listening selections, are practiced throughout each unit, making language learning meaningful. Extensive Vocabulary Practice Students are introduced to key, contextualized vocabulary to help them comprehend the listening and reading selections. They also learn idioms, collocations, and word forms to help them explore, review, play with, and expand their spoken and written expression. Powerful Pronunciation Practice A carefully designed pronunciation syllabus in the Listening and Speaking strand focuses on topics such as stress, rhythm, and intonation. Theme-based pronunciation practice reinforces the vocabulary and content of the unit.Welcome to NorthStar vil Content-Rich Grammar Practice Each thematic unit integrates the study of grammar with related vocabulary and cultural information. The grammatical structures are drawn from the listening or reading selections and offer an ‘opportunity for students to develop accuracy in speaking or writing about the topic. Extensive Opportunity for Discussion and Writing Challenging and imaginative speaking activities, writing topics, and research assignments allow students to apply the language, grammar, style, and content they've learned.vili Welcome to NorthStar Writing Activity Book ‘The companion Writing Activity Book leads students through the writing process with engaging writing assignments. Skills and vocabulary from NorthStar: Reading and Writing, are reviewed and expanded as students learn the process of prewriting, organizing, revising, and editing, — or) Tao eae ens ed Audio Program All the pronunciation, listening, and reading selections have been professionally recorded. peatee eerWelcome to NorthStar ix , . : Teacher's Manual with Achievement Tests Each book in the series has an accompanying Teacher's ee Manual with step-by-step teaching suggestions, time . guidelines, and expansion activities. Also included in each Teacher's Manual are reproducible unit-by-unit tests. The Listening and Speaking strand tests are recorded on CD and included in the Teacher’s Manual. Packaged with each Teacher's Manual for the Reading and Writing strand is a TestGen CD-ROM that allows teachers to create and customize their own. NorthStar tests. Answer Keys to both the Srudent Book and the Tests. are included, along with a unit-by-unit word list of key vocabulary. | | | | | | NorthStar Video Series Engaging, authentic video clips, including cartoons, documentaries, interviews, and biographies correlate to the themes in NorthStar. There are four videos, one for each level of NorthStar, Second edition, containing 3- to 5- minute segments for each unit. Worksheets for the video can be found on the NorthStar Companion Website. Companion Website hetpi//www.longman.com/northstar inclucles resources for students and teachers such as additional vocabulary activities, Web-based links and research, video worksheets, and correlations to state standards.Scope and Sequence fecoorer a Fortlows Resistes, Ho News s Good News Theme: Media Listening One: Mews esis ‘Aradionews report Listening wo: CoCom ‘Areporton an unusial Web ste ‘The Achilles Hee! Theme: Overcoming Obstacles Ustening One: Dreams fying ‘and Overcoming Obstades Acolege application essay Lstenng we: The Ach Frack ub limes oun Kimani Atelesion news report Ho Early to Bad aly ise “heme: Meine Listen ne: Ken ep eds ‘Araionewsreprt Listening: Get Bocin Bed ‘conversation witha doctor Compare sources ofnews Recognize assumptions about media Inert graphs Inf iformatin not expiinthe interview Hypothesiae anothers pint of view Analyze goals of news reporting dent personal obstacles ankthe alu of personal qualities Analyze narativeehniqusin an essay Hypothesze another’ pin ofvew Analyze senstve language refering to dais Infer meaning not expictin the text Compare and conrast tw ie histories Frame contrasting points of ew on cisablty sues Inert cartoon Inereeta quotation Cempareand contrast seep habits Hypotesze scenarios Draw oncsens about sleep deprivation Propose solutions to poblems Analyze case of sleep depiration andi consequences Listen for main ideas Lsten for deals Provide evidence to support answers Aeateltenings to personal valves Sythesiz information frm bth stenings Listen to student broadcasts and analyze them Evaluate aT news program Summaie ain ideas Listen for dts Felatestenin te knowledge of the wold enfin annetng themes between two Vieings enti thought groupsin speech Watch and analyea movie Listen to castes reports and pose questions anvecse with a dassmate and tae notes ‘Summarize main ideas ste for dais Interpret seater stone and erations Relate stening to persona experiences omparinfomation rom wo fistenngs deny rphasisinspech and its meaning a Thekye ofthe Storm Theme: Natura Disasters Listening One: repring fra Haran Aradonewscepct Uteniog Te: Auricane Hunters Arado news repr Use context es to guess meaning Analy a speaker’ emotions infer word meaning fom context Hypothesie another pont few Make judgments ‘Support opinions with information flor thereports Listen toa report with static imererence Felate previous rowtedge to istening ent cronoagyin areprt entity a speaker emotions Summa min ideas Listen fr speccinformaton dentifintonation pattersin speech Ustento student eprts and ake notes Wath disaster move and take notes, | |ee Make reditions Summarie pints Actouta sted omersation Gieanewscast xpressand defend opinions Interview news specs Peter Feducingand contracting auniary verbs Contest es Synonyms iomaticerpressions Descriptive adjectives Dictionary wok Word deinitons Passive vole Vapi Tgp oes cei Conan on pen dag Vernon Pacing pps ode Pate nee nines arog i se Dalysmarnrsechn cng as | Vapors cones es conatavs Pesan Gene eae Varden aint tee ig Acoust date ter pe ea orosin seamen Gt aren es ip ine be vtec ti coe cs ete Sue pep on Verdot Con opr ge Sons Sess Snes Mertens innews Present an emergency weather report Conduct aninerview Presentamovie reviewxii Scope and Sequence You Wil Be This Land Theme: Conservation Listening Oe: lntervew with Medi Priest. Acoversatin with Cheoke pal lader LUseingTwa: ‘Ndokinna"—A Poem ‘An dena poem Its Betterto Give Than to Receive Theme: Pitanthropy Ustening One: Cena Carty Areporton theif ofa philanthropist Lstening Tw: ese Donte or outer “Two public serve ancouncements Emotional intelligence Theme: Education Listening On: Can ou Lean EQ? Apsetology ao pragra Listening Two: Tet Your EO ‘An emotional intligece est quctations Draw conchsions Super’ generations wth examples Evaluate stuations according to crea eft inthe listening lnfer formation not expcitin the inesew Hypohesze another pint view Evaluate persona conservation efor Anal symlsm na poem ate judgments entity personal assumptions abou philanthropy Creat abstract principles with concrete examples Hypotesize atonal for philanthropic acons itqu publ serie announcements Compare and contrast information Rankdesiableemployee qualities Interpret cartoon Define rotons afimaigence entity and evaluate assumption bout Inetigence ypotesze anotherpoint of view Connect princes of reionantl spectic beavis Interpret quotations Anal past encounters accring to princes of emtionanteligence genceto Cees Listen for deta Relate personal experience and values tthe Fsteing Toke dictation Compare and contastviewpontsin the isteninas deny sounds Listen for spectcinformaton Listen toand ask questions about entity ain ideas Listen for deta Listen and take nates using 2 graphic organizer ‘Synthese information fm both stenings Interpret speakers intent by analyzing intonation Listen toand evaluate student presentations esearch a chaste organization or philantropt trough telephone inquis Prevewaistering Take noes wile stenng using a gaphic ganze Listen for deta Provide information om the ting to support answers Fale istning to persona experiences Integrate information fam bth strings Liste to assmate'tres ard take notes Listen to and etaluate student sponses Watch and analyze student oe plays | |Per Exressopiions Interview aclassmate Read aloud or ee a poem skforand give examph oe playa meeting \senew vocabulary to assess Pessoal conservation habits Report esearch findings Make predictions {xpress and support opinions with ‘amples onstruct and perf adilogue Use new vocabulary to discs ‘amples cartabe efits Ak for daiication using tag ‘questions Use gambit that indicate pris Develop and perform a publicserice announcement Report esearch ndings Make predictions Support options with examples Compose and perform a dialogue using new vocabulary Fecountan emational experience Use opening gambia restate information for clifcatio or emphasis Restate quotations Performa le play Conduct aninterview Cee thsounds Intonation of ag questions eesti Word efritins Synonyns tent Word forms Content es Word deirtons Synonyms Contest cus Syanyins iomaticerpressons Scope and Sequence eee Advsabity nthe past—past, rods Teg questions Direct and nde spesehxiv Scopeand Sequence g identify and analy food ends Sarumarie ain ideas Goodbye tothe Sit-Down Meal Relate general factors tospeccbehavins Listen fr deta Theme; Food Interpret meaning from tet Interpret speaterston and attitude Listening One: French Sandwiches Compare ditional and contemporary food Relate stening to local ood tends Araionensreport practi sive sounds Listening vo: Fodin Sout Infor meaning fam context Aste stent od sows and eluting ‘Acanersaton bated ends Commarea contast two restaurants anbric Ine stuatioral conte Listen to afoodshow on TY go Compe pon experiences identity main ideas Finding a Wiche: The Lives of Yung Reconice esa assumptions Listen for supporting dts Immigrants Hypotesecenais Interpetspekestone and ih Theme: Innigaton infer ord meaning fom content Relatelisterng to personal ales and interests Listening One: A Word within a Scho! rab ongiage wage Tekeacicaton a oe Compare and onvattwoimmigantenperences ett prin of vewinwolsterings ra Infermeaningnotepin text Casiy sounds Propose sltins Listen to and comment on stent plans | | | Lo nn Interpret cartoons Infer tational contest | Blessing ora Curse? Comparopinions bout technology Use for main idess Theme: Technolony Aral paadoxin poem Use for supoting eas Ustenng Oe: Noein the Cy Nakejudgents| Interpret spekerstone and word usage Aradonensrepor Hypotheses Toke ots wie isting Usted Draw conisions Listen or set rfrmatin a student sponses Define pole and propos sean Listen for emphasisin speech ute student commercials steno dassmates research ndings and ask questionsSpeaking Tasks ake preicions ‘Shae ideas on fodends Usetone of vie twindiate atte inarleply Use new voabuaryin fee comersaton Compose and perform daogue Practice gambit which call attention ‘wapartalritem pli howto us a tool Develop and perform afd show Report esearch on food trends Nae predictions ‘xpress opinion wing new voeabulary Restate themes ofthe unitina ‘ied convesaion Practice gambistohestatein respnsetoa question Ask and answer question about a chart ‘Simulate choc board meeting (aborate to develop an education len Conductan interview Gomparinterview rests Discus opinions Make predictions Actout cited dialogues Discuss posible ture outcomes Practice gambistoepress frustration Role playa conflict between neighbors Develop and presenta commercial foragadget Present findings om esearch on technology Spling and sounds ando Disciminatog between sh ch andj Stressed adverbial partes Scope and Sequence xv Veabuay | Grammar Phrasal verbs Contest ves songs Definitions Figurative meanings of words Vocabulary ascaton Iomaticexpresions Contec ces Sony Defiritons Iomaticexpesions :—cotrasting verb Future perfect and future progresne Synanyns Word defntons Comest dues Descriptive adjectivesAcknowledgments To all our friends and family, colleagues and collaborators who have supported us throughout this Second Edition of NorthStar, our heartfelt thanks. This, project would never have come to fruition without you! The project has been guided and enriched by the contributions of many people. We would like to thank Frances Boyd and Carol Numrich, our dedicated NorthStar series editors. We thank the wonderful editorial staff at Pearson Education, particularly Debbie Sistino and Andrea Bryant. In addition, the many interviewees and commentators heard in the listenings have all left their personal marks on this project. We also extend our thanks to colleagues, students, and friends at Randolph Middle School and Eugenio Maria de Hostos Community College. And of course, we thank Carlos and Jay, Kelly and Victor, Honor and Ed. Tess Ferree Kim Sanabria For her contribution in developing the NorthStar pronunciation syllabus, the publisher gratefully acknowledges the contribution of Linda Lane. For the comments and insights they graciously offered to help shape the direction of the Second Edition of NorthStar, the publisher would like to thank all our reviewers. For a complete list of reviewers and institutions, see page 255.For News Resisters, No News Is Good News ERS eric A Etat iscuss these questions with a What do you er” might2 uN EEEUInrenae are) Ey There are many different news media—newspapers, television, radio, the Internet, and magazines. On the chart, put a check (/) under the news medium you use most frequently to obtain different types of information. Then compare your answers in a smalll group. Discuss the reasons for your choices. ako erent RGU CS LA as aa ce Local news National news Intemational news Business news Weather Cultural events Movie reviews Sports Traffic reports Technology news El Check how much time you spend watching, listening to, and reading news. Compare your answers in a small group. almost none fewer than four hours per week four to seven hours per week between one and two hours per day more than two hours per dayFor News Resisters,No News sGood News 3 Tem BACKGROUND People in the United States have many sources of news, some of which are available 24 hours a day. Some say that Americans have become addicted to the news. In a recent survey, more than 65 percent of American respondents said that they spend from one-half to two hours per day watching, listening to, or reading the news. Twenty percent said they pay attention to the news for more than two hours each day. News comes from every angle, not only from printed sources, but from TV and the Internet as well. With the increased availability of news, serious questions have emerged about the role of the news media in society. Should the media report every detail about every story, even when the information does not seem timely or relevant? Crities are concerned that by focusing on everything at once, the media increasingly ignore the more important social, political, and economic issues that we face. We become distracted from what's important by reading about what is not. One extreme example of this is the type of information covered by the tabloid media, which focus on negative stories of violence, erime, and scandal. How can people deal with all the news that is available to them? Some have chosen to turn their backs on news altogether, resisting the urge to turn on the TV and read the paper every day. They argue that this gives them a better perspective on the world and allows them to understand and use information more sensibly. Others have begun to question what “news” actually means. With the rise of the Internet and cable TV, some people have begun to look for stories about everyday life, stories that are often ignored by the traditional news media. Could learning about everyday life be just as interesting as finding out about the latest scandal? Some people think so. In anational survey, 1,500 American adults were asked their opinions about the news. Work in pairs to find out the results of the survey. Then as a class discuss your reaction to the data Take turns reading each other the statements. Student A reads a statement, while Student B looks ar the survey question and bar graph. Student B says if the statement is, true or false. Ifthe statement is false, Student 8 gives Student A the correct information. Switch roles after statement 5.4 uN Statements 1. Americans get most of their news from newspapers. 2. Radio is the least common source of news, 3. The Internet is used about as frequently as TV asa source of news. 4, Most Americans are very interested in local news. 5. Few Americans are interested in news about crime, Survey Questions and Bar Graphs Overall, where do you get most of your news? Nowspapers Feimeci 20% Imernet 20% taso[ | Magazines |] 2% ther source [| 94 What type of news are you interested in? Bl ecvemety i Loca news (TS cine Local goverment EGG ae Naionainews EG ee Nationa gownnent EE ame) Intemational ows EM] az] Busines and money i] arm Spors me cotaral evens 20% | Pola campsion fe m= wet] Very interestedNow switch roles. Statements 6. More than 40 percent of Americans think that reporting on the national government is good. 7. Almost 50 percent of Americans think that reporting on crime is good 8. Most people think that reporting on local and national news is not good. 9, Americans trust lawyers more than they trust newspaper reporters. 10. Americans trust corporate executives and medical doctors more than they trust TV reporters, For News Resisters,NoN Survey Questions and Bar Graphs How do you rate the quality of newspaper, TV, Internet, and radio reporting on these topics? Mi excottont [7] oot Sports vcalnevs Interna 5% National government EE Loca goverment EA Business and money go 3% Political camp. The environment EE 37% os Ee a% comet ae] How much do you trust the following people? Religious leaders Teachers Medical doctors Newspaper reporters TW reporters Elected officials Lawyers Corporate executives Ratio talk-show hosts (Carsalespeople BE Aix Cate ot :6 oUNTS VOCABULARY FOR COMPREHENSION Read the conversations. Circle the letter of the word or phrase that is closest in meaning to the underlined words. 1. A: Look, it says here that only 20 percent of the people interviewed for this survey get their news from the Internet. B: Odds are that'll change soon. Ithink more and more people are getting their news online, a. possibly probably > : I've been watching bad news on TV all week, and I just have to turn it off. My news intake is much too high. B: Yes, me, too. Let's do something else this evening. a. information b. consumption 3. A: What? That politician has been caught stealing money again? B: Let's not keep talking about it. Is that story really newsworthy? a. unusual b. important Sometimes I think the news gets a bit repetitive. I get tired of reading about the same scandal day after day, don’t you? B: Umm, I'm not sure, We probably need to know all the details. a. essential but exhausting b. done many times the same way Look at what they are saying on page 1 of the paper. A movie star is getting divorced for the third time, a married politician is seeing another woman, . .. It’s all so inconsequential. B: Tagree. Why do you bother getting a paper? You'd get more important stories if you used the Internet. a. unimportant b. deliberate 6. A: Lwas watching the debate about the elections. Why do those politicians keep saying the same thing B: Well, I know this sounds as if I don’t care, but I think the underlying reason is that they have run out of things to say! a, basic b. untruthfulFor News Resisters,No NewsIsGood News 7 7. As Lately, I've been using the Internet to get my news. B: You should be careful to check who wrote what you're reading. How do you know what bias the authors may have? a. preconceived opinions b. important insights 8. A: I like being able to watch a lot of different news programs. It helps me to get perspective on what is happening. B: I'm nor sure if I agree with you. The programs all get their news from the same sources, and they all usually say the same thing. a, learn to question b. understand the true relation and significance 4 9. A: You have to keep up with what's happening in the world, regardless of how bad it makes you feel. B: I’m not so sure. Sometimes I prefer not to know what is going on. It’s too depressing. a. in spite of b. in case of 10. A: Pve had it with TV! It shows nothing but scandals and murders. B: I have the perfect remedy. Switch it offt a. reason b. solution TL. A: That's i! B: L agree. There’s nothing in the paper but suffering and despair. a. hopelessness b. crime 'm finished reading the newspaper forever! I's too depressing, 12. A: My mother sits in front of the TV for hours every evening. B: Well, television has that effect on a lot of people. It immobilizes you. makes you want to act b. stops you from doing anything productive 13. A: I was reading about some “news resisters.” B: Who are they? A: People who just disengage from the news. a. pay attention to b. avoid becoming affected byUNITY Focus on Listenin fy LISTENING ONE: News Resisters You are going to hear the introduction to a news report. The reporter talks to Dr. Andrew Weil, who has written a book about improving our health, CO} Listen to the introduction, and answer the questions. Compare your answers with those of a partner. 1. Dr. Weil recommends changing your daily intake of news. What are two possible benefits of doing that? 2. The reporter interviews some news resisters, people who avoid taking in t00 much news. In what professions or occupations do you think she will find them? college professor clergy member politician doctor lawyer business executive novelist computer programmer LISTENING FOR MAIN IDEAS Listen to National Public Radio's Margot Adler interviewing people about how much news we need to know. Circle the letter of the answer that best completes each statement, 1, Andrew Weil, a doctor and author, asked people to a, reduce their news intake b, stop watching television c. give up coffee 2, Mark Harris, an author, believes that a. television presents more well-rounded stories than newspapers do b. novels allow you to focus on more interesting stories than newspapers do ¢. newspapers are dominated by stories about sports