Audio Scripts
CD1
Unit 1: The Science of Shopping
Lesson A  Vocabulary
Track 1.2  B. Page 4
addictive
alter
assume
bargain
bump
commercial
complex
consumer
purchase
retail
Track 1.3  C. Page 5
  1. In the United States, many teenagers’ first work experience is a
job in retail or in a restaurant.
  2. Although the store only altered the location of a few of the
departments, many customers disliked the changes.
  3. Ben had assumed that the store closed at six and was
disappointed when he got there and found the door locked.
  4. Customers frequently bumped into and knocked over the
sign because of its inconvenient position.
  5. Most people do not use a credit card when they make a very
large purchase such as a new car.
  6. During the end-of-year sale, hundreds of customers visited
the department store hoping to find a great bargain or two.
  7. Many consumers use their phones to check prices online
before purchasing anything in a store.
  8. In a survey of people who have bought items through online
sites like eBay, some said they felt online shopping was so
addictive that they couldn’t stop doing it.
  9. According to the plans, the new apartment building will have
commercial space for offices, restaurants, and stores on the
first floor.
10. The store’s refund process was so complex that many customers
decided it was easier to keep an item than to return it.
Listening: An Interview About Consumer Behavior
Track 1.4  B. Critical Thinking: Predicting Page 6
Host: With me today is Melissa Travis. Welcome, Melissa.
Guest: Thanks. I’m happy to be here.
Host: Now, I understand that you’re an environmental psychologist,
but I’m not quite sure what that is. Could you explain?
Guest: Sure. Most people assume my job has to do with the
environment. They imagine I protect rainforests or something.
Host: My thought was that you might study how people react to
nature.
Guest: Well, not really. Environmental psychologists study two
things: first, how people behave in different situations, and
second, why they act in those ways. Now, an environmental
psychologist could focus on any situation such as work, home,
school, or wherever else. But my personal focus is on how people
behave in commercial situations, especially retail ones.
Track 1.5 C. Listening for Main Ideas Page 6
D. Listening for Details
Host: With me today is Melissa Travis. Welcome, Melissa.
Guest: Thanks. I’m happy to be here.
Host: Now, I understand that you’re an environmental psycholo-
gist, but I’m not quite sure what that is. Could you explain?
Guest: Sure. Most people assume my job has to do with the envi-
ronment. They imagine I protect rainforests or something.
Host: My thought was that you might study how people react to
nature.
Guest: Well, not really. Environmental psychologists study two
things: first, how people behave in different situations, and
second, why they act in those ways. Now, an environmental
psychologist could focus on any situation such as work, home,
school, or wherever else. But my personal focus is on how people
behave in commercial situations, especially retail ones.
Host: You mean shopping?
Guest: Exactly. I’m also interested in behavior at movie theaters or
restaurants, say, but shopping is my main focus.
Host: Isn’t it pretty easy to predict shopping behavior? Don’t most
folks just buy what they need and then leave the store?
Guest: That may be what you do, but actually, no. The way that a
consumer behaves when shopping is often complex.
Host: How so?
Guest: Well, for instance, there’s the issue of personal space.
Researchers have found that most people like a certain amount of
personal space when shopping. Imagine that a shopper is looking
closely at an item. If several other shoppers bump into this person,
he or she will likely just leave the store without buying anything.
Host: Don’t take this the wrong way, but isn’t that obvious?
Nobody likes getting bumped, after all.
Guest: But what’s interesting is that this behavioral pattern
doesn’t always hold true. Sometimes shoppers don’t mind getting
bumped. Many stores have permanent areas set up for discount
items. And in these areas, consumers will stay and shop: they don’t
seem to mind getting bumped or brushed by others. So a variety
of factors—the amount of space, the price of an item, the number
of other shoppers, even the time of day—all alter how people
behave when shopping.
111
Host: Hmm, I see your point, and I bet you could tell us more
interesting tales about this, but why does it all matter? I mean, why
is it important to know how people behave in retail situations?
Guest: Well, if stores want to sell more goods—and of course,
selling electronics or clothes or whatever is the whole purpose
of a store—then it helps to know how and why humans behave.
I’ve already mentioned that most customers like to have space.
Because of this, stores have learned to place goods in areas where
shoppers aren’t likely to be bumped.
And take sales as another example. Everybody loves getting a
bargain. In fact, studies have shown that buying something for a
good price can improve your mood. It can make you feel so good,
in fact, that shopping can even be addictive. Not only that, but
when people are in a good mood, they sometimes act based on
their emotions or without thinking. This means they might buy
more than they need of something, or even buy something they
don’t need at all.
Host: So you’re saying that stores are trying to alter how we behave
in order to encourage us to spend more? Does that mean some of
my decisions about what to buy are not really my decisions?
Guest: Well, I can’t say that’s always true, but to some extent, yes.
Host: Huh. It makes sense that stores would do that, I guess, but I
hadn’t ever considered it before. So is there anything we can do to
be smarter shoppers?
Guest: Well, another way that stores try to change our behavior
is to use our emotions to make us buy things. We all worry about
not looking good or feeling good, right? Stores know this and
try to sell items designed to make us look or feel better. But next
time you’re shopping, don’t buy a product that says it will give you
more energy. Instead, try thinking about why you’re tired, which is
probably just because of a lack of sleep. If you can get more sleep,
you won’t need to buy something that, at best, can only have a
temporary effect on your energy level.
Host: That’s a good point. I guess I can’t buy energy—or good
looks. Too bad. Any other tips?
Guest: Be careful about when you go shopping. Studies show that
we often buy more than we need if we’re hungry or unhappy, for
example. And here’s my last tip: if you’re the kind of person who
shops online and often buys things that you later regret, delete
your credit card details from the site after each purchase. If your
card is not saved on the website, you’ll have to enter the details
each time. Having to do that gives you time to think, and during
that time, you may decide you don’t really need another shirt or
pair of shoes or whatever. Plus, it’s safer if your card details are not
stored online.
Host: Now that’s a tip I can certainly use. I shop online a lot. Me-
lissa Travis, thank you. That was very interesting.
Track 1.6 Listening Skill: Recognizing a
Speaker’s Attitude Page 7
I’m really excited we’re going shopping tomorrow.
It’s too bad you can’t come shopping tomorrow.
She can’t come shopping tomorrow.
Track 1.7 E. Page 7
1. Well, I can’t say that’s always true, but to some extent, yes.
2. Don’t take this the wrong way, but isn’t that obvious? Nobody
likes getting bumped, after all.
3. Huh. It makes sense that stores would do that, I guess, but I
hadn’t ever considered it before.
4. So you’re saying that stores are trying to alter how we behave
in order to encourage us to spend more?
112  AUDIO SCR IP TS
Speaking
Track 1.8 Pronunciation: Question
Intonation Page 9
Is the store on the corner still open?
What did you buy yesterday?
What did you buy yesterday?
Lesson B  Vocabulary
Track 1.9  A. Page 14
A: You didn’t mark your gender on this application form, Bob.
B: I must have forgotten. Filling out applications is such a chore.
Would you mind checking the box next to “male” for me, please?
A: Is it true that you met Lionel Messi yesterday? For real?
B: Yeah! And it was great, especially because I speak some Spanish,
so I could interact with him better than the other people with me!
A: How did your experiment go, Achmed?
B: I can’t say for sure yet, but I came up with a good way to con-
duct it, I think, so I hope the findings will be useful.
A: Did you hear that Professor Albright has lost her job?
B: Yeah, and I’m upset about it. She’s worked here for over 25 years
apparently. I think the college should have shown more loyalty
to her.
A: How was your weekend, David?
B: Not so good. I went to the mall on a mission to buy a gift for my
sister. I was there for hours, but I couldn’t find the right gift. It
was pretty frustrating.
A: Excuse me. Where could I find Marketing Basics?
B: Sorry to tell you this, but that book’s out of stock just now. We
thought we had ordered sufficient copies, but more students
purchased it than we expected.
Listening: A Lecture about Gender and Shopping
Track 1.10  B. Listening for Main Ideas Page 16
Professor: Good morning, everyone. Let’s continue our discus-
sion of modern society by talking about gender and gender roles.
Today we’re going to be looking at shopping, and asking if there’s
a difference in how women and men shop. Just out of interest,
how many of you think men and women do behave differently
when shopping?
OK, that’s pretty much all of you. And you’re right, of course.
Studies show that women and men do shop differently. I’m going
to be speaking in general terms, so remember that not every
woman or every man will behave in these typical ways.
Let’s discuss one study in particular, titled “Men Buy, Women Shop.”
It’s a slightly older study, but I think the findings are interesting,
and I’ll return to the title in a moment. Before I explain what the
findings are, let me give an overview of the steps they took to
conduct the study. Researchers interviewed about 1,200 American
consumers by telephone. They were asked about how they would
interact with store employees, about their shopping habits and
preferences, about their loyalty to particular stores, and so on.
Now, this study was given an interesting title: “Men Buy, Women
Shop.” Just take a moment to think about that. “Men Buy, Women
Shop.” Hmm. What do you think it means? Carlos?
Carlos: Well, I think the title probably summarizes the goal
of shopping. For men, I guess the goal is simply to purchase
something. For women, though, the goal is to have the experience
of shopping; you know, the whole process of walking around the
store, looking for things.
Professor: Good. So men have a goal, and women want the
experience, sort of like what’s represented in this diagram. Women
go in, walk around, look at a lot of different things before they
make a purchase. Men go in and make a purchase. Amal, what do
you think of that suggestion?
Amal: Yeah, I think that’s probably true. I’ve got a twin brother, and
it drives me crazy to go shopping with him. He just wants to get in
and out of the store as fast as possible. But I want to look around,
to see things, to try things on, you know?
Professor: Yes, I think you’re both right. The title suggests that
shopping is a mission for men, a chore or task. When shopping,
men often have an item in mind. And, they want to find it, pay for
it, and take it home as quickly and easily as possible. For women,
though, shopping is about the experience. It’s about comparing
different items. It’s about spending time in a store. It’s about
interacting with people.
Anyway, let’s look at some of the study’s findings in more detail.
For me, several interesting conclusions came out of the study.
One was the kinds of things that could upset male and female
shoppers. Men, on the one hand, find certain things frustrating.
These include not being able to find a parking spot, learning that
an item they want is out of stock, and seeing a long line at the
cash register. For women, on the other hand, frustration was more
likely to come from not being able to find a sales associate or—
worse –finding one who wasn’t helpful or who lacked sufficient
product knowledge.
Another interesting finding was also related to sales associates. Both
men and women said they would leave a store without buying
anything if they had a bad experience with an employee. But for
men, such “bad experiences” were usually related to the product,
for example, if a store clerk didn’t help a male shopper find an item
or failed to process the sale of the product efficiently. For women,
in contrast, “bad experiences” were related to the sales clerk. A bad
experience might be a sales clerk who wasn’t polite, or one who
didn’t take the time to build a relationship with the customer.
OK, so we’ve discussed some of the findings from a study that
suggests there are gender differences in retail situations. So now
let’s ask an important question. Why do men and women behave
in different ways when shopping? Why don’t you discuss this
question with the people sitting around you for a few minutes?
Track 1.11  C. Listening for Details Page 17
Professor: Anyway, let’s look at some of the study’s findings in
more detail. For me, several interesting conclusions came out
of the study. One was the kinds of things that could upset male
and female shoppers. Men, on the one hand, find certain things
frustrating. These include not being able to find a parking spot,
learning that an item they want is out of stock, and seeing a long
line at the cash register. For women, on the other hand, frustration
was more likely to come from not being able to find a sales
associate or—worse—finding one who wasn’t helpful or who
lacked sufficient product knowledge.
Another interesting finding was also related to sales associates.
Both men and women said they would leave a store without
buying anything if they had a bad experience with an employee.
But for men, such “bad experiences” were usually related to the
product, for example, if a store clerk didn’t help a male shopper
find an item or failed to process the sale of the product efficiently.
For women, in contrast, “bad experiences” were related to the sales
clerk. A bad experience might be a sales clerk who wasn’t polite,
or one who didn’t take the time to build a relationship with the
customer.
OK, so we’ve discussed some of the findings from a study that
suggests there are gender differences in retail situations. So now
let’s ask an important question. Why do men and women behave
in different ways when shopping? Why don’t you discuss this
question with the people sitting around you for a few minutes?
Speaking
Track 1.12   A. Page 18
Man: What’s that you’re reading, Ann?
Woman: An article with some interesting statistics about con-
sumer behavior.
Man: Oh, yeah? Like what?
Woman: Well, the article says that 68 percent of North Americans
like finding bargains.
Man: Well, who doesn’t love a bargain, right?
Woman: OK, you’re right, but did you know that about 46 percent
of people worldwide say that they prefer to spend as little time
grocery shopping as possible?
Man: That’s me! I hate grocery shopping.
Woman: Here’s another interesting fact: almost eighty percent of
consumers have canceled a purchase because of poor service.
Man: Wow! That’s a really high percentage.
Woman: And shoppers who have a bad experience are nearly
20 times more likely to talk about it than to say nothing.
Man: That sounds about right to me. I always tell people when
I experience poor service. Does it say anything about online
shopping?
Woman: Well, apparently, close to six out of ten Americans do
research online before buying a product. That’s nearly 60 percent.
Man: Interesting. Say, could I read the article after you’ve finished?
Woman: Sure.
Unit 2: Mother Nature
Lesson A  Vocabulary
Track 1.13  A. Meaning from Context Page 24
The King Penguin: Challenges to Reproduction
Many islands in the Antarctic such as the Possession Islands have
huge colonies of king penguins. These birds come to the islands to
reproduce. Although scientists believe the worldwide population
is increasing and king penguins are not in danger of extinction,
individual birds often have to struggle to stay alive.
Weather is one challenge that the birds face. This far south,
cold temperatures make it hard to keep eggs warm. Female birds
share this responsibility with their mate. Perhaps surprisingly,
climate change can also threaten the birds. After eggs hatch,
parents feed their chicks. Warmer oceans mean less food nearby.
As a result, chicks are left unprotected for longer periods while
their parents hunt.
Another factor is space. Some colonies have a hundred thousand
or more birds, each of which must find and defend a territory
of less than three feet (one meter) across. Predators are another
challenge. Adults must protect young penguins from seals and
other sea mammals, and sometimes even from other birds.
AUDIO SCR IP TS  113
Listening: A Panel about a Film Contest
Track 1.14 B. Page 26
C. Page 27
Shannon: OK, so let’s move on to the final documentary in our
discussion. What did you think of “The Penguins of Possession
Island?” Abdul?
Abdul: When I heard the title and topic, I thought it would be
boring. The life of king penguins didn’t sound that interesting, and
they aren’t in danger of extinction, you know. But actually, I loved
it. For me, it was the clear winner for best documentary.
Shannon: Hmm. Why do you say that?
Abdul: Well, I think the filmmakers did a great job showing the
challenges these birds face, and some of the camerawork was
just incredible. When the camera pulled back to show the size
of the colony, I was amazed! I couldn’t believe how many birds
there were, or how noisy it was. Then when the camera zoomed
in to contrast the huge colony with each bird’s tiny territory, I was
amazed again. That was a skillful piece of filmmaking. There’s more
I could say, but what do you both think?
Shannon: Martha?
Martha: Actually, I’m with Abdul. I think it is amazing.
Shannon: Did anything specific stand out for you?
Martha: I loved how the film had humor and seriousness—even
danger sometimes. Take the way the filmmakers followed that
one bird who wanted to reproduce and had to search for a mate.
It was funny at first. Then as the search went on and on, I began
to feel sorry for it. I don’t like it when nature documentaries get all
anthropomorphic and try to show animals as being like humans.
The director never did that, which impressed me. But yet we still
got the idea that adult birds take responsibility for their young, just
like humans.
Shannon: But what about the scenes where the predators
attacked young penguins? Didn’t you find them too strong?
Martha: I had to stop watching once or twice, I admit, but for me,
the director needed to include scenes like that. I mean, these birds
do have to struggle for life sometimes, right? Attacks by predators
do threaten these birds. Predators are a major factor in their lives.
Anyway, what do you think, Shannon?
Shannon: Some parts were great, I agree. I particularly liked how
the director made us feel how cold the island was without ever
mentioning the weather. The images really made me feel the
cold! But I really didn’t like the music. In my view, the music was
too modern somehow. It didn’t match what we were watching.
Having said that, “Penguins” is clearly the best documentary. Thank
you for joining me in this panel discussion.
Abdul: My pleasure!
Martha: Thank you!
Speaking
Track 1.15 Pronunciation: Syllable
Stress before Suffixes Page 28
romance romantic
possible possibility
educate education
114  AUDIO SCR IP TS
Track 1.16  A. Page 28
1. academic
2. reproduction
3. responsibility
4. complexity
5. frustration
6. interaction
Track 1.17 C. Critical Thinking:
Interpreting a Flowchart Pages 28–29
Take a look at the flowchart in your book. It shows cloning,
which is a special type of reproduction. So, cloning is a process
with several steps. First, scientists take a body cell from an adult
animal, such as a sheep. Next, scientists remove the nucleus from
that cell. Remember that the nucleus is the part of a cell that
contains DNA and that DNA has the genetic information. OK, now
after that, scientists take the nucleus out of the egg of another
sheep and replace it with the first nucleus. In other words, they
use an egg cell from the second sheep, but the nucleus with
genetic information from the first sheep. In cloning, scientists
use chemicals or electricity to make the egg cell start dividing.
After this happens, the egg is put into the body of a different
adult female. And after the usual period—in the case of sheep,
pregnancy lasts about five months—the second animal gives
birth to a baby that is a clone of the first animal.
Lesson B Vocabulary
Track 1.18  A. Meaning from Context Page 34
Host: Joining me today is Dr. Sam Darrow, a botanist who
specializes in the study of orchids. Welcome, Dr. Darrow. So, tell
me: what factors led to your interest in orchids?
Dr. Darrow: When I was a child, my father grew orchids at home.
At first, I loved them for their beauty. But over time, I noticed how
amazing they are.
Host: Amazing? How?
Dr. Darrow: Well, like every living organism, orchids need to
reproduce. Their primary way to do this is to manufacture nectar,
which insects love. When insects visit orchids and consume this
sweet liquid, they get covered in pollen. This is a substance that
contains DNA. The insects transfer this DNA to other orchids, and
reproduction can take place.
Host: So, that’s an interesting method: use something sweet to
attract insects in order to reproduce. What other ways do they
attract insects?
Dr. Darrow: One species of orchids smells like dirty diapers. To
us, this scent is unpleasant, but it’s attractive to some insects.
And Epidendrum orchids resemble milkweed, a favorite food of
butterflies, but actually aren’t food at all.
Host: So it’s a trick.
Dr. Darrow: Right! Butterflies visit expecting food, but get only
pollen. Other orchids play different tricks. Some look like typical
places where insects make homes or find shelter during bad
weather. Insects visit, get covered with pollen, but soon leave
when they find out the flowers are not good places to live.
Host: Thank you, Dr. Darrow. I’ve learned a lot.
Listening: A Conversation on Campus
Track 1.19 Listening Skill: Listening
for Content Words Page 36
When I was a child, my father grew orchids at home. At first, I
loved them for their beauty. But over time, I noticed how amazing
they are.
Track 1.20  A. Page 36
Leo: Excuse me? Sorry to bother you, but do you know the way to
the conservatory greenhouse? This map isn’t helping me much.
Elena: Yeah, the map isn’t great and the campus does resemble a
maze, doesn’t it? Anyway, you’re in luck. I’m actually on my way to
the conservatory greenhouse right now. We can walk together.
Track 1.21  B. Listening for Main Ideas Page 37
Leo: Excuse me? Sorry to bother you, but do you know the way to
the conservatory greenhouse? This map isn’t helping me much.
Elena: Yeah, the map isn’t great and the campus does resemble a
maze, doesn’t it? Anyway, you’re in luck. I’m actually on my way to
the conservatory greenhouse right now. We can walk together.
Leo: Wow, that is lucky! I was worried I would be late for class.
Elena: Late? Are you in Professor Darrow’s class?
Leo: Yeah. I’m Leo, by the way.
Elena: And I’m Elena. Nice to meet you.
Leo: Nice to meet you, too. This is actually just my second day on
campus. I just transferred here.
Elena: Welcome. Where did you transfer from?
Leo: West Valley.
Elena: Oh, West Valley. Nice.
Leo: So, do you know what he’s going to cover today?
Elena: If I remember correctly, we’re going to discuss some of
the methods that organisms, especially plants, use to survive in
tropical areas.
Leo: That sounds interesting. He’ll probably talk about epiphytes.
I actually saw a great nature documentary about them just the
other day.
Elena: I’m sorry? Epi- what?
Leo: Epiphytes. They’re plants that get water from the air, so they
tend to live in places that have high humidity levels. You know, like
in the tropics. Hot, humid climates.
Elena: That sounds pretty cool.
Leo: It gets better: Most epiphytes grow on the branches of trees,
usually near the top where there’s plenty of sunlight. There’s not
much shelter up there, but there aren’t many animals that might
want to consume them.
Elena: So, epi—
Leo: Epiphytes.
Elena: So epiphytes grow on trees? How do they do that?
Leo: You know, I’m not really sure. Perhaps they manufacture
some kind of substance that helps them stay attached to the tree?
Maybe Professor Darrow will cover it in class today.
Elena: Maybe … but he specializes in orchids, so I imagine those
will be his primary focus.
Leo: Actually, I remember reading that a lot of orchids are
epiphytes.
Elena: Oh, so orchids that grow in trees are epiphytes?
Leo: Yes, generally speaking. They are called epiphytic orchids.
Elena: Wow. You know a lot! I’ll bet Professor Darrow is going to be
happy you transferred into his class.
Leo: Well, I love orchids and have been studying them as a hobby.
Elena: Well, here we are: the conservatory greenhouse.
Leo: What a cool building!
Elena: Actually, it’s really warm in there. But yes, it’s a great place
for plants and plant lovers. Let’s go in. I’ll introduce you to some of
my friends.
Track 1.22  C. Listening for Details Page 37
Leo: So, do you know what he’s going to cover today?
Elena: If I remember correctly, we’re going to discuss some of
the methods that organisms, especially plants, use to survive in
tropical areas.
Leo: That sounds interesting. He’ll probably talk about epiphytes.
I actually saw a great nature documentary about them just the
other day.
Elena: I’m sorry? Epi what?
Leo: Epiphytes. They’re plants that get water from the air, so they
tend to live in places that have high humidity levels. You know, like
in the tropics. Hot, humid climates.
Elena: That sounds pretty cool.
Leo: It gets better: Most epiphytes grow on the branches of trees,
usually near the top where there’s plenty of sunlight. There’s not
much shelter up there, but there aren’t many animals that might
want to consume them.
Elena: So, epi—
Leo: Epiphytes.
Elena: So epiphytes grow on trees? How do they do that?
Leo: You know, I’m not really sure. Perhaps they manufacture
some kind of substance that helps them stay attached to the tree?
Maybe Professor Darrow will cover it in class today.
Elena: Maybe … but he specializes in orchids, so I imagine those
will be his primary focus.
Leo: Actually, I remember reading that a lot of orchids are
epiphytes.
Elena: Oh, so orchids that grow in trees are epiphytes?
Leo: Yes, generally speaking. They are called epiphytic orchids.
Elena: Wow. You know a lot! I’ll bet Professor Darrow is going to be
happy you transferred into his class.
Leo: Well, I love orchids and have been studying them as a hobby.
Elena: Well, here we are: the conservatory greenhouse.
Leo: What a cool building!
Elena: Actually, it’s really warm in there. But yes, it’s a great place
for plants and plant lovers. Let’s go in. I’ll introduce you to some of
my friends.
AUDIO SCR IP TS  115
Unit 3: On the Move
Lesson A Vocabulary
Track 1.23  A. Meaning from Context Page 44
1.
Professor: As we said in our last class, migration is when people
move to a new area or country, and settle and make their home
there. We discussed forced migration last time; that is, migration
that people have not freely chosen to do. Today, however, we’ll
discuss its opposite: voluntary migration.
2.
Professor: If we think about this movement, this migration,
as being away from one place, we call it emigration. The prefix
e- added to migration means from or out. However, if we think
about this movement as being towards somewhere, we call it
immigration, with the prefix im- meaning in or into.
3.
Professor: We tend to think of migration as the movement of
peoples across international borders; that is, from one nation to
another. International migration is probably the most familiar to
us as it’s often in the news. But domestic, or internal, migration is
actually more common. That’s the kind of migration that happens
when people move from one region to another region within the
same country.
4.
Professor: Economic push factors include things like a lack
of jobs in a region; economic depressions resulting in a weak
economy; and finally, a lack of economic stability. Societal push
factors are those related to the culture or society of a region. In
some cases, they may include discrimination against a minority by
the majority.
5.
Professor: Despite this, migrants, especially international ones,
may face problems in their new home. For instance, there may be
a language barrier to overcome.
A Lecture about Migration
Track 1.24 B. Listening for Main Ideas Page 46
C. Note Taking Page 47
Professor: Hello, everyone. Today we are going to continue our
discussion about human migration. As we said in our last class,
migration is when people move to a new area or country and
settle and make their home there. We discussed forced migration
last time; that is, migration that people have not freely chosen to
do. Today, however, we’ll discuss its opposite: voluntary migration.
Now as we said last class, migration occurs when people who
live in one place decide to move elsewhere and settle and make
their home there. If we think about this movement, this migration,
as being away from one place, we call it emigration. The prefix
e- added to migration means from or out. However, if we think
about this movement as being towards somewhere, we call it
immigration, with the prefix im- meaning in or into.
We tend to think of migration as the movement of peoples
across international borders; that is, from one nation to another.
International migration is probably the most familiar to us as it’s
often in the news, but domestic, or internal, migration is actually
more common. That’s the kind of migration that happens when
116  AUDIO SCR IP TS
people move from one region to another region within the
same country. Let’s quickly illustrate this. Show of hands, please:
How many of you were not originally born in this country? OK, I
count four hands raised. That means four of you are international
immigrants. Now, the rest of you, how many of you were not
originally born in this city? Wow! It looks like pretty much all of you
are migrants of some sort. Perhaps that’s why you all chose to take
this class?
Anyway, so let’s move on to discuss an important question
about voluntary migration: Why do people do it? Why do people
choose to emigrate from their home? Why do people choose
to immigrate to a place they probably don’t know very well?
There are several theories that claim to answer this question. In
simple terms, though, I find it helpful to talk about push factors—
negative things that push people away from somewhere –and
pull factors—positive things that pull people towards somewhere.
Let’s discuss some examples of these two factors.
Broadly speaking, push factors fall into three categories: relating to
the economy, to society, or to the environment. Economic push
factors include things like a lack of jobs in a region; economic
depressions resulting in a weak economy; and finally, a lack of
economic stability. Societal push factors are those related to the
culture or society of a region. In some cases, they may include
discrimination against a minority by the majority. More commonly,
push factors include things like high crime rates, low-quality
services such as poor medical care or limited access to quality
education, low-quality or expensive housing, and so on. And
environmental push factors include natural disasters such as
earthquakes, floods or droughts; pollution; and climate change,
especially if it affects crop production.
Pull factors can also be categorized as relating to the economy,
society, or the environment. Economic pull factors include access
to jobs, economic stability or better conditions, and the like.
Societal pull factors include things like low crime rates; access to
high-quality medical care, education, and housing; and facing little
or no discrimination. And environmental pull factors include few
natural disasters, no pollution, a good climate that allows enough
food to be grown, and so on.
OK, now the exact reasons why a particular person or group
chooses to migrate are typically a combination of various push
and pull factors, with economic factors often being the main ones.
But even in cases where a combination of push and pull factors
is strong, the decision to migrate and settle in another place is
often a difficult one. On the one hand, life at home may have
many problems and life in a new place looks like it would be much
better. On the other hand, life at home is familiar, and it’s often
easier to do nothing than to move. Not to mention that life in a
new place is likely to be unfamiliar and hard in many ways.
Many migrants choose to settle in regions that have a
large proportion of other migrants from their home region.
This gives them the benefits of migrating to a new place together
with the benefits of living in a familiar culture with people who
speak their language, who understand their culture. People who
can help them become accustomed to their new home, in other
words. Despite this, migrants, especially international ones, may
face problems in their new home. For instance, there may be a
language barrier to overcome. Some citizens of the new region
may be uncomfortable with the arrival of so many immigrants,
which can lead to discrimination. The immigrants may not have
enough money to be able to live comfortably, especially at first.
Still, despite all of these issues, human migration continues.
Speaking
Track 1.25  Pronunciation: Linking Page 49
The magazine publishes a list of the most livable cities.
This neighborhood has some cheap places to live.
High housing costs are often a barrier to owning a home.
Track 1.26  D. Page 50
The Economist magazine publishes an annual list of cities with
the best living conditions. These “World’s Most Livable Cities” have
many of the things that people want in a city. These things include
access to healthcare, good or great transportation, and relatively
cheap places to live. In recent years, Melbourne in Australia, Vienna
in Austria, and Vancouver, Toronto, and Calgary in Canada have all
been in the top five.
Lesson B  Vocabulary
Track 1.27  A. Meaning from Context Page 54
1. The professor began her lecture with an overview of migration
within the United States in the middle of the nineteenth
century. She said that for much of that period, the midwest and
western regions were seen as the frontier.
2. The speaker explained that these days, more and more people
are choosing to relocate from rural to urban areas. These
people believe they have the prospect of a better life in a city.
3. The architect described a new high-tech habitat designed for
areas with dangerous climates. Its most important aspect is
its weight. Although designed for two dozen people to live in
comfortably, it weighs less than a car.
4. The presenter argued that in the future, humans might live
elsewhere in the solar system such as on Mars or even Mercury,
the closest planet to the sun. He said that humans might
colonize other planets within the next few decades.
5. The engineer gave a talk on some of the dangers people would
encounter if they were to move to another planet. Despite the
risks, she was optimistic that new technologies would soon
allow humans to survive on other planets.
Track 1.28 E. Page 55
In his classic science fiction novel Red Mars, Kim Stanley Robinson
tells the tale of a human colony on Mars. The story describes
the initial struggle for survival of a small number of people in an
artificial habitat on the surface of Mars. The other two books in
the trilogy, Green Mars and Blue Mars, focus on the challenges—
physical, emotional, and even social—that these people
encounter as they live on the frontier of human civilization. They
also tell how the colonists turn Mars into a planet suitable for
human life and then colonize other places in our solar system.
Listening: A Study Group Discussion
Track 1.29 B. Listening for Order
of Events Page 56
C. Listening for Details
Marina: Hi, Lucas. Hi, Cheryl. Sorry I’m a couple of minutes late.
Lucas: No problem, Marina. I only just got here myself.
Cheryl: Me too. Anyway, now we’re all here, shall we get started?
Lucas: Sure. First we need to discuss what we’re going to include
in our presentation, don’t you think?
Marina: Actually, shouldn’t we decide on a title for our talk first?
Lucas: Oh, good point! How about “Human Migration: The Final
Frontier” or “Human Migration: To Boldly Go Where No One Has
Gone Before?”
Cheryl: Aren’t those just phrases from that TV show, Star Trek?
Lucas: Yeah, but I think that’s good. I mean, the colonization of
other planets is possible, but it still sounds like science fiction,
don’t you think?
Cheryl: Well, I’d prefer something simpler. How about “Human
Migration: Beyond Earth”?
Marina: I like it. It’s short but still gets across the idea that one day
people might live on other planets.
Lucas: Fair enough. “Human Migration: Beyond Earth” it is. Now,
back to what information we need to include.
Marina: For me, we should start off with a quick overview of the
various push and pull factors that could explain why people might
choose to leave Earth.
Cheryl: Yeah, that’s really important. I mean, it’s one thing to
relocate to another city or even to emigrate to another country,
but it’s another thing to leave Earth entirely. The push and pull
factors really have to be powerful ones.
Marina: OK, so we’ll begin by discussing why people might want
to move off-planet, and then should we talk about how they’re
going to get there?
Cheryl: You mean discuss the kinds of technology that are
needed for it to happen?
Marina: Yeah. I think that’s important. We’ll need rockets to get
them to Mars—or wherever—that don’t cost billions. And in
addition to how they’ll get there, we should discuss the challenges
they’ll encounter there. I mean, other planets are dangerous.
The colonists would need safe habitats in order to survive and
ways to grow food. Without those things, the prospect of space
colonization is unlikely.
Cheryl: Good points. For sure we should discuss how people
might migrate off Earth. And what about talking about when
that’s likely to happen?
Marina: I think when is important, but won’t that come up
naturally when we discuss the technology that’s needed and how
long it’ll take to develop?
Lucas: I think Marina’s right. Let’s talk about how and when
together. I was thinking that we should also talk about who might
emigrate off Earth. I mean, it’s not like everybody on the planet is
going to want to buy a ticket to another world, is it? But perhaps
who is something we should discuss at the same time we talk
about why.
Marina: Makes sense to me. Different groups of people are likely
to have different reasons for wanting to leave. So it’ll be natural if
we discuss who and why at the same time. OK, any other things
we need to include?
Cheryl: Well, I think we should talk about where humans might
go. Which planets, I mean. Let’s stick to the solar system, though.
That’s where we’re likely to emigrate first. From what I’ve read,
the technology to colonize planets that are light years from Earth
won’t be available for decades, but some people say humans
could begin to colonize Mars or the Moon in the relatively near
future.
Lucas: Good ideas, Cheryl. We definitely need to talk about
where, and I think it’s a good idea to limit our discussion only to
places within the solar system. Does it make sense to talk about
where at the end of our talk, though? To my mind, it would make
AUDIO SCR IP TS  117
more sense to talk about where humans are likely to go before
we discuss how they’re going to get there. I mean, doesn’t the
technology we need to develop depend on where we’re going?
Marina: Yeah, I think Lucas is right. Let’s cover the where before
the how. OK, anything else we should talk about?
Cheryl: Hmmm. Not that I can think of.
Lucas: Me neither.
Marina: OK, so now we need to decide who’s going to say what.
I’d say we should each focus on one or two aspects of the topic.
Lucas: Good idea. If it’s OK with you both, I’d like to be the one to
talk about how humans are going to colonize other worlds and
when that’s likely to happen, you know, the technology side of
things.
Cheryl: That’s fine with me. I’m really interested in the push and
pull factors and in who might decide to leave Earth. That would
leave where humans might move to for you to cover, Marina. Is
that OK?
Marina: I don’t have a preference for what I talk about, so that’s all
fine with me. So when we actually deliver our talk, it’ll be Cheryl
first, me second, and Lucas last.
Lucas: That’s right. So should we meet same time, same place
next week? We can go over the research we’ve done and practice
our talk.
Cheryl: Works for me.
Marina: And me.
Track 1.30  D. Page 57
The students discuss a presentation they are going to give. First,
they decide on “Human Migration: Beyond Earth” as the title of
their presentation. After that, they agree that their talk should
include information about the various push and pull factors that
might cause people to leave Earth. They also discuss the types
of technology that humans will need if they are going to live on
other worlds and when emigration to such places might happen.
After that, the students decide that their talk should mention
which groups of people are likely to want to leave Earth. Finally,
they agree that their presentation should include information
about which other places in the solar system such as the moon or
Mars humans might emigrate to.
Speaking
Track 1.31  C. Pages 58–59
1. By 2024, it is estimated that the world’s population will be
approximately 8 billion people.
2. To colonize Mars, SpaceX plans to spend at least $10 billion
over the coming years.
3. SpaceX’s Interplanetary Transport System (ITS) may be able to
carry up to 200 people per trip.
4. The cost to send a single colonist to Mars is estimated at
between 100,000 and 200,000 dollars.
5. The first ITS flight to Mars with human beings on board is
planned for the year 2024.
6. The average length of the first trips from Earth to Mars on the
ITS is estimated at 115 days.
7. The average temperature on Mars is roughly -80 degrees
Fahrenheit (-60 degrees Celsius).
8. Gravity is lower on Mars: a 200-pound person on Earth would
weigh just 75 pounds on Mars.
118  AUDIO SCR IP TS
Unit 4: Our Changing Planet
Lesson A Vocabulary
Track 1.32  B. Meaning from Context Page 64
a. The landscape consisted of grass-covered hills with rocky
peaks.
b. Over very long periods, heat and pressure can turn mud into
solid rock.
c. Years of wind and rain caused the rocks to erode into unusual
shapes.
d. This particular beach is often exposed to strong winds.
e. During an extended period without rain, a crack formed in the
ground.
f. Photographs of the gas clouds rising from the volcano were
very dramatic.
g. It is important to wear appropriate shoes when hiking in the
canyon.
h. The textbook gave a step-by-step explanation of the formation
of valleys.
i. The earthquake was so strong it caused the roof of the cave to
collapse.
j. According to the guide, the area has many unique geological
features.
Listening: An Earth Sciences Lecture
Track 1.33  B. Listening for Main Ideas Page 66
Professor: Today we’ll begin by discussing some limestone
landscapes. As you probably know, this rock is formed when
sea creatures die and fall to the ocean floor. Over time, layers
of skeletons build up and the bottom layers are pressed down.
Eventually the pressure turns them into limestone. Interestingly,
the term limestone doesn’t come from the color of the rock—
which is typically white or gray, not green—but from “lime,” an
important industrial product made from limestone. Anyway,
limestone is a relatively hard rock, but water can wash it away,
especially water that is slightly acidic. Uh, we usually think of acid
rain as being caused by human industry, but sometimes acid rain
can be caused by gases from volcanoes.
Now as I was saying, water can erode limestone. Typically, some
parts of the rock are weaker than others, and these areas are
eroded first. This leads to holes and cracks in the rock. If this
continues for thousands or even millions of years, some very
dramatic landscapes can form. Let me show you a photo of one
such landscape. Can anyone tell me what kind of landscape
we’re looking at here? No? OK, well this is a photo of a classic
karst landscape, that’s K—A—R—S—T, karst. Like many other
terms related to geology or landscapes, that name was originally
borrowed into English from a German word.
Anyway, karst landscapes form in areas where limestone is
exposed to the weather. Here’s a photo of a particularly amazing
karst landscape. This is Tsingy de Bemaraha National Park located
near the western coast of the island of Madagascar. The word
Tsingy can be translated into English as something like “place
where one cannot walk without shoes,” and I think you can see
why that’s an appropriate name. The limestone peaks can be very
sharp. In fact, some people call this area the Forest of Knives. It’s
really dramatic, isn’t it? Anyway, let me explain the formation of
this amazing landscape in a little more detail.
At first, the Tsingy landscape forms like other karst landscapes;
that is, water begins to erode the rock and causes small holes and
cracks to form. As more rain falls, water flows into these cracks
and holes and makes them larger and larger until they form small
caves. As more water flows into the caves, erosion continues,
making the caves larger and larger. As the process continues, the
tops of some of the caves collapse, creating even bigger caves.
The roofs of other caves may collapse. At this point, the landscape
is a series of rock pillars and deep canyons. As more rain falls, it
erodes the rock pillars more and more, and forms the sharp, knife-
like points that you can see here.
Some tourists visit the Tsingy de Bemaraha National Park, but it is a
difficult environment for people to walk through. As I mentioned,
the limestone peaks are sharp. This isn’t related to our topic, of
course, but Madagascar has experienced political instability and
this, combined with other issues, has made Tsingy less attractive
as a tourist destination. As a result of these factors, human activity
in the region is fairly light. This fact, together with the unique
landscape and climate, means that Tsingy de Bemaraha is home to
some incredibly rare species of plants and animals.
Anyway, now let’s look at some other kinds of limestone landscapes.
Track 1.34  C. Page 66
At first, the Tsingy landscape forms like other karst landscapes;
that is, water begins to erode the rock and causes small holes and
cracks to form. As more rain falls, water flows into these cracks
and holes and makes them larger and larger until they form small
caves. As more water flows into the caves, erosion continues,
making the caves larger and larger. As the process continues, the
tops of some of the caves collapse, creating even bigger caves.
The roofs of other caves may collapse. At this point, the landscape
is a series of rock pillars and deep canyons. As more rain falls, it
erodes the rock pillars more and more, and forms the sharp, knife-
like points that you can see here.
Track 1.35  D. Page 67
Today we’ll begin by discussing some limestone landscapes. As
you probably know, this rock is formed when sea creatures die and
fall to the ocean floor. Over time, layers of skeletons build up and
the bottom layers are pressed down. Eventually the pressure turns
them into limestone. Interestingly, the term limestone doesn’t
come from the color of the rock—which is typically white or gray,
not green—but from “lime,” an important industrial product made
from limestone. Anyway, limestone is a relatively hard rock, but
water can wash it away, especially water that is slightly acidic. Uh,
we usually think of acid rain as being caused by human industry,
but sometimes acid rain can be caused by gases from volcanoes.
Now as I was saying, water can erode limestone.
Track 1.36 E. Listening for Details Page 67
Now as I was saying, water can erode limestone. Typically, some
parts of the rock are weaker than others, and these areas are
eroded first. This leads to holes and cracks in the rock. If this
continues for thousands or even millions of years, some very
dramatic landscapes can form. Let me show you a photo of one
such landscape. Can anyone tell me what kind of landscape
we’re looking at here? No? OK, well this is a photo of a classic
karst landscape, that’s K—A—R—S—T, karst. Like many other
terms related to geology or landscapes, that name was originally
borrowed into English from a German word.
Anyway, karst landscapes form in areas where limestone is
exposed to the weather. Here’s a photo of a particularly amazing
karst landscape. This is Tsingy de Bemaraha National Park located
near the western coast of the island of Madagascar. The word
Tsingy can be translated into English as something like “place
where one cannot walk without shoes,” and I think you can see
why that’s an appropriate name. The limestone peaks can be very
sharp. In fact, some people call this area the Forest of Knives. It’s
really dramatic, isn’t it? Anyway, let me explain the formation of
this amazing landscape in a little more detail.
At first, the Tsingy landscape forms like other karst landscapes;
that is, water begins to erode the rock and causes small holes and
cracks to form. As more rain falls, water flows into these cracks
and holes and makes them larger and larger until they form small
caves. As more water flows into the caves, erosion continues,
making the caves larger and larger. As the process continues, the
tops of some of the caves collapse, creating even bigger caves.
The roofs of other caves may collapse. At this point, the landscape
is a series of rock pillars and deep canyons. As more rain falls, it
erodes the rock pillars more and more, and forms the sharp, knife-
like points that you can see here.
Some tourists visit the Tsingy de Bemaraha National Park, but
it is a difficult environment for people to walk through. As I
mentioned, the limestone peaks are sharp. This isn’t related to
our topic, of course, but Madagascar has experienced political
instability and this, combined with other issues, has made Tsingy
less attractive as a tourist destination. As a result of these factors,
human activity in the region is fairly light. This fact, together
with the unique landscape and climate, means that Tsingy de
Bemaraha is home to some incredibly rare species of plants and
animals.
Anyway, now let’s look at some other kinds of limestone landscapes.
Speaking
Track 1.37  A. Page 68
The eruption of Mount Vesuvius in AD 79 is one of the most
famous in history. Two Roman towns were destroyed and
numerous citizens were killed. The eruption was observed by the
writer Pliny the Younger. He described the eruption in two letters
to Tacitus, another famous Roman. His description was so detailed
and accurate that similar eruptions are called Plinian by modern
geologists. These days the sites of the destroyed towns are often
visited by tourists. However, this may not be a safe thing to do as
Vesuvius is considered to be an extremely dangerous volcano by
many experts.
Lesson B  Vocabulary
Track 1.38  A. Meaning from Context Page 74
1. This led to local people making a big effort to preserve the
forest. They tried different things, but people found that one
of the most effective ways of preserving it was to limit the
number of tourists each year.
2. One important aspect of modern life is finding a balance
between work and other parts of life. It’s not easy to balance
the need to make money with the desire to enjoy life, but
studies show that it’s important for both our physical and
mental health.
3. So, as I was saying, this had a major impact on the situation.
What kind of impact? Well, after it happened, demand rose,
prices fell, and the company saw profits increase significantly.
4. After several weeks the companies decided it was necessary to
reach a compromise, and both sides reduced their demands.
Like any compromise, it wasn’t perfect, but it was good
enough that both companies were reasonably happy with the
end result.
AUDIO SCR IP TS  119
  5. Some people argued that the decision about the new park
would cause harm to local wildlife. They were concerned that
animals might be hurt. As it turned out, those concerns were
unnecessary: instead of being harmed, local wildlife actually
benefited.
  6. The idea was that the new museum would bring more
tourists to the city. In theory, this made sense. After all, there
were few other tourist attractions. But that was only in theory,
and unfortunately it didn’t work out that way in practice. In
fact, most visitors to the museum are actually local residents.
  7. The executives were sure that the company was going to
become stronger over the next few years. However, the
company’s position in the industry was more fragile than they
knew. It was so fragile, in fact, that within a few months, sales
had declined by almost fifty percent.
  8. So, it was decided to hire consultants to advise on how to
promote the region as a tourist destination. The suggestions
that the consultants made were effective, and the number of
visitors increased dramatically.
  9. After you have collected your data, you need to do an analysis
of it. Exactly how you analyze it will depend on the kinds
of data that were gathered. Have a look at page 78 of your
textbook for some examples of data analysis.
10. The main complaint among citizens is related to the city’s
infrastructure. Residents feel roads, bridges, and even power
networks are in poor condition, and they want more money
to be spent on repairing and replacing the infrastructure.
Listening: A Conversation about Selecting
a College
Track 1.39 B. Listening for Main Ideas Page 76
C. Listening for Details
Liam: Hi, Serena. How’s it going?
Serena: Oh, hi, Liam. Everything’s fine with me. What’s new
with you?
Liam: Not much. Well, actually, I’m trying to decide where to
go to college.
Serena: Which colleges are top on your list?
Liam: Just three right now: New York University, the University of
Southern Maine, and Mount Royal University.
Serena: What was the last one? Mount Royal? Where is it?
Liam: It’s in Calgary, in Canada.
Serena: Huh. Don’t be offended, but that seems like a pretty
random selection of schools. I mean, I can understand NYU—I’d
love to go to college in New York—but why Maine or Calgary?
Liam: Because I’d like to get a degree in ecotourism, and there
aren’t that many colleges that offer it.
Serena: Ecotourism? Hmm. You’re going to have to tell me what
that is.
Liam: My parents said the same thing. Basically, ecotourism tries
to make sure travelers have a great experience but in a way that
can preserve nature and benefit local people. It’s about finding a
balance between tourism and the environment.
Serena: So, it’s like tourists get to visit natural areas without having
a negative impact on them? That’s pretty cool.
Liam: I know, right? I’ve always loved traveling, so getting a job
related to travel is kind of a dream of mine. And I’ve heard that
ecotourism is a real growth area in the tourism industry right now,
120  AUDIO SCR IP TS
so I’m hoping it’ll be easy to find a job after I graduate. And there
are so many news stories these days about how humans have
damaged the environment, so it seems like the right thing is to try
and protect it, you know?
Serena: Right. But isn’t air travel bad? Traveling by airplane is one
of the worst things you can do for the environment.
Liam: You’re absolutely right, Serena. So, the idea behind
ecotourism is to find a compromise. If people are going to travel
somewhere, ecotourism says let’s make sure they travel in a way
that causes as little damage as possible; let’s make sure they act in
a responsible way when they arrive; let’s make sure they know the
harm that humans can do to the landscape.
Serena: That sounds good in theory, but how does it work in
practice?
Liam: Well, I was reading about ecotourism in Madagascar.
Apparently there’s a national park there called Tsingy de Bemaraha
or something. It’s this amazing landscape—like a forest of sharp
rocks. A great tourist destination. But it’s hard for tourists to get
there, and they’re likely to damage the landscape. It’s a pretty
fragile place, apparently.
Serena: OK.
Liam: So what happened was these ecotourism consultants came
in. They did an analysis of the area and selected some regions
that were especially good for tourists. They built facilities and
infrastructure—walkways, bridges, that kind of thing—to allow
tourists to visit these regions without causing erosion or damaging
local wildlife. Apparently a couple thousand local jobs were created.
Serena: You’ve really done your research on this, huh, Liam? But
still, no offense to Southern Maine or Calgary, but New York must
be at the top of your list, right?
Liam: Actually, I’m leaning towards Mount Royal University in
Calgary.
Serena: How come?
Liam: Well, for one thing, Mount Royal is the only school that
actually offers ecotourism as a major. The other two schools offer
courses in ecotourism, but my major would have to be tourism
and hospitality, not ecotourism. For another thing, Calgary is a
great city, apparently one of the five most livable cities in the
world. And lastly, studying in Canada would save me a lot of
money. My father’s Canadian, so I’m a dual US and Canadian
citizen. That means my tuition fees would be lower. I worked it
out, and studying in Calgary would be around 25 percent cheaper
than going to school in New York and about 10 percent cheaper
than studying in Portland, Maine.
Serena: Whoa. That’s a pretty big difference. I might have to look
into going to school in Canada myself.
Speaking
Track 1.40 Pronunciation: Word
Stress for Emphasis Page 78
A: New York must be at the top of your list, right?
B: Actually, I’m leaning towards Calgary.
That sounds good in theory, but how does it work in practice?
I totally agree with what Ricardo just said.
There are two options we need to discuss.
CD2
Unit 5: Making a Living, Making a
Difference
Lesson A  Vocabulary
Track 2.2  B. Meaning from Context Page 84
Cooperatives
Cooperatives, or co-ops, are different from corporations or other
conventional business models. The main difference is that the
employees are also the owners of the cooperative. They agree to
cooperate by selling their products or services together rather
than separately. If the co-op makes money, the members share
the profits. This allows all co-op members to earn a good living.
Cooperative businesses are quite diverse. They provide
every imaginable kind of goods and services and can range
from quite large to very small. For example, in Boston,
computer experts decided to work for themselves and formed
TechCollective. At TechCollective, customers can simply walk in
and have their computer problems solved by the same people
who own the business.
Track 2.3 E. Meaning from Context Page 85
Peruvian Weavers: A Profitable Artisan Cooperative
In the Andes Mountains of Peru, people in the village of Chinchero
were living in poverty during much of the 20th century. Their
agricultural products—potatoes, barley, and sheep—were
bringing in very little income. In 1996, the women of Chinchero
became entrepreneurs and started the Chinchero Weaving
Cooperative. They began selling their traditional handmade fabrics
to tourists. Now, the women generate more income for their work,
and their earnings stay within the community. Starting a co-op was
an effective way for villagers in Chinchero to bring in more money.
However, before deciding to start a cooperative, owners of small,
home-based businesses need to assess their situation carefully.
Listening: A Talk about a Cooperative Business
Track 2.4  A. Critical Thinking: Analyzing Page 86
Snake Hunters Find Cure for Joblessness
Most people run away when they see a poisonous snake, but not
the Irulas of India. For generations, the Irulas made their living
by catching wild snakes, including deadly poisonous cobras. In
the past, the snakes’ skins were sold and made into luxury goods
such as handbags and boots. But that changed in 1972, when the
Indian Parliament adopted the Wildlife Protection Act, making the
Irulas’ main income source suddenly illegal.
Track 2.5 B. Note Taking Page 87
C. Listening for Details
Speaker: Good afternoon, and thank you for inviting me to speak.
My name is Marsha Nolan, and I’m the director of Worldwide Co-
op. I hope that some of you have heard of our organization? Great.
Well, Worldwide Co-op exists to support cooperative enterprises
of all kinds. We provide online classes to help you start a new
co-op or to help you manage your existing co-op. And because a
lot of the information you find online only applies to conventional
companies—not to cooperatives—we provide a library of
information at our website. The information you’ll find there is free,
it’s all about co-ops, and it’s available to you at any time. Today,
I’d like to give you some information about a co-op in Chennai,
India. It’s an unusual co-op since it was formed in response to
wildlife protection measures. And since all of you are members of
wildlife organizations, I think you’ll find the story of this co-op to
be especially interesting and relevant to you.
The story begins in 1972. That was the year that India took a major
step in wildlife protection and passed the Wildlife Protection Act.
And although that law has been beneficial to wildlife, it wasn’t so
good for a small tribe called the Irulas. You see, they made their
living catching snakes such as the Indian cobra, which were sold
for their skins. Even before 1972, the Irulas lived in relative poverty,
despite being some of the only people in India with the necessary
skills to catch poisonous snakes. After 1972, however, things went
from bad to worse. It became illegal to sell these snakeskins.
What happened next, however, could serve as a model for many
places. The Irulas became entrepreneurs. They saw a need for
something that only they could provide: snake venom. The
venom is used to produce anti-venom—the only known cure for
poisonous snakebites. And because there are approximately 46,000
deaths from snakebites in India each year, there is a huge demand
for venom. Since the Irulas knew how to handle cobras and other
poisonous snakes, they decided to cooperate and work together.
They formed the Irula Snake Catchers’ Industrial Cooperative
Society, and they were back in the snake business, but with one big
difference. In contrast to their past practices, the Irulas no longer
needed to kill the snakes in order to generate an income.
Now, the Society has around 300 members, and they catch snakes
just as they’ve done for many years, but now they carefully milk
the snakes’ venom before returning them to the wild. That involves
sinking the snakes’ fangs into a piece of leather, which releases
the liquid venom, and collecting the venom in a container. Using
this natural venom is the only way to produce the life-saving
anti-venom now found in most hospitals in India. The snakes are
not killed, thousands of human lives are saved, and the Irulas earn
more money from the venom than they used to get for the snakes’
skins. Even better, the co-op members are all owners, so there’s
no longer a “middle man” getting rich from the Irulas’ hard work.
All of the wealth generated by the sale of venom stays in the Irula
community. These days, Irula families are doing better, their children
are attending school, and several species of snakes that might
otherwise have been killed to extinction are doing well in the wild.
The reason I’m telling you all of this is simple: the ideas behind
the Irulas’ co-op can be used in many places. After all, the Irulas
have found an effective and sustainable way to use wild animals
without harming them. Instead of being killed, the snakes are
being captured and then released. This way, the snakes are
benefiting the Irula people by providing income, and they’re
benefiting other people in India by providing an important
medicine.
Now, I know that I’m speaking to a diverse group of people. You
protect a wide variety of wildlife, and the different species that you
want to protect can’t all be milked for their venom. But what all
of you can do is to assess your situation. If endangered animals in
your country are being killed and sold, it’s important to understand
the reasons—especially the economic benefits that come from
killing the animals. You might find another way for people to earn
even more money than before by not killing the animals.
If you need help with any of this, Worldwide Co-op has many
information resources along with our online classes. Please
feel free to visit the website, send an email, or give me a call.
Thanks again for inviting me. And now, I’m happy to answer your
questions.
AUDIO SCR IP TS  121
Speaking Listening: A Meeting about Social Responsibility
Track 2.6  B. Page 88 Track 2.11  B. Listening for Main Ideas Page 96
1. fifty thousand Guang: OK. Let’s get started. I’m glad that all of you could make
2. three point two million / three million, two hundred thousand it to the meeting this morning. The topic under discussion today
is social responsibility—especially as that idea relates to our
3. ninety-six hundred / nine thousand six hundred
company. Up until now, we haven’t thought much about this idea,
4. seven hundred and forty thousand you know, the idea that we as a company can contribute to our
5. eight billion community, our world, to make it a better place.
6. one million, two hundred and ninety-seven thousand, three
So, I brought some information. There’s a copy for each of you.
hundred
OK. This is information about two businesses—one large and one
Track 2.7  C. Page 88 small. They both demonstrate how social responsibility can be a
fundamental value of a business. For these companies, it’s part of
Kudzu, originally brought to the United States from Japan in 1876, their basic business mission. Yes, Jemila?
is an invasive plant species. During the 1930s, the U.S. government
provided farmers with eighty-five million kudzu seedlings to hold Jemila: Thanks, Guang. I’ve been thinking about this for some
dry soil in place. That may have been a mistake because kudzu time now. In my opinion, as a company, we take good care of our
can grow very quickly—up to sixty feet, or eighteen meters, in employees, but we’re not doing much in terms of giving back to
one growing season. It can cover as many as twenty-five hundred the larger community. I’m really interested in this question of how
acres of land each year. Currently, kudzu covers around seven we can do more.
point four million acres of land in the United States. Guang: That’s great! I’m happy to hear you’ve been thinking about
this, too.
Track 2.8 Pronunciation Skill: Jemila: I definitely have been. Other companies seem to be more
Pronouncing Large Numbers Page 90 active in our community. You know, they support charities.
sixty-seven thousand, four hundred Guang: That’s true. Lucas?
three million, eleven thousand, three hundred and eighty-two Lucas: Yeah, I’m wondering why you chose these two companies.
One is a huge drug manufacturer, and this one looks like a small
Lesson B  Vocabulary company that makes handbags and backpacks. They both seem
to be very different from our company, so could you explain why
Track 2.9  A. Page 94 you chose these particular companies?
accessible Guang: Sure. I think they’re both good models for us. Even
affordable though we’re a software engineering firm, the concept of social
responsibility is the same as it is with these companies. We want
charity to give back to our community and make the world a better place,
concept right? So these examples can help us think about what actions
corporation would be appropriate for our company.
demonstrate Alice: Guang, there’s quite a lot of information here. Can you
explain what these companies are doing, you know, in a nutshell?
donate
Guang: Sure. Thanks, Alice. The large company is GlaxoSmithKline,
fundamental
GSK, the big pharmaceutical company. Although they’re doing
outcome several things that are socially responsible—for example, they
response provide medical training in places that need it, and they’re
working to reduce noise levels and energy usage at their
Track 2.10  C. Page 95 manufacturing plants—the most impressive thing they’ve done
is to make medications more affordable and accessible in parts of
The Give Back Box the world that are not very wealthy.
The concept behind the Give Back Box is pretty simple. When Alice: That’s interesting, though surprising as well. I thought they
someone receives a box from an online retailer such as Amazon or were just interested in making a profit. You know, they are such a
Overstock, they can fill it with clothing or household goods they big pharmaceutical company.
want to donate. Using a free shipping label, the box is shipped to a
local charity where the goods are sold at very affordable prices or Guang: Well, they are making a profit in every country where
given away for free to people who need them. they do business. So, social responsibility doesn’t mean no profit.
That’s a key: we can be socially responsible without decreasing
Give Back Box itself is not a charitable organization. They’re a profits. Jemila?
for-profit company, but one of their fundamental goals is to do
more than make money. Founder Monika Wiela sees the company Jemila: I’d like to know what this other company does—State
as a way to help people in need and, at the same time, help Bags. They seem more like our company. They’re a small business,
online companies demonstrate their social responsibility. So far, or at least they’re not a multi-national corporation!
the response from customers has been good. They’re eager to Guang: Sure. State Bags makes these beautiful backpacks and
help others by donating goods, and they’re happy to re-use their bags that you see in the picture. From the beginning, this business
cardboard boxes as well. has had a “Buy one, Give one” model, so for every bag a customer
buys, State Bags donates a backpack full of supplies—mostly
things for school—to a child who needs it.

122  AUDIO SCR IP TS

Jemila: That sounds great! What a good idea. And how has the
response been from their customers?
Guang: Well, the response has been good. Their customers like
the idea of doing something to help kids, and State Bags is doing
well as a business, especially for a young company.
Lucas: Well, that’s the kind of outcome we’re looking for too. If
our customers feel good about doing business with us, and we’re
turning a profit at the same time, it’s a win-win situation.
Alice: Exactly. Even though we’re a small company, we can still
make a difference. Why don’t we do some brainstorming?
Track 2.12 C. Listening for Similarities
and Contrasts Page 97
1. One is a huge drug manufacturer, and this one looks like a
small company that makes handbags and backpacks. They
both seem to be very different from our company.
2. That’s interesting, though surprising as well. I thought they
were just interested in making a profit.
3. Their customers like the idea of doing something to help kids,
and State Bags is doing well as a business, especially for a young
company. That’s the kind of outcome we’re looking for, too.
4. Even though we’re a small company, we can still make a
difference. Why don’t we do some brainstorming?
Unit 6: Design with Purpose
Lesson A  Vocabulary
Track 2.13  A. Meaning from Context Page 104
Louis Sullivan was an American architect who died in 1924. He
worked for clients in many US cities including Chicago, Illinois,
and Buffalo, New York, and was one of the first architects to
design and build tall skyscrapers using materials such as steel and
concrete. His ideas have had a major influence on design and
architecture. He is best known for stating the principle that “form
follows function.” This means that the way a building or product
looks must depend on how people will use it, not on how it was
designed in the past.
Dieter Rams, born in 1932, is a German industrial designer. Many
of the products he designed in the 60s and 70s are still stylish
and appealing. Rams is deeply committed to good design, and
this led him to come up with ten principles of good design. One
key element of his philosophy is that “less is better,” meaning that
good design should be as simple as possible. He also believed
good designs should be innovative rather than old-fashioned, and
made from sustainable materials that are good for the planet. His
approach has generated many designs with a timeless quality.
Listening: A Guest Lecture about Design
Track 2.14  C. Listening for Main Ideas Page 106
Professor: Good afternoon, everyone. Today we’re going to break
from our usual routine a little. Ana Fuentes, a successful designer,
is visiting our campus today, and she’s kindly agreed to be a
guest speaker for part of today’s session. So, please join me in
welcoming her.
So, Ana, I’ve got an easy question for you. It’s one that we’ve been
discussing over the last few weeks: what is good design?
Ana Fuentes: Are you sure that’s an easy question? Good
afternoon, everyone. Nice to be here. So, good design means
different things to different people, so all I can do is share my own
views with you, and I hope that’s OK. For me, good design must
meet certain criteria, certain principles. The most important of these
is that a product must serve a useful function. It has to help people
do something better, or more easily, or less expensively, or … well,
you get the idea. In other words, good design begins with the
purpose of the object.
Um, let me give you an example. When I was at design college,
my professor gave me an assignment. The task was to design and
make a chair using any materials I wanted. Well, I spent several
weeks coming up with a design and then making a prototype.
And when I’d finished—wow! —I was pretty pleased. I felt my
design was really stylish.
I showed the prototype to my professor with pride. I was sure she
would say something positive about my design, but she just said
“Try sitting on it.” So I did as she suggested, and, well, perhaps
you can guess what happened next. My chair broke. As you
can probably imagine, that wasn’t at all embarrassing! Still, that
experience taught me the importance of function: my chair looked
good, but it served no function because nobody could sit on it.
Anyway, “try again,” my professor said, so I did. I came up with
another design and built another prototype. And I was even
more pleased with this chair than the first one. You could sit on
it, it looked good, and I had come up with a truly innovative and
unusual design. So again, I showed my prototype to my professor
expecting a positive reaction. But she just said “Have others sit on
it” and walked away.
I was disappointed, but she was right. You see, when I asked my
friends to sit on my chair, they weren’t sure how to do that. One
person even turned the chair upside down and tried to sit on it
that way! Why? My design was so good that nobody knew how to
use it. And that’s bad design. I mean, it should be obvious how to
sit on a chair, right? And this brings me to my second principle for
good design: good design makes a product understandable.
One more criterion that I think … uh, yes? Question?
Male Student: Sorry to interrupt, but I’m not sure I follow your last
point. Could you explain what you mean by “good design makes a
product understandable?”
Ana Fuentes: Of course. There’s an influential expert on design
called Don Norman. Many of you have probably heard of him. One
of his ideas is that good design should show the user how to use a
product; it should naturally lead the user. For example, if you want
a user to push something, add a button to your design. Why? Well,
a button looks like it should be pushed. That’s what I mean by
good design is understandable. Is that clear?
Male Student: Yeah, thanks.
Ana Fuentes: A third key element—in my opinion—is that good
design should be environmentally friendly. A design that serves
a useful function and is easy to understand in fact is poor design
if the manufacture of it wastes resources, or if it is made from
materials that aren’t sustainable, or if it breaks too easily and must
be replaced. Any more questions?
Female Student: I have two questions, if that’s OK. First, even
though you’ve mentioned that your chair designs were stylish, you
haven’t said that good design needs to look good. Does that mean
you don’t think it’s important how an item looks? And second,
which designers have influenced your feelings about good design?
Ana Fuentes: Two good questions. I’ll answer them in reverse order,
if that’s OK? In terms of my influences, I’ve been inspired by every
designer whose work I’ve ever studied, by every teacher I’ve ever
had, and by everyone I’ve ever worked with. But if I had to name the
person who’s had the biggest influence on my design philosophy, it
would be Dieter Rams. I’m sure you’ve studied his ideas.
And going back to your first question, I do think that good design
should be attractive. But when I design a product, I focus first on
AUDIO SCR IP TS  123
making sure it serves a function. I focus second on making sure
the design is understandable, and I focus third on making sure
the design has little or no impact on the environment. And after
I am confident about those things, then I make sure the design
looks appealing. In other words, the look is important, but not as
important as some other elements.
Female Student: Thank you. Uh, so it sounds like you’re saying
that form should follow function. Right?
Ana Fuentes: Yes, absolutely. Sometimes I work with clients who
feel form is just as important as function. And those clients might
push me to focus on coming up with a really appealing design. I
understand wanting a beautiful product, but for me, true beauty
comes from a design that is useful first, attractive second. I am very
committed to making something that is useful.
Professor: Ana, thank you so much. Ana has agreed to stick
around after class to answer any more questions you might have.
For now, though, let’s turn to our assigned topic for today.
Track 2.15  D. Listening for Details Page 107
Ana Fuentes: Um, let me give you an example. When I was at
design college, my professor gave me an assignment. The task was
to design and make a chair using any materials I wanted. Well, I
spent several weeks coming up with a design and then making a
prototype. And when I’d finished—wow! —I was pretty pleased.
I felt my design was really stylish.
I showed the prototype to my professor with pride. I was sure she
would say something positive about my design, but she just said
“Try sitting on it.” So I did as she suggested, and, well, perhaps
you can guess what happened next. My chair broke. As you
can probably imagine, that wasn’t at all embarrassing! Still, that
experience taught me the importance of function: my chair looked
good, but it served no function because nobody could sit on it.
Track 2:16 E. Critical Thinking:
Making Inferences Page 107
1.
Professor: So, Ana, I’ve got an easy question for you. It’s one that
we’ve been discussing over the last few weeks: what is good
design?
Ana Fuentes: Are you sure that’s an easy question?
2.
Ana Fuentes: I showed the prototype to my professor with pride.
I was sure she would say something positive about my design, but
she just said “Try sitting on it.” So I did as she suggested, and, well,
perhaps you can guess what happened next. My chair broke. As
you can probably imagine, that wasn’t at all embarrassing!
3.
Ana Fuentes: But she was right. You see, when I asked my friends
to sit on my chair, they weren’t sure how to do that. One person
even turned the chair upside down and tried to sit on it that way!
Why? My design was so good that nobody knew how to use it.
Lesson B  Vocabulary
Track 2.17  A. Meaning from Context Page 114
Course Description UXDN 364—User Experience Design
Digital technology is becoming increasingly sophisticated and
important, but often such technologies are poorly designed
and hard to use. User experience (UX) design is the process
of increasing the satisfaction level of users by making digital
products such as websites or computer applications more
appealing and easier to use. The main objective of the course is to
124  AUDIO SCR IP TS
help students identify and apply the key principles of UX design.
The course describes the typical ways that users browse websites
and use applications; it explains and illustrates how poor design
choices can be frustrating to users; and it explores how better,
more user-friendly UX design can solve these problems and
enhance overall user experience. This course is delivered through
lectures and online sessions, and is graded through a combination
of continuous assessment and final exam.
Track 2.18 B. Critical Thinking:
Analyzing Page 115
Robert: Hi, Emma. You took User Experience Design last semester,
didn’t you?
Emma: Yeah. Why?
Robert: Well, I’m not enjoying my industrial design class, so I’m
thinking of taking that course instead. Do you mind telling me
what you thought of it?
Emma: Sure. The course itself was great, but I had some study
problems at first that were frustrating.
Robert: Oh, really?
Female Student: Yes. You see, I thought the course would
be pretty easy, so at first I didn’t prepare well for the lessons
or assignments. Luckily, Professor Selkirk—he’s a really good
instructor by the way—spoke to me after class one day. He helped
me identify what I wanted from the class, what my objectives
should be, in other words. After that, through a combination of
hard work and a lot of reading, I got an A in the final exam. That
really gave me a feeling of satisfaction, I can tell you.
Robert: I’ll bet! Hey, thanks, Emma. I appreciate it.
Emma: No problem, Robert. Let me know what you decide
to do, OK?
Listening: A Conversation with a Teaching
Assistant
Track 2.19 A. Critical Thinking:
Making Inferences Page 116
TA: You need help with the homework NOW?
Student: Uh … yes.
TA: Now, four hours before it’s due? Now? Not three weeks ago,
when it was first assigned? Not two weeks ago when I had my TA
session, or any of the last FIVE afternoons I had office hours and sat
there bored out of my mind?
Student: I could come back later.
TA: Yes, please! My life is at your disposal!
Track 2.20 B. Listening for Main Ideas Page 116
C. Listening for Details Page 117
Student: Hi, I’m taking User Experience Design 364 with Professor
Selkirk. He gave us an assignment a couple weeks ago, and I’ve
been having some trouble with it. I spoke to the professor about it,
and he suggested that I come and talk with you as the TA. So, uh,
here I am.
TA: Sure, of course. Have a seat. So what’s the assignment you’re
having difficulty with?
Student: The one where I’m supposed to come up with an idea
that solves a common problem that users experience when they
browse the Web or use an application. I’ve got to make sure that
my idea not only solves the users’ problems but also enhances
their satisfaction.
TA: Oh, right. That one. It’s part of your overall class assessment, so
it’s an important assignment. What do you need help with?
Student: It’s a combination of things, but mainly I don’t really
know how to get started. I don’t really have any ideas, I guess.
TA: Hmm. OK, so tell me what design process you’re using. Let’s
start there.
Student: Oh, uh, to be honest, I haven’t been using any kind of
sophisticated process. I’ve just been trying to, you know, come up
with some ideas.
TA: Huh. Do you remember in the first class when Professor Selkirk
explained one possible process to use when coming up with
design ideas? You know, where you focus on the problem first?
Why don’t you use that process? I think it would help.
Student: Actually, I only decided to take his course a week into
the semester, so I missed the first class.
TA: OK, well, I guess the first thing I can do is summarize the
design process for you. I’m sure that will help you make some
progress on your assignment. OK, so the first step in the design
process is to identify the problem you want to solve.
Student: Isn’t that just the assignment: design a way to solve a
typical user experience problem?
TA: Well, not exactly. That’s the overall objective, but before you
can create your design, you have to focus on a specific problem
you want to solve. Do you see?
Student: Uh ….
TA: Look, let me illustrate. I’m taking Japanese classes, OK? And
sometimes I switch my tablet from English to Japanese so I can
browse the Internet using Japanese, but the software on my tablet
is badly designed. Although I’ve already switched languages, I
have to choose Japanese every time I want to type in a search. So I
have to select Japanese again before I do a second search, … and
before a third search, and a fourth search, and so on. Otherwise
I end up typing in English rather than Japanese characters. It’s
not a major UX issue, perhaps, but it gets pretty frustrating pretty
quickly.
Student: I can see how that could frustrate you.
TA: So that’s the kind of specific problem you might come up with
in the first stage of the design process. Make sense?
Student: OK, yeah, now I get it. Thanks.
TA: OK, so then in the second step, you explore various ways to
solve the problem from the first step.
Student: You mean I need to brainstorm solutions?
TA: Exactly. And then after you’ve brainstormed, the third step is
to select one of your ideas. You may want to list the pros and cons
of each idea in order to do that and develop a design. In the case
of your assignment for Professor Selkirk, you’ll probably want to
draw some diagrams to illustrate the problem and show how your
design will solve it. With me so far?
Student: Yeah, I’m taking notes. This is really helpful, by the way.
TA: Good. Now, once you’ve got a design that you like—perhaps
even a simple website that users can look at—you want to have
people to look at it and test it. And—and this is the key point—
you need to get feedback from them.
After that, you’ve got a choice. If the feedback from your users
is amazing, you may decide that your design is finished. In most
cases, however, you’ll want to make some changes in order to
improve your design. I often think of this stage in the process as
the redesign stage. And after you’ve made those changes, you get
more testing and feedback and either decide your design is good
enough or do additional rounds of improvement and redesign. OK?
Student: Yeah, this is great. I can already see that following this
design process is going to be a huge help. Thank you so much.
TA: You’re welcome. Good luck with the assignment, and come
back if you need more help. I’ve got office hours tomorrow and on
Friday, too.
Unit 7: Inspired to Protect
Lesson A  Vocabulary
Track 2.21  A. Meaning from Context Page 124
1. Even as a child, Lina loved caring for other people, and this
passion for helping was the main reason she accepted a job
working for a charity.
2. According to a report, the world has a limited supply of
important resources called rare earth metals that are needed to
make smartphones.
3. The newspaper article about conservation was interesting, but
Melissa wasn’t in the mood to read about more problems with
the environment.
4. Nico’s intelligence and capacity for hard work were the main
reasons he was awarded an academic scholarship.
5. After his baby was born, Ben experienced a sleep deficit,
and his constant fatigue made it hard for him to concentrate
at work.
Track 2.22  B. Page 125
apathetic
inspire
motivation
perceive
sacrifice
Listening: A Podcast about the Environment
Track 2.23 B. Listening for Main Ideas Page 126
C. Listening for Details Page 126
Interviewer: This is Lucy Ringmer with Green It Up, a weekly
discussion of environmental issues. I’m really excited about this
week’s podcast because I get to interview not one, but two
amazing scientists, both of whom are also National Geographic
Explorers. First up is marine biologist and educator Tierney
Thys. She’s written books, made films, given a TED Talk, and
even gotten her pilot’s license. I’m also joined by Kenny Broad,
an anthropologist, university professor, and experienced diver.
Welcome to you both. It’s an honor to have you on my show.
I’ve been hearing and reading about the idea of environmental
fatigue recently. I’m sure you’re familiar with this idea. We hear so
many news stories about the environment and the problems it
has. And as we hear them again and again, those stories affect us
less and less, don’t they? And this can cause people to stop caring
about the environment or, perhaps more importantly, to stop
trying to fix the problems. So my first question is why do you think
environmental fatigue is becoming an issue? Kenny?
Kenny Broad: So, I think there’s a lot of different explanations
for what some people have called “environmental fatigue.” In
some ways, it’s not a scientific question in my mind; it’s a cultural
question, or a question of how we perceive things, how we
perceive the world, how we perceive the risks. You wake up in the
morning, and there’s a lot of things to worry about, right? I’ve got
AUDIO SCR IP TS  125
to get, you know, I’ve got to get cleaned up and go to work. Some
of us have to get our kids ready and get to work. I’ve got to pay
the rent. I’ve got to make sure that there’s food in the refrigerator,
and my car’s not working. So we can only worry about so many
things in one day. We have sort of a limited capacity of things that
we can keep track of, and so things that are further away in time,
or further away in space, we tend not to worry about as much.
So some of the issues like climate change, or using up our water
supplies, or overfishing, they’re out of sight, out of mind. They’re
very slow sorts of problems. So it sort of makes sense that they’re
not, you know, they’re not the first thing that we wake up to feel
like we have to deal with.
Interviewer: And do you think environmental fatigue is a prob-
lem, Tierney?
Tierney Thys: I think there is, um, I think there is a lot of
environmental fatigue today, and that is a concern because we
are affecting the environment negatively, and we can’t just be
apathetic. We need to care about the environment, and when
every day we hear more and more bad news. You feel kind of
paralyzed. “What can I do? There’s just too many problems.” And
that can cause people to turn inward and do nothing, and that’s
the concern.
Interviewer: OK, but we can do something about it, can’t we?
Kenny, how can we inspire people to get over their environmental
fatigue and do something about the issues we’re facing?
Kenny Broad: As a scientist, we’re trained to worry about facts,
but I think you can look around the world and see that facts
aren’t what influence people, necessarily. We’re driven by the
emotional parts of our brain, and I think as scientists, we need
to think about communicating as much as we have to think
about doing our science. It’s not an information deficit. It’s a
motivation deficit. How do you motivate people? How do you
inspire them to make not just a behavioral change one time, like
turning off the lights, but multiple changes, and be consistent
over time? You inspire people through their emotions, not just
the analytic part of their brains, not just giving them statistics,
but showing them pictures, showing them videos, letting them
sort of see how science is done, but in a way that’s exciting.
There’s a lot of joy and passion by the scientists, and I think
we need to share that with the people who are getting the
information.
Interviewer: Tierney? What about you?
Tierney Thys: I think there are a number of ways that we can
inspire people to care about the environment. One is to get
people outside, and seeing for themselves the beauty and the
wonder. I think it’s also really important to show people the
challenges and the impacts that we’re having on the natural
world. But most importantly, I think we need to share stories
about people who are helping lessen our footprint on the natural
resources of the world and inspiring motivational stories of people
doing good conservation work.
Interviewer: My final question for you both: are you optimistic or
pessimistic about the future, and why?
Tierney Thys: I do remain optimistic. As a marine biologist, I see
that the ocean has incredible resilience, and it can rebound if
we give it a break. So we can put in marine-protected areas, and
increase the diversity, as well as the numbers of fishes, by, in some
cases, 400 percent. We can rebuild areas; we can regrow coral.
We can train local people, work with local people, and give them
resources so that they can train their kids to look after their own
backyard.
126  AUDIO SCR IP TS
Kenny Broad: I guess it’s the kids that give me hope for the
future, and I’m counting on them because it’s going to be their
world. I just hope that some of the adults pay enough attention,
because the kids get it, but the adults who tend to be more
worried about money don’t seem to want to sacrifice for the
future generations.
Interviewer: Tierney Thys and Kenny Broad, thank you both very
much.
Track 2.24 D. Listening for a
Speaker’s Purpose Page 127
1.
Kenny Broad: You wake up in the morning, and there’s a lot of
things to worry about, right? I’ve got to get, you know, I’ve got to
get cleaned up and go to work. Some of us have to get our kids
ready and get to work. I’ve got to pay the rent. I’ve got to make sure
that there’s food in the refrigerator, and my car’s not working. So we
can only worry about so many things in one day. We have sort of a
limited capacity of things that we can keep track of, and so things
that are further away in time, or further away in space, we tend not
to worry about as much. So some of the issues like climate change,
or using up our water supplies, or overfishing, they’re out of sight,
out of mind. They’re very slow, sorts of problems. So it sort of makes
sense that they’re not, you know, they’re not the first thing that we
wake up to feel like we have to deal with.
Narrator: Why does Kenny Broad say “I’ve got to make sure that
there’s food in the refrigerator”?
2.
Kenny Broad: As a scientist, we’re trained to worry about facts,
but I think you can look around the world and see that facts aren’t
what influence people, necessarily. We’re driven by the emotional
parts of our brain, and I think as scientists, we need to think about
communicating as much as we have to think about doing our
science. It’s not an information deficit. It’s a motivation deficit. How
do you motivate people? How do you inspire them to make not
just a behavioral change one time, like turning off the lights, but
multiple changes, and be consistent over time? You inspire people
through their emotions, not just the analytic part of their brains,
not just giving them statistics, but showing them pictures, show-
ing them videos, letting them sort of see how science is done, but
in a way that’s exciting.
Narrator: Why does Kenny Broad say “I think as scientists, we need
to think about communicating as much as we have to think about
doing our science”?
3.
Tierney Thys: I think there are a number of ways that we can
inspire people to care about the environment. One is to get
people outside, and seeing for themselves the beauty and the
wonder. I think it’s also really important to show people the
challenges and the impacts that we’re having on the natural
world. But most importantly, I think we need to share stories
about people who are helping lessen our footprint on the natural
resources of the world and inspiring motivational stories of people
doing good conservation work.
Narrator: Why does Tierney Thys say “I think we need to share
stories about people who are helping lessen our footprint on the
natural resources of the world”?
4.
Tierney Thys: I do remain optimistic. As a marine biologist, I see
that the ocean has incredible resilience, and it can rebound if
we give it a break. So we can put in marine-protected areas, and
increase the diversity, as well as the numbers of fishes, by, in some
cases, 400 percent. We can rebuild areas; we can regrow coral.
We can train local people, work with local people, and give them
resources so that they can train their kids to look after their own
backyard.
Narrator: Why does Tierney Thys say “We can train local people,
work with local people, and give them resources so that they can
train their kids to look after their own backyard”?
Speaking
Track 2.25 Pronunciation: Intonation
with Tag Questions Page 128
It’s not going to be an issue, is it?
It’s going to be an issue, isn’t it?
Track 2.26  A. Page 128
1. You haven’t lived here for more than a year, have you?
2. You were at the last class, weren’t you?
3. Your smartphone is less than a year old, isn’t it?
4. You don’t come to school by bus or train, do you?
5. Your hobbies include reading and running, don’t they?
6. You can’t play the guitar, can you?
7. You’ve visited Canada before, haven’t you?
8. You aren’t going to the party, are you?
Lesson B  Vocabulary
Track 2.27  A. Meaning from Context Page 134
  1. As a political activist, she went to many government meetings
and met with government officials.
  2. We must first be aware of a problem before we can solve it.
  3. The snowstorm caused a crisis when it forced two power
stations to shut down.
  4. politician will certainly deny that she has received any illegal
gifts.
  5. Her small, dark apartment was depressing, so she didn’t invite
friends to visit.
  6. He worked hard on the assignment, so he felt discouraged
when he received a poor grade.
  7. Surprisingly, losing his job three times in two years did not
change Jon’s optimism.
  8. My friend is a nice guy, but I sometimes get tired of his
constant pessimism. He always expects the worst.
  9. Three examples of renewable sources of energy are solar,
wind, and water.
10. A government website can be a valuable source of statistical
information.
Listening: A Talk about the Environment
Track 2.28 B. Listening for Main Ideas Page 136
C. Listening for Details
Host: Hello, everyone, and welcome to this month’s free evening
lecture. Thank you all for coming out on such a cold night. As I’m
sure you’ve all seen from our library newsletter, our guest speaker
this evening is Anders Solberg. Anders is a writer, filmmaker, and
environmental activist. He’s in town to attend a documentary film
festival but has kindly agreed to give one of our library lectures
while he’s here. I’m sure you’re all as excited as I am to hear what
he has to say.
Anders Solberg: Thank you for the warm welcome. It’s a pleasure
to be here. Over the last few months, the news about the
environment hasn’t been very good, has it? We’ve had the hottest
ever temperatures in the south, record-breaking rainfall along the
coast, food crops failing because of drought in central regions,
oceans running out of fish, species going extinct. With all of this
bad news, it’s easy to feel discouraged, isn’t it? It’s easy to feel that
our actions don’t matter and to give in to environmental fatigue.
Why bother recycling, you might ask, if your neighbor does
nothing, if businesspeople continue to make products that cause
pollution, and if politicians deny climate change is happening?
It’s pretty depressing, right? Well, maybe not. You see, my goal
today is to give you hope for the future of our environment, and
I’ll do that by talking about some activists, some leaders, some
scientists, some inventors, some businesspeople who are not just
going to change the world, in my view, but might also save the
world. Who are these incredible people? They’re kids. Yes, kids! I’ll
introduce you to some of them, shall I?
First we have Madhav Rajaram Subrahmanyam. As a young child,
he learned that tigers were endangered. So he got together
with a group of his friends and began raising money. He shined
shoes, delivered packages, wrote poems, sang in the streets, sold
merchandise, and even made people visiting his home pay a
toll! He was just 13 years old. In just a couple of years, he and his
friends raised thousands of dollars to protect tigers. More and
more people in India are becoming aware of the importance of
conservation, and kids like Madhav are part of the reason for that.
A pretty amazing young man, isn’t he?
Next, meet Hannah Alper from Toronto, Canada. Hannah started
blogging about the environment when she was just nine years
old. She’s 13 in this picture, incidentally. She wanted to share her
views and inspire others to take action, and she’s definitely done
that. She’s been featured on television and in newspaper articles,
her blog posts are widely available online, and she regularly
gives public presentations. Hannah’s big idea is simple: lots of
little things can add up to something big. In other words, even
small actions can save the environment. I was lucky enough to
see Hannah give a talk recently, and I can tell you that I came
away from her presentation with a restored sense of hope and
optimism. My own daughter was inspired by her, too.
Moving on, there’s Nikita Rafikov from the United States, who was
just 11 when he came up with a pretty bright idea. Nikita had
learned about something called G-F-P, which stands for green
fluorescent protein. This is a kind of protein that is found in some
marine organisms. We call these organisms bioluminescent,
meaning they produce their own light. Nikita developed a way
to add this protein into windows, which means that in the future,
it might be possible for homes to have light without using
electricity. And we all know how we generate electricity can have
a big impact on the environment, don’t we?
And finally, there’s Adeline Tiffanie Suwana from Indonesia.
When she was 12 years old, Adeline formed a group called
Sahabat Alam, meaning “Friends of Nature.” This group now has
thousands of members—many of whom are kids—throughout
Indonesia. Adeline and her group try to educate people about
the environment, but they don’t just talk about saving the planet.
They take action, too, such as planting trees, helping coral reefs,
protecting species, and cleaning up the environment. One of my
favorite things that Adeline and her friends have set up is a project
that provides clean electricity—from water power, a renewable
energy source—to rural villages in Indonesia. And I’m not the only
person who’s impressed with Adeline: she’s received awards from
the United Nations, too. Another incredible and inspiring young
woman, wouldn’t you agree?
AUDIO SCR IP TS  127
There are many other kids I could tell you about—and thousands
of adults, too, of course. I don’t want to say that there is no crisis:
Clearly, the environment could be in better condition, but instead
of pessimism, I want you to feel optimism. Because my belief is
that children like these give us hope for the future, and I hope you
feel the same way. Thank you very much.
CD3
Unit 8: Traditional and Modern
Medicine
Lesson A  Vocabulary
Track 3.2  A. Meaning from Context Page 144
Plant-Based Medicines
Using plants as natural remedies for health problems is nothing
new. In fact, for some people, medicinal plants are the only
affordable and available kind of medicine. When these people
become ill, they discuss their symptoms with a traditional healer
rather than a medical doctor. Now, some scientists want drug
manufacturers to take a new look at the ability of plants to restore
health and fight diseases such as cancer.
Nat Quansah, an ethnobotanist in Madagascar, studies plants such
as the rosy periwinkle. A synthetic version of the chemical from
that plant is now made into drugs that inhibit cancer growth.
These drugs have dramatically increased survival rates for two
kinds of childhood cancer.
Jim Duke, retired from the U.S. Department of Agriculture, grows
and writes about medicinal plants such as chicory. Chicory con-
tains chicoric acid, which could be useful in fighting a deadly virus.
Duke says that empirical studies of medicinal plants are crucial to
developing new medicines.
Problems with Plant-based Medicines
The effectiveness of a medicine can be difficult to study
scientifically. One reason for this is that sick people who use a
medicine and then recover may associate their recovery correctly
or incorrectly to its effects. In addition, herbal remedies may not be
consistent because the amounts of natural chemicals in plants can
vary significantly. The variables include the soil plants are grown in
and the time when they are harvested, among other factors.
Listening: A Lecture about Plant-Based Medicines
Track 3.3 B. Listening for Main Ideas Page 146
C. Listening for Details Page 147
Professor: Hello, everyone. Let’s get started.
In Monday’s class, we talked about natural medicines from
plants—the kind of natural remedies that have been used by
traditional healers and grandmothers everywhere for a very long
time, things like drinking tea with honey to ease the symptoms
of a cold. Today we’re going to continue with that topic, but we’re
going to shift somewhat and talk about modern medicines that
have come from plants. They’re called plant-based medicines.
Many of our most useful medicines were originally based on
plants. Aspirin was developed by studying a chemical that’s found
in willow tree bark. Native Americans used to chew the tree bark
since it relieved pain. Another drug, digoxin, which is commonly
used to treat heart disease, comes from a flowering plant called
128  AUDIO SCR IP TS
digitalis or foxglove. It’s a poisonous plant, by the way, so I’m not
recommending that you eat it! Yes, Amina? Do you have a question?
Amina: Thanks, yes. I’m surprised by what you just said! How can a
poisonous plant—the foxglove plant—be good for our health?
Professor: Right, it doesn’t sound logical, but here’s the thing:
every plant contains dozens, sometimes hundreds of different
chemicals. What scientists have done with the foxglove plant is to
isolate just some of those chemicals—the ones that are helpful
in treating heart disease. Those chemicals are taken from the
foxglove plant so that they can be used to make a medication to
treat heart patients. Does that make more sense?
Amina: Yes, and it’s interesting. The whole plant can be dangerous,
but some of the chemical ingredients in the plant can support health.
Professor: That’s exactly right. And here’s a plant that taught us
how to make two important medications—the rosy periwinkle.
It’s from Madagascar. In traditional medicine, the plant was being
used to restore normal blood-sugar levels in people with diabetes.
So scientists studied the plant, but what they found was not a new
diabetes medication. Instead, they developed two anti-cancer
drugs. The drugs are used as a chemotherapy to fight two kinds of
childhood cancer, and they’re very effective. Victor?
Victor: Yes, I have a question. You said that this plant from Madagascar
“taught us how to make two important medications.” Do you mean
that the medicines aren’t made directly from the plant?
Professor: That’s correct. Scientists identify the chemical in
the plant, and then the medications are made from a synthetic
chemical, but it’s the same chemical that’s in the rosy periwinkle.
Victor: In other words, scientists can synthesize the chemical in a
laboratory.
Professor: Yes, and then a drug company uses the synthetic
chemical to manufacture the medication. At this point, I hope
you’re thinking about how helpful plants have been to people—
as traditional remedies, as material for making medicines, and as
models for synthetic chemicals made in a lab. And perhaps you’re
wondering why scientists are not studying hundreds of plant
species looking for the next great medications.
That’s a good question to ask, and the answer’s pretty complicated.
First of all, it costs a lot of money to develop any new drug, and
then to do empirical studies on it and get government approval
through the FDA. It’s a very long and expensive process. It takes
anywhere from 8 to 12 years, and the process is especially difficult
with plant-based medicines. That’s because when you’re working
with plants, there are a lot of variables. The first variable is finding
out scientifically whether the traditional remedy is effective. Some
sick people might use the remedy, feel better, and attribute their
healthy state to the remedy. Other sick people might get no help
from the remedy, so it’s important to do an empirical study.
The second variable is that it’s difficult to get consistent results
when you’re testing plants. Imagine that a drug company learns
about a plant that’s believed to inhibit the action of a virus—like
the chicory plant, for example. They do experiments with the
plant, and nothing happens. And it turns out that they picked the
wrong sub-species of the plant, or they picked it at the wrong
time of day. Really! The plant chemicals can be different in the
morning than they are at night. Or maybe the plants were old
instead of young, or some other plant was growing nearby that
had an effect on the first plant.
All of these variables can make a difference. The crucial thing to
remember is that scientists need to know exactly which chemical
from the plant is active, and they need to put a standard amount
of that chemical in each tablet or injection, and they need to make
sure it won’t kill anybody. They can do this by using synthetic
chemicals. Plants have different amounts of these chemicals.
Amina: Professor Hong, I understand that plants can be difficult
to study, but since people have been using plants as medicine for
such a long time, I would think the drug companies could begin
their research there—just study the plants that already seem to be
effective herbal remedies.
Professor: That’s a good point, Amina, but there really aren’t
any shortcuts when it comes to developing new medicines. Of
course, new drugs made from laboratory chemicals also have
to go through the same kind of testing process, but overall, the
development of these drugs is quicker because it doesn’t involve
as many variables as the development of plant-based medications.
Speaking
Track 3.4  C. Page 149
Fighting Disease with a Guitar
As a child in Mozambique’s Niassa Province, Feliciano dos Santos
caught the polio virus from the dirty water in his tiny village. The
disease affected his ability to walk. “When I was young,” he recalls,
“I never believed I would grow up, get married, have children,
drive a car, and live such a full life.”
These days, Santos and his band Massukos use music to spread
messages of sanitation and hygiene to some of the poorest, most
remote villages in Mozambique. Their hit song, “Wash Your Hands,”
is part of a public health campaign created by Santos’s non-gov-
ernmental organization (NGO), Estamos.
Santos’s NGO also works on programs to install pumps for clean
water, conduct health studies, and fight infectious diseases. Says
Santos, “Clean water is a basic human right, yet so many don’t have
it. I’m using my music to be the voice of people who have no voice.”
Lesson B  Vocabulary
Track 3.5  A. Meaning from Context Page 154
Science fiction writers in the 1960s imagined the “tricorder.” The
radical idea behind the device was its ability to scan the body
from the outside and “see” everything from tiny bacteria to internal
organs such as the heart. This meant patients didn’t need to
undergo surgery or other invasive procedures in order to get a
medical diagnosis—in fictional stories, at least. Now the tricorder
idea might soon be a reality, and could be used by patients to
monitor their own health or by doctors in places far from hospitals.
In the area of regenerative medicine, researchers are using 3-D
printing techniques to create replacement body tissues. This
synthetic nose was created by Dr. Anthony Atala at the Wake
Forest Institute for Regenerative Medicine in North Carolina, USA.
Scientists are also working on ways to get the body’s own cells
and immune system to modify parts of the human body for use
in surgical repairs. For example, the body could generate new
knee cartilage that will be accepted more easily than a completely
artificial knee mechanism.
Track 3.6  C. Meaning from Context Page 155
New Advances in Prosthetic Devices
A prosthetic device can help restore movement for a person who has
suffered a severe injury and has lost a leg, an arm, a foot, or a hand.
Advanced prosthetic arms can now be operated mentally.
The user thinks about moving her hand, for example, and the
corresponding part of the device moves.
After a patient loses an arm, nerves that once went to the patient’s
arm are surgically attached to the remaining muscles. The nerves
move the muscles, which transmit electrical signals to the
prosthetic arm.
Listening: A Podcast about Prosthetic Devices
Track 3.7 B. Listening for Main Ideas Page 156
C. Listening for Details Page 157
Walter Stamos: Welcome to the program. My name is Walter
Stamos, and my guest today is Jessica Marlin. She’s a medical
doctor, and she’s here to tell us about some exciting progress in
the world of modern prosthetic devices. Glad to have you here,
Dr. Marlin.
Jessica Marlin: You can call me Jessica. I’m glad to be here,
Walter.
Walter: Now, prosthetic devices have been around for a long time.
We’ve seen artificial legs and artificial hands. So, what’s new in this
area of medicine?
Jessica: Some very exciting developments, in fact. And you’re
right about prosthetic devices being helpful for many people over
the years—people with some kind of severe injury, but in most
cases, the prosthetic device simply took the place of the missing
body part. It didn’t do very much.
Walter: What do you mean by that, Jessica? It seems like taking
the place of a missing body part is doing quite a bit.
Jessica: You’re right, but think about your arm and your hand for a
moment. Think about all of the different things you can do—all of
the different movements you can accomplish just by thinking!
Walter: Alright. I know that when I think about picking up this cup
of coffee, my brain transmits a signal to nerves in my body, and
the nerves cause muscles in my arm and hand to move.
Jessica: Exactly! But for people with an artificial arm or hand, there
didn’t use to be that connection between the brain and the device.
Walter: Didn’t use to be?
Jessica: Right. You could wear the device, and then you had to
move the muscles in your back and chest to control it and make
it move. Or some devices had controls that you could press with
your chin. It was a lot different from the way most people move
their arms.
Walter: That’s for sure. So, is there something that works better—
some kind of radical new approach to the problem?
Jessica: Yes, at least—there will be something that works better
soon.
Walter: So it’s still in the research phase.
Jessica: It is, and one person—a woman named Amanda Kitts—
became a part of that research after she lost most of her left arm in
a car accident. She now has a prosthetic arm that she can control
with her thoughts. She can just think about moving the arm, and
it moves.
Walter: That’s remarkable! How is such a thing possible? I mean, it
sounds like something from science fiction.
Jessica: It does, and some people are even using the term
“bionics” to talk about this kind of device.
Walter: I guess that would make Amanda Kitts “The Bionic
Woman.”
Jessica: Exactly—part human and part machine, but the science-
fiction writers who first imagined bionics would be pretty amazed
by the real-world examples. One example is the cochlear implant,
which is now widely used. Over 300,000 people have gotten that
device, and it’s allowing them to hear.
Walter: Yes, people who would otherwise be deaf are hearing
quite well thanks to cochlear implants. That’s an internal medical
device.
AUDIO SCR IP TS  129
Jessica: Part of it is internal. That part is the implant that transmits Speaking
sound signals directly to the auditory nerve and from there on to
the brain. Another part is external: the part you see outside the ear Track 3.8 Pronunciation: Linking Vowel
is a microphone that picks up sounds. Sounds with /y/ and /w/ Page 158
Walter: Getting back to Amanda Kitts, though, is some part of We always sounds like “Weyalways.”
her prosthetic arm internal? In other words, how can her brain
I am sounds like “Iyam.”
communicate with it?
So easy sounds like “Soweasy.”
Jessica: That’s the really interesting part, Walter. She needed to
undergo surgery. It’s a procedure called targeted reinnervation, Who is sounds like “Whowis.”
developed by two doctors at the Rehabilitation Institute of
Chicago. Dr. Todd Kuiken and Dr. Gregory Dumanium are the Track 3.9  A. Page 158
innovative surgeons behind the technique. 1. She is not getting a radical kind of surgery.
Walter: How does it work, this targeted …? 2. Who else in your family has flu symptoms?
Jessica: Targeted reinnervation. Notice the word “nerve” there, and 3. He asked about the new medication.
in this type of surgery, nerves that used to go all the way down the 4. They did two other blood tests.
arm are reassigned. They’re carefully located and reconnected to 5. Three of his friends are sick.
muscles in the chest and shoulder. 6. Why isn’t he undergoing the operation?
Walter: That’s interesting. They actually modify the way those
muscles work by attaching different nerves to them, but it sounds Track 3.10  B. Page 159
like we’re back to the idea of using muscles in the chest or back to A: How are you doing today?
control the arm. B: I’m good, thanks. I was just listening to an incredible story about
Jessica: It’s actually quite different. After the surgery, electrodes cochlear implants.
are attached to the skin’s surface to pick up signals coming from A: Sounds interesting. I always enjoy stories about new medical
the muscles. developments.
Walter: Electrodes are those things the doctor tapes to your skin B: Me too! This was about a deaf child who got the implants when
to pick up electrical signals—for example, to see the way your he was very young. His parents wanted him to be able to hear
heart is beating. and speak normally.
Jessica: Right, except in this case, there aren’t any wires that A: That must have been a tough decision for the parents to make.
connect to a machine. The electrodes on Amanda Kitts’ skin are in
B: I imagine so. Well, it was nice seeing you.
contact with electrodes at the top of the prosthetic arm. So when
she moves one of her muscles, a mechanism—a small motor
that’s part of the device—makes the arm bend at the elbow or Unit 9: Uncovering the Past
makes the hand open or close.
Walter: So the mechanism that actually moves the arm is a motor.
Lesson A  Vocabulary
Jessica: It is, but here’s the really interesting part. An idea, or an
image of Kitts’ missing arm still exists in her brain. In other words, Track 3.11  A. Page 164
the nerves for that arm still communicate with her brain. So now,
when she thinks about moving her hand, that thought actually   1. Collaboration is the act of working with others to produce or
causes movement in the corresponding part of the prosthetic do something.
device.   2. A civilization is a society or culture that has a high level of
government, laws, art, music, and so on.
Walter: It sounds like a much more natural way to operate the
  3. Curiosity is the feeling of wanting to know or learn more
prosthetic arm. So what’s next? You said they were still in the
about something.
research phase.
  4. Excavation is the act of digging in the ground to look for items
Jessica: Yes, now that several people have had the targeted rein- from the past.
nervation surgery, the next steps are toward prosthetic limbs that   5. Participation is the act of taking part in an activity or joining an
can send information back to the nerves in the body. That will event with other people.
allow patients to perceive hot and cold and whether a surface is
  6. When a person proposes doing something, he or she
smooth or rough.
suggests a plan or idea for others to consider.
Walter: That would make the prosthetic arm much closer to the   7. The remains of something are the parts that are left after the
original arm in terms of its function. rest of it has been used or destroyed.
Jessica: Absolutely, and everyday life for someone like Amanda   8. A specialist is a person with a lot of knowledge, skill, or
Kitts would be closer to the way it was before the injury. experience in a particular field or subject.
Walter: That sounds like a step in the right direction. My guest   9. To uncover means to find something that had been lost or
today has been Dr. Jessica Marlin. Thanks very much for being hidden.
with us. 10. Virtually has the same meaning as the words nearly and
Jessica: It was my pleasure. Thanks for having me. almost.

130  AUDIO SCR IP TS

Track 3.12  B. Page 164
Conversation A
Todd: Hi, Jim.
Jim: Oh, hi, Todd. Say, how was your trip to Cambodia?
Todd: It was amazing. My original plan was just to relax on the
beaches, but it rained virtually every day, so my friend proposed
that we visit Angkor Wat, and I’m so glad we did.
Jim: Yeah? What was it like? I’m curious.
Todd: It was definitely the highlight of my trip. I met this really
interesting guide who knew all about the history of the Khmer
Empire. I learned so much.
Jim: Like what?
Todd: Well, I thought there was just the one temple at the site—
Angkor Wat—but apparently every major Khmer king between
900 and about 1700 AD built a temple at Angkor.
Jim: So there are lots of temples there?
Todd: Right. Tourists can visit some of the temples, but not others
because they’re still being excavated. In fact, I got to chatting with
one of the archaeologists. Turns out she’s from my hometown, and
she invited me to come back next year and participate in one of
the digs.
Jim: So you’d be collaborating with her? Wow! Are you going to
do it?
Todd: I’ve already started saving!
Conversation B
Ann: What are you doing, Paola?
Paola: Hi, Ann. I’m just watching a documentary online.
Ann: Oh, yeah? What’s it about?
Paola: Ancient Egypt.
Ann: Seriously? Huh.
Paola: It doesn’t sound that exciting, I guess, but actually it’s
fascinating.
Ann: Yeah?
Paola: Yeah. It’s all about mummies.
Ann: Mummies? You mean like the bodies or other remains of
famous leaders?
Paola: Actually, the Egyptians also made mummies of birds and
other animals. I just saw some great images of archaeologists
uncovering the mummy of a cat. The director interviewed a
couple of specialists including one named Salima Ikram who had
some fascinating things to say. She explained how much we can
learn about Egyptian civilization from mummies.
Ann: Uh, that actually does sound pretty interesting. Say, do you
mind if I watch the rest of it with you?
Paola: Of course not. Have a seat.
Listening: An Interview with an Archaeologist
Track 3.13  B. Listening for Main Ideas Page 166
Interviewer: I’m joined today by Matthew Piscitelli, who has
worked as an archaeologist, a university professor, and an explorer
for the National Geographic Society. Welcome, Matthew, and
thank you for being here. Now my first question for you is this: why
should people care about archaeology?
Piscitelli: Why should we care about some stones and bones? I
think it’s important to study objects from the past, from ancient
civilizations because of the old cliché that we learn about the
future by studying the past. The past is who we are. We learn more
about where we come from, and it helps us learn more about our
identity today. We need to study those ancient civilizations so we
can help prepare for the future.
And archaeology is also important because it inspires curiosity.
People feel a connection to the past when I say, “You know, you’re
walking in the footsteps of ancient people.” Or, “This is what it
was like to live 5,000 years ago.” I think there’s something very
interesting about that.
So it’s important that we, as archaeologists, not simply do our
excavations, write a report, and then file that away where nobody
will read about it. We need to communicate what we do and the
importance of what we do.
We need to ask ourselves, why does what you propose to do really
matter? Who’s going to care beyond a few specialists in your field?
Are you asking questions that can inform us about humanity?
About culture?
Interviewer: Those are all great questions. Now, I think it’s fair to
say that when most people think about archaeology, they think
about uncovering objects from cultures like ancient Greece, Rome,
and Egypt. Why do you think that is? What is it about societies like
these that inspires us so much?
Piscitelli: So there are a lot of famous sites in the world like
Stonehenge and the Pyramids of Giza that people are always
excited to learn about. And there’s something charismatic
about them. They have been around for thousands of years.
People—not just us today as consumers of media or tourists—but
there have been tourists for hundreds of years, so people have
constantly been interested in these sites. And I think it’s from
the charisma, the wonder, the awe of these sites. It’s something
about archaeology that makes us wonder: What was it like to
live in the past? What was it like to build the pyramids or to build
Stonehenge? What did they mean? Those voices aren’t here to talk
to us today.
Interviewer: Are there any archaeological sites or ancient cultures
you think people should know more about?
Piscitelli: When we look at all the work that our National
Geographic explorers are doing all over the world, we come to
realize that the world is a very ancient place and there are a lot
of civilizations out there to be discovered. Now in some of those
places, like in Egypt, there’s a long history of study. Some other
places are more like the Wild West in that we don’t know as much.
For example, in Peru, we know Machu Picchu. We know some
sites along the north coast of Peru which are very famous, but
there are some other sites along the north central coast of Peru
where there are the earliest pyramids in the New World. They are
5,000 years old. They’re almost as large as the Pyramids of Giza, but
there’s been very little study of them whatsoever. So the important
thing to think about is that there is so much history out there just
waiting to be discovered, and that’s why we have to continue to
explore.
Interviewer: You’ve talked about what we can learn from
archaeology in general terms. Now I’d like you to think of specific
examples from your work in the field and your collaborations with
local people. How can archaeology bring the past to life? How can
it help us hear the voices of the past, as you suggested earlier?
Piscitelli: One of the communities where I work is called
Huaricanga, which is in Peru. I work with individuals who have
been living at the archaeological site for 30 years and some of
them had no idea that the mounds and hills around their houses
were actually the remains of ancient civilizations that have
been there for 5,000 years. And through their participation, the
collaborative efforts of myself and those community members,
AUDIO SCR IP TS  131
they start to realize that there is history around them and that
it’s their history. We had this one instance where an individual had
this table in his house, this nice stone table. And he had actually
taken the stone from one of the nearby pyramids. He had no idea
what it was used for in the past, but as we did our excavations and
he worked on our team, he learned the importance of the past
and realized the connection that he had was much deeper than
he had originally thought.
Interviewer: Matthew Piscitelli, thank you so much.
Track 3.14  C. Listening for Referents Page 167
1.
Piscitelli: The past is who we are. We learn more about where we
come from, and it helps us learn more about our identity today.
2.
Piscitelli: So it’s important that we, as archaeologists, not simply
do our excavations, write a report, and then file that away where
nobody will read about it.
3.
Interviewer: I think it’s fair to say that when most people think
about archaeology, they think about uncovering objects from cul-
tures like ancient Greece, Rome, and Egypt. Why do you think that
is? What is about societies like these that inspires us so much?
4.
Piscitelli: There are some other sites along the north central coast
of Peru where there are the earliest pyramids in the New World.
They are 5,000 years old. They’re almost as large as the Pyramids of
Giza, but there’s been very little study of them whatsoever.
5.
Piscitelli: I work with individuals who have been living at the
archaeological site for 30 years and some of them had no idea
that the mounds and hills around their houses were actually the
remains of ancient civilizations that have been there for 5,000 years.
Lesson B  Vocabulary
Track 3.15  A. Meaning from Context Page 174
Technology for Archaeology
Archaeologists often use a device with ground-penetrating
radar, or GPR, to see under the surface of the ground. It works by
sending radio waves into the ground. If the waves hit an artifact
such as a tool, they will be reflected back to the GPR machine
at the surface. In this way, the device can build up a picture of
what lies under the ground. GPR machines are not only useful for
finding buried objects; in many cases they provide evidence of the
remains of villages or other settlements.
Satellites are complex devices that humans send into space.
They stay in orbit above Earth, often at a fixed position above the
surface of the planet. They are used to send and receive large
amounts of data. Many satellites have cameras that can take
high-quality photos of Earth’s surface. Some of them have lasers or
other equipment that can scan objects from space. Archaeologists
use this data in various ways.
Track 3.16 Pronunciation: Stress in
Phrasal Verbs Page 175
I will look into your question.
He dropped out of the course.
Let me look at the ideas.
132  AUDIO SCR IP TS
Track 3.17  D. Page 175
1. Did you come across any useful data?
2. This coin dates from the time of Caesar.
3. We need to figure out the best schedule.
4. Ana needs to get on with her research.
5. I will look into how to get tickets.
Listening: A Discussion about Archaeology
Track 3.18 B. Listening for Main Ideas Page 176
C. Listening for Details Page 177
Professor: OK, so that wraps up today’s lecture, but before you
all leave, I’ve got a quick announcement about next class. We’ll be
discussing some technologies that are changing the way people
do archaeology in the twenty-first century. To prepare, I’d like
you all to pick a technology that matches that description and
research it. You can do that alone or collaborate with others. OK?
Everyone got that? Alright then, see you all next time.
Jess: Hey, uh, Serena, Omar, and Phil wait up a second. Do you
want to work on the research assignment as a group?
Omar: Yeah, good idea.
Serena: Sure.
Phil: Me, too.
Jess: Great. We’ll need to decide what technology to look into. Do
you want to set a date to figure that out or should we just do it on
Facebook?
Omar: Facebook would be OK, but as we’re all here and we’ve
already started discussing it, why don’t we just get on with it now?
Jess: Doing it now works for me.
Serena: And me.
Phil: I’ll have to leave soon, but I can stay for five minutes or so.
Jess: OK, so does anybody have any ideas for a technology we
could discuss?
Serena When Professor Levin mentioned the assignment,
my first thought was ground-penetrating radar. I spent the
summer helping out at an excavation in Peru, and we used GPR
there. It was incredible to see where an artifact or other remains
might be underground without actually doing any digging, and I
think …
Omar: Sorry to interrupt, Serena, but Professor Levin said we
should discuss things that are changing archaeology in the
twenty-first century. But as I understand it, GPR dates from the
1980s, so I’m not sure it qualifies.
Serena Oh, good point.
Phil: Still, I think GPR is definitely an important technology,
so let’s add it to our list of options, OK? Perhaps another option
would be to research lidar. I recently came across an article about
it, and from what I read, it’s really changing how archaeologists
work.
Jess: Lidar? Uh, could you refresh my memory?
Phil: It’s a way of using lasers to scan the surface of something,
and then …
Jess: Oh, is it also called laser scanning?
Phil: Yeah, that’s right. Now, as I was saying, after scanning,
archaeologists can use the data to make a really high-definition
map of an archaeological site. It shows what the ground surface
looks like even if there are trees or something that makes it hard
to see surface features. You know, some archaeologists recently
used lidar to discover a lost settlement in the jungles of Central
America. There was an article in…
Omar: Oh, right. That was a really interesting article. Lidar’s a
good idea, Phil, although I think it’s another twentieth century
technology. Still, let’s add it to our list. Ok, now one more
technology that we could …
Serena: Oh, what about drones? They’d be … Oh, sorry. I interrupted
you, Omar.
Omar: That’s OK. Go ahead.
Serena: You sure? OK, well, as I said, I think drones would be a
great technology to research.
Jess: You mean drones like the ones that people are talking about
as a way to deliver pizza or online purchases? Can drones be used
for archaeology?
Serena: Sure. They’re used to fly over sites and take photos to
make maps. The maps might not be as detailed as the ones made
with lidar, but they’d be a lot cheaper. And some drones are big
enough to carry a ground-penetrating radar device, so they can be
used to do GPR scans, too. And I’ve even read that archaeologists
can use them to provide security for important sites. So the drones
fly over an excavation to stop non-archaeologists from looking for
valuable artifacts and causing damage by accident.
Omar: I didn’t know drones could be so useful. I think Serena’s
right: they’re definitely a good technology to add to our list.
Anyway, I was going to suggest robots as another technology we
could consider. I’ve heard about these tiny rescue robots that are
used if there’s a natural disaster like an earthquake. The robots can
go into the remains of a damaged building and search for people
who are alive. Because they’re so small, they can go anywhere
and there’s no danger they’ll cause further damage. I’ve read that
archaeologists could use these tiny robots to go into underground
tombs or sites and take photos.
Phil: Cool! I’m really into robots, so for what it’s worth I’d love to
research that topic. Anyway, I’m going to have to head off soon,
but does anyone have any other ideas before I go?
Jess: I don’t know much about this topic, but what about
satellite archaeology? I’ve heard that this archaeologist named
Sarah Parcak is using data and photos from satellites to find
archaeological sites. And the really cool part is that she’s
developing a website that anybody can use to look at the data
and suggest places that might be good sites for excavation. In
other words, she’s crowdsourcing archaeological discoveries.
Serena: Wow, that’s a neat idea, Jess. Let me add that to our list.
So that’s ground-penetrating radar, LiDAR, drones, micro robots,
and now satellite archaeology. I’d say that’s a pretty good list. So,
should we vote on which of those technologies to research?
Phil: Actually, if I don’t leave now, I’ll be late. Could we all think
about it and then post our top choices on Facebook?
Jess: Yeah, let’s do that. Come on, Phil. I need to be somewhere
soon, too, so I’ll walk out with you.
Track 3.19 E. Critical Thinking:
Drawing Conclusions Page 177
1.
Jess: Hey, uh, Serena, Omar, and Phil wait up a second. Do you
want to work on the research assignment as a group?
Omar: Yeah, good idea.
Serena: Sure.
Phil: Me, too.
Jess: Great. We’ll need to decide what technology to look into. Do
you want to set a date to figure that out or should we just do it on
Facebook?
Omar: Facebook would be OK, but as we’re all here and we’ve
already started discussing it, why don’t we just get on with it now?
Jess: Doing it now works for me.
Serena: And me.
Phil: I’ll have to leave soon, but I can stay for five minutes or so.
2.
Serena When Professor Levin mentioned the assignment, my
first thought was ground-penetrating radar. I spent the summer
helping out at an excavation in Peru, and we used GPR there. It
was incredible to see where an artifact or other remains might be
underground without actually doing any digging, and I think …
Omar: Sorry to interrupt, Serena, but Professor Levin said we
should discuss things that are changing archaeology in the
twenty-first century. But as I understand it, GPR dates from the
1980s, so I’m not sure it qualifies.
Serena: Oh, good point.
3.
Phil: Still, I think GPR is definitely an important technology, so let’s
add it to our list of options, OK? Perhaps another option would
be to research lidar. I recently came across an article about it, and
from what I read, it’s really changing how archaeologists work.
Jess: Lidar? Uh, could you refresh my memory?
Phil: It’s a way of using lasers to scan the surface of something,
and then …
Jess: Oh, is it also called laser scanning?
Phil: Yeah, that’s right.
4.
Omar: I didn’t know drones could be so useful. I think Serena’s
right: they’re definitely a good technology to add to our list.
Anyway, I was going to suggest robots as another technology we
could consider. I’ve heard about these tiny rescue robots that are
used if there’s a natural disaster like an earthquake. The robots can
go into the remains of a damaged building and search for people
who are alive. Because they’re so small, they can go anywhere
and there’s no danger they’ll cause further damage. I’ve read that
archaeologists could use these tiny robots to go into underground
tombs or sites and take photos.
Phil: Cool! I’m really into robots, so for what it’s worth I’d love to
research that topic. Anyway, I’m going to have to head off soon,
but does anyone have any other ideas before I go?
Unit 10: Emotions and Personality
Lesson A  Vocabulary
Track 3.20  A. Meaning from Context Page 184
Max: Hey, Rika. What’s wrong?
Rika: Nothing. I’m just reading the paper.
Max: Well, you’re frowning as you read. Facial expressions always
show your emotions. For example, frowning signals sadness or
fear.
Rika: But doesn’t that change depending on a person’s culture?
I’m Indonesian and you’re Canadian. We probably just make
different facial expressions.
AUDIO SCR IP TS  133
Max: Actually, culture doesn’t matter. Back in the 19th century,
Charles Darwin found that all people typically make the same
facial expressions. He reasoned that these expressions must be a
universal human characteristic.
Rika: Really? Has anybody else looked into this, or was it just Darwin?
Max: Well, in the 1960s, a psychologist named Paul Ekman confirmed
Darwin’s theory. He conducted an experiment. He showed photos
of facial expressions to people of many different cultures. The results
showed that people across all cultures recognize—and make—the
same facial expressions for the same emotions.
Rika: So culture doesn’t matter then, right?
Max: Well, for some facial expressions. Neither Darwin nor Ekman
could confirm that all facial expressions are universal. And Ekman
also wondered whether there are things that universally trigger
certain emotions.
Rika: So you mean to say that what impacts our emotions is the
same for everyone?
Max: Well, yes and no. Certain things are universal. For example,
everyone gets scared whenever there’s a sudden, unexpected
movement in their field of vision.
Rika: That makes sense. A sudden movement might signal danger,
and there’s a tendency for humans to react to danger. We do it
instinctively.
Max: Right, but not everything triggers the same emotion in
different people. For example, one person might associate the
smell of the sea with something enjoyable, like a vacation.
Rika: But for someone who has gotten seasick or been stung by
a jellyfish, the ocean isn’t so pleasant. So the smell might cause
negative emotions.
Max: Exactly! Our reaction is influenced by our experience and,
often, our personality.
Listening: A Lecture about Fear
Track 3.21 B. Listening for Main Ideas Page 186
C. Listening for Details Page 187
Instructor: Good morning, everyone. Before I get started with
today’s lecture, I want to remind you that my teaching assistant
Tran has office hours this afternoon from two to four. If you
need help with your research assignment, I suggest you drop
by. Remember that your research proposal is due next Thursday.
OK. So, today we’re going to talk about the human fear response.
We’re going to address the question of whether we learn to be
afraid of certain things, or if we instead inherit something from our
ancestors that triggers our fear.
Let’s start by thinking about our distant ancestors—people
who lived tens of thousands of years ago. Back then, reacting
instinctively to something like a falling rock or a hungry bear was
an extremely important reaction to have. It meant that the person
was more likely to survive, more likely to live long enough to have
children, and more likely to pass on his or her genes to those
children. In other words, that fear response was important for
survival, and for survival of the species.
Now, fast forward to today. Obviously, we don’t have to deal with
falling rocks or hungry bears very often. So, what does the fear
response do for us?
Well, the fear response still keeps us out of trouble and helps us
to survive. Imagine that you’re driving a car, and the car in front
of you suddenly stops. There’s a series of events that takes place
in our brain that makes our bodies react—in this case, by putting
our foot on the brakes. And, it takes place before we even realize
what’s happening. It all happens much, much faster than our
conscious thought processes.
134  AUDIO SCR IP TS
But the question is, do we inherit our knowledge of what to fear
from our ancient ancestors? Is it an automatic reaction? Or is this
fear response learned?
It’s not quite as easy to answer as you may think. In the 1980s,
Mineka, Davidson, and others conducted some fascinating
experiments with young monkeys that were raised in a laboratory.
These monkeys had zero experience with being outdoors, right?
So, the researchers showed the monkeys some snakes.
They wanted to see if the lab monkeys were instinctively afraid
of the snakes, and they found that the young monkeys were not
afraid at all. It was not an inherited fear response.
However, the researchers next showed the young lab monkeys
a video of wild monkeys having fearful reactions to snakes. After
that, the lab monkeys became afraid of snakes too, as they learned
to associate the sight of a snake with a fearful reaction.
So, the young lab monkeys learned the fear from watching the
wild monkeys, in a sense.
But here’s the interesting part. When the researchers changed the
videos so that the wild monkeys appeared to be afraid of flowers,
the lab monkeys did not develop a fear of flowers.
So, what we see here is the inherited aspect of fear. What we
inherit is a tendency to fear certain things—the same things
our ancient ancestors feared. The lab monkeys had inherited a
tendency to fear snakes, so they quickly learned that fear from
others, but they didn’t inherit a tendency to fear flowers. The lab
monkeys didn’t learn from watching a video that they should be
afraid of flowers. Those were some pretty smart monkeys.
We all assume that fear is such an instinctive response that it
must be inherited, but in some cases, we actually learn a fear from
someone or from experience. So the human fear response is both
learned and inherited. More research is being done into exactly
which human fears are instinctive and which are learned.
This brings me to the next bit of research we will discuss.
Lesson B  Vocabulary
Track 3.22  B. Meaning from Context Page 194
Introvert and Extrovert
Modern psychology offers many models to explain personality
types, but nearly all of them include two terms made popular by
Carl Jung in the early twentieth century: introvert and extrovert.
These two personality types have very different characteristics,
and while almost everyone has some aspects of both in their own
personality, one type is usually stronger.
In general, introverts prefer activities they can do alone, such
as reading or playing video games. For most people, being an
introvert simply means preferring less frequent social contact with
smaller numbers of people—going out with friends one-on-one,
instead of in a large group, for example. In more extreme cases,
introverts may feel awkward in social situations, and may even feel
so much anxiety that they avoid socializing altogether.
Extroverts differ from introverts in several ways. Extroverts thrive on
interaction with others and feel energized at big social gatherings.
They often have jobs in which they collaborate with others—
teachers and politicians tend to be extroverts, for example. While
people often find extroverts charming, some can be too talkative
and outgoing, to the point that others may feel uncomfortable
around them. Extroverts often become upset when they lack human
contact on the job or in their social lives. Sometimes feelings of
being alone can even lead to depression. In general, extroverts tend
to feel best about themselves in the company of others.
Listening: A Conversation about Food
and Emotions
Track 3.23  B. Page 196
Mae: Hey, Sam. Mind if I join you?
Sam: Not at all. Have a seat.
Mae: So, what’s up with you?
Sam: Not much. Well, everything!
Mae: Are you OK? You seem upset.
Sam: Actually, I’m really stressed. I’ve got so much to do before my
big job interview that I don’t know if I’ll have time to prepare for it.
I need to learn more about the company, fix my résumé, and get
a new suit! I feel so awkward in a suit. It’s all really causing me a lot
of anxiety—and lack of sleep, too.
Mae: Well, if you don’t mind me saying so, one of the things
you might want to do first is toss out that milkshake and those
chips, too.
Sam: Hmm. Why’s that?
Mae: Well, they’re not good for you, for one.
Sam: I know that, but I have a tendency to want junk food when
I’m stressed. It makes me feel better. I thrive on junk food.
Mae: You might think you feel better, but unhealthy foods can
actually have a negative effect on your mood.
Sam: Oh, great.
Mae: It’s true that stress triggers the desire for sweets, like milk-
shakes and chocolate. . .
Sam: . . . or chocolate milkshakes. . .
Mae: Yes, like chocolate milkshakes. But seriously, eating unhealthy
foods can affect you in the short term and the long term.
Sam: Well, honestly, I’m just looking at the short term right now.
Mae: Ok, then, you might be interested in knowing that research
has confirmed that your mood can be affected by what you ate
two days ago. So, if you eat healthy foods today, you’ll be in a
better mood in two days. And if you’re in a good mood, you’ll feel
more confident and less stressed.
Sam: Well, that makes some sense.
Mae: Yes. And, research shows that in the long term, diets that
contain a lot of sugar and processed foods can lead to depression.
Sam: Well, overall, I do eat pretty healthily. It’s just when I’m
stressed, I want chips, milkshakes, pizza—all that stuff!
Mae: Well, when’s the interview?
Sam: It’s in three days. So, I guess tomorrow, it’ll be all salads and
smoothies.
Mae: Good idea, Sam.
Sam: It’s fascinating. I always knew that how I feel affects what I
eat, but I never really thought about the fact that what I eat could
affect how I feel!
Mae: It’s really interesting stuff, right? And what’s even more
amazing is that your personality type can also affect what you
eat—and how you eat.
Sam: What do you mean by that?
Mae: Well, take an extrovert, for example. Many people think that
being sociable is a positive trait. But extroverted people are more
outgoing and like to be around others. They tend to go to more
social occasions. . .
Sam: Like parties and dinners.
Mae: Exactly. And you can see where I’m going with this.
Sam: Yes, I can. So, extroverts eat less healthily because they’re
always socializing, right?
Mae: That’s right. That’s not true for every extroverted person,
of course, but studies have shown that it’s an aspect of being
extroverted.
Sam: And I heard that being a picky eater is a characteristic of
someone who’s afraid to take risks and who may even suffer from
anxiety.
Mae: Oh, yeah? I wonder why.
Sam: Well, if you’re easily stressed and don’t like unknown
situations, you probably don’t want to try new things. So, if
someone asks for sauce on the side or won’t try anything but a
plain hamburger at a restaurant, that really says a lot about their
personality overall.
Mae: Uh, oh! I always ask for salad dressing on the side. I don’t
think I have an anxious personality!
Sam: Are you sure?
Mae: Yeah. I just think that they always put too much dressing on
salads at restaurants!
Sam: Well, I guess that makes you sensible, then!
Track 3.24  C. Listening for Main Ideas Page 196
Mae: Hey, Sam. Mind if I join you?
Sam: Not at all. Have a seat.
Mae: So, what’s up with you?
Sam: Not much. Well, everything!
Mae: Are you OK? You seem upset.
Sam: Actually, I’m really stressed. I’ve got so much to do before my
big job interview that I don’t know if I’ll have time to prepare for it.
I need to learn more about the company, fix my résumé, and get
a new suit! I feel so awkward in a suit. It’s all really causing me a lot
of anxiety—and lack of sleep, too.
Mae: Well, if you don’t mind me saying so, one of the things
you might want to do first is toss out that milkshake and those
chips, too.
Sam: Hmm. Why’s that?
Mae: Well, they’re not good for you, for one.
Sam: I know that, but I have a tendency to want junk food when
I’m stressed. It makes me feel better. I thrive on junk food.
Mae: You might think you feel better, but unhealthy foods can
actually have a negative effect on your mood.
Sam: Oh, great.
Mae: It’s true that stress triggers the desire for sweets, like
milkshakes and chocolate. . . .
Sam: . . . or chocolate milkshakes. . .
Mae: Yes, like chocolate milkshakes. But seriously, eating unhealthy
foods can affect you in the short term and the long term.
Sam: Well, honestly, I’m just looking at the short term right now.
Track 3.25  D. Listening for Details Page 197
Sam: Well, honestly, I’m just looking at the short term right now.
Mae: Ok, then, you might be interested in knowing that research
has confirmed that your mood can be affected by what you ate
two days ago. So, if you eat healthy foods today, you’ll be in a
better mood in two days. And if you’re in a good mood, you’ll feel
more confident and less stressed.
Sam: Well, that makes some sense.
AUDIO SCR IP TS  135
Mae: Yes. And, research shows that in the long term, diets that
contain a lot of sugar and processed foods can lead to depression.
Sam: Well, overall, I do eat pretty healthily. It’s just when I’m
stressed, I want chips, milkshakes, pizza—all that stuff!
Mae: Well, when’s the interview?
Sam: It’s in three days. So, I guess tomorrow, it’ll be all salads and
smoothies.
Mae: Good idea, Sam.
Sam: It’s fascinating. I always knew that how I feel affects what I
eat, but I never really thought about the fact that what I eat could
affect how I feel!
Mae: It’s really interesting stuff, right? And what’s even more
amazing is that your personality type can also affect what you
eat—and how you eat.
Sam: What do you mean by that?
Mae: Well, take an extrovert, for example. Many people think that
being sociable is a positive trait. But extroverted people are more
outgoing and like to be around others. They tend to go to more
social occasions. . .
Sam: Like parties and dinners.
Mae: Exactly. And you can see where I’m going with this.
Sam: Yes, I can. So, extroverts eat less healthily because they’re
always socializing, right?
Mae: That’s right. That’s not true for every extroverted person,
of course, but studies have shown that it’s an aspect of being
extroverted.
Sam: And I heard that being a picky eater is a characteristic of
someone who’s afraid to take risks and who may even suffer
from anxiety.
Mae: Oh, yeah? I wonder why.
Sam: Well, if you’re easily stressed and don’t like unknown situations,
you probably don’t want to try new things. So, if someone asks for
sauce on the side or won’t try anything but a plain hamburger at a
restaurant, that really says a lot about their personality overall.
Mae: Uh, oh! I always ask for salad dressing on the side. I don’t
think I have an anxious personality!
Sam: Are you sure?
Mae: Yeah. I just think that they always put too much dressing on
salads at restaurants!
Sam: Well, I guess that makes you sensible, then!
Track 3.26 E. Critical Thinking:
Making Inferences Page 197
1. I’m so excited about today. I can’t wait to celebrate with my
friends!
2. I just got home after a great workout at the gym. I’m going to
have something light and healthy for lunch.
3. What a horrible week! I had a huge fight with my roommate. I
have to write a term paper, and have no time to cook.
4. I’ve had a busy day, but now I’m ready to relax with my family.
We always have lively conversations at dinner time!
Speaking
Track 3.27  B. Critical Thinking: Applying  Page 198
Psychologists define personality as the tendency a person has to
behave in a certain way, as shown by repeated patterns in that
person’s behavior. So, if a person repeatedly helps her neighbor day
after day, we can say that person is kind and caring. However, even
136  AUDIO SCR IP TS
though specific personality traits are defined through behavior,
there are five central aspect of all personalities, known as “The Big 5”:
1. Openness: This aspect focuses on curiosity and openness
to new things and ideas. It also has to do with the ability to
identify one’s own emotions and values.
2. Dependability: This aspect is related to goals and working
to achieve them. A dependable person is organized, hard-
working, and finishes things on time.
3. Extroversion: This focuses on how friendly and charming a
person is, including leadership ability.
4. Agreeableness: This aspect has to do with how a person is in
relationships. It is related to being concerned about others,
generous with your time, helpful, and honest.
5. Neuroticism: This includes negative characteristics such
as anxiety, awkwardness, anger, and self-consciousness.
Somebody with high levels of neuroticism has a tendency to
show signs of depression.
Track 3.28  F. Page 199
Luis: What are you reading, Alma?
Alma: I was just reading an article about whether or not we can
change our personalities.
Luis: Change our personalities? Who would want to do that?
Alma: Apparently a lot of people. In fact, in one research study,
only 13 percent of the people who were interviewed said that
they were satisfied with how they are now.
Luis: Really? Well, I’d definitely be part of that 13 percent. I’m fine
with who I am. What about you?
Alma: I don’t know. I’d probably want to make some changes
to my personality. Like, sometimes I feel awkward in certain
situations. I wish I were more of an extrovert.
Luis: I understand. Sometimes I feel that way, too. Hmm. . . maybe
I’m not part of that 13 percent after all! So, what does the article
say? Can you change your personality?
Alma: According to the article, our personality traits are patterns
of thoughts, feelings, and behaviors that are typical of how we
respond to certain situations. So, if we change these patterns, we
can change our personality, but changing the patterns doesn’t
happen overnight. You need to make a plan for what you want to
change and how you want to change it.
Luis: So, if I want to be more charming, how would I plan for that?
Wear a suit everywhere?
Alma: Not exactly. You’d have to plan how to act in social
situations. Make sure you are friendly, try to smile more, ask
questions to show interest in the people you’re talking to—that
kind of thing. And after each social interaction, you have to reflect
to see if you made the changes. If you work at it, the changes will
come over time, but you have to be realistic about the changes
you want to make.
Luis: Interesting. You know, it’s funny. I was just visiting my
grandfather last week, and he was talking to me about how he
used to get angry so easily when he was younger. But now, he’s so
calm and pleasant, it’s hard to believe that he had a bad temper
when he was young. His personality definitely changed.
Alma: Yes, the article mentions that personality changes with
age. As you get older, you become more emotionally stable and
agreeable. You’ve had more experience with things, so you don’t
get upset about every little thing.
Luis: Yeah, that makes sense! Well, maybe I’ll just get more
charming with age, then! We’ll wait and see!