Pathways LS1 2e Test Script

Pathways Listening, Speaking, & Critical Thinking 1 (2e)
ExamView Tests – Audio Script
UNIT 1: LIVING FOR WORK
LISTENING FOR MAIN IDEAS & LISTENING FOR DETAILS

PWLS1_U1_Track1.mp3
Host: Hello, I’m Luke Waters. This week on Jobs in Focus, we’re talking about weddings, the happy
events when two people get married. We sent our reporter Lewis Connor to interview Juliette Simmons,
who is a wedding planner in the San Diego area. Let’s listen to what she had to say . . .
Lewis: So, Juliette, it’s great of you to talk to Jobs in Focus.
Juliette: Thank you for inviting me, Lewis.
Lewis: Now then, a couple who are going to get married . . . it’s very common to call them ‘the happy
couple.’ But when it comes to planning the wedding . . . well, let’s just say there’s a lot of stress
involved, and it can actually lead to a lot of unhappiness . . .
Juliette: Yes, that’s true, Lewis. And if the couple plans everything themselves, or if they put family
members in charge of their big day, there is a lot to worry about, even when everything goes well. And,
of course, if things go wrong with the plans, they will have a lifetime to regret the mistakes they made. It
can even hurt their relationship! . . .
Lewis: So that’s where hiring a wedding planner might be a good idea?
Juliette: Exactly. A wedding planner does three main things for the couple. First, they manage all the
different companies and individuals involved in the wedding, especially all the last-minute emails and
phone calls. This is a time when the couple wants to be thinking about each other and their big
adventure, not worrying about the cake or who’s recording the video. Then, they bring their knowledge
of the different services in the local area. You know, who has the best prices on flowers, all that sort of
thing. They help save the couple money. And finally, of course, when the big day comes, the wedding
planner is there to make sure everything goes well.
Lewis: So, what qualities do you need to be a successful wedding planner?
Juliette: The first thing is that you have to be able to communicate well with the people you are working
for. And the most important part of that is listening.
Lewis: Why do you say that?
Juliette: Well, you can organize the best wedding you can imagine for a really low price, but if the bride
and groom aren’t happy, if it’s not their style . . . make no mistake: you failed as a wedding planner. So
you have to find out exactly what they want . . . what they’re looking for at their wedding and at the
reception, you know, the party afterward.
Lewis: And is that easy?
Juliette: Absolutely not, because when you start asking questions, you often find that they don’t both
want the same thing. Then you have to become a politician!
Lewis: All right, so good communication . . .What other qualities?
Juliette: Well, you have to be organized, of course. In your presentation to the couple, you will tell them
that they can depend on you to get everything right, so that they have only good experiences on their
wedding day. You must have the skills to make that promise become reality. And you need to be
creative, and I don’t mean in an artistic sense. I mean, that’s helpful, of course, but you can hire other
1
Pathways Listening, Speaking, & Critical Thinking 1 (2nd edition) ExamView Tests Audio Scripts
people to do all that. No, I’m talking about having the ability and initiative to solve problems as they
happen. The truth is, the best wedding planners see problems before they happen . . .
Lewis: Can you give us an example?
Juliette: At my last wedding, several of the guests brought their young children along to the wedding,
although they weren’t invited. The moment I saw them, I was on the phone to the hotel where the
reception was and I organized special meals and a game room for them. It’s the sort of thing the couple
doesn’t have time for on the day.
Lewis: And in fact, that’s all we have time for . . . Thank you so much, Juliette.
Juliette: My pleasure.
LISTENING SKILL: Identifying Main Ideas

PWLS1_U1_Track2.mp3 (Excerpt)
Lewis: So that’s where hiring a wedding planner might be a good idea?
Juliette: Exactly. A wedding planner does three main things for the couple. First, they manage all the
different companies and individuals involved in the wedding, especially all the last-minute emails and
phone calls. This is a time when the couple wants to be thinking about each other and their big
adventure, not worrying about the cake or who’s recording the video. Then, they bring their knowledge
of the different services in the local area. You know, who has the best prices on flowers, all that sort of
thing. They help save the couple money. And finally, of course, when the big day comes, the wedding
planner is there to make sure everything goes well.
PRONUNCIATION: Syllable Stress

PWLS1_U1_Track3.mp3
reporter (repeat)
PWLS1_U1_Track4.mp3
physical (repeat)
PWLS1_U1_Track5.mp3
creative (repeat)
PWLS1_U1_Track6.mp3
dangerous (repeat)
PWLS1_U1_Track7.mp3
yesterday (repeat)
2
UNIT 2: GOOD TIMES, GOOD FEELINGS

PWLS1_U2_Track1.mp3
Lecturer: If you grew up with a pet animal, then you know that what I am about to say is true: Pets are
the best listeners in the world! How do I know this is true? Because my cat Sean – he was an Irish cat –
listened to every word I said and never once disagreed! And this made me feel great! It didn’t matter if I
was having trouble at school or a fight with my friends or my parents . . . No, it didn’t matter how bad
any of those situations were because I could always relax with Sean. The sound of his purring told me he
was happy . . . and that made me happy. It was a simple relationship. I loved him and he loved me, well .
. . most of the time and that was the end of it.
However, I’m not here today to talk to you about my cat―well, not anymore, anyway . My goal today is
to explore this relationship that we have with animals and how our experiences with them can have a
good effect on how we feel, our happiness, and even our health. Although my story about Sean and me
might be amusing, quite simply, it isn’t a joke. Because researchers who studied the effects of animal
visits on sick people in hospitals have found that these positive effects are not just in our minds; they are
very real.
When a sick person is given the opportunity to spend some time with a friendly animal, it can make
them feel a little better. It takes their mind off their illness and they often start to smile. People who
haven’t talked all day might suddenly start talking to the animal and the person who brought it. The sick
person’s heart rate and blood pressure may come down, and they may relax for the first time in the day,
just like I did with Sean.
Now, all that sounds great, but some people worry that these animals may bring dirt and germs into the
hospitals, although there are no recorded cases of this happening. But animals can behave badly, they
do make noise, and they can cause too much excitement, so some hospitals and other treatment
centers are now using robot animals instead. Yes, robots! One of the most famous ones is a robot seal,
called Paro. It is small, like a baby animal, and it has soft fur. Its eyes follow movement around the room
so it seems real, not like a toy. The interesting thing is that some people seem to get the same benefits
from the robots that they receive from real animals. For others, the feeling is that it’s better than
nothing but not as good as a real animal.
Not all researchers think robot animals are a good idea, however. With older sick people especially, they
worry that these robots may actually have a bad effect on their ability to behave normally with other
people. For example, they may talk to the robot and stop talking to the people around them. Now, let
me ask you: What do you think about using robots in this way?
Source: CDC data: http://www.mayoclinic.org/healthy-lifestyle/consumer-health/in-depth/pet-therapy/art-20046342?pg=2

positive effects of pet therapy: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3408111/
research on pet therapy: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3408111/
3
LISTENING SKILL: Understanding the Speaker’s Purpose

PWLS1_U2_Track2.mp3
Female: Good evening, and thank you for coming. I’m sure you already know a lot about the positive
way that music can make people feel. I mean, you only have to put on a CD of your favorite singer to
start smiling, right? But I’m here tonight to tell you about some of the negative ways that music can
change people’s behavior. Now, this may seem a little surprising at first, but . . .
PWLS1_U2_Track3.mp3
Male: Video games! Love them or hate them, they are here to stay, and it’s certain that if you tell a
modern child he or she can’t play their new video game, you will make them very unhappy. However,
my goal today is to show you some of the positive effects that video games may have on our children . . .
PWLS1_U2_Track4.mp3
Female: Good morning class. Now, we’ve already looked at several different forms of television shows
from the past and what they can tell us about the times in which they were made. This morning we’re
going to talk about situation comedies because the things that people once found funny really do reflect
the ways they talked and behaved at the time. If you watch a show from the 50s, for example . . .
PRONUNCIATION: Intonation of Yes/No and Wh- Questions

PWLS1_U2_Track5.mp3
What kind of things do you find funny? (repeat)
PWLS1_U2_Track6.mp3
When are you going to the TV studio? (repeat)
PWLS1_U2_Track7.mp3
Do you like situation comedies? (repeat)
PWLS1_U2_Track8.mp3
Is your sister enjoying her video game? (repeat)
PWLS1_U2_Track9.mp3
Why do you go to the park? (repeat)
4
UNIT 3: THE MARKETING MACHINE

PWLS1_U3_Track1.mp3
Host (Diane): Hello and welcome to Sporting Chance, the show that goes behind the scenes of sports to
bring you all the latest news and stories. It seems that every year more and more money is going into
professional sports. For example, there is money from TV stations that show the games and then a lot
more from companies that pay to have their names connected with popular players and teams. Yes, I
know . . . They call it ‘sponsorship,’ but I just call it marketing. If putting your company’s logo or design
on a team’s uniform or on a race car isn’t going to help you attract customers and sell products, then
you’re not going to pay to do it. As I see it, it’s that simple.
So, is there too much marketing in sports? And if there is, what problems is it causing? For example, I
just read that Cristiano Ronaldo earned over $90 million last year. Can the guy possibly still be interested
in playing soccer? With me to discuss the topic are our own car racing reporter Rebecca Santiago and
the owner of the local Grey Gulls basketball team, Harry McKinley. Thank you both for being here
tonight.
Harry: Thank you, Diane. It’s great to be here.
Rebecca: Always nice to see the inside of the studio, Diane. Good evening, everyone.
Diane: So Harry, if I can start with you, what’s your basic position on sports marketing?
Harry: Well, Diane, you just said that it was very simple. I have to say I think it’s very complicated. And
it’s certainly not just about the companies. A lot of teams just could not achieve results, such as hiring
the best players or winning a championship, without money from business partners. You know, people
who come and watch the games . . . we love them, we really do . . . but some of them like to think they
pay for things like the players’ salaries and the wonderful stadiums that the teams play in these
days―and that’s just not true anymore.
Diane: So you’re saying that without the money from companies who want to advertise their products,
the Grey Gulls wouldn’t exist?
Harry: No, Diane, I’m not saying that at all. What I am saying is that modern sports would be very
different without the amount of money that marketing brings in.
Diane: Rebecca, what’s your opinion?
Rebecca: Well, Diane, I agree with Harry. These days, sports are a business, and they have to be if we’re
going to continue to see the teams and competitions that we all love.
Harry: And it’s also true that at a local level, especially, some businesses really are trying to encourage
local people to get interested in sports.
Diane: All right, all right. I can see I’m going to have a hard time tonight. But let me ask you this: I kind of
understand why someone who has a favorite tennis player might want to use the same equipment,
wear the same tennis shoes, and so on. But I can’t figure out why they care about the kind of watch the
guy wears!
Rebecca: I think you’re missing the point, Diane. Not many sports fans have enough money to buy those
watches, anyway. Companies such as those aren’t aiming their marketing campaigns just at sports fans.
They want people to recognize that their products are high quality. And they want to stand out from
other companies that sell the same things. Getting a world-class player to use their products is one way
to do that.
Diane: Oh, now I get it. Thanks, Rebecca and Harry. Now, it’s time for a word from our own sponsors . . .
5
LISTENING SKILL: Listening for Examples (Excerpts)

PWLS1_U3_Track2.mp3
Host (Diane): Hello and welcome to Sporting Chance, the show that goes behind the scenes of sports to
bring you all the latest news and stories. It seems that every year more and more money is going into
professional sports. For example, there is money from TV stations that show the games and then a lot
more from companies that pay to have their names connected with popular players and teams.
PWLS1_U3_Track3.mp3
Harry: Well, Diane, you just said that it was very simple. I have to say I think it’s very complicated. And
it’s certainly not just about the companies. A lot of teams just could not achieve results, such as hiring
the best players or winning a championship, without money from business partners.
PWLS1_U3_Track4.mp3
Harry: . . . You know, people who come and watch the games . . . we love them, we really do . . . but
some of them like to think they pay for things like the players’ salaries and the wonderful stadiums that
teams play in these days―and that’s just not true anymore.
PWLS1_U3_Track5.mp3
Rebecca: I think you’re missing the point, Diane. Not many sports fans have enough money to buy those
watches, anyway. Companies such as those aren’t aiming their marketing campaigns just at sports fans.
They want people to recognize that their products are high quality.
PRONUNCIATION: The Simple Past –ed Endings

PWLS1_U3_Track6.mp3
achieved (repeat)
PWLS1_U3_Track7.mp3
attracted (repeat)
PWLS1_U3_Track8.mp3
worked (repeat)
PWLS1_U3_Track9.mp3
watched (repeat)
PWLS1_U3_Track10.mp3
recognized (repeat)
created (repeat)
6
UNIT 4: WILD WEATHER
LISTENING FOR MAIN IDEAS

PWLS1_U4_Track1.mp3
Hannah: Hey, Klaus: Have you been outside this morning? It’s so hot out there!
Klaus: Oh, yeah, I know – I really don’t like this heat. The temperature’s already in the nineties and the
weather app on my phone predicts it’s going to get even hotter! And to think it’s not even really
summer yet!
Hannah: Yes, we’ve certainly had some strange weather recently. Those storms we had last month were
awful―they completely destroyed the plants in my front yard! You know, I watched a great TV show the
other day about the weather. It was really interesting. It was about scientists in different parts of the
world who are trying to understand the weather better. I wanted to watch it because . . . well, I get
quite nervous in storms, and I thought if I understood them a bit better, I might not worry so much.
Klaus: Oh, is that right? You never said anything about that before. Still, it’s important to take bad
weather seriously―you know, to stay safe. But I still don’t think your show sounds very exciting.
Hannah: Well, the thing is that these scientists are all trying to create their own weather to study it.
Klaus: Create weather? But no one can do that . . .
Hannah: Well, there you are―you should watch this show. I think it might be on again later in the week.
Klaus: I’m going to be on vacation later this week. Why don’t you tell me about it instead?
Hannah: All right, well, there are these two scientists here in the United States who developed a
cannon, or a big gun, to fire hailstones at 500 miles per hour.
Klaus: Hailstones?
Hannah: Yes, hailstones are the little pieces of ice that fall from the sky during some storms.
Klaus: Oh, yeah, right. And what’s the purpose of that?
Hannah: They think that hailstones may be harder than ordinary ice. This is helping them to find out.
Then, there is a researcher in Switzerland who is studying avalanches.
Klaus: Avalanches are large amounts of snow that fall down a mountain, right?
Hannah: Yes, that’s it. We think snow is so light, but it can travel at speeds up to 250 miles per hour in
an avalanche. This scientist starts his own avalanches to find out how that happens.
Klaus: Hmm. That sounds dangerous. Does he have any ideas?
Hannah: Yes, he thinks that the snow may collect into big snowballs below the surface where you can’t
see them and that they can move faster than ordinary snow.
Klaus: All right, now you’re making me feel cold!
Hannah: Well, this might warm you up again. . . . There’s a scientist in Japan who studies wildfires, or
fires in nature, that are very hard to control.
Klaus: Oh, yes, terrible. There’s a lot about those in the news at the moment. California, Australia . . . it’s
a big problem.
Hannah: Well, during a bad wildfire, there’s a moment when the fire begins to spin or turn around in a
circle very quickly. On the show, this scientist started a really big fire to try to learn more about how this
happens. In his research, he could make a real difference in how we try to control wildfires.
Klaus: Well, that’s important work, all right. OK, OK . . . I’m convinced – I’ll try to watch the show when I
get back from vacation . . .
Source: http://www.pbs.org/program/wild-weather/
7
LISTENING FOR DETAILS

Hannah: Hey, Klaus: Have you been outside this morning? It’s so hot out there!
Klaus: Oh, yeah, I know – I really don’t like this heat. The temperature’s already in the nineties and the
weather app on my phone predicts it’s going to get even hotter! And to think it’s not even really
summer yet!
Hannah: Yes, we’ve certainly had some strange weather recently. Those storms we had last month were
awful―they completely destroyed the plants in my front yard! You know, I watched a great TV show the
other day about the weather. It was really interesting. It was about scientists in different parts of the
world who are trying to understand the weather better. I wanted to watch it because . . . well, I get
quite nervous in storms, and I thought if I understood them a bit better, I might not worry so much.
Klaus: Oh, is that right? You never said anything about that before. Still, it’s important to take bad
weather seriously―you know, to stay safe. But I still don’t think your show sounds very exciting.
Klaus: Hailstones?
LISTENING SKILL: Listening for Definitions

Klaus: Hailstones?
Klaus: Avalanches are large amounts of snow that fall down a mountain, right?
Hannah: Yes, that’s it. We think snow is so light, but it can travel at speeds up to 250 miles per hour in
an avalanche. This scientist starts his own avalanches to find out how that happens.
Klaus: Hmm. That sounds dangerous. Does he have any ideas?
Hannah: Yes, he thinks that the snow may collect into big snowballs below the surface where you can’t
see them and that they can move faster than ordinary snow.
Klaus: All right, now you’re making me feel cold!
8
Hannah: Well, this might warm you up again. . . . There’s a scientist in Japan who studies wildfires, or
fires in nature, that are very hard to control.
Klaus: Oh, yes, terrible. There’s a lot about those in the news at the moment. California, Australia . . . it’s
a big problem.
Hannah: Well, during a bad wildfire, there’s a moment when the fire begins to spin or turn around in a
circle very quickly. On the show, this scientist started a really big fire to try to learn more about how this
happens. In his research, he could make a real difference in how we try to control wildfires.
PRONUNCIATION: Reduced of
PWLS1_U4_Track4.mp3
Do you have a couple of minutes to look at my photos of the storm? (repeat)
PWLS1_U4_Track5.mp3
Most of the bad weather is finished now. Tomorrow is going to be sunny. (repeat)
PWLS1_U4_Track6.mp3
There was snow in several parts of the country last night. (repeat)
PWLS1_U4_Track7.mp3
There was a lot of rain over the weekend. (repeat)
PWLS1_U4_Track8.mp3
The rest of the week will be cold and dry. (repeat)
9
UNIT 5: FOCUS ON FOOD

PWLS1_U5_Track1.mp3
Grant (Host): Welcome to the latest episode of our podcast This Week on Your Planet, where we take a
look at some of the news stories that will have an effect on us all, no matter where we live. Today’s
main story is about the serious issue of feeding the Earth’s always growing population, so I’m pleased to
welcome a regular visitor to the show, nutrition expert Dr. Helen Stanley, to discuss some of this week’s
stories.
Helen (Dr. Stanley): Thank you, Grant. It’s good to see you again.
Grant: Now, as we all know, the increase in the number of people on the planet each year is significant.
The average rise over the last ten years has been around 1.2 percent, which means we need to feed
around 75 million more people each year.
Helen: Yes, and researchers predict that there will be around two billion more people by 2050. That’s
why feeding the people of the world will continue to be a large-scale problem in the future, and
scientists all over the world are working to find solutions.
Grant: Now, one of those solutions that we’ve talked about before on the show is the Global Seed Vault
in Svalbard, Norway. Helen, can you remind our listeners what that is exactly?
Helen: Yes, of course. A vault, of course, is a special room or building where you can keep something
safe, and the idea of the seed bank in Svalbard is to ensure the survival of the world’s crops. The
specially designed building is in the side of a mountain on an island off the Arctic coast of Norway. At the
moment, it contains over 900,000 seed samples and it is designed to hold up to 4.5 million kinds of
crops, or about 2.5 billion seeds at a temperature of minus 18 degrees Celsius (-.4 degrees Fahrenheit).
One reason they chose Svalbard is that the climate is perfect for the purpose. That’s because the
permafrost, or land that remains frozen all year round, makes it easy for the vault to keep the seeds in
good condition. Also, scientists decided the area was a good place because they calculated that the
building would be safe in spite of melting ice, rising sea levels, or natural disasters.
Grant: But, in fact, there was a problem just recently . . .
Helen: Yes, indeed. There was a report of flooding inside the seed vault because of melting permafrost.
Grant: But, Helen, didn’t you just say that permafrost stays frozen all the time . . .?
Helen: Well, that’s the idea but, as you know, Grant, climate change has had some serious effects on the
environment and Svalbard is not safe from that. Some of the permafrost melted because the
temperatures on the island have been higher than the forecasts.
Grant: So, what happened? Did the flood destroy any seeds?
Helen: No. It seems some reporters got a little too excited about the situation. The water only got into
the entrance to the vault, and it froze there, because the temperature is so low. No water ever got close
to the seeds.
Grant: Still, it makes you nervous to think that the building isn’t as safe as we thought.
Helen: The scientists who run the Seed Vault aren’t worried because the entrance isn’t designed to stop
water and, in fact, this happens most years. The seeds are always safe. However, opinions about the
news story have been very strong, so they are doing more research on the condition of the permafrost.
Grant: Well, that’s good news. Thanks for that, Helen. Now, let’s move on to our second topic for today.
Source: NatGeo: http://news.nationalgeographic.com/news/pictures/2012/07/120702-svalbard-doomsday-seed-vault-food-

supply/
Washington Post: https://www.washingtonpost.com/news/energy-environment/wp/2017/05/20/dont-panic-humanitys-
doomsday-seed-vault-is-probably-still-safe/?utm_term=.14d6834806ba
10

Grant: Now, as we all know, the increase in the number of people on the planet each year is significant.
The average rise over the last ten years has been around 1.2 percent, which means we need to feed
around 75 million more people each year.
Helen: Yes, and researchers predict that there will be around two billion more people by 2050. That’s
why feeding the people of the world will continue to be a large-scale problem in the future, and
scientists all over the world are working to find solutions.
Grant: Now, one of those solutions that we’ve talked about before on the show is the Global Seed Vault
in Svalbard, Norway. Helen, can you remind our listeners what that is exactly?
Helen: Yes, of course. A vault, of course, is a special room or building where you can keep something
safe, and the idea of the seed bank in Svalbard is to ensure the survival of the world’s crops. The
specially designed building is in the side of a mountain on an island off the Arctic coast of Norway. At the
moment, it contains over 900,000 seed samples and it is designed to hold up to 4.5 million kinds of
crops, or about 2.5 billion seeds at a temperature of minus 18 degrees Celsius.
One reason they chose Svalbard is that the climate is perfect for the purpose. That’s because the
permafrost, or land that remains frozen all year round, makes it easy for the vault to keep the seeds in
good condition. Also, scientists decided the area was a good place because they calculated that the
building would be safe in spite of melting ice, rising sea levels, or natural disasters.
Grant: But, in fact, there was a problem just recently . . .
Helen: Yes, indeed. There was a report of flooding inside the seed vault because of melting permafrost.
Grant: But, Helen, didn’t you just say that permafrost stays frozen all the time . . .
Helen: Well, that’s the idea but, as you know, Grant, climate change has had some serious effects on the
environment and Svalbard is not safe from that. Some of the permafrost melted because the
temperatures on the island have been higher than the forecasts.
Grant: So, what happened? Did the flood destroy any seeds?
Helen: No. It seems some reporters got a little too excited about the situation. The water only got into
the entrance to the vault, and it froze there, because the temperature is so low. No water ever got close
to the seeds.
Grant: Still, it makes you nervous to think that the building isn’t as safe as we thought.
11
LISTENING SKILL: Listening for Reasons

(Excerpts)
PWLS1_U5_Track3.mp3
Today’s main story is about the serious issue of feeding the Earth’s always growing population, so I’m
pleased to welcome a regular visitor to the show, nutrition expert Dr. Helen Stanley . . .
PWLS1_U5_Track4.mp3
Yes, and researchers predict that there will be around two billion more people by 2050. That’s why
feeding the people of the world will continue to be a large-scale problem in the future . . .
PWLS1_U5_Track5.mp3
That’s because the permafrost, or land that remains frozen all year round, makes it easy for the vault to
keep the seeds in good condition.
PWLS1_U5_Track6.mp3
Some of the permafrost melted because the temperatures on the island have been higher than the
forecasts.
PRONUNCIATION: Sentence Stress

PWLS1_U5_Track7.mp3
My brother doesn’t eat enough vegetables. (repeat)
PWLS1_U5_Track8.mp3
I like coffee and rolls for breakfast. (repeat)
PWLS1_U5_Track9.mp3
How do you make pizza? (repeat)
Is the restaurant open for lunch? (repeat)
Where can I buy some nice tomatoes? (repeat)
Is sugar good for your health? (repeat)
12
UNIT 6: HOUSING FOR THE FUTURE

PWLS1_U6_Track1.mp3
So, we’re here tonight to talk about living underground. Ugh . . . right? Who wants to live
underground? But here’s the thing. These days, everybody wants to live in the city. How many people
here don’t want to live in a city? All right, all right . . . so there are quite a few, but experts predict that
by 2050, two thirds of the world’s population will live in cities. And of course that population is
experiencing rapid growth. Now for hundreds of years, cities have been able to expand – to increase in
size – to deal with this rise in the number of residents. But in many modern cities, that is no longer
possible. The available land is already maxed out. There’s simply no room to make the cities any bigger
than they already are.
Now, stand in the middle of almost any big city and look around, and you will see the first
solution that architects developed for this problem – well, I said ‘look around,’ but really you have to
look up. They built skyscrapers, high buildings that stretch into the sky, full of offices, apartments,
hotels, stores, you name it . . .
But many cities are reaching the safe limits of building up. Also, the more high buildings you
have, the less light there is for people on the ground. Another thing that has happened through the
years is that new buildings have replaced open spaces – green spaces like parks and gardens, all so that
more people could come and enjoy . . . less and less open space!
Which brings us to a possible new solution – subterranean buildings. Buildings that are
completely underground can leave the surface clear for those beautiful parks we were just talking
about. We know that it is technologically possible. How do we know this . . .? Because there are several
places around the world where this is already happening, and I’m going to share some of them with you
right now.
The first place we’re going to look at is Coober Pedy, Australia. I mention it first because people
have been living underground in Coober Pedy for about 100 years already. Eighty percent of the town’s
residents live underground. Why? Because Coober Pedy is a mining town, so they were very good at
digging, and the town is in a very inhospitable location. Temperatures reach 122 degrees Fahrenheit,
and all those years ago, the miners realized it was much cooler to be underground. When it’s 122
degrees outside, it can be as low as 77 degrees Fahrenheit in your home.
Meanwhile, in Mexico City, with its huge population, the problem is not heat but restrictions on
building―limits on what you can and can’t build―in the historic center of the city. One firm of
architects has produced a plan for a 1,000-foot deep underground pyramid―yes, a pyramid―like the
ones in Egypt, except, of course, this one is upside-down! The building could hold 5,000 people and
would receive natural light from a huge glass ceiling. They call it the Earthscraper.
Lastly, I’m going to talk about Singapore. Singapore has a population of 5.5 million in an area of
just 275 square miles. Here, architects are considering building an Underground Science City. The plan is
for a 3 million square-foot building, around 100-260 feet underground. It would be home to various
science-based industries and there would be a working population of over 4,000 people. Now, I think
this is a great idea because most people don’t like the idea of living underground. You know, it’s dark,
it’s wet . . . horrible things live down there! . . . How do you get out if something goes wrong? . . . Yes, all
of that . . . Well, then―let’s put the offices and factories underground and let’s continue to live on the
surface. That definitely works for me! Thank you.
Source: http://www.bbc.com/future/story/20150421-will-we-ever-live-underground
13

PWLS1_U6_Track2.mp3
But many cities are reaching the safe limits of building up. Also, the more high buildings you have, the
less light there is for people on the ground. Another thing that has happened through the years is that
new buildings have replaced open spaces – green spaces like parks and gardens, all so that more people
could come and enjoy . . . less and less open space!
Which brings us to a possible new solution – subterranean buildings. Buildings that are
completely underground can leave the surface clear for those beautiful parks we were just talking
about. We know that it is technologically possible. How do we know this . . .? Because there are several
places around the world where this is already happening, and I’m going to share some of them with you
right now.
The first place we’re going to look at is Coober Pedy, Australia. I mention it first because people
have been living underground in Coober Pedy for about 100 years already. Eighty percent of the town’s
residents live underground. Why? Because Coober Pedy is a mining town, so they were very good at
digging, and the town is in a very inhospitable location. Temperatures reach 122 degrees Fahrenheit,
and all those years ago, the miners realized it was much cooler to be underground. When it’s 122
degrees outside, it can be as low as 77 degrees Fahrenheit in your home.
Meanwhile, in Mexico City, with its huge population, the problem is not heat but restrictions on
building―limits on what you can and can’t build―in the historic center of the city. One firm of
architects has produced a plan for a 1,000-foot deep underground pyramid―yes, a pyramid―like the
ones in Egypt, except, of course, this one is upside-down! The building could hold 5,000 people and
would receive natural light from a huge glass ceiling. They call it the Earthscraper.
Lastly, I’m going to talk about Singapore. Singapore has a population of 5.5 million in an area of
just 275 square miles. Here, architects are considering building an Underground Science City. The plan is
for a 3 million square-foot building, around 100-260 feet underground. It would be home to various
science-based industries and there would be a working population of over 4,000 people. Now, I think
this is a great idea because most people don’t like the idea of living underground.
LISTENING SKILL: Using Context Clues

(Excerpts)
PWLS1_U6_Track3.mp3
Now for hundreds of years, cities have been able to expand – to increase in size – to deal with this rise in
the number of residents.
PWLS1_U6_Track4.mp3
The available land is already maxed out. There’s simply no room to make the cities any bigger than they
already are.
PWLS1_U6_Track5.mp3
Which brings us to a possible new solution – subterranean buildings. Buildings that are completely
underground can leave the surface clear for those beautiful parks we were just talking about . . .
PWLS1_U6_Track6.mp3
Why? Because Coober Pedy is a mining town, so they were very good at digging, and the town is in a
very inhospitable location. Temperatures reach 122 degrees Fahrenheit, and all those years ago, the
miners realized it was much cooler to be underground.
14
PRONUNCIATION: Focus Words

PWLS1_U6_Track7.mp3
The hotel isn’t too expensive, and it has five stars. (repeat)
PWLS1_U6_Track8.mp3
I don’t want to live in a place with a glass ceiling! (repeat)
PWLS1_U6_Track9.mp3
This house is near the lake, so we could go swimming every day. (repeat)
I could never live underground, even if you paid me! (repeat)
Well, it’s a nice apartment, but I don’t like all those stairs! (repeat)
15
UNIT 7: EXPLORING SPACE

PWLS1_U7_Track1.mp3
Good morning, Mr. Flores. Good morning, class. My presentation today is going to be about the
search for what is sometimes called Earth 2 or Earth’s twin planet, in other words a planet that has
earth-like conditions ―where life of some kind could possibly exist. I’m going to focus on one planet in
particular. In fact, it’s the first earth-like planet that astronomers discovered in 2014. It’s called Kepler
186f, and it’s a member of a group of five planets that orbit a star 500 light years away. It is named after
the Kepler Space Telescope, which astronomers use to search space for signs of life on other planets.
First, let’s look at what makes a planet similar to Earth in the first place. It has to be about the
same size as Earth, and it has to be in the habitable zone of its star. That means that the planet must not
be exposed to too much heat by being too close to the star, but also it must not be too far away because
life could definitely not exist out there in the cold, either. So, enough heat must reach the planet, but
not too much. This type of temperature is also necessary for liquid water to exist on a planet, and
scientists believe that liquid water―not just ice or water vapor― is absolutely necessary to life as we
understand it. Living things can adapt to all kinds of challenges, but the absence of water is not one of
them. And then there must be rock. In other words, the planet must be solid, and not made completely
of gas. As Brad Hansen, a researcher from UCLA says, “We don’t fully understand what makes a planet
habitable, so we look for what we know.”
Now, let’s go back to Kepler 186f. Why was this planet such an exciting find? Well, the planet is
only 10 percent bigger than Earth. Before 186f, the closest match with Earth was 40 percent bigger. Its
star is only half the size of our sun. That means it isn’t as hot as our sun, but the four planets closest to it
are still too close for life, according to the Kepler research team. Only Kepler 186f is far enough from the
star to be in a habitable zone. The researchers believe it receives just enough energy from its star for
liquid water to be a possibility.
So is Kepler 186f really Earth’s twin planet? Unfortunately, not. According to Elisa Quintana, the
head of the research team, 186f is “more of an Earth cousin” than a twin.
In fact, there are many things scientists don’t yet know about Kepler 186f. The Kepler telescope
cannot make images of the planet because it’s too far away. The method the researchers use to study
planets very far away is to watch for changes in the amount of light coming from a star. If the light drops
for a short period, it suggests that something, probably a planet, has passed between the telescope and
the star. It can take years of study to produce the kind of information we now have about Kepler 186f,
but still the team only knows the size of the planet. There is no information about whether it is a gas
planet or if it is solid, with a rocky surface like Earth and Mars.
So, although the discovery of 186f made history, the search for life on other planets continues….
Thank you. Does anyone have any questions?
Source: https://www.washingtonpost.com/national/health-science/earth-size-goldilocks-zone-planet-found-in-distant-solar-
system/2014/04/17/0bd7188c-c63b-11e3-8b9a-8e0977a24aeb_story.html?utm_term=.97c69bf55aac
additional info: https://www.space.com/25541-alien-planet-kepler-186f-facts.html
16

PWLS1_U7_Track2.mp3
Now, let’s go back to Kepler 186f. Why was this planet such an exciting find? Well, the planet is
only 10 percent bigger than Earth. Before 186f, the closest match with Earth was 40 percent bigger. Its
star is only half the size of our sun. That means it isn’t as hot as our sun, but the four planets closest to it
are still too close for life, according to the Kepler research team. Only Kepler 186f is far enough from the
star to be in a habitable zone. The researchers believe it receives just enough energy from its star for
liquid water to be a possibility.
So is Kepler 186f really Earth’s twin planet? Unfortunately, not. According to Elisa Quintana, the
head of the research team, 186f is “more of an Earth cousin” than a twin.
In fact, there are many things scientists don’t yet know about Kepler 186f. The Kepler telescope
cannot make images of the planet because it’s too far away. The method the researchers use to study
planets very far away is to watch for changes in the amount of light coming from a star. If the light drops
for a short period, it suggests that something, probably a planet, has passed between the telescope and
the star. It can take years of study to produce the kind of information we now have about Kepler 186f,
but still the team only knows the size of the planet. There is no information about whether it is a gas
planet or if it is solid, with a rocky surface like Earth and Mars.
LISTENING SKILL: Making Inferences

(Excerpts)
PWLS1_U7_Track3.mp3
That means that the planet must not be exposed to too much heat by being too close to the star, but
also it must not be too far away because life could definitely not exist out there in the cold, either.
PWLS1_U7_Track4.mp3
So, enough heat must reach the planet, but not too much. This type of temperature is also necessary for
liquid water to exist on a planet, and scientists believe that liquid water―not just ice or water vapor― is
absolutely necessary to life as we understand it. Living things can adapt to all kinds of challenges, but
the absence of water is not one of them. And then there must be rock. In other words, the planet must
be solid, and not made completely of gas. As Brad Hansen, a researcher from UCLA says, “We don’t fully
understand what makes a planet habitable, so we look for what we know.”
PWLS1_U7_Track5.mp3
Before 186f, the closest match with Earth was 40 percent bigger. Its star is only half the size of our sun.
That means it isn’t as hot as our sun, but the four planets closest to it are still too close for life, according
to the Kepler research team. Only Kepler 186f is far enough from the star to be in a habitable zone.
PWLS1_U7_Track6.mp3
So is Kepler 186f really Earth’s twin planet? Unfortunately, not. According to Elisa Quintana, the head of
the research team, 186f is “more of an Earth cousin” than a twin.
17
PRONUNCIATION: Contractions with Will

PWLS1_U7_Track7.mp3
We’ll never see more humans on the moon. (repeat)
PWLS1_U7_Track8.mp3
I’ll listen to the space exploration podcast every week. (repeat)
PWLS1_U7_Track9.mp3
They always watch the launches of big space missions. (repeat)
What’ll happen if we travel to Mars one day? (repeat)
Jill goes to the Space Center every summer. (repeat)
She’ll definitely be interested to hear about the new planet. (repeat)
18
UNIT 8: CREATIVE ARTS

PWLS1_U8_Track1.mp3
Professor: Good afternoon, class. In today’s class on child development, we’re going to look at the
positive effects that art can have on a child’s early years. Now, I’m sure you’re all conscious of the
physical benefits. For example, when children dance regularly, their ability to move well and control
their body can develop rapidly as a result. However, there are different kinds of dance. If all a child does
is perform traditional dances, or even the latest dances from pop videos, then the child is constantly
following instructions. There is always a right place and a wrong place to be, or a correct way and an
incorrect way to move one’s arms or hold one’s head.
On the other hand, if children have the opportunity to do free dance―to show their own
original movements to a piece of music―the whole picture changes. Now, the children are making
choices for themselves. They are listening to the music and expressing their feelings in the ways that
they hold their bodies and the ways they move their bodies within space. OK, you may have 20 children
doing this at the same time, so the dance may not look very organized, but what’s going on inside the
children’s minds is very different. Because there is no wrong way to move, or place to be, there is no
way to fail, and children are free to enjoy the adventure of creating their own dance, even if it’s very
simple.
Dance is an interesting example because of the freedom it offers. The children don’t need to use
any equipment except their own bodies, but since dance is so temporary, it’s not always easy to
measure a child’s progress, especially in a large class.
Other arts, such as painting and sculpture, produce results that a teacher or parent can look at
later and see how the child’s work is developing. Now, as with dance, art lessons can affect a child’s
physical ability, and the development of motor skills―the ability to use one’s hands, arms and legs, for
example, and to use them in exactly the way that you intend. Art supports the development of these
skills, from simple activities like learning to use a pencil to much more difficult activities such as playing
the piano or making a sculpture of an animal.
In these activities, young children, of course, learn to use tools such as paints, brushes, scissors,
and so on, and many experts think that, if children don’t learn these skills at an early age, it can cause
problems when they are learning to write later. However, just as important, or perhaps even more
important are the decisions and choices that a child has to make to paint, build, or sculpt something.
Every time a child makes a choice, the piece he or she is working on becomes more and more his or her
own―an original piece of work. Children also have to solve a lot of problems when doing artwork, and
solving these problems can help them develop into good students and future members of society.
Now, class, what do you think is the best form of art for children? Let’s have some opinions . . .
Source: http://www.pbs.org/parents/education/music-arts/the-importance-of-art-in-child-development/
https://childdevelopmentinfo.com/learning/multiple_intelligences/the-importance-of-the-creative-arts-for-children-and-
teens/#.WWqjGyzrt9A
19

On the other hand, if children have the opportunity to do free dance―to show their own original
movements to a piece of music―the whole picture changes. Now, the children are making choices for
themselves. They are listening to the music and expressing their feelings in the ways that they hold their
bodies and the ways they move their bodies within space. OK, you may have 20 children doing this at
the same time, so the dance may not look very organized, but what’s going on inside the children’s
minds is very different. Because there is no wrong way to move, or place to be, there is no way to fail
and children are free to enjoy the adventure of creating their own dance, even if it’s very simple.
Dance is an interesting example because of the freedom it offers. The children don’t need to use
any equipment except their own bodies, but since dance is so temporary, it’s not always easy to
measure a child’s progress, especially in a large class.
Other arts, such as painting and sculpture, produce results that a teacher or parent can look at
later and see how the child’s work is developing. Now, as with dance, art lessons can affect a child’s
physical ability, and the development of motor skills―the ability to use one’s hands, arms and legs, for
example, and to use them in exactly the way that you intend. Art supports the development of these
skills, from simple activities like learning to use a pencil to much more difficult activities such as playing
the piano or making a sculpture of an animal.
LISTENING SKILL: Listening for Cause and Effect

(Excerpts)
PWLS1_U8_Track3.mp3
Now, I’m sure you’re all conscious of the physical benefits. For example, when children dance regularly,
their ability to move well and control their body can develop rapidly as a result.
PWLS1_U8_Track4.mp3
Now, the children are making choices for themselves. They are listening to the music and expressing
their feelings in the ways that they hold their bodies and the ways they move their bodies within space.
OK, you may have 20 children doing this at the same time, so the dance may not look very organized,
but what is going on inside the children’s minds is very different.
PWLS1_U8_Track5.mp3
Other arts, like painting and sculpture, produce results that a teacher or parent can look at later and see
how the child’s work is developing. Now, as with dance, art lessons can affect a child’s physical ability,
and the development of motor skills―the ability to use one’s hands, arms and legs, for example, and to
use them in exactly the way that you intend.
PWLS1_U8_Track6.mp3
In these activities, young children, of course, learn to use tools such as paints, brushes, scissors, and so
on, and many experts think that, if children don’t learn these skills at an early age, it can cause problems
when they are learning to write later.
20
PRONUNCIATION: Linking Final Consonants to Vowel Sounds

PWLS1_U8_Track7.mp3
guitar player (repeat)
PWLS1_U8_Track8.mp3
art exhibition (repeat)
PWLS1_U8_Track9.mp3
dance music (repeat)
national opera (repeat)
music award (repeat)
sculpture garden (repeat)
21
UNIT 9: OUR RELATIONSHIP WITH NATURE

PWLS1_U9_Track1.mp3
Woman: Did you read the article in the paper about the big iceberg that just broke off from an ice shelf
in Antarctica? They think it’s one of the biggest pieces of ice ever to break free from the continent.
Man: I saw the headlines, but I haven’t read the story. How big is it?
Woman: Over 2,000 square miles, according to the article.
Man: Wow! There are states smaller than that!
Woman: I know. It’s terrible! It means that this particular ice shelf is now 12 percent smaller! It’s such a
frightening thing to happen.
Man: Were scientists expecting this? I mean, they usually keep a close watch on this type of thing.
Woman: Yes, they’ve been observing the area all through the Antarctic winter. They could see that it
would break off when the warmer temperatures arrived. They used satellites from the European Space
Agency to analyze what was happening.
Man: So, is this another event connected with climate change? It seems like there’s something on the
news every month about how the planet is getting warmer. To be honest, I’m getting angry about that
whole thing. I mean, it has an awful effect on the wildlife down there, all those poor birds and animals
and the beautiful scenery.
Woman: Well, first of all, the experts say this has nothing to do with climate change. It’s completely
natural for pieces of the continent to break off. There’s even a special name for it―calving.
Man: Carving? Like cutting things with a knife?
Woman: No, calving―C-A-L-V-I-N-G―like when a cow has a baby, I mean, a calf.
The article says the ice might grow back or there could be more big icebergs in the future. Scientists are
divided on the future of the area.
Man: You know, I’m pretty sure every time this happens, the sea level rises.
Woman: Well, not this time, fortunately. The ice that broke off was already floating. It wasn’t fixed to
the ocean floor, so there will be no effect on sea levels.
Man: Hmm, maybe not, but it’s still going to be dangerous if it gets near the shipping routes.
Woman: Well, the writer says it’s a long way from the routes that most ships travel.
Man: But I remember there was a ship that sank a few years ago. That hit an iceberg, I’m sure.
Woman: Yes, they mention it here―the MS Explorer, back in 2007. They had to save 150 passengers and
crew from the ship. The writer says that’s going to be the problem―tourist ships like that one. It’s an
important destination for cruise companies. They’ll need to avoid the area until the situation is clearer, I
think.
Man: Perhaps governments will stop them for a while. I mean, I understand the attraction. Being able to
have a close relationship with a wonderful place like Antarctica is a good thing. I think it would be great
to see it in person. But I don’t think I’d go on a tour like that at the moment. It’s just not worth the risk.
Source: http://www.reuters.com/article/us-antarctica-iceberg-idUSKBN19X19Z
22

Woman: Did you read the article in the paper about the big iceberg that just broke off from an ice shelf
in Antarctica? They think it’s one of the biggest pieces of ice ever to break free from the continent.
Man: I saw the headlines, but I haven’t read the story. How big is it?
Woman: Over 2,000 square miles, according to the article.
Man: Wow! There are states smaller than that!
Man: Were scientists expecting this? I mean, they usually keep a close watch on this type of thing.
Woman: Yes, they’ve been observing the area all through the Antarctic winter. They could see that it
would break off when the warmer temperatures arrived. They used satellites from the European Space
Agency to analyze what was happening.
Man: So, is this another event connected with climate change? It seems like there’s something on the
news every month about how the planet is getting warmer. To be honest, I’m getting angry about that
whole thing. I mean, it has an awful effect on the wildlife down there, all those poor birds and animals
and the beautiful scenery.
Woman: Well, first of all, the experts say this has nothing to do with climate change. It’s completely
natural for pieces of the continent to break off. There’s even a special name for it―calving.
Man: Carving? Like cutting things with a knife?
Woman: No, calving―C-A-L-V-I-N-G―like when a cow has a baby, I mean, a calf.
The article says the ice might grow back or there could be more big icebergs in the future. Scientists are
divided on the future of the area.
Man: You know, I’m pretty sure every time this happens, the sea level rises.
Woman: Well, not this time, fortunately. The ice that broke off was already floating. It wasn’t fixed to
the ocean floor, so there will be no effect on sea levels.
Man: Hmm, maybe not, but it’s still going to be dangerous if it gets near the shipping routes.
Woman: Well, the writer says it’s a long way from the routes that most ships travel.
Man: But I remember there was a ship that sank a few years ago. That hit an iceberg, I’m sure.
Woman: Yes, they mention it here―the MS Explorer, back in 2007. They had to save 150 passengers and
crew from the ship.
LISTENING SKILL: Identifying Opinions

(Excerpts)
PWLS1_U9_Track3.mp3
PWLS1_U9_Track4.mp3
Man: . . . To be honest, I’m getting angry about that whole thing. I mean, it has an awful effect on the
wildlife down there, all those poor birds and animals and the beautiful scenery.
PWLS1_U9_Track5.mp3
Man: . . . I mean, I understand the attraction. Being able to have a close relationship with a wonderful
place like Antarctica is a good thing. I think it would be great to see it in person.
23
PRONUNCIATION: Using Stress for Emphasis

PWLS1_U9_Track6.mp3
We left our home in the city and moved to the mountains.
PWLS1_U9_Track7.mp3
You had to see where I stayed in Morocco. The scenery was amazing!
PWLS1_U9_Track8.mp3
I’m telling you: He parked his car in the middle of a beautiful beach. That’s just wrong!
PWLS1_U9_Track9.mp3
I thought the man was trying to save the animal, but actually he was hunting it.
No, we didn’t camp in the forest. We just went there for the afternoon.
The professor wants my essay on the Maasai by tomorrow morning. How am I supposed to do that?
24
UNIT 10: HOW WE COMMUNICATE

Good afternoon, everyone. In this series of lectures, we’ve been looking at different forms of
communication through the centuries. Now, one idea that we’ve discussed is that what you want to tell
people―that is to say, the content of your message―is more important than the form of
communication you send.
What I mean by that is . . . let’s say you want to contact people you know and tell them that you
have a new baby in the family. You could get some special cards printed and send them out. It might
take a week, so the speed of the communication isn’t wonderful, but the cards would look nice and
people would be pleased to receive your message. Or, you could send out one of the more recent forms
of communication, such as a mass email. Much less personal, but everyone would receive it right away.
So there are good and bad points to both forms of communication, but the content is still the same:
everyone is going to know, sooner or later, that you have a new baby. Email has its own way of doing
things. Of course, you can use a few abbreviations, or short ways of saying things that you wouldn’t use
in a letter, and send a photo without risking it getting wet in the rain. That’s all good, and there has
never really been any great criticism of email. Many people don’t seem to think there’s much difference
between the content of an email and a letter―it’s just faster. I don’t remember anyone saying that the
style of an email message, in other words, the way that you express yourself, might destroy the English
language, for example. But when we come to the subject of text messages―that is exactly what might
happen, according to some experts, and that’s the discussion we’re going to focus on today.
The main argument is that our ordinary writing will get worse or even disappear if text
messaging is enough to communicate our thoughts to other people. Parents might worry that if we use
the letter “U” instead of the word “you,” somehow this is a dangerous step toward using our language
incorrectly in writing. However, as you all know, of course, when you type a text, you might be in the
middle of your lunch, at a rock concert, or standing up on a train hanging on with one hand and using
your cell phone with the other Nobody is really going to try to write great literature in any of those
situations, and for that reason, I am going to suggest to you that comparing texting with writing is not a
true comparison, and that, in fact, it is fairer to compare texting with speech than with writing. Just
think about some of the things we do when we talk. For example, when was the last time you
pronounced all the letters in “going to”? Or said “I have not”? No, you say “gonna” and “haven’t” and so
do kings, presidents and, um . . . professors. And none of us lose any sleep over that, do we? OK, yes,
you can all relax. I’m not someone who worries about the harmful effects of texting on language. I see it
as a new type of self-expression, and I have to say, I enjoy it myself. Now, we’re going to watch a TED
talk by John McWhorter that deals with this exact point . . .
Source: attitudes informed by: http://ideas.time.com/2013/04/25/is-texting-killing-the-english-language/

Or you could send out one of the more recent forms of communication, such as a mass email.
Much less personal, but everyone would receive it right away. So there are good and bad points to both
forms of communication, but the content is still the same: everyone is going to know, sooner or later,
that you have a new baby. Email has its own way of doing things. Of course, you can use a few
25
abbreviations, or short ways of saying things that you wouldn’t use in a letter, and send a photo without
risking it getting wet in the rain. That’s all good, and there has never really been any great criticism of
email. Many people don’t seem to think there’s much difference between the content of an email and a
letter―it’s just faster. I don’t remember anyone saying that the style of an email message, in other
words, the way that you express yourself, might destroy the English language, for example. But when we
come to the subject of text messages―that is exactly what might happen, according to some experts,
and that’s the discussion we’re going to focus on today.
The main argument is that our ordinary writing will get worse or even disappear if text
messaging is enough to communicate our thoughts to other people. Parents might worry that if we use
the letter “U” instead of the word “you,” somehow this is a dangerous step toward using our language
incorrectly in writing. However, as you all know, of course, when you type a text, you might be in the
middle of your lunch, at a rock concert, or standing up on a train hanging on with one hand and using
your cell phone with the other. Nobody is really going to try to write great literature in any of those
situations, and for that reason, I am going to suggest to you that comparing texting with writing is not a
true comparison, and that, in fact, it is fairer to compare texting with speech than with writing. Just
think about some of the things we do when we talk. For example, when was the last time you
pronounced all the letters in “going to”? Or said “I have not”? No, you say “gonna” and “haven’t” and so
do kings, presidents and, um . . . professors. And none of us lose any sleep over that, do we? OK, yes,
you can all relax. I’m not someone who worries about the harmful effects of texting on language. I see it
as a new type of self-expression, and I have to say, I enjoy it myself. Now, we’re going to watch a TED
talk by John McWhorter that deals with this exact point . . .
LISTENING SKILL: Listening for Repeated Words

Good afternoon, everyone. In this series of lectures, we’ve been looking at different forms of
communication through the centuries. Now, one idea that we’ve discussed is that what you want to tell
people―that is to say, the content of your message―is more important than the form of
communication you send.
What I mean by that is . . . let’s say you want to contact people you know and tell them that you
have a new baby in the family. You could get some special cards printed and send them out. It might
take a week, so the speed of the communication isn’t wonderful, but the cards would look nice and
people would be pleased to receive your message. Or you could send out one of the more recent forms
of communication, such as a mass email. Much less personal, but everyone would receive it right away.
So there are good and bad points to both forms of communication, but the content is still the same:
everyone is going to know, sooner or later, that you have a new baby. Email has its own way of doing
things. Of course, you can use a few abbreviations, or short ways of saying things that you wouldn’t use
in a letter, and send a photo without risking it getting wet in the rain. That’s all good, and there has
never really been any great criticism of email. Many people don’t seem to think there’s much difference
between the content of an email and a letter―it’s just faster. I don’t remember anyone saying that the
style of an email message, in other words, the way that you express yourself, might destroy the English
language, for example. But when we come to the subject of text messages―that is exactly what might
happen, according to some experts, and that’s the discussion we’re going to focus on today.
26
PRONUNCIATION: Thought Groups

Joanne, did you get my email?
It’s not like Michel to be rude to people, but he was in a bad mood this morning.
The manager will see you this morning or she’ll call you later if she’s too busy.
The professor thinks video games make children less willing to talk.
Do you spend a lot of time on the Internet?
27

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Pathways Listening, Speaking, & Critical Thinking 1 (2e)

ExamView Tests – Audio Script

UNIT 1: LIVING FOR WORK

LISTENING FOR MAIN IDEAS & LISTENING FOR DETAILS

LISTENING SKILL: Identifying Main Ideas

PRONUNCIATION: Syllable Stress

UNIT 2: GOOD TIMES, GOOD FEELINGS

LISTENING FOR MAIN IDEAS & LISTENING FOR DETAILS

Source: CDC data: http://www.mayoclinic.org/healthy-lifestyle/consumer-health/in-depth/pet-therapy/art-20046342?pg=2

LISTENING SKILL: Understanding the Speaker’s Purpose

PRONUNCIATION: Intonation of Yes/No and Wh- Questions

UNIT 3: THE MARKETING MACHINE

LISTENING FOR MAIN IDEAS & LISTENING FOR DETAILS

LISTENING SKILL: Listening for Examples (Excerpts)

PRONUNCIATION: The Simple Past –ed Endings

UNIT 4: WILD WEATHER

LISTENING FOR MAIN IDEAS

LISTENING FOR DETAILS

LISTENING SKILL: Listening for Definitions

UNIT 5: FOCUS ON FOOD

LISTENING FOR MAIN IDEAS

Source: NatGeo: http://news.nationalgeographic.com/news/pictures/2012/07/120702-svalbard-doomsday-seed-vault-food-

LISTENING FOR DETAILS

LISTENING SKILL: Listening for Reasons

PRONUNCIATION: Sentence Stress

UNIT 6: HOUSING FOR THE FUTURE

LISTENING FOR MAIN IDEAS

LISTENING FOR DETAILS

LISTENING SKILL: Using Context Clues

PRONUNCIATION: Focus Words

UNIT 7: EXPLORING SPACE

LISTENING FOR MAIN IDEAS

LISTENING FOR DETAILS

LISTENING SKILL: Making Inferences

PRONUNCIATION: Contractions with Will

UNIT 8: CREATIVE ARTS

LISTENING FOR MAIN IDEAS

LISTENING FOR DETAILS

LISTENING SKILL: Listening for Cause and Effect

PRONUNCIATION: Linking Final Consonants to Vowel Sounds

UNIT 9: OUR RELATIONSHIP WITH NATURE

LISTENING FOR MAIN IDEAS

LISTENING FOR DETAILS

LISTENING SKILL: Identifying Opinions

PRONUNCIATION: Using Stress for Emphasis

UNIT 10: HOW WE COMMUNICATE

LISTENING FOR MAIN IDEAS

Source: attitudes informed by: http://ideas.time.com/2013/04/25/is-texting-killing-the-english-language/

LISTENING FOR DETAILS

LISTENING SKILL: Listening for Repeated Words

PRONUNCIATION: Thought Groups

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