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Unit Goals
CHAPTER 1
Learn about marketing research: different types
and current trends
Listening Strategies
• Build background knowledge to understand lectures
• Recognize lecture language that introduces the topic
and plan
• Make predictions based on your background knowledge
Note-Taking Strategies
• Organize your notes into an outline
• Assess and revise your notes after a lecture
Academic Discussion Strategy

• Express your ideas during a discussion
Presentation Strategy
• Use posture, eye contact, and volume to show authority
and confidence
CHAPTER 2
Learn about business ethics
Listening Strategy
• Recognize lecture language that signals a new idea or
a transition in a lecture
Note-Taking Strategies
• Use symbols and abbreviations to represent words
• Summarize the lecture

• Ask for clarification and elaboration during a discussion
• Catch the audience's attention, and introduce
the presentation
5 T EP 1 Listen and Apply New Strategies -
LISTENING Build Background Knowledge to Understand Lectures
STRATEGY
Before you go to a lecture, think about what you already know about
the lecture's topic. Complete any reading assignments, and discuss
your reading with classmates. This will help you build background
information and vocabulary that will prepare you for the lecture.
Think about the topic A. Look at these products. Then work with a partner to answer the questions.
••
1. Look at the list of factors to consider when purchasing a product. Which

factors are most important when purchasing the items in the picture?
a. cost
-
d. how it looks, tastes, or smells
b. health or safety e. the brand (company name)
c. how well it works f. how it makes you feel
2. Imagine this situation. You are the president of a chocolate company.

Sales of your most popular chocolate bar have decreased sharply this
year. You want to find out what people think about your company and
this product. What are some ways you can do this?
2 CHAPTER 1 New Trends in Marketing Research

Read to build B. Read this marketing textbook chapter on focus groups and how they are
background knowledge used in marketing research.
See page 2
Talking to Your Target Market: Focus Groups

For years, marketing experts have used Focus groups usually start with general
various methods to try to understand why questions about product type. For example,
consumers chose to buy certain products. a question for the high school market could
How do shoppers differentiate one product be, "Which brands of athletic shoes are the
from another? What motivates a consumer to most popular at your school? Why?" Later
choose one brand over another? Marketing the discussion leader may ask more specific
researchers want to understand the decision- questions about a particular brand. Discussion
ons. making processes of consumers. That leaders may ask for opinions directly ("Why do
information can help companies decide how to you buy Nike shoes?") Or they may try to get at
advertise a product or service; it can also help attitudes and beliefs more indirectly ("What do
them design new products or redesign existing you think about people who wear Nike shoes?")
products so that they will sell better. The group's answers tell researchers a lot about
a brand's image-the way people think about
In this chapter we will look at the focus group,
a brand and the people who use the brand. If
a type of group interview. It is one of the main
a lot of students in a school wear one brand of
marketing research tools to find out how people
athletic shoe, this suggests that the brand's
in the target market feel about the particular
image is youthful and popular.
brand, product, or service being researched.
Focus groups allow researchers to talk
For a focus group, researchers usually find
directly with their target market to find out
six to twelve volunteers from their target market
about beliefs, attitudes, and feelings; however,
and bring them together for one or two hours to
participants may not always tell the truth. They
answer questions and to talk about a product,
may avoid disagreeing with others in the group
service, or brand. A skilled discussion leader
or lie to avoid embarrassment.
encourages free discussion but focuses the
conversation on the product being researched. Another reason the results may be unreliable
To do this, discussion leaders ask a lot of open- is that people are not always aware of what
ended questions, not simple yeslno or limited- motivates their buying behavior. Some factors
choice questions. Open-ended questions allow are completely unconscious. In fact, a growing
the group's participants to answer in their own body of research suggests that most people will
ich words and in ways the discussion leader may give rational reasons for their purchases, but
not expect. unconscious needs also influence many buying
decisions.
UNIT 1 Business 3
Check your C. With a partner, discuss these questions about the reading.
comprehension
1. Why do marketing experts want to learn about how people make
buying decisions?
2. What is an "open-ended" question? Why do focus group discussion
leaders ask this type of question?
3. Why are some opinions given in focus groups not helpful to marketers?
D. Match the words from the reading with their definitions. Look back at .
the reading on page 3 to check your answers.
1. differentiate a. based on reasonable, logical thinking

2. motivate b. to have an effect on
3. brand c. a picture; an opinion or concept of something

4. target d. to say or show something in an indirect way
5. Image e. directed toward a particular group or person
6. suggest f. to understand the difference between

similar things
7. unconscious g. to cause someone to want to do something
8. rational h. the name of a company's product
9. influence i. not aware of oneself; not knowing
Discuss the reading E. Discuss these questions in a group. Share your answers with
the class.
1. Should a business be more concerned with meeting consumers' needs or

making a profit? Explain your opinion.
2. Choose a popular brand, for example, a brand of clothing, a car, or a
food product. Discuss the target market, the brand's image, and how the
company creates that image.
Review what F. With a partner, discuss three things that you have learned from the
you know reading and from your discussions about marketing research.
1. _
2. _
3. _
4 CHAPTER 1 New Trends iri Marketing Research

?
Prepare for the G. To help you understand the listening strategy, discuss the situation
listening strategy below with a partner.
If you arrive late to class and miss the beginning of a lecture, what
information might you miss? Why is this information important?
LISTENING Recognize Lecture Language for Topic and Plan

STRATEGY
At the beginning of a lecture, a professor usually tells you the topic, or
what the lecture is going to be about. A professor also usually gives
students the lecture plan-a general overview of the material and how
he or she plans to present it, like a map of the lecture.
Listen for the words and expressions that professors use to indicate
the topic. Also, listen for the words and expressions that professors
use to indicate the lecture plan.
or Expressions That Signal the Topic

• Today we're going to talk about .
• What I want todiscuss today is .
• I'll give you an overview of ...
he • Last time we discussed ... , and this week we're going to ...
• In today's class we'll focus on ...
Expressions That Signal the Lecture Plan

• There are a few things we'll be covering today ....
• We'll start out with ... , and then look at .
• I'll be covering two areas in today's lecture .
• First, we'll look at ... , then ... , and finally we'll move on to ...
List more examples H. Work with a partner to think of other expressions that signal the topic or
plan of a lecture. Write your examples in your notebook.
UNIT 1 Business 5
Recognize lecture I. Read this lecture introduction. Circle the topic. Then underline and label
language for topic the lecture language that signals the topic and the lecture language that
and plan signals the lecture plan.
Hi, everyone. Good morning. Last week, if you remember, we discussed

advertising research-the different types, such as motivation research
and studies of ad effectiveness. You should have it in your notes. Well,
this week we're going to talk about product research. There are a few
different types, and we won't go into them all, but I'll be covering two
areas that are the most popular-new product research, to see if people
are interested in a new product that's being planned, and competitive
product studies, products that compete with the product your company
sells. The second one will be really useful for your final class project.
Listen for the topic J. Listen to the introductions of three different lectures. First, listen to each
and lecture plan introduction, and write down the topic lecture language and the topic.
(D..oNLINE Listen to each introduction again, and write down the lecture language
that signals a plan and also the plan.
1. Topic lecture language:
Topic:
Plan lecture language:
Plan:
2. Topic lecture language:
Topic:
Plan lecture language: _
Plan:
3. Topic lecture language: _
Topic:
Plan lecture language: _
Plan:
6 CHAPTER1 New Trends in Marketing Research

label STEP 2
~.__ Take Notes
e that
NOTE-TAKING Organize Your Notes into an Informal Outline

d
STRATEGY Outlining is one way to visually represent the relationships between
ideas. Space and indentation show which ideas are main points and
which are supporting points. Outlining can help you differentiate main
points from supporting points so that you can study more effectively.
Ie Example Outline from a Lecture on Marketing Research
lY
Kinds of market research
each
ic. ~untry
age
e.g. the Midwest
urban area
city/suburb
age / gender
income
education
Take notes in A. Read this lecture excerpt, and take notes in outline form in your
outline form notebook.
Marketing is a process that involves many strategies and activities. Today,

I'm only going to talk about two parts-product and pricing. The first
thing a business needs to decide is exactly what product, service, or idea
its customers want to purchase. To do this, businesses must determine
their target market, in other words, who will buy their product. Once a
business understands the target market, it can develop its product to
fit what the target market will buy. Second, after developing a product,
a business must decide on a price for the product. If a product is too
expensive, consumers won't buy it. If it is too cheap, the business won't
make a profit; it won't make enough money.
UNIT 1 Business 7
LISTENING Make Predictions Based on Your Background Knowledge
STRATEGY
To help you get ready for new information and to listen more actively,
make a prediction about what the professor will discuss. Base your
prediction on what you already know about the topic.
Make predictions B. Before the lecture, think about everything you have learned and
discussed on the topic of marketing research. What do you expect to
learn from the lecture? Write three predictions below. Compare your
predictions with a partner.
1. I expect to learn more about

2. _
3. _
Watch the lecture C. Watch the lecture, and take notes. Remember to listen for the lecture
language that signals the topic and lecture plan.
($)..oNLINE
Topic:
Why it was developed:
How it works:
Examples:
Future:

Assess your D. Check the statement that best describes how well you recognized the
comprehension lecture language.
v.
I recognized when the lecturer said the topic and lecture plan.
I didn't recognize when the lecturer said the topic and lecture plan.
E. Use your notes to answer the following questions about the lecture.
to
rr 1. How is neuromarketing research different from other marketing
research?
2. Why do researchers care about which area of the brain is used when
looking at an advertisement or looking at a product?
3. In the cola taste tests, what were the results of the blind taste test?
How did the results change when the brand names were given?
4. Why are some people concerned about neuromarketing research?
NOTE-TAKING Assess and Revise Your Notes

STRATEGY
During a lecture, you can sometimes miss an important idea or piece
of information. Read back through your notes after the lecture, and
add any information that you remember from the lecture but didn't
write down. Then compare notes with classmates in a study group.
Revise your notes with information you remember from the lecture
and information from your classmates.
Assess and revise F. Were you able to answer the questions in Exercise E using the
your notes information in your notes? Compare and discuss your notes with a few
other students. Help each other fill in any missing information. Revise
your notes.
UNIT 1 Business 9
- .
STEP 3 I .
.iI DIscuss the Lecture
ACADEMIC Express Your Ideas

DISCUSSION Many professors ask students questions during their lectures or during
STRATEGY class discussions. Also, students are often expected to express their
ideas and opinions with partners or in small groups.
Active participation in class shows that you are interested in and
actively thinking about the course content. It can also help you learn
and remember the new information presented in class.
Phrases for Expressing Ideas

• I think ... • Here are my two cents .
• In my opinion, ... • What I'd like to say is .
• Here's what I think ... • Personally, I believe .
List more examples A. Work with a partner to think of other useful phrases for expressing ideas
during a classroom discussion. Write your examples here.
Practice expressing B. In a group, read and discuss the following questions. Keep the
your ideas conversation going until every student has had the chance to practice
expressing his or her ideas. Use your own ideas or the ones given below.
1. Talk about some specific television ads that you like. Explain why you
like them.
Possible Ideas
The ads for this product always use good music.
The ads are for products that I am interested in.
My favorite celebrity is in the ads.
2. Talk about a new product you have recently bought. Why did you buy
that particular product and that particular brand?
Possible Ideas
good price
celebrity advertising
better quality than others
nice packaging
all my friends have it

Discuss the ideas C. Discuss these ideas with your classmates. Remember to use the phrases
in the lecture for expressing your ideas.
1. Describe two print or television ads for similar products made by

different companies. For example, compare ads for two different
ng
clothing stores, two different mobile phone companies, or two different
brands of shampoo. Based on the ads, what is the target audience for
each product? Are the two companies marketing to the same target
audience? How do you know? How does each ad appeal to its target
audience?
2. As science helps us better understand how people make decisions,
this information will most likely be used to sell products. What are the
possible benefits of neuromarketing research for consumers? What are
the possible negative consequences?
3. Imagine this situation. Your university has received funding from a
science foundation to conduct a neuromarketing research study among
ideas students. This has created a problem in the university community.
Many people are opposed to the study because they believe that the
information gained from the study could be used to control people
without their knowing it. Others feel this study is a good opportunity for
your university to earn money and for researchers to better understand
how the human brain works. What do you think? Why?
4. Look back at your notes. What was another idea in the lecture that
you found important or interesting? Tell the class why you think it is
ce important or interesting, and ask for their opinions.
elow.
uy
UNIT 1 Business 11
STEP 4
Present Your Knowledge
PRESENTATION Use Good Posture, Eye Contact, and Volume

STRATEGY
When presenting in English, you want the audience to feel that you
know your topic and have something important to say. It's not only
what you say (ideas and words), but also how you say it. If you want
to gain the audience's attention and trust, you need to go beyond
words and use other non-verbal aspects of communication. Posture,
or the way you hold your body when sitting or standing, needs to
communicate that you are alert and confident in your ideas. Likewise,
eye contact, or looking into the eyes of the people when you talk, will
demonstrate confidence in what you have to say. Finally, speaking
volume, or loudness or softness of your voice, is another tool to show
that you are sure about your ideas and excited to share them.
Check your A. Watch a student presentation in which he describes a recent purchase.

comprehension Answer these two questions.
~NLlNE
1. What did the speaker buy?
2. What factors influenced his buying decision?
Notice posture, eye B. Watch the video again. List two behaviors that decrease your confidence
contact, and volume in his message. Think about posture, eye contact, and volume.
~NLlNE
~NLlNE C. The student received some suggestions on his presentation and

delivered it again. Watch the new version of the presentation. List two
improvements the student made to appear more confident.
PRESENTATION Posture That Shows Authority and Confidence

STRATEGY • Use a relaxed posture. Stand straight, but don't be too stiff.
• Stand so that you are firmly balanced, don't cross your legs.
• Keep your chin up.

PRESENTATION Eye Contact and Volume That Show Authority and Confidence
STRATEGY • Look at everyone, not just the instructor or a few people.
• Don't read. If you use notes, look up frequently.
• Avoid looking at the floor or ceiling.
• Speak loudly enough for people in the back of the room to hear.
List more examples D. Work with a partner to think of other ways to show authority and
confidence. Write your examples here.
II
Practice using E. In a group, take turns practicing these skills by giving short (l-minute)
posture, eye contact, self-introductions.
and volume
rse, Each person should present twice. The first time, focus on eye contact. As
you are speaking, try to switch eye contact from person to person and keep
eye contact with each person for three seconds. The second time, focus on
posture and volume.
After each presentation, ask for feedback from your group members. Ask
them these three questions:
• Did I make eye contact with everyone?

• Did I use the posture strategies?
lence
• Did I speak loudly enough for everyone to hear?
Give a presentation F. Prepare and deliver a presentation about a recent purchase.
• First, describe ~ product that you have bought recently. It could be a

large purchase, like a computer, or a small purchase, like soap.
o • Then explain your decision-making process. Why did you decide to
buy this product? What factors most influenced your decision-making
process? How is this product different from other similar products you
could have bought?
• Finally, tell how satisfied you were with the product and your decision
to buy it. Are you happy with your purchase? Why or why not?
Use the strategies for good posture, eye contact, and volume to show
authority and confidence when you are speaking.
Before you prepare your presentation, review the ideas and vocabulary
from this chapter.
UNIT 1 Business 13
A. Work in a group. Take on a business issue from several different
viewpoints.
Happy Cereal Company is introducing a new product-a cereal called

u
Healthy Flakes. Healthy Flakes has lots of added vitamins, but also
contains a lot of sugar. A community organization opposes the company's
use of neuromarketing to develop the advertising campaign to promote the
cereal to children. They have arranged a meeting with company executives
to discuss their concerns.
Roleplay
Group members should take on the following roles:
• Community leader: You are concerned about the negative health effects Lea!
on children in the target market (children aged 5-8).
List
• Business executive of the company: You want to maximize profit for the
• Re
company and shareholders, but also protect the image of the company in
an
the community.
No1
• Shareholders: You are concerned mostly with earning profits from your
investment in the company. • Pre
In a meeting roleplay, share the perspective and concerns of the role you ACe
are playing. • Gi'
otl
B. Work in a group to conduct a survey about ethics in the workplace. Pre

Conduct a Survey • Us
Take a survey of employees outside of class to find out their ideas
on ethics in the workplace. Use the questions below or create some of Cf
your own. Lea
mw
1. Do you think most company leaders want to do what is best for
themselves, or what is best for their employees? Lis1
2. Do you think your business leader is honest? Do you think your • Re
supervisor is honest? Do you think most of your co-workers are honest? inf
Compile and Analyze Results No1

Return to your group to discuss your results. Compile your results into a • Us
chart, and draw some conclusions.
ACe
Share Your Findings • Ex
Share your chart and conclusions with the class. di:
Pre
• Cr
26 UNIT WRAP-UP
CHAPTER 1 – SUMMARY NOTES
Listen to the lecture and complete the summary notes. Write NO MORE THAN 3 WORDS for each blank.
Introduction
Topic: NEUROMARKETING
Main idea 1: (1)______________________
Main idea 2: (2)______________________and some examples
Main idea 3: Future (3)______________________
Main idea 1:
- Advertisers’ finding: + buying decisions not always rational,
+ (4)______________________are stronger than logical reasons
- Main motivations for purchases remain (5)______________________
- Focus groups and surveyshave been usefulbut (6)______________________
àPeople need a more (7) ______________________to understand (8)______________________
Main idea 2:
How it works
- Use machines for (9)______________________. It takes pictures of (10)______________________to
figure out how people are thinking and how they (11)______________________about products, brand
and advertising
Procedure:
- Connect subject to MRI machine –show a picture or (12)______________________
- Look at the picture of the person’s brain and activities going on (13) ______________________
àknow where (14) ______________________ of brain are located
Examples
2004 study of Pepsi and Cola
- Blind tasting: volunteers didn’t know (15)______________________à 50% choose Coke, 50% choose
Pepsi
Active brain connected to feeling of reward à brain focused on the real taste
- Brand name given: 75 % choose Coke, 25 % choose Pepsi
Part of brain active connected to self-image or personality à choose Coke due to its brand
(16) ______________________ translates into sales
University of Germany
- Test how men reacted to pictures of cars àback of brain active = brain used to recognize faces
- Men see car designs as (17)______________________
Main idea 3:
Possibilities
- Correctly read pictures of brain activities àunderstand consumer feeling and attitude and predict (18)
______________________
- help companies:
o Understand the target markets’ (19) ______________________
o Predict consumers’ needs and desires
Concerns: possible abuse of this method
- More than just meeting the consumers’ needs
- Use information to (20) ______________________ people (political purpose…)
ST EP 1 Listen and Apply New Strategies
Think about the topic A. Look at the newspaper. Then work with a partner to discuss the
questions below.
R22
Local News I Life & Arts I Sports I Business I Clouds and ra 1Oda). At.
HI 84/Low50 ~
P.10 p.19 P.26 p. 39 DetailS p.44 4'/0////0//
WEDNESDAY, APRIL 10
The city's Vol. 109
daily since
1873. \!toe !Bailp liulletin ~~B2g
YOUR LOCAL NEWS SOURCE
www.dailybulletin.met Morning Edition *** $1.50
Executives found guilty of fraud
Corporate scandal sends
stock market prices down
1. What kinds of crimes do you think business executives are most tempted
to commit? Give some examples.
2. How would you define "business ethics"?
14 CHAPTER 2 Business Ethics

Read to build B. Read this article about corporate scandals.
background knowledge
See page 2
Corporate Crime on the Rise
Undoubtedly, there has been a lot of bad news Investors lost their money, and employees lost not
coming out of the business world in recent years. only their jobs, but also their retirement savings.
2 While people worry about the economy, they
are also concerned about the rise of corporate
Bernie Madoff's Ponzi Scheme
crime. In fact, there is real reason for concern. A
survey of corporations in 54 countries showed Bernie Madoff is famous for one of the biggest
that between 1999 and 2009, there was a sharp cases of fraud in history. For decades, people
rise in corporate crime. Of the more than 5,000 trusted him to invest their money. What they
companies surveyed, 43 percent reported an didn't know was that Madoff was running a Ponzi
increase in fraud. In financial services, such as scheme, a type of fraud in which investors are
banks and investment companies, the increase paid from their own money or by money from
was 56 percent. other investors, instead of from actual earnings.
By the time Madoff was caught, he had taken $65
Why do companies engage in fraud? Mainly,
billion from thousands of investors. In 2009, he
they want to meet shareholders' earnings
was arrested and sentenced to 150 years in prison
expectations, hide the company's financial
for his crimes.
problems, or increase their own earnings.
Mortgage Fraud at American Banks

Accounting Fraud at Enron
The financial crisis of 2008 brought with it
One of the most famous cases of corporate
many new concerns about white-collar crime, this
fraud was the Enron scandal. In 2000, Enron was
time in the banking industry. When banks began
the world's largest energy trader. It employed
to fail, it became clear that many of them had
21,000 people in 40 countries, and it recorded
participated in mortgage fraud. Bank loan officers
sales of more than $100 billion. Then, in December
had lied on loan paperwork about borrowers'
2001, Enron went bankrupt. Enron failed, many
incomes and assets to give them loans that they
say, because of the "get-rich-quick" thinking qn
were not able to repay. Loan officers did this
the part of the company's executives. Reportedly,
because they were paid bonuses for signing the
Enron's executives made bad investments and
loans. Many say the fraud was not limited to loan
borrowed billions of dollars to cover their losses.
officers but involved top-level executives who not
Then, the company's accountants hid these losses
only knew about the fraud, but supported it.
and exaggerated the company's profits. Enron's
executives denied any problems and continued These reports of wrong-doing have left
ppted to collect large salaries and profit from sales many people angry and calling for greater
of Enron stocks. Eventually, Enron was unable accountability. Hopefully our leaders will be able
to pay its debts, and the company collapsed. In to hold corporations responsible for their actions
2004, several Enron executives were arrested and and put a stop to this dangerous increase in
charged with fraud and other corporate crimes. corruption.
UNIT 1 Business 15
Read to build B. Read this article about corporate scandals.
See page 2
Corporate Crime on the Rise
Undoubtedly, there has been a lot of bad news Investors lost their money, and employees lost not
coming out of the business world in recent years. only their jobs, but also their retirement savings.
While people worry about the economy, they
are also concerned about the rise of corporate
Bernie Madoff's Ponzi Scheme
crime. In fact, there is real reason for concern. A
survey of corporations in 54 countries showed Bernie Madoff is famous for one of the biggest
that between 1999 and 2009, there was a sharp cases of fraud in history. For decades, people
rise in corporate crime. Of the more than 5,000 trusted him to invest their money. What they
companies surveyed, 43 percent reported an didn't know was that Madoff was running a Ponzi
increase in fraud. In financial services, such as scheme, a type of fraud in which investors are
banks and investment companies, the increase paid from their own money or by money from
was 56 percent. other investors, instead of from actual earnings.
By the time Madoff was caught, he had taken $65
Why do companies engage in fraud? Mainly,
billion from thousands of investors. In 2009, he
they want to meet shareholders' earnings
was arrested and sentenced to 150 years in prison
expectations, hide the company's financial
for his crimes.
problems, or increase their own earnings.
Mortgage Fraud at American Banks

Accounting Fraud at Enron
The financial crisis of 2008 brought with it
One of the most famous cases of corporate
many new concerns about white-collar crime, this
fraud was the Enron scandal. In 2000, Enron was
time in the banking industry. When banks began
the world's largest energy trader. It employed
to fail, it became clear that many of them had
21,000 people in 40 countries, and it recorded
participated in mortgage fraud. Bank loan officers
sales of more than $100 billion. Then, in December
had lied on loan paperwork about borrowers'
2001, Enron went bankrupt. Enron failed, many
incomes and assets to give them loans that they
say, because of the "get-rich-quick" thinking o,n
were not able to repay. Loan officers did this
the part of the company's executives. Reportedly,
because they were paid bonuses for signing the
Enron's executives made bad investments and
loans. Many say the fraud was not limited to loan
borrowed billions of dollars to cover their losses.
officers but involved top-level executives who not
Then, the company's accountants hid these losses
only knew about the fraud, but supported it.
and exaggerated the company's profits. Enron's
executives denied any problems and continued These reports of wrong-doing have left
ipted to collect large salaries and profit from sales many people angry and calling for greater
of Enron stocks. Eventually, Enron was unable accountability. Hopefully our leaders will be able
to pay its debts, and the company collapsed. In to hold corporations responsible for their actions
2004, several Enron executives were arrested and and put a stop to this dangerous increase in
charged with fraud and other corporate crimes. corruption.
UNIT 1 Business 15
Check your C. With a partner, discuss these questions about the reading.
comprehension
1. What caused the collapse of Enron?
2. What type of fraud did Bernie Madoff commit?
3. Why did bankers give home loans to unqualified borrowers? What was
the result?
Expand your D. Match the words from the reading with their definitions. Look back at
vocabulary the article on page 15 to check your answers.
1. fraud a. a person who owns stock in a company
2. shareholder b. not having enough money to pay your debts
3. scandal c. a person who has a high position in a business
4. bankrupt d. the expectation that you will be responsible

for your actions
5. executive e. dishonest or illegal behavior, usually by
people in official positions
6. accountability f. the act of tricking or deceiving someone,
usually to get money
_ 7. corruption g. a shocking action, situation, or behavior
E. Circle the phrase with a similar meaning to the underlined idiom.
As a result of corporate corruption, four executives went to prison for

white-collar crime.
a. serious b. business related c. violent
Discuss the F. Discuss these questions in a group. Share your answers with the class.
reading
1. Do you know any other cases of business fraud or corruption? Who was
involved? What happened?
2. Why do you think corporate crime has increased?
3. What do you think should be done to prevent corporate crime?
Review what G. With a partner, discuss three things that you have learned from the
you know reading and from your discussions about corporate corruption.

LISTENING Recognize Lecture Language for Transitions
STRATEGY
During a lecture, professors often signal when they are introducing or
changing topics or ideas.
Listen for transitions-the words and expressions that professors use
was to indicate when they are moving to a new idea.
Expressions That Signal a New Idea

• Let me start with. . . • Okay, let's move on to .
at • Let's start by . . . • Next, I'd like to discuss .
• Now let's talk about. . . • Let's look at ...
• Now that we've talked about ...• Now I want to discuss ...
Another way that a professor can signal a transition is to ask a
bts rhetorical question. These questions prepare listeners for the answer.
The professor does not want students to answer.
mess
• How can we explain this? Well, ...
• What does this all mean? Let's look at ...
List more examples H. Work with a partner to think of other expressions that signal a new idea.
Write your examples here.
Recognize transition I. Read the excerpt from a lecture about corporate responsibility.
lecture language Underline the lecture language that signals a transition.
Now that we've discussed some well-known cases of corporate crime,

I'd like to discuss a U.S.law that was passed to help prevent it: the
Sarbanes-Oxley Act. Th~ aim of this law was to improve accountability of
corporations and -to prevent future cases of accounting fraud. Let's take
s.
a look at some of its requirements. First of all, it requires companies to
was establish independent audit committees-independent accountants who
are required to report honestly about company finances. It also prohibits
companies from making loans to their executives. In addition, it holds
top executives responsible for any mistakes or false statements on a
company's financial records, and it creates strict penalties for committing
corporate fraud. Finally, it protects whistleblowers-employees who
report fraud within the company. So, what has been the effect of
Sarbanes-Oxley? Well, companies complain that the regulations in
Sarbanes-Oxley are too expensive to implement, and this hurts business.
However, supporters of this law feel that it is necessary for preventing
and punishing white-collar crime. Others argue that even more action
needs to be taken.
UNIT 1 Business 17
I-- Listen to the audio
~NLlNE
J. Listen to the beginning of a lecture about the ethical behavior of men
and women executives. Write T for true or F for false for each statement.
1. Corporations with both men and women on the board of directors

set the same ethical standards as corporations led by men only.
2. Women commit more crimes that involve stealing from their
employers.
3. Women tend to steal larger amounts of money over longer periods.
Listen for K. Listen to the lecture again. Write down the lecture language that siqnals
transitions a transition. Then listen again, and write down the idea that follows the
~NLlNE
transition.
1. New idea lecture language:
New idea: _
2. Transition lecture language: _
New idea: _
New idea: _
New idea: _
New idea: _

en STEP 2 Take Notes
NOTE-TAKING
Use Abbreviations and Symbols
STRATEGY
Because professors often speak quickly, using abbreviations and
symbols will help you keep up with the lecture. Use abbreviations
and symbols in place of full words and phrases to write down
riods. ideas quickly.
Commonly Used Symbols and Abbreviations

mals
equals, is the same etc. and so on
the
% percent e.g. for example
I or i.e. that is
~ to go down, decrease, lower imp important
t to go up, increase, higher wi with

< is less than w/out without
> is more than sb somebody, someone
+ and sth something
# number bit between
List more examples A. Work with a partner to think of other symbols and abbreviations you
might use in a business lecture. Write your examples here.
f--------- ----
Use symbols and B. Read these sentences from a lecture on business ethics. Take notes in
abbreviations your notebook using symbols and abbreviations to represent words and
ideas. Compare your notes with a partner.
1. A whistleblower is someone who reports that his or her own company

or business is doing something wrong or illegal.
2. For example, Jeffrey Wigard and Michael Woodford are two executives
who exposed corporate crimes.
3. Between 2009 and 2011, the number of workplace theft cases increased
by 40 percent.
4. An auditor is someone who officially examines the tax records of a

business or company-in other words, someone who is required to give
an honest and independent report.
UNIT 1 Business 19
Make predictions C. Before the lecture, think about everything you have learned and
See page 8 discussed on the topic of corporate ethics. What do you expect to
1. _
2. _
3. _
Watch the lecture D. Watch the lecture, and take notes using symbols and abbreviations to
represent words and ideas. Remember to listen for the lecture language
e..oNLINE that signals a transition.
Topic:
Goals of business ethics:
Why people are concerned with business ethics:
Impact of corruption:
How ethical work environments help businesses succeed:
Things a company can do to promote ethics:

Assess your E. Check the statement that best describes how well you understood the
I was able to recognize when the lecturer moved to a new idea _
a. all of the time b. most of the time c. sometimes d. not often
F. Use your notes to answer these questions.
1. What is the goal of business ethics?

)
Ige
2. What are two examples of the impact of corruption on companies and

the economy?
3. How can promoting business ethics help a company to succeed?
4. Name three things that can be done to encourage an ethical work

environment.
Assess and revise G. Were you able to answer the questions in Exercise F using the
See page 9 other students. Help each other fill in any missing information. Revise
your notes.
NOTE-TAKING Summarize the Lecture

STRATEGY
A good way to help remember the information in a lecture is to put
the key ideas into your own words. This will also help you confirm that
you understood the lecture and that your notes are complete.
As soon as possible after a lecture, put the key ideas into your own
words and speak them out loud to a study partner or to yourself.
Summarize the H. Work with a partner, and take turns summarizing the main points of the
lecture lecture. Talk for 2-3 minutes only.
UNIT 1 Business 21
STEP 3 .
DIscuss the Lecture
ACADEMIC Ask for Clarification and Elaboration

DISCUSSION
It is challenging to follow a classroom discussion, but students are
STRATEGY
expected to take responsibility when they don't understand what the
professor or a classmate says. Politely ask for clarification when you
don't understand something, or ask for elaboration to find out more
information that will help you understand the topic.
Expressions for Asking for Clarification

• Excuse me, could you say that again?
• Sorry, I didn't catch that. Could you repeat it, please?
• Could you please say that a little more slowly/loudly?
• What does ... mean?
• What do you mean by ... ?
• Could you go over ... again, please?
• I don't get what you mean by ...
Expressions for Asking for Elaboration
• Excuse me, what is ... ?

• How does that work?
• Why is that?
• Can you tell me more about ... ?
List more examples A. Work with a partner to think of other useful expressions for asking for
clarification or elaboration. Write your answers here.

Practice asking for B. In a group, read and discuss the questions. Keep the conversation going
clarification and until every student has had a chance to practice asking for clarification
elaboration and elaboration.
Think of a business you have worked in or would like to work in.
• What kind of business is it?

• What kind of work did/would you do?
• How would you describe the work environment (office, retail store, etc.)?
How would you describe your co-workers?
• In what ways could your ethics be tested in this business? Use your
imagination, and think of some possible examples.
Discuss the ideas C. Discuss these ideas with your classmates. Remember to use the phrases
in the lecture for asking for clarification and elaboration.
1. Do you think ethics should be an important part of business decisions?

2. The lecture suggests that companies write a "code of ethics" for their
employees to follow. Imagine you are the president of a company. What
rules would you include in your code of ethics? What would you do to
make your employees accountable?
you found important or interesting? Tell the class why you think it is
important or interesting, and ask for their opinions.
UNIT 1 Business 23
~-S~TEP4 j
. Present Your Knowledge
PRESENTATION Catch the Audience's Attention and Introduce Your Presentation

STRATEGY
When you begin your presentation, it's important to greet your
audience and get their attention. Doing this will signal to your
audience that you are ready to begin, and it will get them interested
in hearing more. Once you have gotten your audience's attention,
it's also important to introduce your topic and provide a plan, or
overview, of the main points you will discuss. This will let your
audience know what to expect, and it will make it easier for your
audience to follow your ideas.
Check your A. Watch a student begin a presentation about a famous case of corporate
comprehension corruption. Answer these two questions.
~NLlNE
1. Which company is the presenter discussing?
2. What kind of company is it?
Notice the B. Watch the video again. Look back at the presentation strategy, and think
Introduction about how the speaker catches the audience's attention and introduces
~NLlNE
her presentation. Work with a partner to write down two ways the
student could improve her introduction.
~NLlNE C. The student received some suggestions on her presentation and

delivered it again. Watch the new presentation. In your notebook,
list two improvements the student made to the beginning of her
presentation.
PRESENTATION Techniques for Catching the Audience's Attention

STRATEGY
Ask a question to get the audience involved.
• How many of you ... ?
After you ask your question, give the audience time to raise their
hands, and be sure to briefly say what you noticed in their answers.
Provide an interesting fact, definition, or quote.
• Did you know that ... ?
Tell a brief story.
• The other day ...
Show an interesting image or cartoon.

PRESENTATION Phrases for Introducing a Topic and Plan
STRATEGY • Today, I'm going to talk about ...
• I'll begin with ...
• Next ...
List more examples D. In Chapter 1,you listened for lecture language for topic and lecture plan.
What phrases do you remember? Work with a partner to recall language
that you can use to introduce your topic and provide an overview of
your presentation. Write your examples in your notebook. Then check
your answers on page 5.
Practice catching the E. In a group, take turns using the following presentation outline to
audience's attention practice beginning the presentation.
ate
Ethical Behavior of Younger versus Older Workers
I. Common beliefs about age groups and behavior

II. Effect of having more older workers in the workplace
III. Comparison of crimes committed by younger versus older workers
IV. Examples of younger and older workers involved in corporate crime
When you are finished, ask for feedback from your group members on your
link
greeting, attention-getter, and overview.
es
Give a presentation F. Prepare and deliver a presentation about a case of business fraud or
corruption.
• Give the background of the case. When and where did it happen? Who
was involved? What did they do?
• Explain the outc?me of the case. Who did it affect? Did anyone blow the
whistle? Were those responsible held accountable for their actions? How?
• Discuss what you think could have been done to prevent this from
happening. For example, what could the government, company
executives, or employees have done?
At the beginning of your presentation, greet your audience, catch their

attention, introduce your topic, and give an overview.
Before you prepare your presentation, review the ideas and vocabulary
from this chapter.
UNIT 1 Business 25
Introduction
Topic: BUSINESS ETHICS
Main idea 1: Goals of business ethics and (1) ______________________
Main idea 2: Why people are concerned about business ethics and (2) ______________________
Main idea 3: How (3) ______________________ from creating more ethical work environment
Main idea 4: Ways to do
Main idea 1:
- Aim: give employees a sense of how to (4) ______________________
- Consider responsibilities of all stake holders: suppliers, employees, shareholders, clients and outside
community
à Not easy task. Companies have to share interests and (5) ______________________
Main idea 2:
- Reports of corporate fraud and crime
à Business leaders don’t (6) ______________________
- Corruption has big impacts on business and economy
o Impacts on stakeholders: lose jobs, salaries, investments when (7) ______________________
occur
o Impacts on community when violations of (8) ______________________ regulations take place
- Examples of the impact
o Survey in 2002, 70% of investors claim they are (9) ______________________ into a company if
they worry that the company and its executives are cheating
à This hurts the company and (10)______________________
o Reports of corporate corruption make employees doubt the honesty of business executives
§ 91% employees believe that leaders just care for themselves
§ People at the top (11) ______________________ to encourage or discourage ethical behaviors
§ Experts found that there is (12) ______________________ between how employees think
about leaders’ ethical behaviors and their own ethical behaviors
Main idea 3:
- Promoting business ethics helps
o Avoid scandals
o Create better work environment and (13) ______________________
§ companies with honesty attract better employees
§ employees feel more satisfied in work, (14) ______________________ as workers and become
(15) ______________________
àHelp Company(16) ______________________ financially
Main idea 4:
- Develop (17) ______________________ including
o Establishcodes of ethics (i.e. written rules or guidelines)
o Train employees on how to follow the rules
o Survey employees for evaluation
àMake executives become(18) ______________________ for their behaviors
- (19) ______________________ in business schools
àFuture business leaders(20) ______________________of how to behave responsibly before entering
business
_________________________________________________________________________________________________________
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Introduction
Topic: New trends in (1) _______________________
Main idea 1: new trends in media use
Main idea 2: surprising (2) _______________________
Background:
o Media used since waking up (email, TV, (3) _______________________)
o 50 years ago (mid 20th): in USA existed only TV, radio, movies, records, (4)
_______________________
o Now (21st):
§ Larger (5) _______________________: VCRs, DVRs, CDs, DVDs, computers
§ Online activities: email, (6) _______________________ …
§ Technology is always changing
- Faster
- Cheaper à more owner
- (7) _______________________
- Internet, cable/ satellite technology à people can get (8) information and entertainment mostly
everywhere.
Conclude: media more convenient; life (9) _______________________à children grow up in (10)
_______________________
New trends in media use

2004 study
o Kids 8 – 18: spend 6.5 hrs/ day doing media-related activities >adults doing full time job/day
o Expose (11) _______________________/ day doing media
o Why spending 6.5 hrs – exposing 8.5 hrs?
àdoing several kinds of media concurrently à new trend: (12) _______________________
Example:
§ Music + video games + reading
§ Surf internet + watch TV
à Youth: (13) _______________________ at doing more than 1 task at a time
o Positive or negative impacts: not sure
§ Use more types or media, spend the same amount of time 5 yrs ago
à Use more intensively, increase multitasking
Example: recent study – 26% media time: multitasking
# children have access to media in bedrooms
o In USA, children with VCR/ DVD in room: 1999 – 36%; 2004 – 54%
o Children with TV: 3.5 hrs/ day vs. 2 hrs/ day (children without TV)
o Use other media more
____________________________________________________________________________________________________________
Surprising results
Negative opinion:
o Lower (14) _______________________ and shorter (15) _______________________
o Too dependent on visual media
à No (16) _______________________ long text, hurt school work
Positive opinion:
o Much exposure: prepare for real life
§ Life full of (17) _______________________
§ Live and work in that world
o Good at (18) _______________________, paying attention to interesting things
§ Skill of monitoring, coordinating many tasks at a time = benefit
§ CEOs (19) _______________________, different projects
àMultitasking + confidence with media use = (20) _______________________ for workplace
Conclusion
o Continue to study the changes in media use
o Not infer that the changes are good or bad
Consider how new technology and the ways of using affect kids
____________________________________________________________________________________________________________
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Introduction
Topic: how technology is changing the music industry
Main idea 1: the ways music recorded, (1) ____________________________ have changed
Main idea 2: legal issues
Main idea 3: how to (2) ____________________________ those issues
The changes:
o The major change: (3) ____________________________
§ Most people have computer, popular software, (4) ____________________________
§ Have tools to make , promote and distribute music
o Music production
§ Software for (5) ____________________________
§ Musicians can learn easy-to-use programs and make quality music
§ The (6) ____________________________becomes unnecessary
§ Anyone can make music
o Music promotion
§ Democratized
- Anyone can become a critic on the internet (e.g: post reviews on websites …)
- Weblogs for people to (7) ____________________________, for musicians to discuss music
- Audio blogs/ radio for free download
à anyone can be a DJ
o Music (8) ____________________________
§ Controversial topic for years: how people get and share music
- MP3 downloading (9) ____________________________is popular
- Many sites to get a single song or whole album
- done by File sharing/ P2P: network to connect and (10) ____________________________on
others’ computers
- sharing music between family members and friends exists for a long time
- now sharing can be among people around the world
Legal issues
Controversy:
§ Gray areas in file sharing, most are (11) ____________________________US laws: ownership
and rights to distribute (12) ____________________________in digital world
§ Same tool to record, promote, distribute music; same tool to steal music
o Who to be punished?
§ P2P networks can be used legally
§ (13) ____________________________causes difficulty to legal distribution of information and
music
§ Facts: - 90% of music downloaded (14) ____________________________
- P2P makes money as people use illegally
§ Statistics: in 2005 in USA:
- 60 million people used (15) ____________________________
- 2.5 billion files of images, videos, software were (16) ______________________; 75% music
How to deal with legal issues
Music making companies:
o Ban the (17) ____________________________with illegal file sharing
o Install security devices:
- Hard to copy and share music
- Protect (18) ____________________________and artists
File sharing sites and technology companies:

o Wrong to restrict technology to (19) ____________________________
o Want free (20) ____________________________
o Sharing leads to technological advances
o Restricting internet sharing: limit file sharing & (21) ____________________________
Other group
o Nothing can be done to (22) ____________________________
o Look to new ways to pay artists and companies
Unit Goals
CHAPTER 5
Learn about alternative medicine and the use of
placebos in medical research and practice
Listening Strategy
• Recognize lecture language that signals a cause or
an effect
Note-Taking Strategy
• Note causes and effects

• Agree and disagree politely
during the discussion
Science
science \'sa1,ms\ A system of knowledge
• Use stress to emphasize key ideas in your presentation
concerned with the study of the physical
and natural world
CHAPTER 6
Learn about artificial intelligence
Listening Strategy
• Recognize lecture language that helps you predict
causes and effects
Note-Taking Strategy
• Use arrows to show relationships between causes
and effects

• Compromise and reach a consensus during the
discussion
• Pace your speech by slowing down and pausing after
thought groups
5 1
TEP , Listen and Apply New Strategies
Think about the topic A. Look at the pictures. Then work with a partner to discuss the questions.
1. What is happening in each of these pictures? How are the activities the
same? How are they different?
2. Which qualities in a medical doctor or other health care provider
are most important to you? Rank the following qualities in order of
importance, with 1 as most important.
_honesty
_ intelligence
_ compassion
_ years of experience
_ training or schooling
_ knowledge of scientific research
_ knowledge of a variety of medicines and treatments
other: ___________________ _
54 CHAPTER 5 The Placebo Effect

Read to bu ild B. Read this homeopathy brochure from a student health center.
See pa g e 2
- - - -'--'-~--- ~ ~~
~'.ki~5-~~fr:-~~
What Is Homeopathy?
::~/t~,:.
t ,. ~-
Homeopathy is an approach to medicine that

was developed in the 18th century by the German
physician, Samuel Hahnemann. He was unhappy with
the medical treatments most commonly used at that
time . These included blood-letting, in which doctors
would drain blood from the patient , " blistering " or
burning the skin; and feeding patients dangerous
chemicals to cause vomiting . Many of these
treatments did more harm than good.
The word homeopathy actually comes from
the Greek words homoios (similar) and pathos
(suffering). This approach involves prescribing
medicine that copy the symptoms of an illness . For
example , if a patient is complaining of headache ,
the homeopath will find a medicine that is
associated with causing the same symptoms in
healthy people . The theory is that by producing Since scientists cannot analyze or ex plain how
symptoms associated with the illness, the illness it works, most have rejected homeopathy as sham
itself will eventually be cured . This is in contrast to treatment . Still, clinical trials of homeopathic
conventional , or allopathic, medicine , which seeks remedies have provided some empirical evidence
to produce effects that are different from the that homeopathy can produce positive results .
symptoms of the disease or illness. Supporters of homeopathy tend not to be
The classic way to make homeopathic remedies concerned with the physiological mechanisms
is to take one grain of the desired herb or plant behind this phenomenon. They only care that it
and grind it up with ninety-nine grains of milk wor ks for them .
sugar. The solution is further diluted with more In the United States , homeopathy was quite
milk sugar until the thirtieth dilution is reached . popular in the 19th and 20th centuries. Eventually,
Similarly , liquid remedies are diluted with water. In most Americans became biased toward allopathic
the final mixture, it is not possible to detect even a medicine, and today , most trained doctors do not
single molecule of the starting remedy. prescribe or recommend homeopathic remedies .
Because homeopathic remedies often contain Even so, homeopathy has become popular again in
undetectable amounts of active ingredients , recent years. In 2009 , Americans spent $870 million
most scientists say that it is impossible to create on homeopathic treatments, and this number has
well-designed studies of their effectiveness. continued to increase.
Check your C. With a partner , discuss these questions about the reading.
comprehe nsion
1. What is the main theory behind homeopathy?
2. How are homeopathic remedies made?
3. Why do many scientists and doctors reje ct homeopathy?
UNIT 3 Scie nce 55

Expand your D. Match the words from the reading with their definitions. Look back at
vocabula ry the reading on page 55 to check your answers.
_ 1. prescribe a. preferring one side of an argument;

not neutral
2. associated with b. to notice something that is difficult to
see, feel, etc.
3. detect c. a study in which researchers test a
treatment on volunteers and carefully
monitor the effects
4. analyze d. something that happens or exists
5. sham e. relating to how the bodies of living
things work
6. clinical trial f. to recommend a medicine or treatment
7. empirical g. not valid, not real

8. physiological h. based on experiments or practical experience
rather than ideas or theories
_ 9. phenomenon i. connected with something else
10. biased j. to look at the different parts of something
carefully in order to try to understand it
Discuss the E. Discuss these questions in a group. Share your answers with the class.
reading
1. Why do you think people used the common treatments of Hahnemann's
time if they were harmful?
2. Have you ever used homeopathy? If so, did it work for you? If not,
would you consider using it? In what situations?
3. Do you think homeopathy is a sham treatment? Why or why not?
Review what F. With a partner, discuss three things that you have learned from the
you know reading and from your discussions about homeopathy.
1. ----------------------------
2. ----------------------------
3. ----------------------------

Prepa re for the G. To help you understand the listening strategy, discuss the situation
listening strategy below with a partner, and answer the question.
Durin g a lecture, the profe ssor talks about many causes and effects. What
language signals would help show the connection between the ideas?
LISTENING Recognize Lecture Language for Cause and Effect

STRATEGY
Professors often ex plain things in terms of causes and effects . This is
to help students understand the relationship between different ideas,
ev ents, or phenomena.
Listen for the expressions that professors use to signal causes and
effects .
Causes Effects
• What 's the cause of this? Well , . . . • This leads to . . .
• Why is this? Well, . . . • As a result , . . .
• This comes from (the fact that ) . . . • One effect of this is . . .
• This is due to ... • This results in .. .
• The reason(s ) for this is .. . • Consequently , . . .
• One ex planation is .. . • After [cause]. then . . .
• This is caused by .. . • Because of [cause]. (then) ...
• This came as a result of . . . • If [cause] , then . . .
List more examples H. Work in pairs to think of other expressions that signal causes and
effects. Write your examples here.
Causes Effects
Recognize cause I. Read the excerpt from a lecture on homeopathy. Underline and label the
and effec t lecture lecture language that signals cause (C) and effect (E).
language
Then , there was a doctor named Samuel Hahnemann who began to
develop his own theory, which was based on three principles : the "law of
similars," the minimum dose, and the single remedy. The law of similars
came as a result of Hahnemann's observations. He noticed that after
taking a strong dose of the malaria treatment quinine, he developed
symptoms similar to the symptoms of malaria. This led Hahnemann
to believe that if a large amount of a substance causes symptoms in a
healthy person, then smaller amounts of the same substance could treat
those same symptoms in an ill person.
UNIT 3 Sc ien c e 57
Listen to the audio J. Listen to a short lecture on alternative medicine. Then write T for True or
G)._DNLINE
F for False next to each statement.
1. Alternative medicine includes conventional practices such as

homeopathy, traditional Chinese medicine, and chiropractic
medicine.
2. There has been a rising interest in alternative medicine in western
countries in recent years.
3. Alternative remedies emphasize the use of chemical drugs.
4. "Integrative" medicine offers alternative medicine along with
conventional medicine.
Listen for causes K. Listen to the short lecture again. Write down the lecture language that
and effects signals cause or effect. Then listen again, and write down the actual
G)._DNLINE
cause or effect. Circle the correct label.
1. Lecture language:
Cause / Effect:
Cause / Effect:
Cause / Effect:
Cause / Effect:
Cause / Effect:
Alfernofive
Medicine

STEP 2 ~
__
; Take Notes
NOTE-TAKING Note Causes and Effects

STRATEGY
When listening to a lecture in which causes and effects are presented,
list the causes and effects separately under the idea, event, or
phenomenon .
Possible Causes
- people aging; looking for ways to deal w/ long-term health probs .
- recent trend ---> natural products, "safer than chemicals"
- people more individualistic, not accept MDs; more educated,
want to make own decisions
- immigration - East to West (e.g. China)~ bring traditional med.
Effects of Rising Int. in Alt. Med m

•
- huge i in # of people practicing alt. medicine; "integrative"
medicine
- i testing alt . meds. & holding to rules of evidence (e.g . clin trials)
Note causes A. Work with a partner. Take turns reading aloud this excerpt of a lecture
and effects about chiropractic medicine. While one of you reads, the other takes
notes. Then switch roles. When you are finished, compare your notes.
Did you catch all of the causes and effects?
Chiropractics is a form of alternative medicine that focuses on the

relationship between the body structure, .. . mainly the spine, ... and
overall health . Chiropractors try to prevent and treat health problems
by adjusting the spine. Now, many medical doctors and scientists have
dismissed chiropractic medicine as ineffective and even dangerous.
So why is this? One reason is that chiropractic adjustments can cause
serious injuries, especially in the neck and back. Another criticism comes
from the fact that some chiropractors extensively use x-ray photography,
which can harm patients. Some medical doctors criticize chiropractic
treatment because they believe it simply isn't effective, ... it just doesn't
work. Because of these criticisms, the American Medical Association has
consistently opposed the use of chiropractic treatment, and it remains a
controversial issue in the medical community.
UNIT 3 Science 59
Make predictions B. Before the lecture, think about everything you have learned and
See page 8 discussed on the topic of alternative medicine. What do you expect to
1. ---------- - ------------------
2. -- ---------------------------
3. --------- -- ------------------
Watch the lecture C. Watch the lecture, and take notes in your notebook. Remember to listen
for lecture language that signals causes and effects.
1 ONLINE
Assess your D. Circle the statement that best describes how well you understood the
I was able to recognize when the professor discu ssed causes or

effects ___ _
a. all of the time b. most of the time c. sometimes d. not often
60 CHAPTER 5 Th e Plac ebo Effect

E. Use your notes to answer these questions.
1. What is the placebo effect? How were placebos used in the past?
How are they used today?
2. What 's the difference between a blind test and a double-blind test?
3. What are three possible causes of the placebo effect?
4. Describe the depression study. What did researchers find as a result

of this study?
Assess and revise F. Were you able to answer the questions in Exercise E using the
See page 9 other students. Help each other fill in any missing information. Revise
your notes.
Summarize the G. Work with a partner, and take turns summarizing the main points of the
lecture lecture. Talk for 2-3 minutes only.
See page 21
UNIT 3 Sc ien ce 61
STEP 3 "' .
_IDiscuss the Lecture
ACADEMIC Agree and Disagree Politely

DISCUSSION
During a group discussion, you can show your understanding of
STRATEGY
the topic and the ideas expressed by others by politely agreeing or
disagreeing and adding your own ideas. Agreeing with someone is
a polite way to acknowledge a good point before you expand on it.
A polite way to disagree is to acknowledge a point before you
expla in another view on the topic. Use expressions to politely agree
or disagree with others in a discussion.
To Agree with Others To Disagree with Others

• Yes, that 's true . ... • I see what you mean, but I think ...
• That 's a good point. . . . • Maybe, but ...
• I agree with . . . • Okay, but what about ... ?
• I totally agree . .. . • But don 't you think that . . . ?
• I see your point. .. .
• She/he is right, . . .
List more examp les A. Work with a partner to think of other expressions fo·r agreeing and
disagreeing. Write your examples here.
62 CHAPTER 5 The Placebo Effe ct

Practice agreeing B. In a group, read and discuss the question. Keep the conversation going
and disagreeing until every student has had a chance to practice using the language for
agreeing and disagreeing.
What do you think are the three most important considerations when
choosing a medical treatment? Use the list below or come up with your
own ideas.
_ It is scientifically proven to work.

It has few known side effects.
It is affordable.
_ It has helped people you know.
You understand how it works.
Your doctor recommends it.
_ It is the most common treatment for your condition .
_ It has made you feel better before.
_ It is natural (doesn't involve using chemical medicines).
Other: _______________________ _
Discuss the ideas C. Discuss these ideas with your classmates. Remember to use the
in the lecture phrases for agreeing and disagreeing.
1. What do you think causes the placebo effect? Why?

2. Do you think it is ethical for doctors to prescribe placebos to their
patients? Why or why not?
3. How would you feel if you found out that your doctor had given
you a placebo?
4. The study mentioned in the lecture demonstrated that some people who
were suffering from depression experienced physiological changes
when given a placebo to treat their condition. Why do you think that
happened? What do you think is the best treatment for depression?
you found important or interesting? Tell the class why you think it
is important or interesting, and ask for their opinions.
UNIT 3 Science 63
STEP 4 ~
Ji Present Your Knowledge
PRESENTATION
Use Stres s to Emphasi ze Key Ideas
STRATEGY .
To speak English clearly, it 's important that you stress the key words
in your presentation. Key words are usually content words, such as
nouns, adjectives, and main verbs. Stressing key words will help your
audience hear the words that carry the most meaning. You can stress
a word by making the stressed syllable in that word longer, louder,
and higher than the other syllables . At the same time, reducing or
sho rtening the function, or grammar words in the sentence will help
your audience focus only on your most important ideas.
Notice the stressed syllables in this sentence:
Home Qpathy is an approach to medicine that was developed by
Samuel Hahnemann.
Emphasize key idea s A. Read this short section of a student presentation about homeopathy.
Which words do you think the speaker should stress?
So what are some common homeopathic remedies? One common

treatment is allium cepa, be tter known as red onion . Have you ever
chopped an onion? Yes? What happens to your eyes? That's right .
They get watery. And sometimes your nose starts to drip, just like
when yo u have a cold or allergi es. So beca use onion is associated with
these symptoms-watery nose and eyes- homeopaths often use it as a
treatment for colds and allergies.
Chec k your B. Watch a student deliver a presentation. Answer these two questions:
co mprehension
1. Where is homeopathy used the most ?
~ NLINE
2. When did homeop athy begin to become popular in the U.S.?
Not ice how a student C. Watch the video again. List two ways the student could improve the way
emphasizes key ideas he used stress to emphasize key ideas.
~ NLINE

1 ONLINE D. The student received some suggestions on his presentation and
delivered it again. Watch the new presentation. List two improvements
the student made to the way he emphasized key ideas. Watch the
presentation again, follow along with the excerpt in Exercise A on page
64. Underline the words or syllables that the speaker stressed.
PRESENTATION Strategies for Using Stress to Emphasize Key Ideas

STRATEGY
• Stress content words , such as nouns, main verbs , adjectives, and
question words.
• Reduce function words , such as articles , pronouns , prepositions,
conjunctions , and helping verbs .
• Put extra stress on words that show :
Transitions (Next . . .)
New information (One common treatment is . . .)
Contrasting information (On the other hand , . . .)
Emphasize key ideas E. Work in pairs to take turns saying the script from Exercise A on page 64.
Give each other feedback. Did you stress the content words and reduce
the function words? Did you use extra stress to emphasize the new or
contrasting information?
Practice using stress to F. In a group, take turns describing a remedy you have used for a common
emphasize key ideas health problem. Name the remedy and the health problem it is used
for. Then describe how it is used and the effects of using this remedy.
Finally, say why you think it is effective.
To prepare , write the description. Underline the words and syllables that
you should stress. When you deliver your practice pre sentation , try to use
stress to emphasize the key ideas.
When you finish, ask your group for feedback on your use of stress.
Give a presentation G. Research and prepare a presentation about an alternative or traditional

medicine or treatment. Choose a topic from the following list.
acupuncture massage therapy vitamin therapy

diet-based therapy meditation visualization
herbalism reflexology
In your presentation, include information to explain where and when the
treatment was developed , how it works, how it is used, and its popularity.
Also consider any scientific studies that have been done of its effectiveness.
UNIT 3 Science 65
Listen to the lecture and complete the summary notes. Write NO MORE THAN 3 WORDS AND/OR A NUMBER
for each blank.
Introduction
Topic: Placebo Effect (PE)
Main idea 1: What PE is and how P has been used
Main idea 2: (1) _________________ of PE
Main idea 3: Studies of PE and questions about the use of Ps in (2) _________________
Main idea 1:
o Meaning
§ Placebo: (3) _________________
Can be sugar pills, therapy or surgery
à Sham treatment, not actively treat the illness
§ Placebo effect: (4) _________________ from taking placebo
à Improvement in health thanks to placebo, not real treatment
à belief helps patients
o How Placebo has been used
§ 1930s – 1940s
- doctor give patients for aches, pains and (5) _________________
- not say that pills not real medicine
- patients feel better
à the act of (6) _________________ gives positive effect
§ Now, used in clinical trials of new drug
- Blind clinical trial:
Ø Volunteer patients with same illness split into 2 groups (one with new drug; one with
placebo)
Ø (7) _________________ know the splitting, patients don’t know
Ø Purpose: compare the (8) _________________
- Double-blind trial:
Ø Researchers and patients don’t know who takes real drug
Ø Purpose: have (9) _________________ when analyzing results or expectations not affect
results
- In theory: placebo should bring no effect
- In reality:
Ø in some studies, 30 – 40% patients with placebo have improvements
Ø in some trials: up to (10) _________________
Main idea 2
o Illness takes its (11) _________________
§ feel better when doing nothing for treatment
o (12) _________________ effect happens in patient’s mind
§ Patients expect to improve, they improve
§ According to studies:
_________________________________________________________________________________________________________
- Doctor says that treatment works, placebo works
- Doctor says that treatment might not (13) _________________, placebo is not likely to work
o Therapeutic process
§ Doctors are (14) _________________, attentive à patients feel (15) _________________
§ Placebo effect is psychological, placebo gives actual physiological change
Main idea 3
o Study at UCLA with 51 patients (16) _________________
§ One group with placebo, one group with anti-depressant drug
§ 53% with depressant drug feel better, 38% with placebo feel better
§ Surprising point: detect actual increase in brain activity in patients (17) _________________
§ Results repeat in studies treating many diseases, even (18) _________________ and common
cold
à Chemical change in brains comes from placebo effect, from belief to be better
o What to do with placebo
§ Researchers:
- Placebos bring (19) _________________, may help patients
- Doctors should give patients a try
§ Doctors don’t want to use placebo
- Prescribing placebo is (20) _________________
à Real debate in medical community
_________________________________________________________________________________________________________
--- ----- � -
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,., CHAPTER 6 Intelligent Machines
� ��1ras�,,,�� :i:::,_...,,tn:':.,,,..:.as·:r�
STEP 1 ti •
-� Listen and Apply New Strategies
Think about the topic A. Look at the pictures. Then work with a partner to discuss the
questions below.
1. Describe the different machines in the photographs. What do you think

each is capable of doing?
2. What do you think makes each of these machines "intelligent"?
3. What do you think are the biggest challenges in developing intelligent
machines?
66 CHAPTER 6 Intelligent Machines

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you know reading and from your discussions about artificial intelligence.
1. -------------------
--- - - - - - - -
-
2. ---------------------------
- -
-
3. --------------
----------------
LISTENING Predict Causes and Effects

STRATEGY
Active listeners anticipate what they will hear next so that they can
organize the information in their minds and in their notes. In Chapter
5, you learned how to recognize lecture language that signals cause
and effect. In this chapter, you will practice using that knowledge to
predict causes and effects in a lecture.
Predict causes and effects to help you think about the relationships
between ideas in a lecture while you listen.
Predict cause H. Read the first part of each excerpt from a lecture on artificial voices.
and effect Underline the lecture language, and label it C for cause or E for effect.
Then make a prediction about what the professor might discuss next.
Discuss your predictions with a partner.
Excerpt 1
Scientists have developed machines that not only speak, but also listen to
and recognize human speech. This has led to ...
Prediction:
Excerpt 2
But because cars can interact with drivers, scientists must consider ...
Prediction:
I. Share your predictions with a partner. Which p· redictions are most

logical? Discuss various predictions with the class.
UNIT 3 Science 69
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Introduction
Topic: Artificial Intelligence (AI)
Main idea 1: Definition of AI and (1) ___________________ to AI
Main idea 2: (2) ___________________ faced by scientists working in the field
Main idea 3: (3) ___________________ of AI and what scientists hope to achieve in future
Main idea 1:
o Definition
§ AI: (4) ___________________ of making intelligent machines, especially intelligent computer
programs
o Approaches
§ Create machines that can act/ think (5) ___________________, not necessarily like a human
- (6) ___________________: robotic vacuum cleaner
- do things in (7) ___________________
§ Create machines that can act/ think like human; (8) ___________________; require human-like
intelligence
- carry on conversations
o How to know that it works
§ 1950, Alan Turing developed a (9) ___________________ (still used to day to test human-like
intelligence of machines)
- A judge in room with computer
- type messages and carries on 2 conversations (computer and human)
- (10) ___________________ to decide which is computer, which is machine
- Computer can (11) ___________________ à machines pass the test
§ Turing thought, by 2000, computer pass the test
§ Until now, (12) ___________________ pass the test
Main idea 2
Why scientists cannot develop human-like machines?
o Reasons
§ Human beings: (13) ___________________; thinking requires too many different skills
à cannot (14) ___________________
o Requirements
§ Need ‘natural language processing skills’ (ability to communicate in a language)
à need human ability to use (15) ___________________
§ Need ‘(16) ___________________ (ability to store what it knows or hears like the brain)
§ Need to (17) ___________________ (use stored information to think and answer)
à need to decide the best thing to do based on (18) ___________________
§ Need to be able to learn
à need to adapt to new situations
o Challenge in the Total Turing test
§ Require (19) ___________________ interface
- Done with video monitor à test ability to (20) ___________________
- Hatch/ door à test (21) ___________________
Main idea 3
o Accomplishments now
§ Robot do (22) ___________________ physical tasks
- clean up nuclear waste, help on (23) ___________________ and in unmanned aircraft
§ Robots in hospital away from city
- robodoc: talk to patients, (24) ___________________
§ play games
- chess
§ use for (25) ___________________
- voice commands in cell phone, computer
§ play games
- chess
o Future hope
§ Have human-like machines
§ Question: should develop intelligent machines?
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'ssel, oLll r,.lllm sramsue;noA oreqs 'dnor6 e u! suollsonb eseql ssnrslq.a oql ssnrslc ==
Surqleuros Jo esnec eqt sB ot turod ol 'f petrrequr '0I- =
esle 8urq1,(ue e{lpn 'I ,$uudsrp '6 =
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retcerEqc s.,(poqeuros Jo UBd l,figenb e 'q lecrlde>1s '8 :=
-
ecueqc .(q uesoqc .ro Surueddeq '3 eJnJBru 'L
- =
prle^ ro erut sl Suqteruos teq] InJlqnop J ruopuur 'g
- =
slue;ed lecrSolorq rnof uro.r; pelraceJ 'o enbrun 'S
- =
pIFIc ot stuered uro.g pessud ere serlrpnb
qcFlr!\ qSno;qt ]ueuodtuoc lucrSolorq eq] 'p o1 elnqullB 'n =
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esueJeJJrp 'J JoJ lunoJcB '€
=
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pedola,r.ep.ro u,lo;8 ,(1ng euoceq o1 le8u o1 'q \et 'Z =
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Surqleuos JoJ uosueJ e errr8 ro ureldxe o1 'e eue8 '1
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'sla^ sue rno{ leeqc ot [g e6ed uo olrlye oql Are;nqe:on
le lreq Iool 'suolllulJop Jlor{l r.llr/v\ 6ulpeet oql tuotJ sprom ar.ll t.lrle4 .O rno/[ puedx3
eqcJBeseJ sul&u Jo e,{8q sJeqcJeeseJ errros op susrcrlrJc luq^\ '€
'ureldxg Lepur e Jo ecroqc eq] ecuengur seueS op luelxe leq,l\ oJ 'Z
6puno3.(eqt
eABq tuqdt [surl\] ?ur,(pn1s ,(q ureel o1 edoq sreqcreeser op leq yI =:5:
uogsueqarduror
'6u;peer oLlt lnoqe suollsenb osaql ssnrsrp leuyed e qll/v\ ., rno{ 1:aq3
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'gll*3 &e3*e3 ieE xucrp 331,,€ uJnqnr Jlcri i&1* pex,p elillete€ 6e;sqJeg exlI
"',{'6 e pers c.Soq enta e} Li&llcl t!s&!t} psti tl}*q pLi* 'g}[ ]o s6s a&{3 }s a3$sp
uesl s 3{3 spuealsnq .,lel{& eaw 'Auan*$*aas}& !€3*i u! pex;o}xA, q1*q ,{*r;3
a€r,a psl*&e:s!p 6ae!& '&& $s a&e aq4 a* Selei A6!i& el6q&&
't{g'i!q 3e selile$e}
&ue;*}glpo&u!u{}iedQp€"1{}}{inu*n1Se*orvroi'lrdtsulrvtll?}t&{.,epl&"ia$e
d;qsp*** *uqd*6 p.jc },i*q**t'"* *,{e{X,!e€ '*idu;axa lsg i,s!le&t!s i(iSr*1zeu;e
*q aa lme u.*t't* ot'{*& L*&,tlq }€ pa}exedas s&,9,1e} }s sal,:eas 6ucru a;P aJ*E&
U
'$,rlt Lti sX;lds.laga1 ;eq3 S6a pexlll*,te* aXSulr r l.e,&'1, eLu*3 su!x,* l€3!&!"{epl
's664 a4e"ledes s&xt &* uelaezl!lli** eq* Llrsi, a{rJ<>} 5{Ii,$* 1€u,{a}8i$ ellqA&
'461; ulSaq Saq3 iv'*q El a*tla",e$$!p I l.t!$l* sa!&.Ne>3 s&d6* *i&& 6{'ie uae&1*aq
aluel*&&!p artr3 ":13*S,42&&le:lt! Js " "'';e*;1u*p! pu€ " "':11c662;p ;* "' no
'g*u"ragr;4 e.{!? $1r!ift1
io 56di{} +rv1i eql 'sE}.,lq 58 !l! t Sneqe |'! ln}3& a6en6ue;
:::** ornlfal lserluo)
'lserluof, lo uoslledulol sleu6ts 1eq1 e6en6ue; pue uosuedtuof ,(q,r
ornlf,al oLll laqel pue oulllopun 'sulml uo alnlf,ol e uolJ ldlecxa aLll peau
,I ez1u6o:eg
lseJluoJ uoslreduoJ
'areq sa;dutexo lnoA olll6'(ef,uaJalJlp) lseJluo, pue (fi1le1tu;s)
uosgledutor 1eu6;s leLll suolsso;dxa ;eq1o Jo lulql ol ;euued e ql!/v\ )Uo/v\.H se;dutexa aloul lsll
sr puex
uoaA leq 03uorolJlp aLll . ' . s! .4. 'x oxll .
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' ' e.roL!/ssol sl 'y o1 paredLuol . '"'osl^ o)ll .
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lserluol uosl;eduo3
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leuOrs o] osn s;osse;old ]eLl] suolsseldxa pue sploM aLll lo; uolsll
'sernlf,ol 6ut;np suost;eduuof, aleur ual;o slossaJold
$se",&eI03 &*x&w&&s
prJe $u05!ledti.IaS sieu6!g *sk{& 66pm6uetr 6'!n}341 az3u6oaa6 sMtNxl"stx
1,tq8ru4s uolteruroJur eqt dee>1o1op no,( plno, ]BI{n1'Surssncsrp
sr eqs secueJaJJrp pue seIJIJeIIuIIS oql Jo {cEI deol l.uec no,( lnq 's8utql
lueJeJJIp Surlsurtuoc puu SuueduoJ sI JossoJord eqt'ern1ce1e Sutrnq
'uorlsanb aql lamsue pue ';au1;ed e Llllm /v\olaq fiEelells 6u!uets!l
uorlenlrs aql ssntrslp 'A6e1e't1s 6utuelst; aLll puelslopun noA dlaq o1 .g aLll rol eledal6
sdrqsuortelou 6u!tq!S / UfldvHf, Vg
:pelsBrtuos/peJBdluoJ
:o8en8uel erruce-I 'i
:pelsBIUoc/peJudruoJ
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'polserluo2 ro poJeduror 6uroq sr leqm u/v\op olu/v\ :xnno@': -
pue 'ure6e uolsrl uoql 'lserluo3 .ro uosueduror s;eu6rs 1eq1 e6enEuel lselluot pue =
otnllal lo sotruelsu! lnoJ lseol le u/v\op atuÂ 'ure6e 1d,Ie:xe oql ol uolsrl r)| uoslreduoc rol uols!'t
'Jeqlolu JIoID O1 esolc eJea 'J Jeqlo eql'snorlrquu se,t\ euo '€
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'teete) u dole,tep o1 pe133ru1s 'B uorullJ:e8og puu lllg 'I
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'yed puooes lrorro,
aql Llll/vl aruoluos q)ea Jo yed 1s.rr1 oLll LlrtBN 'uolurl) ;e6og JoLllorq 1iltril0@
sr.{ pue uolurl3 ll!E luaprsard lnoqe ornlf,ol e tuorl }d;ecxa ue ol uolsr-'l .r olpne oql ol uols!'l
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a7ailo2 *o ano Vaddoa6 +u2?na6 auana)xa le(}Ll{}€
reqaou)
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uoau1A ae0o4raqae+ ?al? ra.|ae*
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uoaull) r OH u€*uI|3lird
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eb eyoc'goqna' paddu.t? - 2 -taepnt6 ?oo9-:
raql,oiu ro.lior4 oa a6ola -
?ooltPyqi alnigglp - o.rn
p aOe uoau1)
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ioaillia"tabo>, noCnlSiitid
e^q1 ;re;a;d noA op ualsAs qllLl7171 'uolurll ;e6og pue
llrE tnoqe ornlfol alll r,uorJ salou .sluopnls o/vrl le Iool '.rouUed e qllM .V solou eq1 azl(leuy
'palserluof, pue pereduof, oq o] lurod qcea Ourlsr; Aq;o'ua1r
qtrea roJ sof,uaro1;rp pue serluepurs or1] 6ur1sr; Aq selou rnoA aztue6;o
uer noA'tuoraJJrp lo repLUrs are sLUolr oL.{l MoLl ees {;rsee ueo noA {enn
srLlf 'Ueqr ro ]srl e olur salou JnoA lnd ol Jarsea uelJo s,tr 'pelsprluo3
pue pe;eduuoo 6ureq are ]eq] seapr ]noqe selou 6ur1el uoqg
s*sei*1r63 pL,s sues!"rudauo3 a*eltr{
sdrqsuortetaE 6u!tqlS Z Ufl_dVHO 98
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rnoA a;eduo) '/v\oloq suorlrgperd aoJull ollJ1 aoJnlf,al aql utoJJ uJeol
B o6ed oos
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uaqr'^ palllx ssnA aor allqiu saunru! roulLlt q*!!u pBdessa uqot' 'll refv\ plrorl&
ul lq6not uqop'aop rsr.lloJq slLl oXlT 'truapn$ sr3olpalu pue pllel] fi14:;s e
servr opueq raElo aql uo'uqof '1urap;sa*d aq e1 palldse pue fr|le:;tuapBse
palla)xs ai{ 'slua,rpd slq Aq paioAe} spm 'Llos r.!,roqls*!} aql 'aof '*uoJa}J!p
atlnh orom rtaql sAem raqlo lscur u! lng 'ua,.p!!t{, aulu *o 61;we3 e u;
s6u;;q;s tsaplo onm aql se dn ana.l6 {aq& "uolsoq u; d13ule1 Atl1lean* ;
e-e6al;ngrd otu! erroq a,!a/\fr uqof raqlo,lq slq pu€ Apauuay aof qlo8 :
'salou ,,no{ e;edurof, 'por,.lslull oJp non ,";;
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oLll 6ursn
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iserlrredsrp eseq] JoJ suoseeJ Jeqlo o. at lseel le erc leql& ',
is8uqqrs uee. aloq serlrredstp
ureldxe o1 dleq ueo repro I{ulq }eq} s,(e.tr eerqt lseel te eJe telly\ 't
euerplrqc olpplu Jo enr] ,(1e.reue8 aq o1 punoJ srol{creeser e^Bq leql(\ 'z
ilnJssoccns tseel eqJ elnJsseocns ]soru eq] eq ot puet s8urlqrs qclq1\. 'I
'suollsanb osaql JaA sue ol solou tnoA es6 'g
ueuo lou 'p serurleruos 'J elull eql Jo ]solu 'q eurD oq] Jo IIB 'B
1
lser1uoc pue uosrreduroc JoJ a8en8uel eJnlcel eql ezruSocer o] alqe seA\ I
'e6en6ue; ornlrol uogsueqerduroc
eq1 pez;uooral no^ lla/v\ /v\otl soqllrsap lsaq lPLlt luauolels aLll olf,lll r3 rno{;sessv
sdrqsuortelou 6u!lqls Z UfIdVHf, 88
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' se^ Aes o1 6ut{r1 sem I }eqM .
" arolaq pres | ]eLlM o1 6urqlauos ppp aLU lal .
'rerl.rea 6urAes sem.l lellm ol lf,eq oO o1 a1t; p,; .
' seM aroJoq lueal! I lellM .
seapl ui O JnoA uo 6urpuedx3 .to; suotsse;dx3
'11 uo puedxa pue eopt
leutOl.to
inoA o] ).1f,eq oO o1 noA dleq 11tm leLll osn uetr noA seserqd utellof, ole
aJoqf 'possed seq urn] rnoA;e11e Aes o1 alrl plnom noA esla Outqlauuos ASSl"VX-tS
Jo>1u!r.{} Aeur noA 'uorssn3srp ssel3 ro dnotO e 6ut;np soLUI}oLlloS
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srlr>ruq,."^^qJ::JIii"rffi l1:?#,1:#;::Tili[',##:[x#
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lnof tnoqe ,(es 1r lq8rur teql& esl sqt {uq} op fq,Â,
eserro8etBc tuereJJrp rrro4 Jo f.ro8elec repJo-qurq euo Jo eq 01 puel feql
oc 'eJII rnof Jo selull luoreJJlp ruo4 spuauJ lsesolc Jnof lnoqe {uIqJ
euerplrqc ,(1uo lnoqe
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oJnlcel eql UI peuorlueu lou
s8urTqrs ]se8unor( Jo'elppru
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oJe 'ecueuedxe rnof u1
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ur peqrJcsep se ,(puru3i"rno,(
ur sSuqqrs eql peouongur
repro qurq sug a,(Iruu; rno,{
ur Jepro qurq;no( sI tuql11 .I
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sese;qd oql osn ol roquourau 'soleulsse;t;no[ Ll]tl seop! asolll ssnlslo 't seop! aql ssnrslo
l,tou fq,lrr,ro .(q16 tul1(] e eq o] e>lII no,( p1no16 '7
sruooJpeq eleredes Jo poJer{s
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Ieêl etuocul ploqesnoq
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:eq1e8ot lueds eurrl
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sdrqsuorluler plrqc4uerud
sdrqsuo4ele.r 8ulqrs
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souo ol.ll .ro suogugdo pue seopt urvro lno{ osn 'of,tlre;d o1 ecueqe e
peLl seLl luapnls Arane 111un 6uto6 uotlesloluol aql dao) 'uolssn)s!p
aq1 6u1,rnp tuor..ll uo puedxa uet noA leql os seop! leJoua6 alou q1;rvr seepl lnol uo
uotssnf,slp;no{ uels'suollsanb oql ssnfslp pue pear 'dnor6 e ul .E Eugpuedxe o)llreld
sdrqsuorteteu ougqls / U]l_dvHl 06
'lenstn aLll Jo slutod lueuodLUt
oql ureldxa uaql 'suPd palaqel aq] pue 'lensr^ oL{l Jo uorlezrue6jo
lleJaô 'ol]!l aLl] 6urcnporlur {q surer6erp.ro 'sqder6 'sUeqf, ure;dx3.
'alrsoddo aLl] ro 1xe1 1qOrl qlrm punor6>l3eq lrep e asfl .
'lensr^ ;ed seur; 9 ]noqe ol ]xo1 llLUll .
'ezrs ur slurod 7Z ]seal le sr ]eLl] ]xol asn.
'pallolle
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'slensrn Jo asn raq of apetu luopnls oql slueuono;dtur oanl
lsrl 'Iooqalou ;noA ul 'uorleluasa;d nneu oql L{trle1 'ure6e }t palontlap
pue uorleluase;d req uo suorlse66ns auos pon tosol luapnls aq1 .l tiiltit0
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iol {eeds eqs plp eldoed ,(ueru ,nr.o11
a{se tuepnts oqt plp suortsenb ,(e,uns eerqt teq1&
il{t1N0{
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6ur;qrs lnoqe uorleluasord luapnls e uoJJ ld;eexe ue L{trle1 .V rnoA 1:eq3r
'puelsjepun pue oos ol eruorpne
oL{l roJ Asee pue uor}eluosoJd;noA ur uorleLUrolul oql ol luenolar
pue 6urlserolur oq plnoLls slensrn rnoA 'A;anrloa;Ja slensr^ esn oI
'6ursn;uoc ro 6ur1ce;1srp oq uef, Aeql Alrealc peure;dxa ro
peuOrsep ]ou ere slensr^;no{ 1r 'pueL.{ roLllo aLll uO ureldxa o1 luem no{
slurod lue1lodrur eq] reqLuaLuar pue uorleluosard lnoA ezrue6;o o1 no{
dleq osle uef, slensrn peuOrsep-1;aA 'puelsrapun oJ lorsea qf,nLr-t pue
6ur1se:e1ur erolu uorleluese;d ;noA aleiu uec Alenrlce11a s;ensrn 6uts1^1 I Aq I UU a6
rlsrr5lll v^!{rer}s s>l I Ltltl tut ttrc:lt,l
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ueqA\ ',(ea.rns rno.(;o sllnser et4 ez(leue o1 no,( dleq ,(eu tuql punorS4cuq
,(pue; .ro 'repue8 'eBB su qcns 'sluepuodser.rno,( lnoqe ulep Jetlleg 'eldoed
uot lseel te .a\el^relul uoqJ 'seIIFreJ puu slunplllpur uo ]cedun sll puu
crdol rno,( prcA\ol sepnlrlle s.eldoed ]no pug o] suorlsenb etuos elud\
fu1e,trr 8u1qrs repro qurq
eJnunu snsJo,\ eJnleu ezrs ,(1turu; se{rrueJ pepuelq
seuuruJ IeJnllnc-s soJc uerppqc.(1uo uorldope
:u1|o rnor( Jo euo Jo
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s,eldoed ele8rlserrur ol ,(ea,.rns e lcnpuoo 'reuued B qIIIA Jo u,l.t.o rno,( ug
'sdlqsuo;1e1el 6ut;qts
ple/v\ol sopnlllle s,eldoed lnoqe uolleluasord e luesetd pue elede,r6 3 uolleluesard e en;g
'slsnsr^ rnor( uo {ceqpeeJ nor( eruS ol selelusselc rnor( >1sy
I uorpllqc rno{ z ueJplrt{c + rnod
z uarpllqc eerql € uerpllqc eerqJ
I ueJpIIqJ o.âl I uerpllqc oal
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ezrs ,(pue; tnoqe sepnlPly:oldo1,
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ffil";fi i
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uolletuJolu! oql luoseJd ;;trvr pue Aeruns e paltrnpuof, oleq no{ eul6eu; '3 6upleu orllreJd
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Topic: How siblings (1) ______________________ one another
Main idea 1: What research says about (2) ______________________
First-born children: often very successful

- 50% of US presidents: first-borns
- 45% of (3) ______________________ (1960-1999): first-borns
- 21/ first 23 astronauts: first-borns
Oldest children: more (4) ______________________than younger siblings

à have (5) ______________________
Study about people born b/w 1912-1975:

- Oldest children: more successful
- Only one children: very successful
- Younger siblings: less education
Middle-born children:
- least likely to receive (6) ______________________for education
- least likely to do as well in school
à get least (7) ______________________, have more (8) ______________________at schools and
tend to suffer financially later in life (earn less pay or more likely to work part-time job)
Main idea 2: (9) ______________________
First-borns:
- (10) ______________________à more chance to succeed
- Spend more time alone with parents
à get more attention, more (11) ______________________and more constructive feedback from
parents
à succeed in school & have (12) ______________________in life later thanks to the development
of confidence and (13) ______________________drawn from this environment
à be more mature thanks to higher (14) ______________________ from parents
Middle children:
- grow up in an environment surrounding with other children
à have to (15) ______________________other kids for parents’ attention and
(16) ______________________
Youngest children:
- receive more attention and resource because their older siblings are already (17)
______________________
Main idea 3: Factors that can lead to the differences within families and have an effect on development
and success
(18) ______________________:
- Sons: allowed more independence, assigned fewer household chores, less (19)
______________________
E.g: father - spend more time with sons and more involve in sons’ activities and schoolwork
à sons have (20) ______________________to be successful
(21) ______________________:
- Some kids – smarter or inherited traits helping them more successful in life
(22) ______________________: even more important than birth- order

- Disparities – more likely to exist in large families & poor families
(23) ______________________:
E.g: divorce or change of family economics (father losing job, death of a family member, house
destruction from a fire, etc)
à affect different children in different ways à affect children’s future success
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Introduction
Topic: (1) __________& how our definition can affect the way students are taught and assessed.
Main idea 1: (2) __________
Main idea 2: (3) __________
Main idea 3: its impact on education
Main idea 1:
- IQ: (4) __________– measure of intelligence
- Howard Gardner, a developmental psychologist at Harvard, challenges the (5) __________of IQ
tests.
- He believes multiple intelligences cannot be measured by (6) __________
- He came up with a list of 7 types of intelligence
• Linguistic intelligence: learn and use language well (writers, poets, lawyers, etc.)
• Logical-mathematical intelligence: (7) ____________, think logically, analyze & (8)
_________________
è These two types are usually (9) _____________ in schools in the forms of IQ & (10)
_____________tests.
• Spatial intelligence: recognize & use patterns in space (artists, architects, (11)
_____________)
• Music intelligence: recognize and compose (12) _____________, tones, and rhythms.
• Bodily-kinesthetic intelligence: move and (13) _____________ (athletes, dancers, (14)
_____________)
• Interpersonal intelligence: understand other people (educators, salesperson)
• Intrapersonal intelligence: (15) _____________, control emotions.
è We use all 7 (16) _____________.
Main idea 2:
- Confuse intelligence with (17) _____________
- No (18) _____________ to measure intelligence
- No way to compare people
Main idea 3:
- (19) _____________schools and teachers to value all students in their own ways.
- Teachers present (20) _____________in various ways (pictures, graphs, model making)
- Evaluate students in different ways (oral reports, projects, etc.)
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Introduction
Topic: GRAFFITI ART
Main idea 1: ideas and issues connected with graffiti
Main idea 2: Keith Haring
Main idea 3: (1) ____________ around his work
Main idea 1:
- Graffiti ß Greek (to write)
o The work was done (2) ____________ (illicitly)
- People draw graffiti to (3) ____________ or to express an idea through words or pictures, or both.
- Some people don’t consider graffiti (4) ____________ à people drawing graffiti should be arrested
and punished.
o NYC paid (5) ____________ annually to clean graffiti.
- Recently graffiti (6) ____________ from the art world.
o 1970s, East Coast à (7) ____________ on subway trains and stations.
Main idea 2:
- Keith Haring is fanatical about (8) ____________ on the street & how the young creators use (9)
____________ to connect all parts of the art work.
- He was influenced by (10) ____________.
- He tried to break down (11) ____________ of the art world to bring his art into the public.
- He drew on empty spaces on the walls of (12) ____________ with chalk. He expressed ideas
including death, love, war, birth through semiotics (i.e. (13) ____________).
o Images act like words
o Use specific images to create a (14) ____________ type (barking dogs, crawling babies,
flying spaceships, pyramids, etc.)
- Different symbols in different context convey different meanings.
- Simple but complex ß communicate with pp from different backgrounds
- NYers began questioning who created those à attract (15) ____________ à1982: 1st (16)
____________
- Got global attention à(17) ____________: drug abuse, children
- Started created art for advertising à 1986: (18) ____________
Main idea 3:
- Too (19) ____________: not art anymore, his desire affected (20) ____________, his honest
- He disagreed: another way to gain public attention & make art world larger

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Unit Goals

Academic Discussion Strategy

Academic Discussion Strategy

1. Look at the list of factors to consider when purchasing a product. Which

2. Imagine this situation. You are the president of a chocolate company.

2 CHAPTER 1 New Trends in Marketing Research

Talking to Your Target Market: Focus Groups

1. differentiate a. based on reasonable, logical thinking

3. brand c. a picture; an opinion or concept of something

6. suggest f. to understand the difference between

8. rational h. the name of a company's product

9. influence i. not aware of oneself; not knowing

1. Should a business be more concerned with meeting consumers' needs or

4 CHAPTER 1 New Trends iri Marketing Research

LISTENING Recognize Lecture Language for Topic and Plan

or Expressions That Signal the Topic

Expressions That Signal the Lecture Plan

Hi, everyone. Good morning. Last week, if you remember, we discussed

1. Topic lecture language:

6 CHAPTER1 New Trends in Marketing Research

NOTE-TAKING Organize Your Notes into an Informal Outline

Ie Example Outline from a Lecture on Marketing Research

e.g. the Midwest

Marketing is a process that involves many strategies and activities. Today,

1. I expect to learn more about

Why it was developed:

8 CHAPTER 1 New Trends in Marketing Research

4. Why are some people concerned about neuromarketing research?

NOTE-TAKING Assess and Revise Your Notes

ACADEMIC Express Your Ideas

Phrases for Expressing Ideas

10 CHAPTER 1 New Trends in Marketing Research

1. Describe two print or television ads for similar products made by

PRESENTATION Use Good Posture, Eye Contact, and Volume

Check your A. Watch a student presentation in which he describes a recent purchase.

2. What factors influenced his buying decision?

~NLlNE C. The student received some suggestions on his presentation and

PRESENTATION Posture That Shows Authority and Confidence

12 CHAPTER 1 New Trends in Marketing Research

• Did I make eye contact with everyone?

Give a presentation F. Prepare and deliver a presentation about a recent purchase.

• First, describe ~ product that you have bought recently. It could be a

Happy Cereal Company is introducing a new product-a cereal called

B. Work in a group to conduct a survey about ethics in the workplace. Pre

Compile and Analyze Results No1

14 CHAPTER 2 Business Ethics

Corporate Crime on the Rise

Mortgage Fraud at American Banks

Corporate Crime on the Rise

Mortgage Fraud at American Banks

1. fraud a. a person who owns stock in a company

2. shareholder b. not having enough money to pay your debts

3. scandal c. a person who has a high position in a business

4. bankrupt d. the expectation that you will be responsible

E. Circle the phrase with a similar meaning to the underlined idiom.

As a result of corporate corruption, four executives went to prison for

a. serious b. business related c. violent

3. What do you think should be done to prevent corporate crime?

16 CHAPTER 2 Business Ethics

Expressions That Signal a New Idea

Now that we've discussed some well-known cases of corporate crime,

1. Corporations with both men and women on the board of directors

1. New idea lecture language:

2. Transition lecture language: _