Listen to these excerpts from Wild Survivors. Match the appositives with the words or ideas they explain. There are three extra appositives. G CD2 _1. conditions that change a. a bird about the size of a pigeon that Track 6 2. ptarmigan lives in Europe and North America 3. camouflage 4. summer outfit b. a fish whose flat body is the color of the ocean floor _5. Caribbean flounder c. a bird that preys on moths d. speckled grey and brown feathers e. a sea creature from the Atlantic Ocean f. availability of food and water, temperatures, the presence of predators both animal and human g. a disguise that helps the ptarmigan hide from predators by matching the color of its environment h. rocks, moss, and wildflowers LISTENING 2 I Magic and the Mind • for Success VOCABULARY When learning new Here are some words and phrases from Listening 2. Read the sentences. .vords, make a note Circle the answer that best matches the meaning of each bold word of the prepositions or phrase. hat go with them . ::or examp le, you 1. Teachers must be aware of children's level of emotional maturity as well as their cognitive abilities in order to select appropriate material for otice a link between classroom use. ~o events and a. mental manipulate someone b. physical nto doing something. 2. You thought you saw the car hit the bus. However, that was just your perception. In reality, the accident was the fault of the bus. 83 a. what you believe based on what you think you noticed b. what you think based on what others say 3. I don't believe in the supernatural. I'm sure there's a scientific explanation for what happened. a. magical events, forces, or powers b. caused by plants or animals I Listening and Speaking
4. After watching a new trick, magicians cannot really utilize it in a show until they practice it many times. a. learn b. use 5. The magician was able to manipulate the audience volunteers into choosing the cards he wanted them to without their even realizing it. a. threaten or force someone to take a particular action b. control or influence someone in a skillful way 6. Scientists will sometimes study a phenomenon in nature to learn how animals use deception. a. an action that can be imitated by humans b. an event that is sometimes not clearly understood 7. Do you think there is a link between the study you read and the experiment you are planning to do? a. space; separation b. connection 8. A good magician knows how to tap into the audience's desire to be entertained. a. access a power or attitude that already exists b. stop or prevent something from happening 9. People traveling in deserts sometimes think they see a pool of water in the distance that isn't really there. This is an illusion created by the intense heat. a. a visual trick b. a strong wish 10. It's dangerous to use a cell phone while driving because it can distract you, and you might not notice other cars or people in the road. a. remind; help you recall information b. take your attention away from something 11. You can't really say that one painting is definitely better than another because opinions about art are very subjective. a. personally biased b. carefully researched 12. I've watched that magician's trick about a dozen times, but I just can't work out how he does it. a. believe b. solve 84 UNIT 4 I How can the eyes deceive the mind?
PREVIEW LISTENING 2 I Magic and the Mind Scientists are studying magic shows to see what magicians can teach them about perception. You are going to listen to an interview with Dr. Gustav Kuhn, a research fellow at Durham University in England. Marco Werman talks with Dr. Kuhn about \"The Science of Magic\" for PRI Radio's program The World. Check (v') the topics you think will be discussed in the interview. D psychology D intelligence D biology D optical illusions D visual perception D camouflage D supernatural powers ~ CD2 LISTEN FOR MAIN IDEAS \"ID Track 7 Dr. Kuhn talks about three techniques that magicians use. Listen to the interview and take notes about each technique. Then explain them in your own words to a partner. • for Success 1. misdirection 2. illusions Discourse markers elp speakers gain ' me to think and ::!.Iow listeners '0 show they are ollowing a discussion, a A CD2 LISTEN FOR DETAILS \"ID Track 8 Read these questions. Then listen again. Circle the correct answers. 1. Why are scientists in Britain and Canada interested in magic? a. They believe they could help magicians be more effective with their tricks. b. They think they can learn more about perception from magicians. c. They want to make science more entertaining. 2. What is Dr. Kuhn's profession? a. a magician b. a psychologist c. a psychologist and a magician 3. What does Dr. Kuhn say about the age of magic as an art form? a. It is quite old. b. It is relatively recent. c. Some forms are old, but the best tricks are modern ones. 4. What does Dr. Kuhn mean by the \"science of magiC\"? a. explaining the history of magic b. using science to explain magic to an audience c. discovering scientific explanations for why magic tricks work 5. What does Dr. Kuhn say about misdirection? a. Scientists use it more often than magicians. b. Magicians have been aware of it longer than scientists have. c. Scientists are not interested in misdirection. 6. What word or phrase would Dr. Kuhn not use to describe perception? a. easily manipulated b. scientific c. subjective I86 UNIT 4 How can the eyes deceive the mind? 7. How does Dr. Kuhn feel about keeping magician's secrets and techniques? a. As a magician, he is against sharing secrets and techniques with scientists. b. Even when people know the techniques, they can still be fooled by magicians. c. The study of the science of magic is not really concerned with the secrets and techniques. 8. Which statement summarizes Dr. Kuhn's ideas about perception? a. People cannot perceive events that haven't taken place. b. People's perceptions are based on what they actually see. c. People can be prevented from perceiving certain things. et WHAT Do You THINK? A. Discuss the questions in a group. 1. How would Dr. Kuhn respond to the question \"How can the eyes deceive the mind?\" 2. Do you think Dr. Kuhn the psychologist is more interested in learning how magic works, or is Dr. Kuhn the magician more interested in understanding how psychology works? Explain your reasons. • Critical Thinking B. Think about both Listening 1 and Listening 2 as you discuss e questions in the questions. - tivity B ask you . extend the 1. In what ways do the ideas of misdirection and the expectations of the audience in a magic trick apply to camouflage and mimicry in nature? ormatio n you have ~a rned to app ly to, 2. How do people sometimes use deception for entertainment, to avoid :: new situation. unpleasant situations, or to cover up mistakes? I Listening and Speaking 87 A suffix is a group ofletters at the end of a word. A suffix can show the part of speech of a word. For example, -ary often signals an adjective, and -tion indicates a noun. Sometimes when you add a suffix, there are spelling changes to the original word root. For example, when you add a suffix to a word ending in silent -e, you usually delete the -e. Children imagine all sorts of wonderful stories. I verb He believed in lots of imaginary creatures. I adjective He had a very viv id imagination. noun Learning related forms of words helps build your vocabulary. When you learn one new word, you can also learn its related forms. It can also help you understand unfamiliar words. When you see a word that is related to a word you know, you can sometimes guess its meaning. Here are some common suffixes that indicate nouns, verbs, adjectives, and adverbs. Suffixes that show . .. Nouns Verbs Adjectives Adverbs -ance/e nce -ate -able/ible -Iy -t ion -ify -al/ical -ward -ee -ize -ary/ory -er/or -ian -ent/ant -ism -e se -(i)ty -ful -ment -ive -o logy -less -ous 88 UNIT 4 I How can the eyes deceive the mind? A. Work with a partner. Complete the chart with correct word forms. Sometimes there is more than one noun or adjective form. Write X if there is no related word form. Check a dictionary to make sure your word forms are correct. .Noun . '.. '. - . 1. imagination imagine imaginative imaginatively 2. adaptation 3. deceive 4. decoration 5. differ 6. individually 7. mature 8. predatory 9. technical B. Choose the correct word forms from the chart in Activity A to complete these sentences. Use the context and the position of the word in the sentence to help you. 1. Since some children have a more vivid ____ __ _ _ than an adult, they are more likely to believe in a magician's magic instead of trying to figure out the trick. 2. When a ___ __ _ __ is hunting for food, it stays quiet and tries to blend in with the background. 3. Magicians can ____ _ _ _ _ an audience by distracting attention away from their hands. 4. Please distribute one card to each _______ _ in the audience. 5. Animal species that are least ________ to changes may not survive for many more generations. 6. As we ________, we often lose our belief in magic and imaginary creatures. I Listening and Speaking 89 He was wearing a tall hat. relative clause II The magician, who was wearing a tall hat, walked onto the stage. noun -r- relative pronoun Relative clauses usually begin with a relative pronoun: who, whom, whose, that, when, where, or which. The relative pron oun refers to the same person or thing as the noun or noun clause being m odified. So in the example above, \"who\" refers to \"the magician:' Relative clauses are dependent clauses. They must connect to a m ain clause. They cannot stand alone as sentences. Relative clauses can be either subject relative clauses or object relative clauses. Relative Use Example pronoun who subject/object pronoun for The psychologist who was a who(m) people (Informally, many practicing magician was Dr. Kuhn . people use I/whol/ instead The scientist whom I read about whose of l/whom :') was a cognitive psychologist. that possessive pronoun for The bird whose feathers Ifound people, animals, or things was a ptarmigan. which subject/object pronoun for The paper that I read was too people, animals, or things difficult to understand. subject/object pronoun Dr. Kuhn said that the art of magic is for things; can refer to a very old, which surprised me. previous clause 90 UNIT 4 I How can th e eyes deceive th e mind ? Subject relative clauses In subject relative clauses, the relative pronoun takes the place of the subject of the clause. It is followed by a verb. The verb agrees with the noun that the clause modifies. The magician is joining the show. She does the hat trick. IT su~c;-r subject verb verb relative clause II The magician who does the hat trick is joining the show. sub)ect T~ I verb relative pronoun Object relative clauses In object relative clauses, the relative pronoun takes the place of the object of the clause. It is followed by a subject and a verb. The verb agrees with the subject. We saw a magician last week. He was amazing. su~c~ I object verb relative clause II The magician whom we saw last week was amazing. I T.u-;fec~ object relative verb pronoun You can omit the relative pronoun in object relative clauses. This is common in everyday speech. [ relative clause II The magician we saw last week was amazing. I object I Listening and Speaking 91 A. CD2 A. Listen to the sentences. For each one, circle the noun or pronoun that the \"'10 Track 9 relative clause modifies. 1. that = b. knives c. magic show b. we c. magician a. boxes 2. whom = a. France 3. that = b. elephant c. audience b. nature a. stage b. performer c. radios b. beginners 4. that = c. rabbit a. sounds c. Many magic tricks are actually easy for a beginner to learn 5. whose = a. hat 6. which = a. magic tricks B. In your notebook, combine the sentences with a re lative clause. Then take turns reading the sentences aloud with a partner. Listen for subject- verb agreement or pronoun problems. 1. David Copperfield is one of the most famous modern magicians. His real name is David Seth Kotkin. 2. Cyril Takayama has performed for orphans in Thailand. Takayama was born in Hollywood. 3. Color change is the most common form of camouflage. I didn't know that before I took this class. 4. Stage illusions are performed for large audiences. Stage illusions often use exotic animals such as tigers. 5. Some creatures can't be seen because of their coloring. They hide in the sand or the seaweed. 6. Houdini really wanted to be a magician. He became famous as an escape artist. I92 UN IT 4 How can the eyes deceive the mind? Pronunciation :.-: Stress shifts with suffixes- -~-- =- .:- -=---=1:1:;:.. L . . . . . . = I_ _ _ _ __ A. CD2 Changing a word to a different form by adding a suffix can sometimes cause the V Track 10 primary word stress to change. Although deciding where to stress words of more than one syllable can be difficult, there are a few rules you can follow. When in doubt, always check a dictionary. Listen to the examples in the chart below. Rules Suffixes Examples -ee, -ese, -ier 1. Put the primary re -TIRE / re -tir-EE stress on CHI-na / Chi -NESE these suffixes. cash / ca-SHIER 2. Keep the sam e -ai, -ment, -ness, pro-FE-ssion / pro-FE-ssion-al syllable stress as -ous, -or, -y, e-QU IP / e-QUIP-ment the base word . -ism, -Iy e-FFECT-ive / e-FFECT-ive-ness sub-JECT-ive / sub-JECT-ive-Iy 3. Put the primary -ial, -ion, -ion, MA-gic / ma -GI-cian stress on th e -ic(s), -ical, -ient, psy-CHO-Io-gy / syllable just before -ious, -ify, -/tive, p sy - c h o - LO -g i - c a l these suffi xes. -ity, -graphy, -Iogy, -ual VO-cab / vo -CA-bu-Ia-ry CER-ti-fy / cer-TI -fi -cate 4. You usually put -ary, -ate, -ize lo-CA-tion / LO-cal-ize the primary stress two syllables before these suffixes. I Li stening and Speaking 93 f) CO2 A. For each pair of words, predict where the stress should go and circle that Track 11 syllable. Then listen and check your answers. 1. a. ma@pulate b. manipt@ion 2. a. alternate b. alternative 3. a. deceive b. deception 4. a. image b. imaginary 5. a. technique b. technically 6. a. mystery b. mysterious 7. a. popular b. popularity 8. a. psychology b. psychological 9. a. terrify b. terrific 10. a. visual b. visualize B. Work with a partner. Take turns reading these sentences. Listen for correct word stress on the underlined words. 1. Some children are terrified by magic, but others think it's terrific. 2. Magicians use different techniques, but technically their goals are the same. 3. The mystery of nature is revealed in mysterious ways. 4. The subjects all gave very subjective answers to the research questions. 5. The images in the book helped the children visualize the imaginary creatures. 6. They did psychological experiments to understand the psycholo: y behind the illusions. I94 UNIT 4 How can the eyes deceive the mind?
-~~-jjjjiijl- . ~~-------------------------------------- In a conversation, there are a number of ways to ask someone to clarify something that he or she has said. Restating speaker's point Asking speaker for clarification What (exactly) do you mean by that? [ Do you mean that . . . ? Could you give an example? So are you saying that . .. ? Could you explain how that works? Let me see if I understand . .. II!:\\ CD 2 Asking speaker to rephrase what was said \"tU Track 12 [ What do you mean by . .. ? Could you explain that another way? I'm not sure what that means. Listen to how radio show host Marco Werman restates Dr. Kuhn's idea and then asks Dr. Kuhn for clarification. [ Now, in your study, you argue that the time has come to create a science of magic. What exactly do you mean by that? To clarify a point in response to a question, or to rephrase a difficult idea without being asked, a speaker often uses phrases like these. What I mean to say is . . . To make myself clear, ... In other words, . .. Sorry, let me rephrase that. That is, ... Just to clarify, . . . Let me explain. . . A~ Work with a partner. Use phrases from the Speaking Skill box to 95 comp lete this conversation. Then practice the conversati n aloud. Take turns playing the tutor and the student. Tutor: So you h ave a quiz on mimicry and camouflage tomorrow. Do you have any questions? Student: I get camouflage, but __________------:~---------- mimicry. Tutor: Well, the technical definition for mimicry is when one organism can share characteristics an d imitate sounds or actions of another. Student: ----------~~----------< 2 Tutor: Sure. An example would be a moth th at makes a clicking sound to make it sound like som ething dangerous to bats so they won't come near. Remember, m imicry is part of a bigger concept called crypsis. I Listen ing and Speaking
_____----=-______ mimicry falls into a larger category of 3 behavior along with evasion, camouflage, and just plain hiding. Student: _ _ __ _----:-______ running away from something and 4 hiding are considered in the same category as camouflage and mimicry? Tutor: Exactly. So _ _ _ _ _ _ __ _ ___, they are all part of the same 5 protective behavior. B. Work with a partner. Role-play an interview between a reporter and a scientist explaining one or more of the concepts below. Use phrases from the skill box. Then practice the conversation aloud and present it to the class. camouflage misdirection illusions forcing 'iD{1t.m;.t§u, Give a group presentation on the uses of illusions I In this section, you will deliver a group presentation on how optical illusions are used. As you prepare your presentation, think about the Unit Question, \"How can the eyes deceive the mind?\" and refer to the Self-Assessment checklist on page 98. For alternative unit assignments, see the Q: Skills for Success rtacher's Handbook. 'CONSIDER THE IDEAS Look at these PowerPoint slides from a lecture on optical illusions. In a group, discuss the questions below. ~ Which orange circle is larger! << >>---~< Which is the longest horizontal line! 96 UNIT 4 I How can the eyes deceive the mind?
1. In each illusion, one object appears longer or bigger than the others, but they are the same size. What creates the illusion in each case? 2. Do you always see what is really there, or do you sometimes see only what you want to see? Do you think some people can resist being fooled? 3. Do you think the study of optical illusions is important? Why or why not? PREPARE AND SPEAK A. GATHER IDEAS Work in a group. Brainstorm some ways illusions like the ones above are or could be used in each of the following fields. Take notes in the chart. Field Uses Fashion Art Architecture Marketing Other r B. ORGANIZE IDEAS Plan your group presentation. 1. Choose one of the fields above. As a group, discuss examples in the field that use the illusion. The examples can be ones you have seen or ones you imagine. Be creative. 2. Plan the report on your findings. Your presentation should include these parts: • a description of the illusion used and the field you chose and why • a description of three or four examples of how the illusion is or could be used. If possible, collect pictures from the Internet or magazines, or draw your own. I Listening and Speaking 97
• a response to the question, \"How easily do you think people are deceived by this illusion?\" • a conclusion that addresses implications of using optical illusions in this field 3. Divide the points and/or examples among the members of your group. Use a note card for each part of the report you will give, and write essential points to remind yourself what to say. 4. Practice presenting your information to your group. Use relative clauses to describe each optical illusion figure or drawing and explain how it is used in a particular field. This optical illusion shows two lines that are the same length but don't appear that way. People who want to look taller might wear a V-neck sweater rather than one with a round neck. '''4:t!13c. Present you ~ideas to the class. Answer questions from the audience at the end. When you listen to other presentations, ask questions to clarify information if you are not sure of the meaning. Refer to the Self-Assessment checklist below before you begin. (HECK AND REFLECT Ciliiti3A. Think about the Unit Assignment as you complete the Self-Assessment checklist. 0 0 I was able to speak fluently about the topic. 0 0 My group and class understood me. 0 0 I used relative clauses correctly. 0 0 I used vocabulary from the unit to express my ideas. 0 0 I emphasized the correct syllable in words to indicate the word form . 0 0 I asked for clarification as necessary and clarified my speech for others when asked . B. 'jJUIDi Discuss these questions with a partner. What is something new you learned in this unit? Look back at the Unit Question. Is your answer different now than when you started this unit? If yes, how is it different? Why? 98 UNIT 4 I How can the eyes deceive the mind?
Track Your Success Circle the words and phrases you learned in this unit. Nouns Verbs Adjectives camouflage adapt ;:. rm cognitive illu sio n distract elaborate link ;:' rm manipulate rm infinite rm perception rm mature rm obvious ;:' rm phenomenon rm mimic subjective resemble supernatural .predator utilize rm Adverb prey Phrasal Verbs virtually ;:' rm survival rm tap into work out ;:. Oxfo rd 3000'M words rm Academic Word List Check (v\") the skills you learned. If you need more work on a skill, refer to the page(s) in parentheses. LISTENING I can recognize appositives that explain. (p. 82) VOCABULARY I can use word forms and suffixes. (p. 88) I can use relative clauses. (pp. 90-91) GRAMMAR I can shift word stress with suffixes. (p. 93) PRONUNCIATION I Listening and Speaking 99
• organizing notes with aT-chart • collocations • reported speech linking with final consonants • dtlng sources
•••••••••••••••••••••••••••••••••••• Unit QUESTION What does it mean to be a global citizen? I1Q-):wIAMI j:IIIJ~I'I o Discuss these questions with your classmates. Which of these concerns get the most attention: short-term disasters such as hurricane relief or long-term problems such as world hunger? Why? Look at the photo. Have you or someone you know participated in an activity that reflects a desire to become a better global citizen? o Discuss the Unit Question above with your classmates. t> Listen to The Q Classroom, Track 13 on CD 2, to hear other answers. 101
-0 e:m::xJ Look at the photos. What problems do you see? Talk with a partner and < write your ideas. Then think of four more problems you think the world =:m faces today. :-::Ic m c: -Z -I Problems the world faces today G) Work with a group. For each problem in Activity C, decide who is primarily responsible for solving the problem. (There may be more than one answer.) Write the problem beside the correct heading. I102 UNIT 5 What does it mean to be a global citizen?
TENING 1 I The Campaign to Humanize the Coffee Trade VOCABULARY Here are some words from Listening 1. Read the sentences. Then write each bold word next to the correct definition. 1. Many celebrity activists worked together to bring attention to the effects of the tsunami and to raise money for countries affected by it. 2. If a local community effort, or grassroots campaign, gets a lot of media attention, it might transform into a national or even a global fight for change. 3. Many farmers are forced to find other jobs because they cannot afford the high costs of producing food. 4. Some businesspeople who like risk base their investments on speculation and luck rather than on past performance history. 5. There was a massive demand for sugar, but because of agricultural problems, the supply was very low. 6. Water is a basic commodity that is scarce in many parts of the world. 7. The grower sells his product to a processor, who then gets it ready for the market. 8. Human rights groups spend a lot of their energy trying to devise ways to improve labor laws around the world. 9. Roughly 884 million people worldwide have unsafe drinking water, and according to the humanitarian group Save the Children, this estimate is low. 10. In order to avoid the obstacles that can prevent small businesses from succeeding, some people prefer to join a co-op and work together with other small business owners. 11. The United Nations Global Compact wants businesses to guarantee that they will reduce their environmental impact, not just say they hope it will happen. 12. The importer didn't have a license to do business in that country, so she needed an intermediary to buy the products for her. I Listening and Speaking 103
a. _ _ _ _ __ __ (n.) the activity of buying and selling goods or shares in a company in the hope of making a profit, but with the risk of losing money b. _ _ __ _ ___ (v.) to change someone or something completely c. _ _ _ __ _ __ (adv.) more or less; approximately d. _ _ _ _ _ _ _ _ (v.) to give a promise e. _ _______ (n.) a product or raw material that can be bought and sold f. _ _ __ _ _ __ (n.) someone who passes on information; a middleman g. _ _ __ _ ___ (n.) something or someone that changes materials before they are sold h. _ _ __ _ _ __ (v.) to invent a plan or system i. _ _ _ _ _ _ _ _ (n.) someone who wants to achieve political or social change j. _ _ __ _ __ (v.) to be able to pay for something k. _ _ _ _ __ _ (ad}.) very big 1. _ _ _ _ _ _ _ _ (n.) a community organization of people working together towards a shared goal PREVIEW LISTENING 1 I The Campaign to Humanize the Coffee Trade You are going to listen to a report, \"The Campaign to Humanize the Coffee Trade,\" by Daniel Zwerdling for American RadioWorks. It addresses an issue of global concern for a product consumed in almost every country. Check (.I') your predictions of what the speaker will say about humanizing the coffee trade, improving the conditions for the workers. D Coffee production in small villages is usually not controlled by the farmers themselves. D Products that come from socially responsible businesses that protect workers and the environment cost less because they come from small companies. D Coffee farmers earn less than one-tenth of the money from their beans sold in other countries. I104 UNIT 5 Wh at does it mean to be a g loba l citizen?
II!:\\ CD 2 LISTEN FOR MAIN IDEAS 'ID Track 14 Listen to the report. Then write a sentence for each topic to express the main idea. 1. The lives and homes of the coffee farmers 2. The role of the coyote, or middleman 3. The goal of the Fair Trade system II!:\\ CD 2 LISTEN FOR DETAILS 'ID Track 15 A. Read the statements. Then listen again. Check (.I) the statements that are true according to the report. D 1. The coffee farmers introduced here say they send their coffee into town on trucks. Q 2. The coyotes, or middlemen, buy the coffee beans for 50 cents or less a pound. D 3. Zwerdling says that in Washington, D.C., he spends less than $9.00 a pound for coffee. D 4. Coffee is not a highly traded commodity. D 5. Fair Trade was started by Europeans. D 6. At the time of the report, over 300 groups of farmers around the world had joined the Fair Trade system. D 7. Large corporate plantations can join Fair Trade if they promise to follow fair business practices. D 8. Guillermo Denaux explains that under Fair Trade, farmers are basically guaranteed to earn enough money for food, education, clothes, and health care. I Listening and Speaking 105
B. Who sells coffee to whom? Number the people in the order that they purchase coffee after the farmer offers it for sale. Then listen again and check your answers. a coffee shop _1_ a coyote, or middleman a processor a roaster the consumer an exporter et WHAT Do You THINK? Discuss the questions in a group. 1. Would you be willing to pay extra for Fair Trade products? Why or why not? How much more would you pay (than you do now) for a cup of coffee? A chocolate bar? A cotton T-shirt? 2. Zwerdling says that \"consumers have to help, too.\" In what ways can consumers help in the development of the Fair Trade network? 3. Who should determine prices ofluxury commodities (such as coffee or chocolate)? Who should determine the prices of necessities (such as vegetables)? What might happen if farmers were allowed to charge as much as they wanted for their products? I106 UNIT 5 What does it mean to be a global citizen?
-- ... help farmers earn more money powerless. • Farmers don't know who and gain some power. buys their coffee. • Many different people buy and sell the coffee beans before the consumer. Remember that in a lecture, you might hear some of the information out of order. However, if you can note problems in the problem column and solutions in the solution column, you can reorder them later when you revise your notes. If you hear information that you don't have time to write down, draw a line; then you can ask your instructor or a classmate later. Sometimes your instructor might ask you to research the missing information or come up with your own ideas. I Listening and Speaking 107
A. CO2 Listen to students talking about humanitarian organizations. Write the 'IU Track 17 problems and solutions they discuss. Then compare notes with a partner. e Critical Thinking Problems Solutions 1. This activity asks you to identify 2. the problems and solutions you hear the speakers talk about. Identifying ideas is one way to show you understand the information. 3. 4. Clean drinking water is a precious commodity. LISTENING 2 I The UN Global Compact e for Success VOCABULARY These noun phrases Here are some words and phrases from Listening 2. Read the sentences. are all collocations . Then write each bold word or phrase next to the correct definition. The field of business has many noun 1. India is recognized as a key emerging economy in the world. There phrases that are is some risk in investing there, but potential for enormous profits and collocations . See growth, too. the Vocabulary Skill on page 113 for 2. Many organizations try to ensure that proper labor standards exist more information so that employees have safe conditions at their jobs. on collocations. 108 UN IT 5 I What does it mean to be a global citizen?
3. Businesses worry about the confidence of investors because if people don't invest, there won't be money to innovate and expand, or perhaps even to stay in business. 4. Institutions such as the World Bank provide loans to developing countries to improve their social impact in the world. a. _ _ __ _ __ _ _ _ _ _ laws that protect workers b. _ __ _ _ __ _ __ _ _ the effects of an organization or agency on others c. _ __ _ _ _ _ __ __ _ a region that is experiencing rapid growth and industrialization d. _ _ _ _ _ _ __ _ ___ a feeling or belief by people with money that it is safe to spend it in order to make a future profit 5. Businesses have easily identifiable assets, or property. They also have intangible assets, like a good reputation, that are not easily visible. 6. At the end of the year, a corporation's accounting practices might be examined to make sure the business reports are accurate and honest. 7. In tough economic times, families need to reduce unnecessary household expenditures such as eating in restaurants or going to the movies. 8. I am only interested in buying ethical goods for people as gifts this year. I don't want to support any businesses that don't treat workers fairly. e. _ _ _ _ _ _ _ _ __ _ _ the costs of taking care of a home and family f. _ _ _ _ _ _ _ _ __ _ _ methods of keeping financial records g. _ _ _ _ _ _ _ _ _ ___ products that are judged to be morally acceptable and not harmful to society or the workers who produce them h. _ _ _ _ _ _ _ _ __ _ _ thingsofvaluethatcannotbeseen, such as knowledge I Listening and Speaking 109
9. Even though countries want to exploit their own natural resources, they have to consider the environmental impact of using those resources too quickly. 10. In recent years, businesses have tried to find ways of being proactive with problems so they can take action before being criticized. n. The principles, or basic beliefs, of a company determine its core strategies. 12. The country's economic policies are focused on creating a sustainable market to attract and keep foreign investors. i. ________ ____ a system that can operate continuously while still meeting global economic, environmental, and social needs j. ____________ to use something well in order to gain as much from it as possble k. _____ _ __ _ _ _ _ controlling a situation by making things happen rather than waiting for things to happen and then reacting to them l. _____ _ _ __ _ _ _ primary or fundamental plans of action for a business PREVIEW LISTENING 2 I The UN Global Compact The United Nations The United Nations, itself a symbol of international cooperation, has bui lding many subgroups that work in specific areas. You are going to listen to a report on the UN Global Compact. The report discusses a special formal agreement, or compact, among businesses around the world on the issues that concern them. Check (,/) the issues you expect to hear discussed in the report. D corruption D investor confidence D import and export prices D worker safety D pollution D climate change D treatment of employees D consumer spending I110 UNIT 5 What does it mean to be a global citizen?
I!:\\ CD2 LISTEN FOR MAIN IDEAS 'IU Track 18 Listen to the report on the Global Compact. Circle the answer that best completes each statement. 1. The Exxon Valdez disaster and the Enron collapse showed that businesses a. can act responsibly without regulations. b. are guilty of corporate irresponsibility. 2. Expansion into the global market brings more risk to the public because a. emerging markets have weaker regulations. b. emerging markets will increase competition. 3. In order to participate in the UN Global Compact, companies must promise to a. take responsibility for their own actions. b. report irresponsible actions by other businesses. 4. Two of the ten areas that the Global Compact is intended to safeguard are a. labor standards and business reputations. b. human rights and the environment. 5. Evidence of changes in public attitudes includes findings that people are a. spending more money on ethical goods. b. more concerned about the cost of a product than the reputation of the company that produced it. 6. Ban Ki-Moon's hopes for the future of the Global Compact include a. limiting global expansion and development. b. creating sustainable markets. I Listening and Speaking 11
A CD2 LISTEN FOR DETAILS V Track 19 Read this list of supporting details. Then listen again. Complete the chart with the correct numbers as you listen. Check your answers with a partner. Details ~ 101: 1110. . 1. The year ofthe Exxon Valdez disaster 2. The number of gallons of crude oil spilled into the water by the Exxon Valdez 3. The number of dol lars in foreign direct investment at the time of this report 4. The year the UN started the Global Compact 5. The number of Global Compact principles the participating companies agree to uphold 6. The percenta ge of a company's market value that - - -is determined by its reputation and intangible assets 7. The share price of Enron before its bad reputation caused the price to fall to less than 50 cents 8. The percenta ge of CEOs who report doing more now to incorporate environmenta l, social, and political issues into the ir core strategies 9. The number of companies in the Globa l Compact when it first started 10. The number of countries in the Global Compact at the time of this report et WHAT Do You THINK? A. Discuss the questions in a group. 1. What do you think are the most serious problems caused by businesses and corporations that the Global Compact should force them to address? 2. Do you think corporations that follow the Global Compact are motivated more by the desire for profits, the desire to be better global citizens, or something else? 3. What are some examples you've seen of efforts by businesses or individuals to be better global citizens? 112 UNIT 5 I What does it mean to be a global citizen?
B. Think about both Listening 1 and Listening 2 as you discuss the questions. l. Did the two recordings change your mind about global citizenship and cooperation, or did they confirm views you already had? In what ways? 2. What are some current problems that would benefit from global solutions on a small scale or a grassroots level? Vocabulary Skill : Collocations To increase your fluency and expand your vocabulary, it is important to know about collocation, or the way two or more words are commonly combined when written or spoken. Compound words, idioms, lexical phrases, and phrasal verbs, as well as adjective-noun combinations, are examples of collocations. Collocations are based on common usage and not usually on grammatical rules. Wesay ... but not ... crude oil rough oil Fa irTrade products Kind Trade products climb the corporate ladder climb the business ladder Learners' and collocations dictionaries are good tools for finding out which word collocates with another. A thesaurus might lead you in the wrong direction, however, because even though two words are synonyms, they will probably not collocate with the same words. [ Synonyms global international Collocations globa l warming internationa l borders • for Success A. Choose the phrase that has the correct collocation. Check a collocations - e way to check for dictionary if necessary. : mmon collocations .:. ' 0 use the Internet l. Agencies like Amnesty International help protect (personal rights / - sea rch for a phrase human rights) around the world. quotations. For 2. We need to write the (final draft / end draft) of our proposal. \"..ample, \"emerging 3. The (prices rose / prices ascended) when the corporation took over. arket\" gives over - 0 million hits, but 4. They carried the coffee (down and up / up and down) the mountain. ::'l1erging economy\" ':: ver than 200,000. 5. The (short supply of / little supply of) that commodity affected prices. I Listening and Speaking 113
6. My favorite charity is one that brings (disaster comfort / disaster relief) to victims of hurricanes. 7. We need to (make some research / do some research) on that project before we invest in it. 8. (Startup markets / Emerging markets) are those in developing countries where businesses see the possibility for growth and are making new investments. 9. The (coffee shop / coffee store) bought most of its coffee from Fair Trade organizations. 10. Businesses that abuse the environment are partly responsible for the problem of (weather change / climate change). B. Work with a partner. Circle the two words or phrases that collocate with the bold word or expression. Check a learners' or collocations dictionary if necessary. 1. business a. run a ... b. make a ... c. go into ... 2. money a. make ... a. get rid of. .. b. spend ... c. afford ... 3. costs a. grow ... in 4. confidence a. take ... for b. run up ... c. cover ... 5. responsibility b. have... in c. lose.. . in b. discover c. have . .. for . . . for 6. chief ... officer a. financial b. executive c. management C. With your partner, write at least six sentences using collocations from Activity B. 114 UNIT 5 I What does it mean to be a global citizen?
., , . : . SPEAKING In reported speech (or indirect speech), you restate what someone else has said or written. It is often used to incorporate information from another source into a presentation. In reported speech, it is important to keep the same meaning as the original source, although it is not necessary to use the exact words. Reported speech Examples requires a backshift in verb tense The farmer said, \"We need to get when talking about things said in a higher price:' and about the past The farmer said that they needed to get a higher price. simple present _ simple past present continuous _ The board said, \"We wil l invest more in emerging markets in the future:' past continuous The board said they would invest simple past _ present perfect more in emerging markets. present perfect _ past perfect will_ would can _ could may_ might keeps the same verb tense if the He said, \"Climate change ~ a reality:' He said (that) climate change is a reality. speaker's words involve a timeless or current situation or event uses statement word order, even if The executive asked, \"What's the agenda?\" the original source is a question The executive asked what the agenda was. starts with a reporting verb such as \"The environmental crisis is a globa l problem:' (Barry Commoner) say, tell, ask, add, assert, point out, state, remark, respond, and warn Barry Commoner asserts (that) the environmenta l crisis is a global prob lem. has an optiona l that for statements may require a change in pronoun I told her, \"You and I can do more:' I told her she and I could do more. from // we/you to clarify the reporter's relationship to what is said uses if or whether to introduce a The UN speaker asked, \"Are you ready to Yes/ No question, or an infinitive to make a globa l commitment? Then do it:' introduce a command The UN speaker asked whether they were ready to make a global commitment and told them to do it. I Listening and Speaking 115
A. Work with a partner and take turns. One person reads the quotation, and the other changes it to reported speech. Remember to begin with a reporting verb. 1. The farmer, about growing coffee: \"It's a lot of work, and sometimes we can't even cover our costs:' The farmer stated that growing coffee was a lot of work, and ... 2. Deborah Amos, to the radio audience: \"Do you ever think about the farmers who grew that coffee?\" 3. Georg Kell, about the Global Compact: \"Initially we started off with a moral core.\" 4. Ban Ki-Moon, UN Secretary General: \"Together we can achieve a new face of globalization.\" 5. Dan Zwerdling, about the coffee farmers: \"These farmers are the poorest and most powerless part of the global coffee trade.\" 6. Daniel Zwerdling, about Fair Trade: \"Still, the Fair Trade network can't raise all the money that farmers need just by cutting out middlemen. Consumers have to help, too.\" B. Work in a group. Sit in a circle. Share a fact or ask a question about a global issue. The person to your right will report what you said and then add another fact or question. Continue around the circle until everyone has had a chance to share and report. A: In Cambodia last year, heavy rains caused flooding, and many farmers' crops were destroyed. B: Student A reported that in Cambodia last year, heavy rains had caused flooding and many crops had been destroyed. Do any international organizations help farmers in different countries? C: Student Basked if any international organizations help farmers in different countries. I think the United Nations . .. 116 UNIT 5 I What does it mean to be a global citizen?
Pronunciation Linking with final consonants I!\\\\ CD 2 In order to improve fluency, it is important to connect the final sound of one word \"'IU Track 20 or syllable to the initial sound of the next, especially in the same thought group. If you say each sound perfectly, but in isolation, your speech will sound unnatural. It is important not to drop final consonants, or your speech will be unclear because one word may be confused with another. Time is money should not sound like Tie is money. Do not link a word that ends with a consonant to one that begins with another consonant by inserting a vowel sound between them. This will cause you to add an extra syllable that will confuse your listener. The date began with a three should not sound like The data began with a three. Read the principles oflinking with final consonants and study the examples in the chart. Then listen to the example sentences. Principles of linking Examples 1. Jo in a final consonant sound to They sold items made in Africa the vowel sound at the beginning of v '-./ the next word. thousands of miles away. '-./ v 2. When the same consonant ends They wantJo take_control of one word and begins the next, production. do not insert a vowe l sound. Hold the consonant longer instead of repeating it. 3. When a word ends in the They grow some of the best) coffee consonant sounds t, k, d, p, 9, or b, you can drink. do not re lease the first sound, but say the second one right away. I Listening and Speaking 117
I!:\\ CD 2 A. Link the final consonants in these phrases. Write '---' where the sounds 'ID Track 21 are joined, _ where the same sound is held longer, and ) where the final consonant sound is not released. Then listen and repeat to check your work. Practice saying the phrases aloud with a partner. 1. an economist 6. basic commodity 2. growing coffee 7. household expenditure 3. special label 8. global expansion 4. stuck in poverty 9. climate change S. can't cover costs 10. environmental issues B. Mark the places where sounds should be linked. Then ask and answer the questions with a partner. Help each other improve linking sounds by listening carefully and pointing out problems. 1. What time is the conference on the global economy? 2. What kind of help does a refugee camp provide? 3. How can countries demonstrate international unity? 4. What are some ways to help earthquake victims? S. How can companies promise to reduce their environmental impact? 6. What are some nonprofit organizations that collect food donations for the hungry? 7. What are some ways you take care of the people in your community? 8. How might an economist describe fair trade? I118 UNIT 5 What does it mean to be a global citizen?
Speakmg Skill Citing sources When giving academic presentations, you need to tell the audience where your information comes from. Giving credit to authorities or outside sources will make your presentation more believable and informative. You can show that you have studied background information and up-to-date material. In speaking, you can cite information by: • introducing the person who wrote or said something important about your topic. • telling where and when it was published or said. • using reported speech to restate the speaker's idea. When citing a speaker's words from a specific point in the past, related to past activities or ideas, use a reporting verb in the past form (he stated, she explained, they claimed). When citing written material, a quotation that is closely related in time to the speaker, or a statement of a universally accepted idea, it is common to use either the present perfect form (he has asserted) or the citational present (the report proves; research shows). Here are some common phrases for citing sources: According to X, .. . As X says / explains / reports, ... X's article shows ... In [year], X proved that ... In a survey published in [year}, the results showed ... At a conference on [date}, X expla ined how ... A. Add a different opening for each sentence to introduce the source provided in parentheses. Read your sentences to a partner and compare your choices. 1. Fair Trade is a social movement that has been organized to give power to developing countries. (Wikipedia) 2. 200,000 people attended a series of Live 8 concerts in London's Hyde Park to combat poverty in Africa. (BBC News, July 3, 2005) 3. the Heifer Foundation has provided an orphanage in Vietnam with an animal farm, so children learn how to raise and care for animals. (Rose Tran Bach Yen, orphanage director, Vietnam) 4. more than 90 percent of CEOs are doing more about environmental, social, and political issues now. (2007, McKinsey survey) I Listening and Speaking 119
e for Success 5. \"My fellow Americans, people all over the world, we need to solve the climate crisis. It's not a political issue; Try to use a vari ety it's a moral issue.\" (AI Gore, Academy Award acceptance speech, of reporting verbs or February 2007) phrases, and don't always use th em 6. colleagues at Doctors Without at the beginning Borders treated more than 150,000 children suffering from hunger of a sentence. For around the world. (Susan Shepherd, pediatrician, Th e N ew York Tim es, example: Th e New January 30,2008) York Fair Trade Day this year was an B. Work with a partner. Read these descriptions of organizations that have enormous success, according to Scott made a difference. Take turns asking questions about them and citing Codey. Th e interes t the information. in buying Fair Trade products for gifts, 1. Save the Children is the leading independent organization creating lasting Codey added, change for children in need in the United States and around the world. For increases every year. more than 75 years, Save the Children has been helping children survive and thrive by improving their health, education and economic opportunities and, in times of acute crisis, mobilizing rapid life-saving assistance to help children recover from the effects of war, conflict and natural disasters. (Save the Children, Causecast.org, http ://www.causecast.org) 2. More than 1,400 people, both specialized staff and delegates, are currently on field missions for the [International Committee of the Red Cross] across the globe. This work is backed up by some 11,000 local employees and supported and coordinated by around 800 staff at its Geneva headquarters. (International Committee of the Red Cross, http://www.cicr.org) iI1Nl4%t,m;,i§,ji Report on a global problem I ~ In this section, you will deliver a group presentation on a global problem. As '-C you prepare your presentation, think about the Unit Question, \"What does it mean to be a global citizen?\" and refer to the Self-Assessment checklist on page 122. For alternative unit assignments, see the Q: Skills for Success Teacher'sHandbook. CONSIDER THE IDEAS In a group, discuss this campus flyer that introduces students to ways th ey can get involved in grassroots campaigns and become better global citizen s on their own campus. 120 UNIT 5 I What does it mean to be a global citizen?
@ Informed Students ~~~ Global Citizens New students! Welcome to this month's edition of Informed Students ... Global Citizens. You're in college now, and doors are open to the following organizations! Join up and make a difference. Greenpeace: You've probably seen Habitat for Humanity: Although Greenpeace volunteers and recruiters around spring break is months away, check out a campus. They're here to encourage you to sign Habitat for Human ity working vacation petitions to protect the whales and other to an area where hurricane victims get endangered species. If you want to do more, needed homes. why not sign up to be a volunteer yourself? Humanities Out There: No need to go far Campus Recyclers: Work at the recycling from home to lend a hand. Underprivileged center collecting plastic bottles and paper and students nearby need tutors in English and helping to raise awareness on campus about the math. Volunteer to help! need to recycle. Every little bit helps! 1. Discuss the issues these groups are involved in and the problems they are working to solve. What solutions do they offer? 2. Many grassroots organizations like these try to raise money, write letters to political leaders, or work on small projects that help people in need. What kind of work would you be willing to volunteer to do? How could an organization persuade others to volunteer? PREPARE AND SPEAK A. GATHER IDEAS Work in a group. Think about the global problems and solutions discussed in this unit. Choose an issue related to the environment, health, education, energy, poverty, or a similar topic. Complete the chart with your group's ideas. What is the problem or issue? What are some of the causes of the problem? What are some of its effects? What are some possible solutions? What solutions or suggestions can your group offer? I Listening and Speaking 121
e for Success B. ORGANIZE IDEAS Plan your group presentation. To make sure points 1. Divide the following parts of your presentation among your are not lost in a long group members: discussion, signa l a. Introduce and explain the problem importance by using b. Explain possible causes introductory phrases c. Discuss effects and numbering d. Present possible solutions points. \"Here's how 2. If possible, use information from outside sources in your presentation it worked: First, they (you can research outside of class or use information from this unit). signed up volunteers. Second, they . .. \" 3. Make note cards to remind you of what to cover during the presentation. 4. Practice your presentation. Time yourselves so that you keep to the limit set by your instructor. Give each other feedback on your sections of the presentation, and exchange suggestions for improvement. c. '1#J3I Give your presentation to the class. Refer to the Self-Assessment checklist below before you begin. CHECK AND REFLECT nUd3A. Think about the Unit Assignment as you complete the Self-Assessment checklist. 0 0 I was able to speak fluently about the topic. '0 0 My group and class understood me. 0 0 I used vocabu lary and collocations from the unit to express my ideas. 0 0 I used reported speech to cite information from others. 0 0 I linked final sounds to make my speech more fluent and understandable. 0 0 I cited sources appropriately and effectively. 'jJUn:i.B. Discuss these questions with a partner. What is something new you learned in this unit? et Look back at the Unit Question. Is your answer different now than when you started this unit? If yes, how is it different? Why? 122 UNIT 5 I What does it mean to be a global citizen?
Track Your Success Circle the words and phrases you learned in this unit. Nouns Verbs Adverb accounting afford ~ roughly ~ activist ~ devise commodity rJ.mI exploit rJ.mI Phrases co-op guarantee ~ rJ.mI accounting practices economy ~ rJ.mI transform ~ rJ.mI confidence of investors expenditure core strategies intermediary Adjectives emerging economy investor rJ.mI core ~ rJ.mI ethical goods processor ethical rJ.mI household expenditures speculation intangible intangible assets standard ~ massive ~ labor standards proactive social impact sustainable rJ.mI sustainable market ~ Oxfo rd 3000~ words rJ.mI Academic Word List Check (v\"') the skills you learned. If you need more work on a skill, refer to the page(s) in parentheses. LISTENING I can organize notes with aT-chart. (p. 107) VOCABULARY I can use collocations. (p. 113) I can use reported speech. (p. 115) GRAMMAR I can understand and use linking with final consonants. PRONUNCIATION (p.117) I can cite sources. (p. 119) SPEAKING I Listening and Speaking 123
• recognizing organizational cues • words with multiple meanings • conditionals • thought groups giving advice ~1IoI.I.I~ •
- -, • • • • • ••4 ••• • • • 4 •••• •••• • • •• • • 4 • Unit QUESTION How do you make a space your own? 11 Q-J:W II'll: IIIJ~III G Discuss these questions with your classmates. What places or spaces do you have that you consider \"yours\"? How do other people know that these spaces belong to you? What are some differences in the way different groups, such as males, female, adults, or children personalize their space? Look at the photo. Do you think the people who live in the house have made the space their own? Why? o Discuss the Unit Question above with your classmates. f) Listen to The Q Classroom, Track 22 on CD 2, to hear other answers. 125
e\"'0 m:l:J Look at the pictures of different kinds of space. What does each space < tell you about the person? Share your ideas with a partner. =m: -I ::I: m C -Z -I Cl) Work in a group. Think of one of your personal spaces. Take turns describing your space and explaining what it shows about you. My room is usually a little messy, but it is filled with things I really enjoy. In one corner is a pile of sports equipment: my tennis racket, some balls, a Frisbee, and a baseball glove. On the wall are posters of movies I really like. I've got a lot of CDs on the shelves. There's a plant on my windowsill. I126 UNIT 6 How do you make a space your own?
• •~ ..., LISTENING ISTENING 1 I Environmental Psychology VOCABULARY Here are some words and phrases from Listening 1. Read the sentences. Circle the answer that best matches the meaning of each bold word or phrase. 1. Gender differences between boys and girls can be seen at an early age. a. classification by age b. classification by sex c. classification by name 2. To work with your partner on this dialog, sit in chairs that are face-to-face or in ones that are adjacent so you can communicate easily. a. next to each other b. away from the door c. far from each other 3. People usually affiliate with others who are similar to themselves. They like to feel that they belong to a group of like-minded friends. a. connect to b. are curious about c. are afraid of 4. The teachers are going to engage in a discussion on social psychology, so 1'd like to stay and hear what they have to say. a. schedule b. take part in c. call off 5. He keeps all of his belongings, including his books and clothes, in one small cabinet in his dorm room. a. things you want b. things you don't want c. things you own I Listening and Speaking 127
6. It's remarkable how often people will choose to sit at the same table in a restaurant, even when better tables are available. a. very interesting b. very difficult to believe c. very uncomfortable 7. Territorial behavior, or wanting to protect a personal space, is ingrained in us, and it is hard to change our attitude. a. all around b. unfamiliar to c. deeply a part of 8. When my little sister invades my room, she throws her toys all over my bed. a. forgets about; ignores b. protects; takes good care of c. marches into; enters by force 9. Most pizza places only deliver within a three-mile radius. a. circular area b. city center c. diameter 10. Please refrain from using your cell phone in class because it distracts other students. a. think about b. continue c. avoid 11. They prefer to commute to work in the city every day but live in a suburban area, because life is less stressful there. a. in a city b. near a city c. very far from a city 12. Although visitors are not likely to enter a house without knocking, they are moderately likely to stop by for a visit without being invited. It happens sometimes. a. always b. a little c. very 128 UNIT6 I Howdoyoumakeaspaceyourown?
PREVIEW LISTENING 1 I Environmental Psychology You are going to listen to an excerpt from a lecture by Dr. Traci Craig, a psychology professor at the University ofIdaho. It will introduce you to the field of environmental psychology. Behavioral psychology is the study of how humans react to stimuli from outside and within themselves. Educational psychology is the study of how humans learn. Look at the pictures below. What do you think environmental psychology is? Write a short definition. • for Success _ea rning the special ocabulary of aca demic fields will elp you understand discussions and ectures and ake you more co mfortable communicating at school. Keep lists of .oca bulary you learn different subjects. If!\\\\. CD 2 LISTEN FOR MAIN IDEAS 'ID Track 23 A. Listen to the lecture. Take notes to complete the main ideas in the outline. • Critical Thinking I. Environmental psychology A. Definition: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Activity A, you wil l :omplete an outline. B. Areas the lecture will focus on: Outlining is one way ::l' breaki ng down formation into its :omponent parts. 1. 2. 3. I Listening and Speaking 129
a server and customer 11. Male and female _ _ _ _ _ _ _ _ behavior in a restaurant A. Feelings of invasion 1. Face-to-face invasion (males) 2. _ _ _ _ _ _ _ _ invasion (females) B. Placement of belongings 1. The _ _ _ _ _ _ _ study 2. Placement of _ _ _ _ _ _ __ C. Exploring territories on bikes 1. Smaller territories for girls 2. Larger territories for boys D. Touching _ _ _ _ _ _ _ _ in _ _ _ _ _ _ __ Ill. Eye contact: Post office experiment A. _ _ _ _ _ _ _ likely to make eye contact in a ________ B. _ _ _ _ _ _ _ _ likely to make eye contact in a ________ IV. Visual intrusion and privacy-stressful places A. Visual intrusion- to see and be seen 1. Restaurants 2. B. Privacy-dorm rooms B. Use your notes from the outline in Activity A to write answers to these questions. Compare your answers with a partner. 1. What is environmental psychology? I130 UNIT 6 How do you make a space your own?
2. In what ways does Dr. Craig believe males and females are similar or different in their territorial behavior? 3. According to Dr. Craig, what is the connection between eye contact and personal space? 4. What effects can a feeling of lack of privacy have on an individual? A CD2 LISTEN FOR DETAILS \"'IU Track 24 A. Read the statements. Then listen again. Write T (true) or F (false). Compare your answers with a partner. 1. Men are more offended by someone sitting adjacent to them than someone sitting across from them. __ 2. Males and females often miscommunicate because they are both competitive. _ 3. The statement \"Women are expected to affiliate\" means women feel they have to make contact with someone they sit next to. 4. In a large lecture class, the majority of students sit in the same seat all semester. 5. Visitors to a man's office will touch his belongings displayed on the desk more freely than they would if the office belonged to a woman. _ 6. In the jacket study, people moved a jacket that clearly belonged to a woman, but refrained from moving one that belonged to a man. 7. Territorial behavior does not begin until we are teenagers. 8. Even at a young age, females explore larger territories than males. 9. Touching your plate in a restaurant is a sign of marking the plate as your own. __ 10. It is more acceptable and expected for people to make eye contact in a post office in a large city than in a small town. I Listening and Speaking 131
et WHAT Do You THINK? Discuss the questions in a group. 1. How do the details that you marked as true in the previous exercise fit your own actions or your observations of others? Do you always choose to sit in the same chair in class, for example? 2. Has Dr. Craig convinced you that males and females have very different reactions to personal space? Why or why not? 3. In what ways do you think the rules for respecting personal space and personalizing territories vary in different countries and cultures? --------------- .~~----------------------------- Organizational cues are words or phrases a speaker uses to signal the type of information that follows. Recognizing organizational cues can help you predict what speakers will say next. Organizational cues What they signal Examples What we will focus on most importantly, in fact, importance, emphasis here is a definition actually, what we will of territorial ity. focus on here is, I want to stress There are many ways to invade someone's space. for exa mple, such as, for examples, illustrations For example, if you ... instance, specifically, in Women try to talk to particular, that is those sitting next to them . In addition, they furthermore, in addition, additional support or feel they have to affiliate moreover, besides, evidence with them. additionally, also Now let's turn to the statistical evidence. now let's turn to, moving shifting topics on, let's now look at, conclusions In short, gender affects re lated to that our sense of space. in short, to sum up, in conclusion, we've seen that, in the end 132 UNIT 6 I How do you make a space your own?
