Audio Transcript of Chapters 8, 11, and 12 (PDF)

Chapter 8A Chapter 8, Page 65 Listening Practice B. Listening for Main Ideas Listen to an interview with a writer of a book about inventions of the late 19th and early 20th centuries. As you listen, check your answers to the quiz above. Interviewer: Can you tell us a little bit about your current...

Chapter 8A Chapter 8, Page 65 Listening Practice B. Listening for Main Ideas Listen to an interview with a writer of a book about inventions of the late 19th and early 20th centuries. As you listen, check your answers to the quiz above. Interviewer: Can you tell us a little bit about your current project? What are you working on now? Writer: I'm writing a book about some of the most important technological inventions of the 19th and early 20th centuries. It's about how things like the typewriter or the fax machine were developed and so on. Interviewer: That sounds really interesting. Writer: It is. It's fascinating. The personalities behind the inventions are particularly fun to read about. Like, a lot of inventors were amateurs, and some of them were considered to be nuts—crazy—but they had this incredible determination. They believed absolutely in what they were doing. Interviewer: Uh-huh. Writer: Take George Eastman, for example. He was a keen photographer, and he was about to go on vacation to the Caribbean to take pictures, but then the night before he was supposed to leave, he looked at all this photo gear. And in the 1870s, the photo gear was incredibly cumbersome—all, you know, glass plates, chemicals, equipment, and so on— and he said to himself, "I'm not carrying all this stuff. There's got to be an easier way to take photographs." So, he canceled his vacation, quit his job, stayed home, and invented film instead. Interviewer: Hahaha. That's great. Writer: The guy was a bank clerk—24 years old—but that was the mood of the time, you know. Talk about a positive attitude! It was a real "can-do" spirit. People were asking questions like, "I wonder if we could have a machine that does this?" or, you know, "Why can't we do that?" Writer: And then they would set out to do it, and they wouldn't give up. Interviewer: But then they also discovered things by accident? Writer: Oh yes, like the microwave oven. The microwave oven was actually developed from the magnetron—that's the power tube that drives a radar machine. One day, this scientist, Percy Spencer, was his name—was standing next to a magnetron, and he had a chocolate bar in his pocket, and the chocolate melted. So, he said, "Huh that's interesting." So, the next day he came in with popcorn, and guess what happened? Interviewer: Pop! Writer: Yes! And that essentially was where the idea of the microwave came from—just by chance, really. It was called a "radar range" because of the radar. Writer: Of course, it took a while to be developed and so on, Interviewer: but that happened too, didn't it? A lot of things didn't take off immediately— didn't necessarily find a market, right? Writer: Right. Some products were just not in the right place at the right time. The classic example of that was the fax machine. I bet you didn't know we had fax machines before we had telephones. Interviewer: Really? Writer: Yes. The French were using very effective fax machines in the 1860s—before the telephone, in fact—but the idea never took off. At that time, people were more interested in the telegraph. Interviewer: That's amazing. Writer: Yes. People have to be ready for a new thing before they'll accept it. It took Remington years to convince people to use a typewriter. Everybody said, "Oh, it's great; it's the wave of the future; it's a wonderful machine," but they wouldn't, you know. For 10 years, it didn't sell. And that was because letters were handwritten. That was what you did. There was a whole art to writing letters. People didn't think it was appropriate to type them because what was typeset was mainly used for advertising. So, if people got a typewritten letter, they were either offended, or they thought it was junk mail. Interviewer: I guess you had to convince enough people at one time. Writer: Right. Eventually, businesses started using them, and then everyone had to have one, but it took about 10 years for the typewriter to become really popular. C. Listening for More Detail Listen to the interview again. Choose the correct answer to complete each statement, then compare answers with a partner. Listen again if necessary.  Chapter 8B Chapter 8, Page 66 Focus on the Listening Skill: Identifying the Purpose of a Story or Example Exercise 1 Listen again to what the speaker says before and after the story about George Eastman. Fill in the blanks with the words you hear, then compare answers with a partner. Speaker: A lot of inventors were amateurs, and some of them were considered to be nuts—crazy—but they had this incredible determination. They believed absolutely in what they were doing. Interviewer: Uh-huh. Speaker: Take George Eastman, for example. So, he canceled his vacation, quit his job, stayed home, and invented film instead. Interviewer: Hahaha that's great. Speaker: The guy was a bank clerk, 24 years old—but that was the mood of the time, you know. Talk about a positive attitude! It was a real "can-do" spirit. Chapter 8C Chapter 8, Page 67 Focus on the Listening Skill: Identifying the Purpose of a Story or Example Exercise 3 Listen to the extract and choose the correct answer. Compare answers with a partner. Interviewer: But then they also discovered things by accident? Speaker: Oh, yes. Like the microwave oven. The microwave oven was actually developed from the magnetron—that's the power tube that drives a radar machine. One day, this scientist, Percy Spencer, was his name—was standing next to a magnetron, and he had a chocolate bar in his pocket, and the chocolate melted. So, he said, "That's interesting." So, the next day, he came in with popcorn, and guess what happened? Interviewer: Pop. Speaker: Yes! And that essentially was where the idea of the microwave came from—just by chance, really.  Chapter 8D Chapter 8, Page 67 Focus on the Listening Skill: Identifying the Purpose of a Story or Example Exercise 4 Now listen to this extract and choose the correct answer. Compare answers with a partner. Speaker: Yes. People have to be ready for a new thing before they'll accept it. It took Remington years to convince people to use a typewriter. Everybody said, "Oh, it's great, it's the wave of the future, it's a wonderful machine," but they wouldn't. You know, for 10 years, it didn't sell. And that was because letters were handwritten—that was what you did. There was a whole art to writing letters. People didn't think it was appropriate to type them because what was typeset was mainly used for advertising. So, if people got a typewritten letter, they were either offended, or they thought it was junk mail. Interviewer: I guess you had to convince enough people at one time. Speaker: Right. Eventually, businesses started using them, and then everyone had to have one, but it took about 10 years for the typewriter to become really popular. Chapter 8E Chapter 8, Page 69 Listening Practice: B, Listening for Main Ideas Listen to a guide telling the story of Chester Carlson and his invention. Then choose the best summary. Guide: Good morning, everybody. Welcome to the Museum of Technology. My name is Greg, and I'll be your tour leader today. Now, if you'd like to step this way, we're going to look at this machine over here. Guide: Now, first of all, can anybody guess what this is? Visitor: It looks like something for writing or printing? Guide: Yes. This is actually the first photocopy machine. Visitor: Oh. Really? Guide: This was one of the most important inventions of the 20th century. Fortune Magazine called it the most successful product ever marketed in America. And this technology is essentially the same technology that is used in laser printers today. Just think for a moment how often you use a photocopy machine or a laser printer. And this is Chester Carlson, the inventor of the photocopy machine. He invented the process of xerography—that's basically what happens in a photocopy machine—in 1937. First, I'm going to tell you a little bit about him, and then we'll look at how xerography works. Okay? Visitors: Hmm. Sure. Guide: Chester Carlson was born in Seattle, and he was the only child of a barber. His father was sick and couldn't work, and the family was very poor. His mother died when he was a teenager, so he had to support his father. At one point, the two of them lived in a chicken coop with a bare concrete floor. But he was a good student, and he was very interested in science. He put himself through college—first junior college, and then the California Institute of Technology. All the time, he did odd jobs to support himself and his father. He always knew that he wanted to be an inventor because he figured that if he invented something, it would be a way out of poverty. He kept notebooks full of all kinds of ideas. One of his ideas was a raincoat with, like, gutters on it to keep water off your pant legs. Another idea that he had was a toothbrush with bristles that you could replace. He was an inventive type of guy. Anyway, when he graduated, he got a job in New York and got married, but he still wanted to invent something. So, he went to law school to find out about the legal aspects of inventions. He wound up spending a lot of time in the New York Public Library, and he had to copy pages longhand from law books because he couldn't afford to buy them. It's hard for us to imagine that nowadays, but without photocopiers, you either had to copy everything by hand or had to buy the book. There wasn't any other option. So, Carlson started thinking about a machine that would duplicate documents. He came up with the idea for this machine, which basically uses photoconductivity. It's a process whereby you use electricity and light to create an image. This machine was his prototype, and it was made in 1938. He used his own money to make it because he couldn't convince anyone that it would work. He knew he had a good idea, but nobody would invest in it. He was turned down by more than 20 companies. Finally, in 1944, he got some money from a research company to do more research. And then, in 1947, a small company in Rochester, New York—it was called Haloid—agreed to develop the machines. But the process was so complicated that it took a long time and a lot of money to get the process right. A lot of the scientists at the company wanted to drop it altogether, but Carlson kept pushing them. And finally, in 1960—that's years later—they sold the first automated copier. It weighed 650 pounds. But as soon as it got into offices, you can imagine what happened. Visitors: They liked it. Guide: They loved it. It sold like hotcakes. Think about how often the average office uses a photocopier today. Haloid changed its name, and I think you can guess the new name. Visitors: Xerox? Guide: Yes. Haloid became the Xerox Corporation. Visitor: What about Carlson? Guide: He became very rich. He earned about $200,000,000 from his invention, and that was in the 1950s. So, the money was worth a lot more than it is today. But he was very modest about it. He only ever had one car. People said if you met him, you'd never know he was so rich. He actually gave away most of the money. Visitor: Really? Guide: He gave millions of dollars to charity, paid for schools and libraries, and he never allowed his name to be mentioned. He donated a lot of money for a building at the university where he had studied, but he named the building after the teacher who had inspired him the most. Visitor: That's an incredible story. Guide: It is, isn't it? Now, let's look at the machine. Does anybody know how a photocopy is made? Visitor: Is it some kind of photographic process? Guide: No. It's not photographic. As I said, it uses electricity and light, basically, to create an image. Listening Practice: C, Listening for More Detail Read through the questions and answer the ones you can. Then listen to the interview again and complete your answers as you listen. Compare answers with a partner.  Chapter 8F Chapter 8, Page 70 Listening Practice: D, Working Out Unknown Vocabulary Listen to the extracts from the talk. Listen for the words and expressions in italics below. Choose the correct meaning for each word or expression, then compare answers with a partner. Number 1 But he was a good student, and he was very interested in science. He put himself through college, 1st junior college, and then the California Institute of Technology. All the time he did odd jobs to support himself and his father. Number 2 It's hard for us to imagine that nowadays, but without photocopiers, you either had to copy everything by hand or had to buy the book. There wasn't any other option. So, Carlson started thinking about a machine that would duplicate documents. Number 3 He used his own money to make it because he couldn't convince anyone that it would work. He knew he had a good idea, but nobody would invest in it. He was turned down by more than 20 companies. Number 4 But the process was so complicated that it took a long time and a lot of money to get the process right. A lot of the scientists at the company wanted to drop it altogether, but Carlson kept pushing them. And finally, in 1960, that's years later, they sold the first automated copier. Number 5 He became very rich. He earned about $200,000,000 from his invention, and that was in the 19 fifties, so the money was worth a lot more than it is today. But he was very modest about it. He only ever had one car. People said, if you met him, you'd never know he was so rich.  Chapter 8G Chapter 8, Page 71 Pronunciation: Word Stress Exercise 1 Listen to these words. Underline the stressed syllable, then compare answers with a partner. Number 1. Duplicate. Duplication. Number 2. Imagine. Imagination. Number 3. Inspire. Inspiration. Number 4. Invent. Invention. Number 5. Mechanic. Mechanical. Number 6. Technology. Technological. Number 7. Photograph. Photographic. Photography. Number 8. Electric. Electrical. Electricity. Exercise 2 Listen again and repeat the words. Circle the pairs of words that have different stress patterns. For example, duplicate and duplication.  Chapter 8I Chapter 8, page 72 Speaking skills, explaining a process. Exercise 1. Listen to the explanation. What kind of machine is the man trying to operate? Ron: Hey, Francine. Can you help me? Francine: Sure, Ron. What's the problem? Ron: I'm trying to figure out how to make this double sided. Francine: Okay. Well, first, you need to put your original in this way. Ron: Oh, okay. Francine: And now let's check the settings. You want 2 side to 2 side, this button here. So, we'll press this. Ron: Uh-huh. Francine: How many copies do you want? Ron: Let's say 5. Francine: Okay. So, then you press 5 here. And then after that, you press the big green button to make the copies. Okay? Ron: Yeah. I think so. Put the paper in here, check the settings, enter the number of copies, and press the green button. Francine: That's it. Ron: Okay. Thanks, Francine. Chapter 8, page 72 Speaking skills, explaining a process. Exercise 2. Listen again. Which expressions do you hear?  Chapter 11A Chapter 11, page 94 Listening practice. B, listening for main ideas. Listen to a radio call-in show about the moon. Which topics from exercise 1 above are discussed on the show? Host: Hello, and welcome to Science Now. We're talking about the moon today, and our guest is Craig Doss, a scientist who spends his life considering the mysteries of the moon. Host: Hello Craig. Craig: Hi. Thanks for having me on the show. Host: Now, Craig, this is a weekly call-in show where people can ask questions about our topic, and our expert, that's you, will answer the questions. Okay. Are you ready? Craig: Yes. Host: Okay. Let's get started. Host: Our first question comes from Danielle in New Jersey. Hi, Danielle. What's your question? Danielle: Hi. I'm wondering about water on the moon. Is there actually water? I've heard about the seas on the moon, but are they really filled with water? Host: Craig? Craig: That's a good question. They are called seas, but they're not filled with water. They're actually filled with lava. The only water we know of is in ice at the poles of the moon. Danielle: Oh, okay. Thank you. Host: Our next caller is Edward from New Mexico. What's your question, Edward? Edward: Hello. Can you tell me if scientists know how the moon was formed? Craig: That's an interesting one. There have been different theories on this. One theory is that the moon was actually part of Earth, but it broke off and became separate in early formation. Another idea is that the moon was an object out in space that was captured or pulled in by Earth’s gravity. In other words, that it came near enough to Earth and then couldn’t get away because of gravity. And then, there is the theory that a huge rock crashed into Earth and knocked a large piece of it loose, and then this piece formed into the moon. It's this last theory that most scientists prefer now, but we don't really know for sure. Edward: Do you think scientists will ever know for sure? Craig: Hmm good question. Maybe, maybe not. Host: Okay. Our next caller is Rita from Missouri. Host: Hi Rita. Rita: Hi. Thanks for taking my call. Did research about the moon help scientists figure out how or why dinosaurs disappeared? Host: Hmm what can you tell us about that, Craig? Craig: There actually is a connection. Scientists studied how craters on the moon might have been formed, how something might have crashed into the moon and made craters. This research was then used by other scientists. They came up with a theory that a huge rock crashing into Earth could have killed all the dinosaurs. Host: So, there is a connection. And it's interesting because this is also an example of one of the benefits of studying the moon and sending astronauts there. That's something that people sometimes question. Craig: Yes, that is true. Host: Okay. Our last question is from Lewis in Maryland. Host: Hi Lewis. Lewis: Hi. My question is more about astronauts on trips to the moon. I've heard that they've taken some unusual things into space. Is this true? Craig: Yes, it is. A lot of people don't know about this, but astronauts have carried golf balls and coins and even tree seeds to space. They've carried a lot of other things as well. It started to get a little out of hand though, so nowadays there are much tighter regulations. On shuttle missions, astronauts aren't allowed to carry so many things. But in the early days, there weren't regulations, and the astronauts carried things like the golf balls and coins. Lewis: Wow. You think it would help my golf game to use a ball that had been to the moon? Host: Hahaha It seems like there's a fascination with objects that have been in space. Craig: Yes, there really is. People think there must be something special about these things. In fact, there were problems. Some people sold some of the objects to make a profit afterwards, which is one reason the regulations have come about. Host: Okay. Well, thanks for your question, Lewis. We're going to take a quick break.  Chapter 11B Chapter 11, page 94 Listening practice. C. Focus on the listening skill, identifying key words to understand details. Exercise 1. Listen to these extracts from the radio program. For each topic, write down 4 to 8 important words you hear. Number 1: Hi. I'm wondering about water on the moon. Is there actually water? I've heard about the seas on the moon, but are they really filled with water? Craig: That's a good question. They are called seas, but they're not filled with water. They're actually filled with lava. The only water we know of is in ice at the poles of the moon. Number 2: Hello. Can you tell me if scientists know how the moon was formed? Craig: That's an interesting one. There have been different theories on this. One theory is that the moon was actually part of Earth, but it broke off and became separate in early formation. Another idea is that the moon was an object out in space that was captured or pulled in by Earth’s gravity. In other words, that it came near enough to Earth and then couldn’t get away because of gravity. And then, there is the theory that a huge rock crashed into Earth and knocked a large piece of it loose, and then this piece formed into the moon. Number 3: Hi. Thanks for taking my call. Did research about the moon help scientists figure out how or why dinosaurs disappeared? Craig: There actually is a connection. Scientists studied how craters on the moon might have been formed, how something might have crashed into the moon and made craters. This research was then used by other scientists. They came up with a theory that a huge rock crashing into Earth could have killed all the dinosaurs.  Chapter 11C Chapter 11, page 97 Listening practice. B, listening for main ideas. Listen to the interview. As you listen, note the answers to these questions. Then compare answers with a partner. Host (Nikki): Okay, now we have Sharon Lee here to talk about people in astronomy. Hello, Sharon. Sharon: Hi Nikki. Host: What, or should I say, who are you going to tell us about today? Sharon: We're gonna look at amateur astronomers today. Many people don't realize that some amateurs have been pretty important in astronomy. Some significant discoveries have been made by amateurs. Host: Really? Sharon: Yes. The two main areas of discovery are identifying new comets and hunting for supernovas. Host: What are supernovas? Sharon: If you let me come back to that in a second, I wanna add that astronomy is really one of the few fields where amateurs actually make a lot of discoveries. Think about biology or physics. There just aren't as many examples of someone who's not a professional or expert making some kind of significant discovery in those fields. Host: I see what you mean. Sharon: Now, back to supernovas. A supernova is a giant dying star. And when I say giant, I mean larger than our sun. And this dying star explodes and produces an enormous amount of energy. Host: And amateurs can see or find these? Sharon: Yes. But they are extremely rare. Something like 80 have been recorded since they were discovered in the 1930s, and it's not an easy task to see them. Host: Why is that? Sharon: Well, let me tell you about the person who is probably the most successful amateur looking for supernovas, and that will give you a better idea. Host: Okay. Sharon: Robert Evans is a retired minister who lives in Australia. He began looking for supernovas in 1980, and he's found at least 35 of them. Host: 35 out of the total of about 80? That seems impressive. Sharon: It definitely is. He doesn't use particularly fancy equipment, and he observes from the back deck of his home. Now, the most amazing part of this is his memory. He has an extraordinary ability to memorize patterns of stars, and this is what has enabled him to find so many supernovas. Host: What do you mean when you say extraordinary? Sharon: Well, the writer, Bill Bryson, included a chapter on Evans in a recent book called A Short History of Nearly Everything. Host: That's an intriguing title. Sharon: Yes. Isn't it? Anyway, he explains Evans's ability to memorize this way. He says, to imagine a standard dining room table with a black cloth on it, then throw a handful of salt across it. The handful of salt would be like a galaxy. A galaxy is a large group of stars, and there are a lot of them. Host: Okay. So, a table with a handful of salt represents a galaxy. Sharon: Right. Bryson then says to imagine 1500 tables, each with a handful of salt across them. Host: And each handful of salt on the 1500 tables would be a galaxy? Sharon: Exactly. Now Bryson says to imagine one grain of salt, that's one grain, put anywhere on one of the tables. Then have Robert Evans walk among the tables, and he would be able to find the one new grain of salt. Host: Wow. That's really something. So, he basically memorizes the patterns of stars in all those different galaxies? Sharon: Yes. And then he can notice something new, and that's how he's been able to identify supernovas. Host: That really is extraordinary. He must spend a lot of time searching for these things. Sharon: Yes. But remember, he's an amateur. This isn't his job. So, he does this in addition to his daily life. Host: I can't imagine how many hours he spent at night looking at the sky. Sharon: I know. It truly is a passion for these amateurs. Now, in addition to his amazing ability to memorize star patterns, Robert Evans has had two other advantages. First, he lives in Australia, and for quite a while, he was pretty much the only amateur astronomer looking in the Southern Hemisphere. All the other amateurs were in the Northern Hemisphere. Host: And what was the other advantage? Sharon: It was actually that he had a smaller telescope than the professionals use. That, combined with his memory, meant that he could move his telescope a lot faster than other people’s and observe more galaxies in one night, which made it more likely that he might see one of these rare dying stars. Things have changed though. Professionals, and now even amateurs, use something like a digital camera on the telescope that can take thousands of pictures. Then they use a computer to analyze the photos. They've been able to find a lot more supernovas as a result of this technology. Host: And what about Robert Evans? Does he use this technology now? Sharon: No. Apparently, he says he doesn't want to use it. He says he wants to continue using his method. I'm sure he realizes that he may have fewer finds, but I guess he must still find it satisfying. Host: Well, that was fascinating, Sharon. Thank you very much for coming in today. Sharon: You're welcome.  Chapter 11D Chapter 11, page 99 Pronunciation, unstressed modal verbs. Exercise 1. Listen to sentences from the interview. Are the modals can, could, will, and would stressed or unstressed in each case? Number 1: That will give you a better idea. Number 2: Amateurs can actually make important discoveries. Number 3: He would be able to find a dying star. Number 4: He could move his telescope faster than other people. Chapter 11E Chapter 11, Page 99 Pronunciation: Unstressed Modal Verbs Exercise 2 Listen to these sentences and fill in the blanks with the modal you hear. 1. With new technology, astronomers can find more supernovas. 2. Do you think they will discover anything new? 3. What technology would help scientists? 4. It's amazing that he can memorize the patterns of the stars. 5. Do you think you could do that?  Chapter 11F Chapter 11, Page 99 Speaking Skills: Managing Conversation Exercise 1 Listen to this section of the interview again. What topic does Sharon Lee return to? Sharon Lee: Yes. The two main areas of discovery are identifying new comets and hunting for supernovas. Interviewer: What are supernovas? Sharon Lee: If you let me come back to that in a second, I wanna add that astronomy is really one of the few fields where amateurs actually make a lot of discoveries. Think about biology or physics. There just aren't as many examples of someone who's not a professional or expert making some kind of significant discovery in those fields. Interviewer: I see what you mean. Sharon Lee: Now back to supernovas. A supernova is a giant dying star. And when I say giant, I mean larger than our sun. And this dying star explodes and produces an enormous amount of energy. Chapter 11, Page 99 Speaking Skills: Managing Conversation Exercise 2 Listen to the extract again. Which expressions from the chart above are used?  Chapter 12A Chapter 12, Page 102 Listening Practice B. Listening for Main Ideas Look at the questions. Then listen to the story and write your answers. I had just begun an appointment as a visiting professor of psychology at a university in Brazil near Rio de Janeiro. I arrived anxious to observe just what characteristics of this alien culture would require the greatest readjustment from me. From my past travel experiences, I anticipated difficulties with such issues as language and privacy. But these turned out to be a piece of cake compared to the distress that Brazilians' ideas of time and punctuality caused me. My lessons began soon after arriving in Brazil. As I left home for my first day of teaching, I asked someone the time. It was 9:05 AM, allowing me plenty of time to get to my 10 o'clock lecture. After what I judged to be half an hour, I glanced at a clock I was passing. It said 10:20. In panic, I broke for the classroom, followed by gentle calls of hello, professor, from unhurried students, many of whom I later realized were my own. I arrived breathless only to find an empty room. Frantically, I asked a passerby the time. 9:45 came the answer. But no, that couldn't be. I asked someone else. 9:55. Another squinted down at his watch and called out proudly, exactly 9:43. The clock in a nearby office read 3:15. I had received my first two lessons about time and punctuality. Brazilian timepieces are consistently inaccurate, and nobody seemed to mind but me. My class was scheduled from 10 until noon. Many students came late. Several arrived after 10:30. A few showed up closer to 11. 2 came after that. All of the latecomers wore the relaxed smiles I later came to enjoy. Each one greeted me. And although a few apologized briefly, none seemed terribly concerned about being late. They assumed that I understood. That Brazilians would arrive late was no surprise, although it was certainly a new personal experience to watch students casually enter a classroom more than 1 hour late for a 2-hour class. The real surprise came at noon that first day when the class came to a close. Back home in California, I never need to look at a clock to know when the class hour is ending. The shuffling of books is accompanied by strained expressions, screaming I'm hungry, I'm thirsty, I've got to go to the bathroom, I'm going to suffocate if you keep us here one more second. The pain, I find, usually becomes unbearable at 2 minutes to the hour for undergraduates and at about 5 minutes to the hour for graduate students. But when noon arrived, only a few students left right away. Others slowly drifted out during the next 15 minutes, and some continued asking me questions long after that. Several remaining students kicked off their shoes at 12:30. I could not, with any honesty, say that this was due to my superb teaching style. I had, in fact, just spent 2 hours lecturing on statistics in halting Portuguese. Chapter 12, Page 102 Listening Practice C. Listening for More Detail Listen to the story again and choose the correct answer for each question, then compare answers with a partner. Listen again if necessary. Chapter 12B Chapter 12, Page 103, Listening Practice D. Focus on the listening skill, using paraphrase to work out meaning. Exercise 1. Read and listen to this extract from the story. Pay attention to the underlined phrases, then answer the questions. I had just begun an appointment as a visiting professor of psychology at a university in Brazil, near Rio de Janeiro. I arrived anxious to observe just what characteristics of this alien culture would require the greatest readjustment from me.  Chapter 12C Chapter 12, Page 104, Listening Practice D. Focus on the listening skill, using paraphrase to work out meaning. Exercise 3. Listen to this second extract from the story and answer the questions. Listen again, if necessary, then check your answers with a partner. From my past travel experiences, I anticipated difficulties with such issues as language and privacy. But these turned out to be a piece of cake compared to the distress that Brazilians' ideas of time and punctuality caused me. Chapter 12D Chapter 12, Page 104, Listening Practice D. Focus on the listening skill, using paraphrase to work out meaning. Exercise 5. Listen to this 3rd extract and answer the questions. Listen again if necessary. Then check your answers with a partner. Back home in California, I never need to look at a clock to know when the class hour is ending. The shuffling of books is accompanied by strained expressions screaming “I'm hungry, I'm thirsty, I've got to go to the bathroom, I'm going to suffocate if you keep us here one more second."  Chapter 12E Chapter 12, Page 106, Listening Practice B. Listening for main ideas. Listen to the lecture. Number the stages of culture shock, 1 through 5. Then compare answers with a partner. Discuss what you remember about each stage. Today, I'm gonna talk a little about culture shock. And what I mean by that is the kind of psychological problems a person may have while living in a different culture, someone who moves to a different culture in particular. And the new culture doesn't have to be all that different. Problems can happen between people who come from similar cultures or who speak the same language. The United States and Britain for example. So, anyway, we'll look at the stages of culture shock and then we'll discuss some strategies for dealing with it. First of all, the expression culture shock was invented in 1954 by an American anthropologist, doctor Calvaro Oberg. Oberg described 4 different stages of culture shock. Other psychologists have added more. There's a 5th stage that I'll describe. I'm sure those of you who have had experience in a different culture will recognize some of these stages. The first stage is often called the honeymoon period. It's kind of a euphoric stage. When you first arrive, hey, new country. Everything is exotic and exciting. You notice all the differences, and you delight in them like a tourist. If you have friends there, they may go out of their way to make you feel at home. They treat you like a special guest, and it's a very positive experience. Maybe you have a few problems, but they don't bother you that much. It's all fun. It's all part of the new experience. But honeymoons don't last forever. And if you're going to live in a new place you have to come to terms with the day-to-day realities of life there. You have to open a bank account perhaps, find an apartment, find a job. Often, you don't speak the language, and you don't really know how to go about doing things. And that's when you realize that the support systems that you had in your old country and the ways that you got things done there may not be the same here in the new country. You're like a fish out of water, out of your own environment, and you don't know how things work, or you get irritated at the different ways that things work. And this is often a big part of it. Nobody seems to care. That's when you're moving into the second stage, which is the stage most people think of when they talk about culture shock. It's a kind of rejection stage. The stores aren't open when you want them to be. The taxi drivers aren't helpful. You're fed up with the food. You're sick of seeing movies with subtitles. You're trying to learn the language, but nobody appreciates your efforts. When you go out with people, everyone ignores you. All of this kind of adds up, and it can make you feel pretty miserable. People even experience physical symptoms. Now, most people go through this stage to some extent and how you deal with this stage is really important because it's a challenge and you just have to accept it and work through it. Unfortunately, a lot of people move into a 3rd stage from here, a kind of a superiority phase. That's when you start feeling superior to the new culture. You tend to get together with friends from your home culture and complain about the country you're in. Everything about the new place is bad. Everything about the old place is good. You're romanticizing your own country or your own culture. Stage 4 is where you begin to adjust to the new country. Some time passes and you're getting used to things. Maybe you speak the language a little. Maybe your job becomes more interesting. Maybe you've met some new friends and they're helping you to adjust. For whatever reason, you're starting to feel a little more at home. You realize that there are things that you actually like about the new country. This is called the adjustment period and it's a more mature stage when you begin to realize that there are good things and bad things everywhere you go. Some people talk about a 5th stage, reverse culture shock, which is when you finally return to the culture you came from. Often, you're actually disappointed at things there and then you realize that you have changed and that there are some things that you like better in the new culture. So that's the stages of culture shock. Now, if you're going to study or work overseas, it really helps to know about culture shock so you can prepare yourself in advance. And if you know about it, you can anticipate it and maybe not avoid it completely but take action to deal with it. So, what are some things that you could do? Chapter 12, Page 107, Listening Practice C. Listening for more detail. Listen to the lecture again. As you listen, fill in the notes. For items 4 through 7, provide 1 to 3 examples of what happens at each stage, then compare answers with a partner. Listen again if necessary.  Chapter 12F Chapter 12, page 107. Listening Practice. D. Working out unknown vocabulary. Listen to the extracts from the lecture. Listen for the words and expressions in italics below. Choose the correct meaning for each word or expression, then compare answers with a partner. Number 1: The first stage is often called the honeymoon period. It's kind of a euphoric stage. When you first arrive, hey, new country. Everything is exotic and exciting. Number 2: If you have friends there, they may go out of their way to make you feel at home. They treat you like a special guest, and it's a very positive experience. Number 3: But honeymoons don't last forever. And if you're going to live in a new place, you have to come to terms with the day-to-day realities of life there. You have to open a bank account perhaps, find an apartment, find a job. Number 4: You're like a fish out of water, out of your own environment, and you don't know how things work, or you get irritated at the different ways that things work, and this is often a big part of it. Nobody seems to care. Number 5: It's a kind of rejection stage. The stores aren't open when you want them to be. The taxi drivers aren't helpful. You're fed up with the food. You're sick of seeing movies with subtitles. Number 6: Everything about the new place is bad. Everything about the old place is good. You're romanticizing your own country or your own culture. Chapter 12G Chapter 12, Page 108 Pronunciation Linking Exercise 1: Listen to the sentences and notice how the words are linked. How do you think this affects listening? We're out of it. It all adds up. We turned it off.  Chapter 12H Chapter 12, Page 108 Pronunciation: Linking Exercise 3: Listen to the sentences and write the missing words in the blanks. 1. At first, it was a positive experience. 2. I felt at home in England. 3. I opened a bank account. 4. But I didn't have a job. 5. In the end, I worked it out. 6. But it took a lot of time. Chapter 12I Chapter 12, Page 108 Pronunciation: Linking Exercise 4: Listen to the sentences again, and mark where a word ending in a consonant sound links to a word beginning with a vowel sound. Then practice saying the sentences, linking the words appropriately. Chapter 12, Page 109 Speaking Skills: Managing a Group Discussion Exercise 1: Listen to the conversation. What are the people discussing? Okay. So, are we all clear about what we have to do? Let's go to the first point. If you're going to live overseas, it's important to learn about the country in advance. Any specific examples of that? You could read about the culture. Right. Any other ideas? What about the language? You should try to learn some of the language too. Right? Absolutely. Let me get that down. Language. Right. What else could we say? Oliver, what do you think? Um maybe, I don't know, try to meet people from the particular country, for example. Yeah. Good point. Great. Does anyone have anything to add to that? Okay then. Can we move on? Chapter 12, Page 109 Speaking Skills: Managing a Group Discussion Exercise 2: Listen again. Notice how the leader of the group manages the brainstorming session. Which expressions do you hear? The end, Good luck