Tài liệu Academic listening and speaking

ACADEMIC LISTENING AND SPEAKING 2 Contents Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Assessment Tests Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Test 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Test 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Test 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Transcripts Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Chapter 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Chapter 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Chapter 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Chapter 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 1 prior written permission of Oxford University Press, with the sole exception of photocopying carried out under the conditions described below. 198 Madison Avenue New York, NY 10016 USA The Publisher grants permission for the photocopying of those pages marked “photocopiable” according to the following conditions. Individual purchasers may make copies for their own use or for use by classes they teach. School purchasers may make copies for use by their staff and students. Great Clarendon Street, Oxford ox2 6dp UK Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford  New York Auckland  Cape Town  Dar es Salaam  Hong Kong  Karachi  Kuala Lumpur  Madrid  Melbourne  Mexico City  Nairobi  New Delhi  Shanghai  Taipei  Toronto With offices in Argentina  Austria  Brazil  Chile  Czech Republic  France  Greece Guatemala  Hungary  Italy  Japan  Poland  Portugal  Singapore South Korea  Switzerland  Thailand  Turkey  Ukraine  Vietnam oxford and oxford english are registered trademarks of Oxford University Press © Oxford University Press 2006 You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer. Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only. Oxford University Press disclaims any responsibility for the content. Executive Publisher: Janet Aitchison Senior Aquisitions Editor: Pietro Alongi Editor: Rob Freire Associate Editor: Scott Allan Wallick Art Director: Maj-Britt Hagsted Production Manager: Shanta Persaud Production Controller: Robin Roberson Database right Oxford University Press (maker) isbn-13: 978 0 19 441775 4 isbn-10: 0 19 441775 1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the Printed in Hong Kong 10  9  8  7  6  5  4  3  2  1 Answer Key Chapter 1 Environmental Studies 2 Listening Practice A Preparing to Listen Exercise 2 (p. 2) 2. 3. 4. 5. suburbs inner cities decline revitalize B Focus on the Listening Skill 2. 3. 4. 5. 6. 7. 8. Exercise 2 (p. 3) Answers will vary. building, commute, diversity, downtown, housing, growth, residential, suburbs D Thinking and Speaking (p. 7) Photo a: bad seating and a lack of activities Photo b: entrance exposed to wind and sun Photo c: a path that leads nowhere C Listening for the Main Idea (p. 3) a. 4 b. 1 c. 2 d. 3 5 Pronunciation Exercise 2. (p. 8) example, park, playground, one, fountain, middle, nice, there, together, water, safe, play, summer, seating, both, more, go D Listening for More Detail (p. 4) 1. a 2. a 3. b 4. a 5. b 6. a 7. b 8. a 7 Speaking Skills 3 Vocabulary Exercise 3 (p. 9) Exercise 1 (p. 5) business district, City Hall, Opera House, shopping area, department stores, sidewalk cafes, rush hour, subway station. Exercise 2 (p. 5) 2. mall 3. stop 4. building 2. 3. 4. 5. 6. Chapter 4 Chapter 6 Chapter 5 Chapter 12 Chapter 7 Chapter 2 Psychology B Listening for Main Ideas (p. 6) a. ✓ 5. park 6. market 4 Listening Practice graffiti, or is just a green space with nothing to attract people Museums, a zoo, an outdoor theater, a skating rink, playgrounds To provide more reasons for people to go to a place Food Women and elderly people There’s not enough seating, or it’s uncomfortable, or it’s out in the wind or the sun So that people can see what’s inside and don’t feel afraid to enter Paths that don’t lead anywhere, or don’t go where people want to go c. ✓ d. ✓ 2 Listening Practice B Listening for Main Ideas (p. 11) 1. a 2. b 3. b C Listening for More Detail (p. 7) 1. A park that is not successful is not used or is for criminal activity, is usually empty, has litter and Open Forum 2: Answer Key   C Listening for More Detail (p. 12) 1. T 2. F 3. T 4. T 5. T 6. F 7. F 8. T E Focus on the Listening Skill Exercise 2 (p. 13) 1. 2. 3. 4. 5. Chapter 1 Chapter 4 Chapter 5 Chapter 7 Chapter 8 Exercise 1 (p. 15) When adding -ion to a word ending in e, the e is dropped. 1. People say they experience deep feelings of concentration and enjoyment. 2. Many people experience relaxation. Exercise 2 (p. 13) noun (with -ion) noun (with -ation) noun (with -ment) connection preparation requirement contribution combination retirement discussion organization development motivation exploration management participation achievement I usually play the guitar at least three times a week. I play in a group with friends and I play by myself too. Exercise 2 (p. 16) 1. 2. 3. 4. relaxation contribution discussion motivation 5. 6. 7. 8. achievement preparation requirement indication 4 Listening Practice B Listening for Main Ideas (p. 14) 1. 2. 3. 4. Julia: driving, playing guitar Leo: working on computers, socializing Annie: participating in sports, coaching sports Robert: doing dishes, fixing up his house, bicycling C Listening for More Detail (p. 14) Julia 1. an hour and a half 2. listen to the radio or music 3. three times 4. with friends and alone Leo 1. very little 2. plays computer games   Open Forum 2: Answer Key 1. 2. 3. 4. 5. an a the and for 6. 7. 8. 9. 10. and to at with to 6 Speaking Skills Exercise 1 (p. 16) Annie says more than just “Yes” or “No.” Saying more than just “Yes” or “No” helps keep conversation going. Exercise 3 (p. 13) 3. computer game 4. likes Annie 1. many 2. team and individual sports 3. coach 4. sometimes Robert 1. relaxing 2. finds solutions to problems 3. is stressful 4. enjoys bicycling 5 Pronunciation Exercise 1 (p. 13) 3 Vocabulary Exercise 2 (p. 16) Answers will vary. Chapter 3 Food Science 2 Listening Practice B Listening for Main Ideas 1. ✓ 2. ✓ 4. ✓ 6. ✓ C Listening for More Detail (p. 20) 1. c 2. c 3. b 4. b 5. a 6. c 3 Vocabulary Exercise 1 (p. 22) Where to have tea and coffee 7. b 8. c Exercise 2 (p. 22) would love, prefer, don’t feel like, would like, want, can’t stand, don’t mind Chapter 4 Visual Art Exercise 3 (p. 22) 2 Listening Practice A Preparing to Listen 2. 3. 4. 5. 6. having/to have getting eating to eat eating/to eat 4 Listening Practice B Listening for Main Ideas (p.23) 1. ✓ 4. ✓ 3. ✓ 6. ✓ C Listening for More Detail (p. 23) Answers will vary. 1. People eat out much more nowadays. 2. People, especially kids, used to drink a lot more milk. Now they drink twice as much soda. 3. If people have more income, they eat out more. 4. There will be greater demand for variety. 5. Immigration affects the variety of food available, including types of restaurants. 6. People will ask more for quality, rather than just quantity. 5 Pronunciation Exercise 1 (p. 24) 1. 2. 3. 4. Wh Y/N Wh Y/N 1. b 2. c 3. b 4. e 5. a B Focus on the Listening Skill (p. 28) a. ✓ c. ✓ e. ✓ C Listening for More Detail (p. 29) 1. a 2. b 3. c 4. c 5. b 6. a 7. c 8. a 3 Vocabulary Exercise 1 (p. 30) types of painting: (portrait), landscape words to describe a painting: (realistic), abstract, colorful, traditional, calm things in a painting: (lines), dots, circles, shapes, symbols, figures, scene, detail location: (in the corner), in the foreground, in the center, in the background 4 Listening Practice B Listening for Main Ideas (p. 32) a. ✓ c. ✓ e. ✓ C Listening for More Detail Exercise 2 (p. 25) Exercise 2 (p. 28) 2. a 6 Speaking Skills Exercise 1 (p. 25) The person is trying to eat more fruits and vegetables and gave up chocolate for a while. Exercise (p. 25) Hmm, Let me think, Well, Let’s see Exercise 1 (p. 32) Answers will vary. 1. it’s imitated/copied a lot in popular culture 2. 1930 3. Dutch and German art/16th century Dutch portraits 4. the style of the window in the house 5. Wood’s sister and his dentist 6. the 1890’s 7. unfriendly/not welcoming/suspicious 8. farmers/country people/people in small towns Exercise 2 (p. 32) a. 3 d. 2 b. 6 e. 5 c. 4 f. 1 Open Forum 2: Answer Key   5 Pronunciation Exercise 3 (p. 33) 1. 2. 3. 4. 5. He was an American painter. His sister was probably the model. It’s a famous photograph. Who is the woman supposed to be? It’s a bit of a mystery. 6 Speaking Skills Exercise 1 (p. 34) The spoken version has more imprecise expressions. Exercise 2 (p. 34) 2. sort of 3. kind of 4. It’s like 5. kind of 6. It’s as if 7. or something 2 Listening Practice A Preparing to Listen (p. 37) Answers will vary. Oceans: fish, coral, whales, crab, beach, sand, snail Medicine: prescription drugs, cancer, human disease, bacteria, painkiller, anatomy, heart disease Both: bacteria B Listening for Main Ideas (p. 38) c. 6 d. 1 e. 2 f. 5 C Listening for More Detail (p. 39) 1. More than half 2. 71% 3. Researchers are hoping to learn more about how their eyes work to help learn more about eye disease in humans. 4. They have new technologies that allow them to go deeper into the oceans than before. 5. In the 1950s 6. It can swim incredibly fast. D Focus on the Listening Skill Exercise 1 (p. 39) 2. a Because of “derived from the sea” before it Exercise 2 (p. 40) 1. b 3 Vocabulary Exercise 1 (p. 40) careful, useful, hopeful Exercise 2 (p. 41) 2. 3. 4. 5. 6. 7. 8. 9. 10. Life Science a. 4 b. 3 5. a useful beautiful hopeful harmful X helpful wonderful thoughtful painful useless X hopeless harmless priceless helpless X thoughtless painless Exercise 3 (p. 41) Chapter 5 2. a 3. b 4. b   Open Forum 2: Answer Key 2. 3. 4. 5. painless useful hopeful thoughtless 6. wonderful 7. priceless 8. useless 4 Listening Practice B Listening for Main Ideas (p. 42) a. 2 b. 4 c. 1 d. 3 C Listening for More Detail (p. 43) Answers will vary. 1. In 1987 2. California, Arizona, and Baja, Mexico 3. The birds have very large wings that could knock you out and very sharp beaks. 4. That condors fly more distance than they realized; that the species is more intelligent and complex than they’d realized 5. They didn’t learn to be afraid of humans. 6. They’re trained to act like parent condors. 7. They learn from older, more experienced birds. 8. One group of birds travels 160 miles just to visit and socialize with other birds. D. Working Out Unknown Vocabulary (p. 43) 1. b 2. b 3. a 4. b 5 Pronunciation 3 Vocabulary Exercise 1 (p. 44) 1. b 2. a Exercise 1 (p. 49) 3. a. Exercise 2 (p. 44) 1. learned 2. knocking 3. harassing 4. teaches 5. raising 6. socialize 2. 3. 4. 5. 6. 7. time off salary employer part-time temporary hires 8. get laid off 9. project 10. freelancers 11. job security 12. benefits Exercise 2 (p. 50) 6 Speaking Skills Exercise 1 (p. 44) The number of condors living in the wild How they attach GPS units to the birds Another example of how the birds learn What the biologist meant when he said the birds are intelligent and complicated Exercise 2 (p. 44) How many did you say . . . ? Could you explain . . . ? Can you give another example of . . . ? What did you mean . . . ? 2. 3. 4. 5. benefits time off hired temporary 6. job security 7. freelancer 8. get laid off 4 Listening Practice B Listening for Main Ideas Exercise 1 (p. 51) The man has three jobs. Exercise 2 (p. 51) She has a baking business. Exercise 3 (p. 51) Chapter 6 Social Studies B Listening for Main Ideas (p. 47) b. ✓ d. ✓ C Listening for More Detail (p. 47) 1. F 2. T 3. T 4. F 5. T 6. F 7. T 8. F D Focus on the Listening Skill Exercise 1 (p. 48) a. 6 b. 3 c. 4 d. 2 e. 8 f. 7 b. ✓ c. ✓ C Listening for More Detail (p. 52) 2 Listening Practice a. ✓ g. 5 h. 1 Exercise 2 (p. 48) Announcing what a speaker is going to say or do: We’re going to look at; I’m going to suggest; I’d like to point out that Signaling a change in topic: Now if you look at; Compare that to; Let’s turn to Summarizing: I’ve described Answers will vary. 1. He likes not getting involved in the day to day stuff, and his work time is flexible. 2. His wife’s job 3. She got laid off. 4. She’s living and working at her parents’ house. 5. Find a partner who could do marketing, and maybe have her own place one day 6. There are entrepreneurs, freelancers, and parttime employees. 7. Economic reasons, the growth of software and media industries, and the change in attitudes 8. Marketing themselves, and being organized, especially with time D Working out Unknown Vocabulary (p. 52) 1. b 2. a 3. b 4. b 5. a Open Forum 2: Answer Key   5 Pronunciation Exercise 3 (p. 59) Exercise 1 (p. 53) 2. 3. 4. 5. 6. It’s I’m It’s I’ve it’s 7. who’ve 8. they’ve 9. they’ve 10. there’s Answers will vary. Answers will vary. 4 Listening Practice Chapter 7 Language and Communication A Preparing to Listen Exercise 1 (p. 60) French and English are the official languages. Cree, Inuktitut, Mohawk, and Ojibwa are examples of minority languages. 2 Listening Practice A Preparing to Listen (p. 57) 1. 2. 3. 4. 5. 82.12% 17.88% Vietnamese, Italian, Korean, Russian Answers will vary. Answers will vary. B Listening for Main Ideas (p. 57) c C Listening for More Detail (p. 58) 1. 2. 3. 4. 5. 6. The thirty most common languages in the US From census data a. 2 c. 1 b. 4 d. 3 Almost 900,000 Southern California and Washington state New York D Focus on the Listening Skill Exercise 1 (p. 58) 2. 86 3. 1 or 2 4. 72 5. 49 6. 8 7. 6 8. 4 9. 4 3 Vocabulary Exercise 1 (p. 59) almost Just over just under less than more than something like Exercise 4 (p. 60) Exercise 2 (p. 53) 1. 2. 3. 4. 5. 6. 2. just over 3. a little over Exercise 2 (p. 59) Approximately: about, around, something like More: just over, a little over, more than Less: a little under, less than, almost, just under   Open Forum 2: Answer Key Exercise 3 (p. 61) Answers will vary. B Listening for Main Ideas (p. 61) 1. Different opinions on how many languages exist today 2. Criteria for deciding if a language is in danger 3. Why the topic of language loss is important 4. The situation with the Welsh language 5. Programs for revising Native American languages C Listening for More Detail (p. 61) Answers will vary. 2. Believed that half world’s languages could be lost by end of century 3. Are last speakers of their languages 4. Make it difficult to find agreement on the number of languages at risk 5. Don’t know what information or traditions we’re losing when a language disappears 6. Example of a language getting stronger 7. Used to be 250 Native American languages, but now only about 150 in use 8. Use older peoples’ knowledge; tape record older people; have older people care for children and teach them; have speakers teach and learn on the telephone; study the old records of ancestors 5 Pronunciation Exercise 4 (p. 67) b Exercise 1 (p. 62) Stress is on the second syllable (-teen) in item 4. Stress is on first syllable in the others. Exercise 1 (p. 67) Exercise 2 (p. 62) It’s easier to hear the difference between items 2 and 4, because the stress is different. Exercise 3 (p. 62) 1. sixty 2. forty 3. thirteen 3 Vocabulary 4. seventy 5. eighteen 6. fifteen set out, give up, took off Exercise 2 (p. 67) Answers will vary. 6 Speaking Skills Exercise 1 (p. 63) Brainstorm ideas Select ideas Order ideas and outline Fill out an outline Rehearse b C Listening for More Detail (p. 69) 2 Listening Practice B Listening for Main Ideas (p. 65) 3. a 4. c 1. a 2. c 3. b 4. c 5. c 6. a D Focus on the Listening Skill Exercise 1 (p. 66) 1. 2. 3. 4. determination believed absolutely mood positive attitude Exercise 2 (p. 66) C Listening for More Detail (p. 65) 7. go on 8. set out 9. getting along 10. went off B Listening for Main Ideas (p. 69) Technology 1. a 2. b turned up took off came over ran out came up 4 Listening Practice Chapter 8 2. 3. 4. 5. 6. Answers will vary. Exercise 2 (p. 63) 1. 2. 3. 4. 5. 8. b 9. f 10. h Exercise 4 (p. 68) Answers will vary. 5. c 6. j 7. d Exercise 3 (p. 67) Exercise 4 (p. 62) 2. g 3. a 4. i Answers will vary. 1. The photocopy machine was a very successful product and the technology is still used today. 2. 1937 3. He was poor and had to support his father after his mother died. 4. It was to keep his ideas in. He wanted to be an inventor. 5. When studying law, he had to copy pages longhand from books. 6. Nobody would invest in his idea or give him money to develop his idea. 7. 1947 8. 1960 9. The machine was an instant success. 10. He lived simply, and gave away most of his money. D Working Out Unknown Vocabulary (p. 70) 1. b 2. a 3. b 4. a 5. a a Exercise 3 (p. 67) c Open Forum 2: Answer Key   5 Pronunciation Exercise 2 (p. 75) b Exercise 1 (p. 71) 2. 3. 4. 5. 6. 7. 8. imagine inspire invent mechanic technology photograph electric imagination inspiration invention mechanical technological photographic electrical Exercise 3 (p. 75) photography electricity Exercise 4 (p. 76) Answers will vary. Exercise 2 (p. 71) 2. 3. 6. 7. 8. imagine inspire technology photograph electric imagination inspiration technological photographic electrical 3 Vocabulary photography electricity Exercise 2 (p. 76) Exercise 3 (p. 71) 1. Carlson invented an automatic xerographic machine. 2. The process was called Xerography. 3. His invention used light and electricity to duplicate an image. 4. Carlson went to university at the Institute of Technology. First, . . . ; Now, . . . ; Then, . . . ; OK? Chapter 9 Marketing and Advertising 2 Listening Practice B Listening for Main Ideas (p. 74) e. ✓ C Listening for More Detail (p. 74) 1. c 2. b 3. b 4. a 5. a 6. c D Focusing on the Listening Skill Exercise 1 (p. 75) Answers will vary. 2. network TV stations; all the commercials 3. advertising in school   Open Forum 2: Answer Key 2. 3. 4. 5. 6. competition advertise market research product sponsor 7. commercials 8. attract 9. on the market 10. geared toward c ✓ C Listening for More Detail Exercise 2 (p. 72) A copy machine d. ✓ h. ✓ Exercise 3 (p. 76) B Listening for Main Ideas (p. 78) Exercise 1 (p. 72) b. ✓ f. ✓ 1. conduct surveys; look at the competition 2. TV or radio commercials, newspaper or magazine advertisements, the Internet, popular events 4 Listening Practice 6 Speaking Skills Answers will vary. 1. attract customers to survive 2. market their products 3. would not exist; products and services Exercise 1 (p. 78) Where? 2. In the front of the store 3. In the front of the store 4. Around the sides of the store 5. In the aisles 6. Near the checkout counter Exercise 2 (p. 78) Why? 1. To make customers pass other items 2. Smells good and attracts customers 3. Smells good and attracts customers 4. Most people go around the side 5. People need it and will look for it 6. People stand next to it at checkout 5 Pronunciation Exercise 1 (p. 79) 1. interested 2. not interested 3. interested 4. not interested 5. interested 6. interested 6 Speaking Skills Exercise 3 (p. 86) Exercise 1 (p. 80) Answers will vary. 1. The people are discussing how to advertise something. 2. Susan is proposing a hot air balloon. 1. 2. 3. 4. program; classes; grades graduated; got took; take; got financial aid Exercise 4 (p. 87) Answers will vary. Exercise 2 (p. 80) What do you mean?; Oh, you mean . . . ; I don’t get it; You’re saying that . . . 4 Listening Practice B Listening for Main Ideas (p. 88) Chapter 10 Education 3. b 4. c C Listening for More Detail 2 Listening Practice B Listening for Main Ideas Exercise 1 (p. 84) Life experience Exercise 2 (p. 84) 1. d 2. a a. ✓ b. ✓ d. ✓ Ben and Mona do not have the same opinion. 1. 2. 3. 4. b a c b 5. 6. 7. 8. 5 Pronunciation Exercise 1 (p. 89) Both sentences sound very similar. C Listening for More Detail Exercise 2 (p. 89) Exercise 1 (p.84) 1. F 2. T 3. F 4. T 5. T 6. F 7. T 8. F D Focus on the Listening Skill (p. 85) Answers will vary. 2. It would be difficult to evaluate two very different experiences. 3. It takes discipline. You have to attend, do the work, take exams, and pass classes to get credit. 4. He says that college was social for him and that he really started learning after college. 3 Vocabulary Exercise 1 (p. 86) Answers will vary. Exercise 2 (p. 86) 2. 3. 4. 5. 6. 7. 8. a program it; credit a subject classes an exam an exam college. c a c b 1. wanted 2. want it 3. want it 4. wanted Exercise 3 (p. 89) 1. 2. 3. 4. 5. start it started predicted predict it repeat it 6. repeated 7. need it 8. needed 9. suggested 10. suggest it Exercise 4 (p. 90) Answers will vary. 6 Speaking Skills Exercise 1 (p. 90) 1. interested 2. good 3. hard The effect of the repetition is to emphasize the point. Exercise 2 (p. 90) Answers will vary. Open Forum 2: Answer Key   Chapter 11 4 Listening Practice Astronomy B Listening for Main Ideas (p. 97) 2 Listening Practice B Listening for Main Ideas (p. 94) 4. ✓ 6. ✓ C Listening for More Detail (p. 11) C Focus on the Listening Skill Exercise 1 (p. 94) 2. different theories, part, separate, captured or pulled in, gravity, rock, crash 3. connection, craters, formed, rock, crash, dinosaurs, killed 3. 4. 5. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. 6. The models are unstressed. can will would can could Exercise 1 (p. 99) She returns to the topic of supernovas. Exercise 2 (p. 99) If you’ll let me come back to that . . . ; . I want to add . . . ; Now, back to . . . ; By the way . . . Chapter 12 5. f 6. a 7. h 8. g Exercise 2 (p. 96) 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 4. 5. 6 Speaking Skills Exercise 1 (p. 96) 7. b 8. a Exercise 2 (p. 99) water lava ice theories part separate pulled gravity rock dinosaurs connection crashed craters theory rock 2. b 3. e 4. c 4. b 5. b 6. b Exercise 1 (p. 99) 3 Vocabulary 1. b 2. a 3. a 5 Pronunciation Exercise 3 (p. 94) 1. 2. 3. Answers will vary. 1. Robert Evans searches for supernovas and dying stars. 2. He can memorize patterns of stars very well. come about broke off get away came up with broke down figure out left out run out of International Studies 2 Listening Practice B Listening for Main Ideas (p. 102) 1. Answers will vary. 2. Brazil 3. A psychology professor C Listening for More Detail (p. 102) 1. c 2. a 3. b 4. c 5. b 6. a 7. b 8. a D Focus on the Listening Skill Exercise 1 (p. 103) 10  Open Forum 2: Answer Key 3. of another country, foreign 4. getting used to, adjusting Exercise 2 (p. 103) D Working Out Unknown Vocabulary (p. 107) a. ✓ Exercise 3 (p. 104) 1. Difficulties with language and privacy 2. “It’s a piece of cake” means something is not a problem; having difficulties with language and privacy turned out to be “a piece of cake.” 3. “Distress” is unhappiness, being upset. Brazilians’ ideas of time and punctuality caused him distress. 1. a 2. b 3. a 4. a 5 Pronunciation Exercise 1 (p. 108) Linking can make it hard to hear word boundaries. Exercise 3 (p. 108) Exercise 5 (p. 104) Exercise 4 (p. 108) Exercise 4 (p. 104) difficulties with things like language and privacy; dealing with Brazilian’s ideas of time and punctuality ( ( ( ( ( ( ( 3 Vocabulary ( ( shuffle their books; look uncomfortable, like they have to leave. ( Exercise 6 (p. 104) I felt at home in England. I opened a bank account. But I didn’t have a job. In the end, I worked it out. But it took a lot of time. ( 2. 3. 4. 5. 6. felt at home in opened a bank didn’t have a worked it out took a lot of time ( 2. 3. 4. 5. 6. ( 1. Because students start shuffling their books, have strained expressions 2. Moving around of books to make a shuffling noise 3. The students have strained expressions. Strained means looking worried or in pain 4. No 5. b 6. a 6 Speaking Skills Exercise 1 (p. 109) What you need to know about a country before you live in that country. Exercise 2 (p. 109) Exercise 2 (p. 105) Punctuality: ahead of time, early, in time to, in time for, on time, punctual Lateness: behind schedule, late for, in a hurry, running late, “It’s about time!” Are we all clear about . . . ?; Let’s go to the next point.; What do you think?; Does anyone have anything to add to that?; Can we move on 4 Listening Practice B Listening for Main Ideas (p. 106) a. 2 b. 5 c. 4 d. 1 e. 3 C Listening for More Detail (p. 107) 4. Irritated at stores, taxi drivers, food, and feeling ignored and miserable 5. Complain about new culture, feel that your home culture is better 6. Getting used to new culture, start making friends, enjoying work, realize that there’s good and bad everywhere. 7. When you go back to your own culture, you may feel disappointed, prefer some things in new culture Open Forum 2: Answer Key  11 Test 1 Test 3 Chapters 1–3 Chapters 7–9 Part 1 Part 1 1. c 2. a 3. c Part 2 4. 5. 6. 7. 1. a 2. b Part 2 a b c c 8. c 9. a 10. a 3. T 4. F 5. F 6. T 7. F 8. T 9. F 10. F Part 3 11. T 12. T Test 2 Chapters 4–6 Test 4 Part 1 Chapters 10–12 1. d Part 1 Part 2 2. F 3. T 4. F 5. T 6. F 7. T 9. a 10. a Part 3 8. b 1. b 3. a 6. a 7. b 8. a 9. b 11. a 12. b Part 2 4. b 5. b Part 3 10. b 12  Open Forum 2: Answer Key 2. a Test 1: Chapters 1–3 Name:    Date:    Score: You are about to hear part of a radio program in which people discuss the advantages and disadvantages of living in certain places. Before you listen, think about the city or town where you live. What are the advantages and disadvantages of living there? 1. Read questions 1–3. Then listen to the radio program and choose the correct answer for each question. 1. What does caller 1 say about Amsterdam? a. She would like to take a trip there. b. She lives there. c. She thinks it’s a good place to live. 2. Which of the following is true about caller 2? a. He is happy where he lives now. b. He lives in the city. c. He would like to live in the city. 3. Where does caller 3 live now? a. In the suburbs b. In a city c. In a small town 2. Now read questions 4–10. Listen to the radio program again and choose the correct answer for each question. 7. Which point does caller 2 not make about where he lives? a. It’s safe for children. b. The schools are good. c. The streets are cleaner than in the city. 8. How much time does caller 2 spend . getting to work? a. More than he did before b. Less than he did before c. About the same amount of time as before 9. What does caller 3 say about the town . where he lives? a. People are very curious about each . other’s business. b. It’s not safe. c. It’s a good place to do business. 10. How much time does caller 3 spend in his car? a. More than he did before b. Less than he did before c. About the same amount of time as before 4. What part of the radio program is this extract taken from? a. The beginning b. The middle c. The end 5. What was the main point that caller 1 made about Amsterdam? a. It’s a friendly place. b. People don’t need cars to get around. c. The public transportation system . is cheap. 6. According to caller 1, what effect do cars have on the environment? a. They make it more noisy. b. They make it more polluted. c. Both of the above © Oxford University Press  Photocopiable Open Forum 2: Assessment Tests  13 Test 2: Chapters 4–6 Name:    Date:    Score: You are about to hear an interview about visual art in the community. Before you listen, think about the different kinds of art you know about. What different kinds of art are there? What are some possible ways that art might help people? 1. Read question 1. Then listen to the interview and choose the correct answer for the question. 1. Which of these topics does Alan Tam not talk about? a. Art for doctors b. Art for elderly people and people with disabilities c. Art in schools d. Art in museums and galleries 2. Now read questions 2–7. Then listen to the interview again and write T for true or F for false for each question. 3. Read questions 8–10. Then listen to three extracts from the interview. After listening to each extract, choose the correct answer for each question. 8. Urge probably means . a. a sad feeling b. a strong need or desire 9. Topography probably means . a. the physical features of an . area of land b. the history and culture of a people 10. Outlet probably means . a. a way of release for emotions b. a challenge 2. Art for All helps artists to sell their work. 3. Alan Tam says that art has been important to people for a very long time. 4. Alan Tam recommends keeping art separate from other subjects in school. 5. Alan Tam says that studying art from a certain time period can help students learn about the history of that time. 6. According to Alan Tam, older people and disabled people often don’t enjoy doing art. 7. According to Alan Tam, art appreciation classes can help doctors diagnose illnesses better. 14  Open Forum 2: Assessment Tests © Oxford University Press  Photocopiable Test 3: Chapters 7–9 Name:    Date:    Score: You are going to hear people talking about a book called “Better Off: Flipping the switch on technology.” Before you listen, think about this title. What do you think the book might be about? 1. Read questions 1 and 2. Then listen to the conversation and choose the correct answer for each question. 1. The book is about . a. the experience of living without technology b. communities that live without technology c. how technology improves our lives 2. The writer concluded that . a. it’s impossible to live without technology b. where possible, people should use less technology than they do now c. everybody should use hand-powered machines 3. Read questions 11 and 12. Then listen to two extracts from the conversation. After listening to each extract, write T for true or F for false for each question. 11. The speaker talks about people helping people to explain why the work wasn’t as much as you might expect. 12. The speaker talks about cars to show that sometimes technology is expensive and not always effective. 2. Read questions 3–10. Then listen to the conversation again and write T for true or F for false for each question. 3. The couple lived without technology for over a year. 4. The people in the community did not use any machines at all. 5. The place the author describes in the book is not a real place. 6. The couple did not use a lot of money while they were there. 7. The author disliked the slowness of life in his new hometown. 8. The people enjoyed their work because they worked together . and socialized. 9. The item of technology that the writer missed the most was a car. 10. The people in the community used tools that didn’t work well. © Oxford University Press  Photocopiable Open Forum 2: Assessment Tests  15 Test 4: Chapters 10–12 Name:    Date:    Score: Look at the title of the news report you are going to listen to: “The Mystery of the Moon Trees.” What do you think the story might be about? 1. Read questions 1–3. Then listen to the news report and choose the correct answer for each question. 1. Moon trees are trees grown from seeds that . a. were planted on the moon b. have traveled to the moon and back 2. The moon trees look . a. like regular trees b. much bigger than regular trees 3. The moon trees were . a. distributed to many people b. kept in a laboratory permanently 2. Read questions 4–9. Then listen to the news report again and choose the correct answer for each question. 4. Stuart Roosa took tree seeds along on a space mission because . a. the U.S. Forest Service asked him to b. he loved nature and trees 5. The seeds . a. were carried onto the moon b. stayed in the space module as it orbited the moon 6. The trees were sent to places . a. around the United States and in different countries b. only within the United States 16  Open Forum 2: Assessment Tests 7. People sometimes find moon trees a. because they are only in parks or nature areas b. because they usually have a sign . near them 8. Dave Williams’ list of moon trees . has . a. sixty or more trees on it b. less than sixty trees on it 9. Examples of other items astronauts carried into space are . a. coins, stamps, golf balls, and golf clubs b. coins, stamps, golf balls, and a sandwich . 3. Read questions 10–12. Then listen to three extracts from the news report. After listening to each extract, choose the correct answer for each question. 10. Mutant probably means . a. a seed that doesn’t grow b. an animal or plant with unexpectedly different characteristics from the parent animal or plant 11. Scatter probably means . a. to drop or throw things in different directions over a wide area b. to put things in one place 12. Germinate probably means a. to die b. to start to grow © Oxford University Press  . Photocopiable Transcripts Chapter 1 Environmental Studies 2 Listening Practice C Listening for Main Ideas (p. 3) Now, as you probably know, U.S. inner cities have been in a bad state for several decades. They tend to be high crime areas with a lot of vacant buildings and so on. Today we’ll talk about how this happened and what is being done about it. Well, first, you can’t talk about the decline of the inner cities without looking at the growth of the suburbs, because the two are connected. There was—and still is— a huge demand for suburban housing in the last 30, 40 years or so. So what we’ve seen all over the country is a lot of development of areas just outside of cities—areas that were once farmlands—acres and acres of land just given over to suburban housing. We call it “suburban sprawl” because of the way the houses are kind of spread out all over the countryside. As the suburbs grew, the inner cities declined. Well, you can imagine how this happens. When people move to the suburbs it’s more convenient for them to shop at the shopping malls closer to home. So the department stores in the downtown area, they don’t get as much business, and maybe eventually they have to close. You see this particularly in small and mid-size towns. You might have an area that has quite a large population, but the downtown is dead—especially at night. As a result of that, we’ve had growing crime rates and poverty in downtown areas. So people are afraid to go there at night, and there ends up being less cultural life in these towns. So city planners have been trying to attract people back to the cities. It’s become a necessity, really, because you can’t keep building suburbs forever, and people don’t want to commute two or more hours to get to their jobs. They want to come back to live in the cities, but you have to make the conditions right. So how do you do that? Well, city planners are using an approach called “smart growth” as a way to plan neighborhoods and revitalize inner cities. I’ll explain some of the main characteristics of smart growth. First, smart growth encourages diversity of use. For example, many planners believe now that it’s healthy to have some light manufacturing—say, bakeries or printing presses—mixed in with retail and residential buildings, all together in the same area, and one reason to do this is that a street has people in it all day long. You’ve got the people who work there during the day and the people who live there coming back in the evenings. The area is used more. Sidewalks are busy. This makes it possible for stores and restaurants to open up to serve all these people, which in turn encourages more people, and then that makes a neighborhood more attractive. OK, secondly, you want to have diversity of housing. Instead of having streets and streets of identical houses, like you have in the suburbs, you would have a mix of single-family homes, townhouses, and apartment buildings that would encourage a wider range of people—in terms of ages and income levels—to live in an area so people can stay in a community. They can move up to a larger house, or move to a smaller house when they get older, without leaving the community. The other big aspect of smart growth is to make it possible for people to walk to schools, public libraries, stores, and so on. So you put these things within walking distance of residential neighborhoods. It’s also important to have attractive places outside—places to gather or sit and relax. This brings people out onto the streets. And streets that have people in them are safer streets. When you have safer streets, you have more people wanting to live downtown. And that causes a demand for more housing, and that in turn revitalizes inner cities even more. Now one city where this kind of thing is being done is Pittsburgh. Let’s have a look at some photographs that were taken . . . 4 Listening Practice B Listening for Main Ideas (p. 6) A = Host, B = Charles Ong A: Public spaces are the places where we interact with other people in our community: streets, shopping malls, public parks, and so on. Public spaces have a huge impact on the quality of life of the people who Open Forum: Transcripts  17 B: A: B: A: B: A: B: A: B: A: B: A: B: A: B: use them, especially in cities. Today we’re going to talk about parks. Our guest is Charles Ong from the Parks Planning Association, and he’s going to tell us what makes a good public park. Welcome to the program. Thank you. First of all, is there such a thing as a bad public park? I mean, aren’t all parks good? Well, no. I think if you think about it, some parks just don’t work for one reason or another. They’re not used, or they’re used for criminal activity. They’re usually empty. They’ve got litter and graffiti, or they’re just a green space put there with nothing to attract people. Now that you mention it, I can think of a few places like that! A good public park or any public space—doesn’t have to be a park—is above all, attractive. People want to go there. Give me an example of a public park that works. Oh, there are lots. Central Park, in New York, for example, is a great park. There’s a lot to do there. You’ve got several museums right around it, and in the park itself you have the Children’s Zoo, you have an outdoor theater, you have a skating rink, lots of playgrounds, community centers, and so on—all of that brings people in. Same kind of thing with Boston Common, Balboa Park in San Diego, the Lakefront in Chicago. I could go on. But what about smaller parks? You can’t always have an art museum or a zoo. No, but the principle is the same. If you’re designing a smaller park, you still need to provide enough activities. And what you want to do is connect the activities to each other. For example, let’s say you have a park with a playground in one corner, and a fountain in the middle. Well, that’s nice, but there’s not enough there to attract people. But if you link the two together—say you make a water feature in the playground, or you make the fountain safe so that kids can play in it in the summer—and if you add some good seating where people can watch both areas, then you provide more reasons for people to go there. And if you add a food stand, then you’re getting somewhere. Food always attracts people. Right, I get it. You want to have it used by different kinds of people. You want children, and older people, and women— and that, by the way, is often a good indicator of how successful a city park is. What? Women? Yeah, women and elderly people. Women are generally more aware of their surroundings. They’re much less likely to sit down or relax in public area if they feel uncomfortable. Right. Now that I think of it, some places don’t even provide places to sit. Yeah, seating is a big thing. A lot of parks don’t have enough seating, or it’s uncomfortable, or the seats are 18  Open Forum: Transcripts A: B: A: B: A: B: A: B: A: B: out in the wind or the sun. Ideally, people should be able to move the seats around. You get that in some parks in Europe. People can pick up a chair and move it wherever they want. But that raises some security issues. Yes. It’s only possible where there’s a fairly good security presence. What about access to a park? You know when you spend ages trying to find the way in into a park? I’ve had that experience. Yeah, when you’re walking around and around looking for the entrance. Yeah. That’s a problem sometimes. But it’s not just that. Even if the entrance is visible, the interior has to be visible too. You have to be able to see what’s inside. You don’t want people feeling afraid to go in there, like they’re going to be mugged or something. It has to be welcoming. You need to see where the paths go too, right? So you can say, “Oh, I’ll take a shortcut through the park, and that will take me over there, or over there”? Right. And one thing that drives me crazy in public parks is paths that don’t lead to anywhere, or that don’t go where people want to go. They’re just there for the sake of it. You want paths that attract people and pull them along. It seems so obvious. You’d think so, wouldn’t you? But a lot of parks are put in with very little consideration of how to make them work. Chapter 2 Psychology 2 Listening Practice B Listening for Main Ideas (p. 11) A = Host, B = Dr. Lynette Han A: Hello, and welcome to our show. Our guest today is Dr. Lynette Han, a psychologist who does research into happiness. She spends a lot of time studying people’s level of enjoyment during various activities, and she’s especially interested in something called “flow.” Dr. Han, could you explain what flow is? B: Yes, it’s a concept described by a psychologist named Mihaly Csikszentmihlayi. He talks about states of optimal experience, where people say they experience feelings of deep concentration and enjoyment during activities. A: Can you give us an example? B: Of course. Do you have an activity that you really enjoy? A: Well I like a lot of sports and I love cooking. B: OK, take cooking. Think about making a meal. If you ever get so absorbed in preparing the food that you