Q2e Listening & Speaking 3: Audio Script

UNIT 1
Unit 1, Sociology, The Q Classroom
Page 2

Teacher: OK everyone, let’s start. Every Unit in Q begins with

a question. As we go through the Unit, we will continue to
discuss this question. Our answers may change as we explore
the topic, or they may stay the same. The Unit Question for
Unit 1 is “Are first impressions accurate?” So let’s think about
our first impressions of people in this class. Look around the
room at your classmates. Who made a good first impression on
you? Yuna?
Yuna: Sophy.
Teacher: Why did she make a good first impression on you?
Yuna: Well, she’s always smiling. She looks friendly.
Teacher: And is she friendly?
Yuna: Yes, she is!
Teacher: So that’s an accurate first impression. Do you think
first impressions are always that accurate? Marcus, what do
you think?
Marcus: No, I don’t think so. Sometimes you might think
someone is unfriendly, but they’re just in a bad mood that day.
Teacher: Good point. Maybe someone can give you the wrong
impression because they are having a bad day. What else might
cause the wrong first impression? Sophy?
Sophy: Mmm. A person might be dressed differently than
they usually dress. If someone met me on the way home from
the gym, they wouldn’t know that I’m usually very formal.
Teacher: OK, so your mood and the way you are dressed can
lead to wrong first impressions. What do you think about this,
Felix? Are first impressions usually accurate?
Felix: I think most of the time they are right in some way.
I can usually tell right away if someone is friendly or quiet or
if they’re smart or funny. But I can’t tell other things about
a person, like if they’re honest or what kinds of things they
believe in.
Teacher: Interesting.

Unit 1, Listening 1, Activity A , D

Page 7, 8

Speaker: First impressions don’t tell the whole story.

Good morning. Thank you so much for inviting me here
today. As promised, I’m going to talk about how we form first

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Q2e Listening & Speaking 3: Audio Script

impressions and how they work.

We all form impressions of other people every day. So picture
this: you’re waiting in line at your favorite coffee shop. The
line is long, but it’s moving quickly. The person in front of you
in line is complaining about the wait. He’s loud and rude. He
makes comments about the service and the employees. When
he finally gets to the counter, he yells at the person who takes
his order. You assume “This is not a nice person,” and you hope
you never meet him again.
From this short encounter, you have formed an impression of
this person. You were with him only briefly, but you may think
you know a lot about him. One mistake people often make
in forming first impressions is to think that a small example
of someone’s behavior can give us a complete picture of the
person. If you see a friendly, smiling young woman taking
your order at the coffee shop, you may think she is friendly and
smiling all of the time.
In addition to thinking she is always friendly, you may also
think she has other positive traits. This is the second error
people often make. Because she is friendly, you assume that she
is also intelligent, happy, and good to her parents. Of course,
the opposite is also true. The rude customer in front of you in
the coffee line did not make a good impression on you. You
saw an example of his poor behavior, his rudeness, and you
assumed he had other negative traits. You thought “This is not
a nice person.”
OK, so if our first impression of someone is positive, we think
the person is always that way and we think that all of her traits
are positive. We think that small sample of behavior shows us
her true personality. But we don’t think that way about our own
behavior. Let me explain what I mean. When we see someone
else acting in a negative way, we think it is because he is a
negative person. But when we act in a negative way, we say it is
because of the situation.
Let’s go back to the coffee shop again. If I am rude to the
person taking my coffee order, I will find reasons for my bad
behavior—the service is too slow, my mother is very sick, or
my boss just yelled at me. In other words, when I act badly,
I think it’s because of the situation, not because I am a bad
person. But if another customer is rude, I don’t look for
reasons—I think it is his personality. In other words, he acted
badly because he is not a nice person.
First impressions can tell us a lot. They help us make sense of
new information, and form relationships with new people. But,
as you can see, we can make errors, so sometimes we need to
take a second look.
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Q2e Listening & Speaking 3: Audio Script

Unit 1, Listening Skill, Example

Page 11

When I first met my professor, he shook my hand firmly and

then asked me questions about myself. He was very polite. He
also was relaxed and seemed interested in what I was saying.

Unit 1, Listening Skill, Activity A

Page 11

I remember the first time I met Lee. It was the first day of
classes my freshman year. I was on my way to my history class
and had no idea where I was going. He smiled and asked me
if I needed help. I must have looked really lost! Anyway, he
gave me directions to the building where my history class
was, which I don’t think I would have found on my own. After
he gave me directions he introduced himself and gave me a
firm handshake. He wished me luck with my classes and then
headed off across campus. So, he was probably late for his own
class. My first couple of weeks of college were pretty difficult
and lonely. I remember hoping I would see Lee again on my
way to classes. About a month or so later, I did. I was eating
lunch in the cafeteria. I waved to him and asked him to sit at
my table with me and a couple of my new friends.

Unit 1, Listening Skill, Activity C

Page 11

When I first met Lee, I knew instantly he was the type of

person I could be friends with. He was so friendly. I mean,
I couldn’t believe he made himself late for class to help me,
a freshman he didn’t even know. The fact that he helped me
and made me feel welcome made a really great first impression
on me. We’ve been good friends ever since.

Unit 1, Listening 2, Activity A, D

Page 12, 13

Host: There is a saying: “Don’t judge a book by its cover.”

This tells us that first impressions may be wrong. Writer
Malcolm Gladwell has a different idea. In Blink: The Power of
Thinking Without Thinking, Malcolm Gladwell argues that first
impressions are usually reliable. This is Wednesday Book Talk.
Here’s critic, Hannah Smith.
Hannah Smith: An expert in a museum takes one look at a
very old artifact. He is suspicious. The museum has just paid
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Q2e Listening & Speaking 3: Audio Script

millions for this artifact. The first word that he thinks of is

“fresh.” According to Blink, a new book by Malcolm Gladwell,
whenever this expert takes a look at something new, he writes
down the first word he thinks of.
This habit of writing down first impressions supports the
argument of Malcolm Gladwell’s book. We often know more
than we think we know. And we know it faster than we can
explain. That artifact, for example, turned out to be about 2,000
years “fresher,” or newer, than the museum thought. It wasn’t
really an old artifact at all. It was a fake.
Gladwell says we have two ways we make decisions. First,
we can make decisions slowly and carefully with our
conscious minds. Or, we can make decisions very quickly and
unconsciously, or without even thinking. Our unconscious
minds are using information we already know to make
judgments within a second or two.
Gladwell’s book looks at examples of when our first
impressions turn out to be very accurate, as well as when they
do not. For example, students in college classrooms have very
accurate first impressions of instructors. In one study, students
were shown only several seconds of a videotape of a teacher in
the classroom. Then they predicted how effective the teacher
would be. After only that quick first impression, they judged
the teacher’s effectiveness very accurately. They did as well as
other students did after an entire term. In another study, people
could tell a lot about a student’s character just by looking at his
or her bedroom for a few minutes.
Gladwell also looks at marriages, wars, marketing, and police
actions. Sometimes, our first impression, our ability to make
snap judgments, is very accurate. Sometimes it is very wrong.
So when should we trust our instincts? In a section added to
the new edition, Gladwell writes about some recent research.
This research suggests conscious, careful decision-making
works best for easy choices like buying a pot for the kitchen.
However, our first impressions are best in difficult situations
when we are handling many pieces of information. An example
is when a coach is selecting a player for a soccer team. If you
want a book that gets you thinking about how we think,
read Blink.
Host: Thank you, Hannah. Now stay with us, we’ll be back
after the break with news of two more titles that have just
reached the stores.

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Q2e Listening & Speaking 3: Audio Script

Unit 1, Pronunciation, Examples

Page 21

A: She’s eating now.

B: They’re watching TV.
A: Lisa’s already left.
B: We’ve finished our work.
A: What’s it cost?
B: Where’d you go?
A: Why’d he arrive so late?

Unit 1, Pronunciation, Activity A

Page 21

1. Who’s your favorite author?

2. Where’d you go on your last vacation?
3. Mary’s going to the store.
4. Jack’s gone already.
5. We’ve usually eaten by 6:00.
6. What’d you do after class yesterday?
7. The girls’ve been here before.

Unit 1, Speaking Skill, Examples

Page 22

A: What do you think?

B: Do you agree?
A: Right?
B: How about you?
A: You know?
B: Okay?

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UNIT 2
Unit 2, Nutritional Science, The Q Classroom
Page 27

Teacher: The question forUnit 2 is “What’s more important:

taste or nutrition?” So how did you choose your breakfast this
morning? Did you eat something you really like or something
that’s good for you? Sophy?
Sophy: I ate fruit for breakfast. It’s good for me and I like it!
Teacher: Would you eat something for breakfast that tasted
good, but wasn’t nutritious?
Sophy: No, I wouldn’t. Eating healthy food is important to me.
Teacher: How about you, Marcus? What’s more important to
you, taste or nutrition?
Marcus: Um, I’m not sure. Food that tastes good makes me
happy. Happiness is important for good health!
Teacher: Good point! Yuna, what do you think? Marcus
says food that tastes good makes people happy, so is taste or
nutrition more important?
Yuna: Nutrition is more important. You need good nutrition
to be healthy.
Teacher: OK, we need good nutrition, but good taste can
make us happy, which is also important. What do you think,
Felix? Taste or nutrition?
Felix: Well, nutrition is important, but I would say that for
most of us, taste is important, too. If something doesn’t taste
good, most people won’t eat it no matter how nutritious it
is. So really we need food like Sophy’s fruit—delicious and
nutritious.
Teacher: Yes. Unfortunately, a lot of food isn’t that perfect!

Unit 2, Listening 1, Activity A, B

Page 30

Andy Patterson: Greetings, and welcome to today’s edition

of “Your World” with me, Andy Patterson. And with me in the
studio I have nutrition expert Dr. Maureen O’Ryan. Welcome,
Doctor.
Maureen O’Ryan: Thanks, Andy. It’s great to be here.
AP: So, it’s time to listen up, people, for some top health tips.
Remember, you may like the taste, but did you ever wonder
about the effect on your body of what you eat and drink?…
Doctor?
MO’R: Well, let me start by saying this isn’t a lecture on

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Q2e Listening & Speaking 3: Audio Script

healthy eating. We all know that we should drink lots of water,

and eat plenty of fruits and vegetables, and so on, but in the
real world, most of us prefer soft drinks to water, and we all eat
food we know is bad for us. My point is, it’s OK—
AP: What! It’s OK? Great! I’ll have a double cheeseburger!
MO’R: It’s OK to eat any food you want as long as your diet is
balanced. And what I want to say today is that we can all enjoy
good health, but we have to know the effects that the food and
drink we consume have on our bodies.
AP: That makes sense. So, let’s look at some of the things we
enjoy most…Now, I love a spicy beef burger or a juicy steak.
Of course, I know red meat’s supposed to be bad…
MO’R: Well, that’s exactly my point. Red meat isn’t bad for
you, unless you eat too much. It actually gives us healthy
bones and skin. But obviously you shouldn’t eat a huge steak
every night!
AP: White meat is healthier, though, right?
MO’R: Yes, white meat, such as chicken or turkey, is definitely
good for you. In fact, because it contains a natural substance
which makes us feel calm, eating turkey can actually change
your mood. Have a turkey sandwich for lunch, and you’ll feel
more relaxed.
AP: OK, but what about a cheese sandwich? I love cheese, but
people say it’s bad for you.
MO’R: Well, cheese has calcium, so it’s good for your teeth,
but since it’s high in fat and salt you shouldn’t eat it every day.
We need salt to survive, but too much salt can cause high
blood pressure.
AP: OK, but I’m a coffee man, too, and I know that’s bad
for you.
MO’R: Well, coffee gives you energy due to the caffeine, and
that’s all right. But if you drink too much coffee it can make
you feel stressed and give you problems sleeping. Coffee before
lunch is OK, but I suggest drinking tea in the afternoon.
AP: Ah, but tea has caffeine, too, Doc. I read about it.
MO’R: Yes, but only a small amount, and green tea, for
example, also helps fight cancer and improves your ability to
concentrate. Tea is fine, and lots of green tea is even better!
AP: Hmm. But when I’m tired I usually rely on a soda.
MO’R: Well, a soda might give you energy for a short period,
but one can contain up to 15 teaspoons of sugar! All of that
sugar has a big effect on your body, Andy! And the calories
in soda are what we call “empty” calories, since they have no
nutrition at all. As a result, a couple of hours after you consume
the soda, you’ll probably feel more tired, and depressed as well.
AP: Hmm…and what about chocolate lovers? Bad again,
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Q2e Listening & Speaking 3: Audio Script

right?
MO’R: Well, a little chocolate from time to time isn’t so bad,
but not milk chocolate—that’s bad—it has to be dark chocolate.
Dark chocolate can lower your blood pressure and is good for
your heart…I guess all I’m really saying is that by making wise
food choices, you can basically eat what you like…you just
need to mix the good and the bad. What’s so hard about that?
AP: Sounds great! Now, let me ask you one more thing…

Unit 2, Listening Skill, Examples

Page 33

I rarely cook because I am tired when I get home.

We usually eat at home since it’s so expensive to eat out
these days.
I never buy fish as I don’t know how to cook it.
The pasta tasted terrible, so we didn’t eat it.
Due to her healthy diet, Keiko lived to be 110 years old.
Because of the high calories, I never eat chocolate.

Unit 2, Listening Skill, Activity A

Page 34

1. Since Dr. O’Ryan is a nutrition expert, Andy interviewed

her on his radio show.
2. Eating a lot of cheese isn’t good because of the large amount
of salt.
3. Because Andy stopped drinking soda, he feels much
healthier now.
4. Andy also wants to lose weight, so he’s following
Dr. O’Ryan’s suggestions.

Unit 2, Listening Skill, Activity B

Page 34

1. Because it contains a natural substance which makes us feel

calm, eating turkey can actually change your mood.
2. Cheese has calcium, so it’s good for your teeth.
3. Coffee gives you energy due to the caffeine.
4. The calories in soda are what we call “empty” calories since
they have no nutrition at all.

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Q2e Listening & Speaking 3: Audio Script

Unit 2, Listening 2, Activity A

Page 37

Stuart: Hi, my name’s Stuart Andrews, and I’m a chocolate

taster. I’ve always loved chocolate, so this is the dream job for
me. I work for a big department store. We develop our own
chocolate. I also train staff, um, visit chocolate factories, and
deal with suppliers. I organize volunteer “tasting sessions.”
Of course, since everyone loves chocolate, there’s never a
problem getting volunteers! It’s not a job you can just walk into,
though—I studied for a degree in nutrition and then worked
for an ice cream manufacturer for a few years first. I started
here six years ago, and I still love every day. The best thing is
that when I go to work, my desk is covered in chocolate! The
worst is probably keeping an eye on my weight because of all
the calories. You know, it’s easy to put on weight, so I try to
eat healthily whenever I’m not working. I go to the gym, and
I make sure I see my dentist every six months! I live and work
in London, but I travel a lot because you have to keep up with
the latest trends, you know—Belgium, France, Switzerland. I
was in New York last week to see what’s selling there. It’s not
just the taste that makes people buy one bar of chocolate rather
than another, but the appearance and the advertising, too.

Marie: Hello, this is Marie Lavoisier. Tasting cheese, for me,

uh, it’s not a job at all, really. I’m a cheese buyer for a large
supermarket. On what I call a “taste day” I taste maybe ten to
twelve different cheeses. Because they all taste different you
can’t taste everything at once—you need to take your time. I
check for flavor, texture, and especially the smell of the cheese,
since smell is the most important. Some people think strong smelling
cheeses are disgusting, and occasionally they are,
but in general they’re my favorite! We keep cheeses for many
months, some for over a year, and so I also need to check
the cheese we have, and decide when each cheese is ready,
you know, to go out on sale. I live just outside Paris, which is
convenient because I need to meet farmers regularly, mainly
to help them develop new products, since people always like to
try new flavors. To get this job, I studied for a degree in food
science and then waited for the chance to be a cheese taster. As
soon as I saw the job, I was there! You have to love cheese, of
course, because it’s “cheese, cheese, cheese” all day, every day.
Some people get tired of it from time to time, but I never do!

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Q2e Listening & Speaking 3: Audio Script

Enrique: Hi there, my name’s Enrique Martinez. I started

work as a manager in a coffee shop and gradually I began to,
you know, uh, enjoy the taste. There are degrees you can get,
and courses you can take, but I worked my way up through
experience and now I’m the head coffee taster for a large
importing company. I only taste in the mornings because
that’s when my sense of taste is at its best. I check the quality.
Um, people can pay a lot for coffee, so they want to enjoy it. I
check the smell, the taste. You know, is it sweet or bitter? Some
taste of chocolate, others are spicy. Some are very complex.
I make it, taste it, but I don’t swallow it. I estimate I taste up
to 100 coffees, so I don’t actually drink them because of all
the caffeine, right! In the afternoons I email suppliers or do
paperwork. Um, I live here in downtown Los Angeles, so I walk
to work, which is great. Yeah, I love this job. It can be hard
work, trying to distinguish between so many different coffees,
but I wouldn’t want to do anything else!

Unit 2, Listening 2, Activity B

Page 38

Stuart: Hi, my name’s Stuart Andrews, and I’m a chocolate

taster. I’ve always loved chocolate, so this is the dream job for
me. I work for a big department store. We develop our own
chocolate. I also train staff, um, visit chocolate factories, and
deal with suppliers. I organize volunteer “tasting sessions.”
Of course, since everyone loves chocolate, there’s never a
problem getting volunteers! It’s not a job you can just walk into,
though—I studied for a degree in nutrition and then worked
for an ice cream manufacturer for a few years first. I started
here six years ago, and I still love every day. The best thing is
that when I go to work, my desk is covered in chocolate! The
worst is probably keeping an eye on my weight because of all
the calories. You know, it’s easy to put on weight, so I try to
eat healthily whenever I’m not working. I go to the gym, and
I make sure I see my dentist every six months! I live and work
in London, but I travel a lot because you have to keep up with
the latest trends, you know—Belgium, France, Switzerland. I
was in New York last week to see what’s selling there. It’s not
just the taste that makes people buy one bar of chocolate rather
than another, but the appearance and the advertising, too.

Marie: Hello, this is Marie Lavoisier. Tasting cheese, for me,

uh, it’s not a job at all, really. I’m a cheese buyer for a large
supermarket. On what I call a “taste day” I taste maybe ten to
twelve different cheeses. Because they all taste different you
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Q2e Listening & Speaking 3: Audio Script

can’t taste everything at once—you need to take your time. I

check for flavor, texture, and especially the smell of the cheese,
since smell is the most important. Some people think strong smelling
cheeses are disgusting, and occasionally they are,
but in general they’re my favorite! We keep cheeses for many
months, some for over a year, and so I also need to check
the cheese we have, and decide when each cheese is ready,
you know, to go out on sale. I live just outside Paris, which is
convenient because I need to meet farmers regularly, mainly
to help them develop new products, since people always like to
try new flavors. To get this job, I studied for a degree in food
science and then waited for the chance to be a cheese taster. As
soon as I saw the job, I was there! You have to love cheese, of
course, because it’s “cheese, cheese, cheese” all day, every day.
Some people get tired of it from time to time, but I never do!

Unit 2, Listening 2, Activity C

Page 38

Enrique: Hi there, my name’s Enrique Martinez. I started

work as a manager in a coffee shop and gradually I began to,
you know, uh, enjoy the taste. There are degrees you can get,
and courses you can take, but I worked my way up through
experience and now I’m the head coffee taster for a large
importing company. I only taste in the mornings because
that’s when my sense of taste is at its best. I check the quality.
Um, people can pay a lot for coffee, so they want to enjoy it. I
check the smell, the taste. You know, is it sweet or bitter? Some
taste of chocolate, others are spicy. Some are very complex.
I make it, taste it, but I don’t swallow it. I estimate I taste up
to 100 coffees, so I don’t actually drink them because of all
the caffeine, right! In the afternoons I email suppliers or do
paperwork. Um, I live here in downtown Los Angeles, so I walk
to work, which is great. Yeah, I love this job. It can be hard
work, trying to distinguish between so many different coffees,
but I wouldn’t want to do anything else!

Unit 2, Pronunciation, Examples

Page 45

I think Marco must be Italian.

I can’t see you tonight, but Tuesday is fine.
I ate salmon for dinner last night.
Do you eat a balanced diet?
Do you want to go out for lunch?
How is your steak?
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Q2e Listening & Speaking 3: Audio Script

Unit 2, Pronunciation, Activity A, B

Page 45

1. We all eat things we know we shouldn’t.

2. “Empty” calories have no nutritional value at all.
3. I can’t drink coffee, but tea is fine.
4. Cheese has calcium, so it’s good for your teeth.
5. Sometimes in the evening I’m too tired to cook.
6. Marie makes sure the cheese is ready to go out on sale.
7. Stuart thinks the appearance of chocolate can be as
important as the taste.
8. Enrique thinks people pay a lot for coffee, so they want to
enjoy it.

Unit 2, Speaking Skill, Examples

Page 46

According to Dr. O’Ryan, Andy should drink less coffee.

He shouldn’t drink a lot of soda.
He ought to eat more fish.
Perhaps you should eat more fruit and vegetables.
You really ought to eat more fruit and vegetables.

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Q2e Listening & Speaking 3: Audio Script

UNIT 3
Unit 3, Psychology, The Q Classroom
Page 52

Teacher: The Unit 3 question is “Is change good or bad?”

So what are some of the big changes you’ve made in your life
recently? Marcus?
Marcus: Uh, I moved here and started college.
Teacher: Has that been a good change or a bad change for
you?
Marcus: A good change. I’m more independent now.
Teacher: What about change in general? Have the changes in
your life been good for you or bad for you? Yuna?
Yuna: Good. I lost my job and was very sad. But now I am
here, going to school full time, and happy.
Teacher: So sometimes a change that seems bad at first turns
out to be a good thing. Do you agree, Sophy? Is change usually
a good thing?
Sophy: Well, changes in my life have usually been good, like
moving or starting a new school, but sometimes changes in
society aren’t good, like when the crime rate goes up or the
environment becomes polluted.
Teacher: OK, let’s talk about changes in society. The world
has changed a lot since your parents were your age. Have most
of those changes been good or bad? What does that say about
change in general? Felix?
Felix: I think most changes have a good side and a bad side.
My mom would say that people today spend too much time
sitting at the computer and not enough time talking face-to face
or getting out. But it’s also true that I can stay in touch
with my friends all over the world in a way she never could. So
there are really two ways to look at most changes.

Unit 3, Listening 1, Activity A

Page 57

Gary McBride: Hello everyone. My name’s Gary McBride,

and I’m here to talk to you today about the benefits of
downshifting. By “downshifting” I mean getting out of the
rat race and living a simpler life, one with less power and
responsibility—and, of course, less money—but with more free
time and opportunity to enjoy life. It’s something we probably
all think about from time to time, but I’ve actually done it…so
thank you for giving me this opportunity to tell you about my

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Q2e Listening & Speaking 3: Audio Script

experience.

A few years ago I worked on Wall Street for a big bank. I was a
typical city trader, buying and selling stocks day after day…and
it was very well-paid. I mean, I earned hundreds of thousands
of dollars. I wore designer clothes, drove a luxury sports car,
lived in a huge apartment downtown. I felt like I was king of
the world. But there was a price to pay. I couldn’t really handle
all the stress. I had headaches and stomach problems the whole
time. My personal life also suffered, as I was never home to
build a steady relationship…and then the financial crisis came
along. You remember that, right? Like many others, I lost
my job. But instead of looking for work in other companies,
retraining, or starting my own business, I felt I needed to do
something different. I was curious about the world out there
and I needed to justify my place in it. I needed a change.

Unit 3, Listening 1, Activity B

Page 57

Gary McBride: So…for six months, I traveled around Mexico, then South
America, and over to Europe. It gave me the time and space
I needed to think about what I wanted to do…and when I
got back…I decided to leave Wall Street. I sold my car, and
my apartment, and went to live in a small town in Iowa, to be
near my parents. After a couple of months, I started looking
for work. I earned a lot as a city trader, but I also spent a lot…
so I didn’t have any savings. I wanted to try something new,
something different. The first position I was offered was a
home-care assistant in the local hospital. It seemed a friendly
place, so I took it!
These days I’m still a home-care assistant. I go to the homes of
sick or elderly people who need help, and I help them wash,
I do their housekeeping, prepare their meals. I talk to them.
Being a home-care assistant is a very different job from what
I was doing before. Of course, the salary is considerably lower,
so I don’t eat out often, I can’t buy a new car, and I certainly
can’t afford an overseas vacation anymore…but you know
what? I’ve adapted, and now I’m very fulfilled. Living life at
a slower speed means I have time to make friends…real
friends! I have a better relationship with my family, and I feel
healthier too!
As a city trader, I was always busy. I only thought about myself.
But now, my job is to care for other people, and helping other
people has helped me to be a better person. I’ve achieved the

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goal I set for myself when I came back from traveling—I finally
know what it is to be happy…Now, are there any questions?

Unit 3, Listening 1, Activity C; Unit 3, Listening Skill, Activity A

Page 57, 60

Gary McBride: Hello everyone. My name’s Gary McBride,

and I’m here to talk to you today about the benefits of
downshifting. By “downshifting” I mean getting out of the
rat race and living a simpler life, one with less power and
responsibility—and, of course, less money—but with more free
time and opportunity to enjoy life. It’s something we probably
all think about from time to time, but I’ve actually done it…so
thank you for giving me this opportunity to tell you about my
experience.
A few years ago I worked on Wall Street for a big bank. I was a
typical city trader, buying and selling stocks day after day…and
it was very well-paid. I mean, I earned hundreds of thousands
of dollars. I wore designer clothes, drove a luxury sports car,
lived in a huge apartment downtown. I felt like I was king of
the world. But there was a price to pay. I couldn’t really handle
all the stress. I had headaches and stomach problems the whole
time. My personal life also suffered, as I was never home to
build a steady relationship…and then the financial crisis came
along. You remember that, right? Like many others, I lost
my job. But instead of looking for work in other companies,
retraining, or starting my own business, I felt I needed to do
something different. I was curious about the world out there
and I needed to justify my place in it. I needed a change.
So…for six months, I traveled around Mexico, then South
America, and over to Europe. It gave me the time and space
I needed to think about what I wanted to do…and when I
got back…I decided to leave Wall Street. I sold my car, and
my apartment, and went to live in a small town in Iowa, to be
near my parents. After a couple of months, I started looking
for work. I earned a lot as a city trader, but I also spent a lot…
so I didn’t have any savings. I wanted to try something new,
something different. The first position I was offered was a
home-care assistant in the local hospital. It seemed a friendly
place, so I took it!
These days I’m still a home-care assistant. I go to the homes of
sick or elderly people who need help, and I help them wash,
I do their housekeeping, prepare their meals. I talk to them.
Being a home-care assistant is a very different job from what
I was doing before. Of course, the salary is considerably lower,
so I don’t eat out often, I can’t buy a new car, and I certainly
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can’t afford an overseas vacation anymore…but you know

what? I’ve adapted, and now I’m very fulfilled. Living life at
a slower speed means I have time to make friends…real
friends! I have a better relationship with my family, and I feel
healthier too!
As a city trader, I was always busy. I only thought about myself.
But now, my job is to care for other people, and helping other
people has helped me to be a better person. I’ve achieved the
goal I set for myself when I came back from traveling—I finally
know what it is to be happy…Now, are there any questions?

Unit 3, Listening 2, Activity A

Page 61

Interviewer: So, Barbara. Welcome to Life and Times. It’s great

to have you here.
Barbara Ehrenreich: Great to be here, Jack. Thanks for
inviting me.
Interviewer: Now, you’re famous as a journalist, and of
course, you’ve written several books based on your research.
We’ll get to those in a minute, but could you start by telling our
listeners some of the reasons why you go “undercover” for your
research?
BE: Sure. Well, interviews are fine, but sometimes you need
to experience something firsthand to understand it. So I guess
what I’m saying is that being an undercover reporter is a good
way to find out what’s really going on. By putting yourself in
the situation you’re investigating…you can then write about
your experience from a more informed point of view.

Unit 3, Listening 2, Activity B

Page 61

Interviewer: I see. So, for Nickel and Dimed, where did you go
undercover?
BE: Well, the aim was to see if I could support myself in
low-paid jobs, so I worked as a waitress, a hotel housekeeper,
a maid, a nursing home assistant, and a supermarket clerk.
I spent a month in each job, working in Florida, Maine, and
Minnesota.
Interviewer: Wow. That’s a lot of different jobs, and places! I
guess your life changed completely during that period, right?
BE: It sure did…and boy, I learned a lot! It was amazing.
Interviewer: Really? What exactly did you find out?
BE: Well, first, that it was very difficult indeed to cope, you
know, financially, on such low wages. The rents were very
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high and the wages were so low. You know, these people really
struggle. Also, you have to be a hard worker! I mean, some
of the jobs I was doing left me feeling physically exhausted—
especially when I had to work two jobs in a day. Interviewing
people is one thing, but actually doing the job day to day shows
you exactly how hard these people’s lives are.
Interviewer: Hmm. And of course, Nickel and Dimed went on
to be a very popular book. It was a New York Times best seller.
BE: Yes. I was really surprised at all the interest. I think it
really opened people’s eyes, a firsthand account like that. You
know, people in low-paid jobs like those aren’t lazy. They work
long, hard hours, just to survive.
Interviewer: Did you change your name when you went
undercover?
BE: For Nickel and Dimed I didn’t change my name, but I
did for my next project, Bait and Switch. I wanted to see how
easy it was for people with pretty good jobs—who became
unemployed—to find another job at the same level. So, I
went undercover as a white-collar public relations executive
looking for work. I tried really hard, with a great resume that
told everyone that I had lots of experience and all that, but I
couldn’t find any work.
It really highlighted to me how hard life can be for people at
all levels…from unskilled manual workers to white-collar
management.
Interviewer: Hmm. So, I guess in both cases, for Nickel and
Dimed and Bait and Switch, you were pleased that the changes
you made weren’t permanent? I mean, you didn’t ever want to
carry on in one of those jobs.
BE: No way. I just got a brief look at people’s lives there, and by
the time I finished, I realized how lucky I was. I was so relieved
not to be in that kind of situation long term.
Interviewer: Hmm. Well, listeners, we’re going to take a short
break, but if you have a question for Barbara, now’s the time, so
get on the phone and call…

Unit 3, Listening 2, Activity C

Page 62

Interviewer: So, Barbara. Welcome to Life and Times. It’s great

to have you here.
Barbara Ehrenreich: Great to be here, Jack. Thanks for
inviting me.
Interviewer: Now, you’re famous as a journalist, and of
course, you’ve written several books based on your research.
We’ll get to those in a minute, but could you start by telling our
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Q2e Listening & Speaking 3: Audio Script

listeners some of the reasons why you go “undercover” for your

research?
BE: Sure. Well, interviews are fine, but sometimes you need
to experience something firsthand to understand it. So I guess
what I’m saying is that being an undercover reporter is a good
way to find out what’s really going on. By putting yourself in
the situation you’re investigating…you can then write about
your experience from a more informed point of view.
Interviewer: I see. So, for Nickel and Dimed, where did you go
undercover?
BE: Well, the aim was to see if I could support myself in
low-paid jobs, so I worked as a waitress, a hotel housekeeper,
a maid, a nursing home assistant, and a supermarket clerk.
I spent a month in each job, working in Florida, Maine, and
Minnesota.
Interviewer: Wow. That’s a lot of different jobs, and places! I
guess your life changed completely during that period, right?
BE: It sure did…and boy, I learned a lot! It was amazing.
Interviewer: Really? What exactly did you find out?
BE: Well, first, that it was very difficult indeed to cope, you
know, financially, on such low wages. The rents were very
high and the wages were so low. You know, these people really
struggle. Also, you have to be a hard worker! I mean, some
of the jobs I was doing left me feeling physically exhausted—
especially when I had to work two jobs in a day. Interviewing
people is one thing, but actually doing the job day to day shows
you exactly how hard these people’s lives are.
Interviewer: Hmm. And of course, Nickel and Dimed went on
to be a very popular book. It was a New York Times best seller.
BE: Yes. I was really surprised at all the interest. I think it
really opened people’s eyes, a firsthand account like that. You
know, people in low-paid jobs like those aren’t lazy. They work
long, hard hours, just to survive.
Interviewer: Did you change your name when you went
undercover?
BE: For Nickel and Dimed I didn’t change my name, but I
did for my next project, Bait and Switch. I wanted to see how
easy it was for people with pretty good jobs—who became
unemployed—to find another job at the same level. So, I
went undercover as a white-collar public relations executive
looking for work. I tried really hard, with a great resume that
told everyone that I had lots of experience and all that, but I
couldn’t find any work.
It really highlighted to me how hard life can be for people at
all levels…from unskilled manual workers to white-collar
management.
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Interviewer: Hmm. So, I guess in both cases, for Nickel and

Dimed and Bait and Switch, you were pleased that the changes
you made weren’t permanent? I mean, you didn’t ever want to
carry on in one of those jobs.
BE: No way. I just got a brief look at people’s lives there, and by
the time I finished, I realized how lucky I was. I was so relieved
not to be in that kind of situation long term.
Interviewer: Hmm. Well, listeners, we’re going to take a short
break, but if you have a question for Barbara, now’s the time, so
get on the phone and call…

Unit 3, Pronunciation, Examples

Page 70

A: Carol’s never worked abroad, has she? {falling on tag]

B: You can scuba dive, can’t you? {falling on tag}
A: Carol’s never worked abroad, has she? {rising on tag}
B: You can scuba dive, can’t you? {rising on tag}

Unit 3, Pronunciation, Activity A

Page 70

1. You’ve never been to Europe, have you? {rising on tag}

2. Julie and Frank just had a baby, didn’t they? {falling on tag}

3. You’re not looking for a new job, are you? {rising on tag}

4. James is retiring next year, isn’t he? {falling on tag}

5. Kieron moved to New York last year, didn’t he? {rising on tag}

6. The new housing project was approved, wasn’t it? {falling on tag}

Unit 3, Pronunciation, Activity B

Page 70

1. You’ve tried horseback riding, haven’t you? {rising on tag}

2. Adapting to a new job can be hard, can’t it? {rising on tag}

3. You wouldn’t like to live in New York, would you? {falling on tag}

4. You’re not afraid of change, are you? {rising on tag}

5. Travel is exciting, isn’t it? {falling on tag}

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6. You don’t want to work for yourself, do you? {falling on tag}

Unit 3, Pronunciation, Activity C

Page 70

1. You’ve never been to Europe, have you? {rising on tag}

2. Julie and Frank just had a baby, didn’t they? {falling on tag}
3. You’re not looking for a new job, are you? {rising on tag}
4. James is retiring next year, isn’t he? {falling on tag}
5. Kieron moved to New York last year, didn’t he? {rising on tag}
6. The new housing project was approved, wasn’t it? {falling on tag}
7. You’ve tried horseback riding, haven’t you? {rising on tag}
8. Adapting to a new job can be hard, can’t it? {rising on tag}
9. You wouldn’t like to live in New York, would you? {falling on tag}
10.You’re not afraid of change, are you? {rising on tag}
11. Travel is exciting, isn’t it? {falling on tag}
12. You don’t want to work for yourself, do you? {falling on tag}

Unit 3, Speaking Skill, Examples

Page 71

Man: You know, I really don’t think fishing is for me.

Woman: Oh yeah? Why do you say that?
Man: Well, first of all, it’s boring! Also, it’s expensive to buy all
the equipment, and another thing I hate, is the smell of fish!

Unit 3, Speaking Skill, Activity A

Page 71

Jez: I haven’t seen you for ages. How was your vacation in
Spain?
Tom: It was great! I tried lots of new things—horseback
riding, scuba diving…I even went to a bullfight in Madrid.
Jez: What? You went to a bullfight? I’m surprised.
Tom: Really? Why do you say that?
Jez: Because it’s cruel, isn’t it? Why would you want to
watch that?
Tom: Well, first of all, it’s an important part of the culture…
you know? Another reason is it’s really popular. Lots of tourists
were there. It’s also good to experience something different for
a change…I think.

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UNIT 4
Unit 4, Marketing, The Q Classroom
Page 77

Teacher: The Unit Question for Unit 4 is “How can advertisers

change our behavior?” So let’s talk about how advertisers have
changed our behavior. Yuna, have you ever bought something
because you saw an ad for it?
Yuna: I don’t think so. I don’t pay attention to ads.
Teacher: Sophy, how about you?
Sophy: Well, maybe if I’ve seen ads for it and friends have
liked it. I don’t think I’ve bought anything just because of
the ad.
Teacher: If we don’t always buy things because of ads, why
do advertisers make them? Can advertisers really change our
behavior?
Marcus: You may not buy the product when you see the ad,
but maybe it stays in your mind and one day you see it in the
store and you buy it because it seems familiar.
Teacher: Do you agree with that, Felix? Can advertising
change your behavior without you noticing it?
Felix: Sure. You hear the name of a company over and over,
and you start to feel that that name is famous and trustworthy.
For example, maybe I’m looking for an insurance company,
and I’m nervous about choosing some place I’ve never heard
of. But if I’ve heard the name a lot, I think, “This is a well known
company. I can trust them.” And ads can also make you
want things you never wanted before. Maybe your old phone
works fine, but then you see an ad for a fancy new one that can
do different things, and you think, “Oh, I need that!”

Unit 4, Listening 1, Activity A, B

Page 79, 80

Professor: OK, everyone. So, this week we’re looking at ways

advertisers try to persuade us to buy products. I gave each
group some techniques to research. Are you ready to begin
your presentations? OK, so Leon, your group first, please.

Leon: Hello, everyone. Um, we had five techniques to

research. I looked into ways advertisers try to reach us through
our feelings. You know, like ads with babies and children.
They’re popular because we relate to them emotionally. This
technique is called “emotional appeal.” But I also found that

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Q2e Listening & Speaking 3: Audio Script

many emotional appeal ads depend on negative emotions, like

fear. For example, no-smoking ads warn of the terrible things
smoking does to your body. I found this example, too:

Man: Is your home safe when you go out at night? Who’s watching
your house when you’re not there? You work hard for the
things you have. Don’t let someone just take them! At Seattle
Security, our locks are the best in the business. We will come to
your home and give a free…yes, free…security check. We can
fit locks on all your windows and doors. Keep safe. Keep your
family safe. Call us at 1-888-555-8880. Don’t delay.

Leon: Scary, right? Anyway, that’s emotional appeal.

Maria-Luz, you’re next.

Maria-Luz: OK. Well, I looked into something called

“association of ideas.” That’s when advertisers encourage us to
make a link between a particular product and certain ideas.
Wearing a certain type of running shoes will mean we win
every race! That kind of thing. Here’s an example I found:

Man: The wonderful aroma. The superb taste. Nothing can

compare with the memorable experience of a bar of Robertson’s
Black. Made from the finest Swiss-style dark chocolate right here
in California. Impress your friends any time of year with this
delicious chocolate. Robertson’s Black—When only the best is
good enough.

Maria-Luz: So, in this campaign, advertisers are telling

us that eating this brand of chocolate will make us appear
cultured, and impress our friends. Over to you, Miguel.
Miguel: Thank you, Maria-Luz. I investigated something
called the “bandwagon” technique. That’s when advertisers
claim that everyone is buying a product, so we should too.
We’re told that a product is the world’s number one choice, or
80% of people use it. They want us to buy it so we don’t feel,
you know, left out. Here’s an example.

Woman: Say, where is everybody? Why, they’ve all gone to

Arizona Market, of course! The biggest event of the year is
at Arizona Market. Next Saturday, come and join the fun.
Thousands of people will be there. Watch the baseball match,
enjoy the fantastic barbecue, and try the state’s top-quality
dishes. Action starts at 11a.m. Fun for the whole family.
Everybody will be there. Don’t miss it! Buy your tickets now.
Don’t be the only person left behind.
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Q2e Listening & Speaking 3: Audio Script

Miguel: Joanna, it’s your turn.

Joanna: Oh, my technique is really easy. It’s repetition. That’s

when you see a company logo everywhere, or hear the name
of a product all the time. Advertisers hope that by repeating
key information it will be planted in our heads, so when we go
to buy something we recognize it and choose it. This is why
some ads also feature catchy, memorable names. They’re really
annoying because they stick in our heads.

Woman: This weekend only, at Dan’s Diner, enjoy a fantastic

family evening for only $10 per person. That’s right. All you
can eat for just $10 at Dan’s Diner. Try our famous Dan’s Diner
homemade pizza, or a big, juicy steak and fries. And there’s
more…Kids under five eat free! Dan’s Diner. 225 Mills Drive,
Chicago. Bring the family. Bring your friends. Dan’s Diner—
The best value in town!

Joanna: Really annoying, right? Anyway, Brian, you’re last.

Brian: Mine was a bit more fun. I looked at ads involving

humor. Making people laugh is a great way to grab attention,
and advertisers know that. They also know that a funny ad is
more memorable. I found loads, and some are funnier than
others, but here’s one example:

Ben: Hi Mark. Did you get everything on the shopping list I

gave you?
Mark: Sure. The writing was so smudged I could hardly read
it, but I got it all. Here’s the toffee—
Ben: Toffee? I wrote coffee! Oh well. Is the cake in that box?
Mark: Cake? Um, I thought it said—
Ben: Oh no!
Announcer: Oops. Don’t let annoying ink smudges affect your
writing. Buy Perfect Pens today. Makes your handwriting clear
so you get it right every time. Oh, and did I mention you can
choose from three great colors?

Professor: OK, that was great. Now, next group…

Unit 4, Listening Skill, Activity A

Page 82

1. Kids under five eat free!

2. Dan’s Diner—the best value in town!
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Q2e Listening & Speaking 3: Audio Script

3. At Seattle Security our locks are the best in the business.

Unit 4, Listening Skill, Activity B

Page 83

1. We have the best range of personal computers in the state.

2. The MX5 is the latest personal computer from XP Systems.
3. It has a 380 Gigabyte memory.
4. It is very easy to use.
5. This is the most important purchase you will make all year.
6. This offer is available for this week only.

Unit 4, Listening 2, Activity A, C

Page 84, 85

Interviewer: Mary Engle, can I start by asking a simple question? What exactly does the
FTC do?
Mary: Well, we basically keep an eye on the world of advertising, and make sure
that advertisers keep to the ‘truth-in-advertising’ laws. That is, that their
adverts have to be truthful, first of all, and that they shouldn’t mislead
anyone.
Interviewer: Hmm. I see.
Mary: So of course any claims have to be based on evidence. In the early days of
advertising, companies could say what they wanted! I mean, ads for weight
loss products, for example, were making claims that simply weren’t true.
Things are different now, though. These days advertisers have to be very
careful when giving facts and statistics.
Interviewer: So, what areas do you focus on in particular?
Mary: Health… claims that are hard to prove such as the benefits of health products.
And safety, of course. If a product says it’s safe then it has to be safe! Also
things like beauty products and environmental claims. Oh, and any ads
aimed at children, especially now that healthy eating is such a big issue. We
just want to make sure that advertisers act in a responsible way, in these
areas especially.
Interviewer: OK. But there’s no national code, is there?
Mary: No, there isn’t. The regulations are not different for TV, radio, and so on.
Basically, they are all aimed at the same thing: ads can’t be deceptive or
unfair. That means they shouldn’t cause physical injury to the consumer, or
financial injury, you know, where consumers lose money.
Interviewer: OK, and how do you find ads that break the rules?
Mary: Well, mostly people tell us! You know, members of the public, competitors…
They contact us about adverts they think are misleading. And we monitor
ads ourselves, of course: TV, radio, magazines, newspapers, posters, leaflets,
and so on. We don’t see ads before they come out, though. We can only act
afterward. And we just deal with national advertising, so any local matters
we refer to the state.
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Q2e Listening & Speaking 3: Audio Script

Interviewer: Right. Are there any famous cases where advertisers broke the rules?
Mary: Plenty! A few years ago a fast food chain actually claimed its food was a
healthy choice! This clearly wasn’t true, so we took action.
Interviewer: And what happens to advertisers who break the rules?
Mary: Sometimes we ask them to withdraw the ad, as we did with the fast food
chain. If they continue false advertising in violation of an FTC order, we can
give fines up to $16,000 a day. Sometimes more. There was a company selling
weight loss vitamins a few years ago – they continued to make false claims
after we ordered them not to, so in the end they paid $2.6 million in fines.
Other times advertisers may have to give customers a refund, or put another
ad out to correct anything misleading. We call that “corrective advertising.”
Interviewer: Hmm. And how have new forms of advertising affected your work?
Mary: Oh! It’s a lot tougher these days. That’s really challenging. It’s so cheap and
easy to advertise on the net or through social media. We find a lot of
companies that don’t know the rules about advertising. We’re also getting ads
in video games now, although that’s mainly product placement rather than
advertisers making claims.
Interviewer: What’s product placement?
Mary: That’s when a product appears in a game or a TV program. You know…a
billboard in the background or where the star wears a watch or drives a car
and it’s deliberately very visible. It’s very common here in the States.
Interviewer: I’ve also heard of something called sub-viral marketing that’s becoming very
popular.
Mary: Oh, that’s where a company will put a funny video or something on the
Internet, which features their product, and they hope people will send it to
their friends. More and more big companies are doing that, but they need to
make it clear that it’s an ad, or they’re misleading people.
Interviewer: That’s interesting. Well, thanks very much, Mary, for telling us about
standards in advertising. It’s been great.
Mary: You’re welcome.

Unit 4, Grammar, Activity A

Page 90

Yvonne: Oh, look at that ad. Those poor animals! How can
they show them suffering like that? I think it’s terrible!
Maureen: Really? I think it’s quite effective. They’re trying to
get your attention, you know.
Yvonne: Well, they don’t have to do it that way! It’s not
necessary, and it’s upsetting.
Maureen: You don’t have to look at it if you don’t want to.
Yvonne: That’s not the point. That kind of advertising makes
me really angry. I’m sure there’s a law that says they can’t use
animals like that.
Maureen: Maybe you should complain, then.
Yvonne: Yes, I think I will. They shouldn’t be allowed to
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Q2e Listening & Speaking 3: Audio Script

do that!

Unit 4, Pronunciation Part 1, Examples

Page 91

Is there an advertising standards code?

Are the rules the same in other countries?
How do you find ads that break the rules?
What areas do you focus on in particular?

Unit 4, Pronunciation Part 1, Activity A, B

Page 92

1. Do you spend a lot of money on advertising?

2. What do you think of that ad?
3. Is that ad misleading?
4. Does it have a special offer?
5. Why is there so much hype these days?

Unit 4, Pronunciation Part 2, Examples

Page 92

There are no federal regulations.

There are no federal regulations?

They’re going to withdraw the product.

They’re going to withdraw the product?

Unit 4, Pronunciation Part 2, Activity C, D

Page 92, 93

1. There are no federal regulations?

2. The company is giving a refund to all its customers.
3. You’re going to withdraw the product?
4. That ad is really annoying.
5. There used to be no controls?
6. The rules aren’t the same in other countries?
7. Viral marketing is becoming more popular.

Unit 4, Speaking Skill, Activity A

Page 94

Hugo: Hey. Look at this ad. It’s got six famous people in it!
Peter: So what? If you ask me, they should spend less on these
expensive ads, and lower the price of their clothes.
Hugo: Hmm. But I like seeing famous people in ads because it
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Q2e Listening & Speaking 3: Audio Script

makes it kind of cool.

Peter: As far as I’m concerned, there are better ways to
advertise things. For instance, they could have some facts and
statistics or something. You know, some information…
Hugo: But it’s an ad, right? In my opinion, an ad should get
people’s attention, and using famous people does that.
Peter: Well, I guess it’s eye-catching, but I’m not sure how
effective it is.

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Q2e Listening & Speaking 3: Audio Script

UNIT 5

Unit 5, Behavioral Science, The Q Classroom

Page 100

Teacher: Here we are at Unit 5. “What risks are good to take?”

is our question. So what are some risks that people take that
can be good? Felix?
Felix: Well, there are social risks—for example, introducing
yourself to new people.
Teacher: Definitely risky! Is it good to take social risks?
Marcus, what do you think?
Marcus: Yes, it’s good. You need to take those risks to meet
new people. If you don’t, you might not make any new friends.
It might take a few tries, but that’s OK. You can learn from your
mistakes.
Teacher: What other kinds of risks are there? What kinds of
risks do people take with their jobs? Yuna?
Yuna: Um, getting a new job?
Teacher: Sure. Changing jobs or careers can be a big risk. Is it
a good risk to take? Sophy?
Sophy: Maybe. You might lose money or cause problems for
your family. But if the new job or career makes you happy
in the long run, it could be a good risk to take. You need to
think carefully before you take that kind of risk, though. You
shouldn’t just jump into it.
Teacher: OK, so you believe in being careful about taking
risks. I can understand that.

Unit 5, Listening 1, Activity A, D

Page 105, 107

Host: Writers have always had a hard time getting published.

There have always been a few writers who have published their
own books, including T.S. Eliot and the children’s book author
Beatrix Potter. The publishing industry is changing quickly,
and self-publishing may be more popular than ever. Michael
Andrews talks about the risks some writers have begun to take
to make a dream come true.
Michael Andrews: Just 20 or 30 years ago, a writer basically
had one way to get his or her book out there — through a
traditional publishing house. Yes, you could publish your own
book through a vanity press, but it was embarrassing to admit
you had stooped so low. In the typical success story, an agent
sold the book to the publisher, and the writer received a huge,

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Q2e Listening & Speaking 3: Audio Script

or at least modest, advance, followed by royalties year after

year. The publisher would provide publicity and the funds for
the author to travel around the country promoting the book.
Of course, not everyone gets published by a big house. In 1989,
John Grisham’s first novel A Time to Kill, was published by
a very small publishing company, which only printed 5,000
copies of the book. They didn’t provide any financial backing
for publicity. Grisham bought 1,000 copies himself, then spent
three months traveling around the state with the books in the
trunk of his car. He visited more than 30 libraries before he
finally sold all his copies. After that first book, he was picked
up by a bigger publisher, and is now a best-selling author.
In 2002, 15-year-old Christopher Paolini wrote an adventure
novel. For the next couple of years, he revised it. At that time,
his parents’ income came from a small publishing company
they ran. They liked his novel and decided to publish it
themselves. Paolini made more than 70 visits to bookstores
and schools around the country. He was never home for
more than 3 days in a row. Christopher and his parents were
exhausted by the demands of printing the book, managing the
website and traveling. Christopher’s busy schedule threatened
the completion of his second book. Fortunately, the publisher
Knopf approached them and bought the rights to the first book
and two more for five hundred thousand dollars.
Brunonia Barry has also followed a non-traditional path to
publishing success. When she finished her novel The Lace
Reader, she wanted to find an audience for the book, but she
didn’t want to spend years trying to get a publisher. She and
her husband owned a small software company. They decided to
print the book themselves. They risked their savings, spending
fifty thousand dollars on the publication and publicity. Barry
approached book clubs in her hometown and asked if they
would be willing to read the book. Readers began to learn
about the book from other readers. It started to sell and
attracted a big publisher. She sold the rights for two million.
She said that had she known the difficulty and expense of self-publishing,
they might not have done it.
Once upon a time, writers took a big risk when they self-published.
A real publisher wouldn’t consider publishing a
book of a writer who had self-published. And it was difficult to
get bookstores to stock the book or reviewers to review it. But
the publishing industry is changing. A newer publishing model
is the e-book. With a much lower cost, writers can produce an
electronic copy of their books and sell it for as little as 99 cents.
The e-book can expose their work to a much larger audience,
or it can disappear. One writer, Amanda Hocking, couldn’t get
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Q2e Listening & Speaking 3: Audio Script

an agent or publisher, so she started to publish her young adult

novels as e-books. But not all of her readers have access to
e-books, so she wants to publish them as print books.

Unit 5, Listening Skill, Part 1, Example 1

Page 109

five hundred dollars

one thousand pounds
ten thousand euros
two hundred thousand dollars
five million pounds
twelve billion euros

Unit 5, Listening Skill, Part 1, Example 2

Page 109

They risked their savings, spending fifty thousand dollars on

the publication and publicity.
She sold the rights for two million.

Unit 5, Listening Skill, Part 1, Example 3

Page 109

It was a fifty-dollar shirt.

The three-hundred-pound football player needed a larger
uniform.
The four-hundred-seat stadium was too small for the crowd.
It’s a fifteen-minute bus ride to my office.

Unit 5, Listening Skill, Part 1, Activity A

Page 110

1. Christopher Paolini sold the rights to his novels for five

hundred thousand dollars.
2. The cheapest tickets are ten dollars.
3. The five-pound bag of sugar is three dollars.
4. The four-hundred-seat stadium was too small for the crowd.
5. That store sells five-hundred-dollar shoes.
6. We took a ten-question survey online.
7. My suitcase weighs over sixty pounds.
8. Maria found a fifty-dollar bill on the sidewalk

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Unit 5, Listening Skill, Part 2, Examples

Page 110

one; first
two; second
three; third
five; fifth
seven; seventh
twenty; twentieth
thirty-four; thirty-fourth
forty-six; forty-sixth

Unit 5, Listening Skill, Part 2, Activity C, D

Page 111

1. The seventh test can be taken this week.

2. The nine students left an hour ago.
3. I ate the fifteen cookies.
4. Did you receive the sixth email I sent you?
5. Push the fourth button.

Unit 5, Listening 2, Activity A, D

Page 111

Reporter: Scientists often have a reputation for being intelligent, but not necessarily
brave. You may picture them in white coats in a lab somewhere, looking through
microscopes or doing experiments with beakers and tubes. But science, by its very
nature, is about taking risks. Scientists solve problems, explore mysteries, and
investigate the world around us. While this sometimes takes them into a
laboratory, it often takes them out into the world, to the very edge of what is known.
As a result, they often put themselves at risk.

Think about the dangers the natural world poses – terrible storms like hurricanes
and tornadoes, extreme climate and terrain found in deserts or at the Arctic Circle,
the shifting of the earth itself causing earthquakes and erupting volcanoes. The
more scientists can learn about these phenomena, the better they can make
predictions and protect us.

Paul Flaherty is a flight meteorologist with the National Oceanic and Atmospheric
Administration’s Aircraft Operations Center at MacDill Air Force Base in Tampa,
Florida. He often flies aircrafts through a hurricane’s center, or eyewall. According
to Flaherty, everyone on his crew understands the risks that come with this job, but
they know the information they are able to collect and get to forecasters,
researchers, and the public far outweighs the risks. As a meteorologist, he’s
fascinated with all types of weather, but fascination alone isn’t enough to allow you
to keep taking risks. On a previous trip in 2005, he and his crew tracked Hurricane
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Katrina for 5 nights before she made landfall. After seeing the damage Katrina
caused firsthand, and after knowing his crew’s efforts played a big role in getting
over 1 million people out of harm’s way, he never again questioned why he takes
these risks. Every time he flies, the data collected helps researchers better
understand these storms. He says if he and his crew didn’t accept any risks in the
air, the public would have more risks on the ground. One way hurricane hunters
lower their level of risk is by identifying risks, and rating them according to how
serious they are and how likely they are to happen. If a mission is too risky, they find
another way to get the information. One new invention that may help is the drone.
A drone is a plane that flies itself. It can fly longer than planes with crews and this
can help in studying storms.

Another scientist used to taking risks is Tina Neal, a volcanologist with the U.S.
Geological Survey who is based in Alaska. Most people assume that the greatest risk
to volcanologists is in working around active volcanoes. Neal says that while that is
dangerous at times, she has always erred on the side of caution. They spend a lot of
time thinking about their safety working around an active volcano, even making
maps that locate areas where they can go and where they can land the helicopter.
She thinks the greater risks have to do with the environment and their mode of
transportation. Especially in Alaska, they face difficult and dangerous weather and
bears, and they use helicopters, small airplanes, and sometimes boats to get to the
volcanoes. On a trip-by-trip basis, these are greater risks.

According to Neal, volcanology, especially the field part of the science, has more
risks than other types of science that are done in office or most lab settings. Taking
risks is essential at times to getting the job done. Her career in volcanology has been
very rewarding. She thinks any job that allows her to discover, travel, and help
make the world a safer place is worth doing.

So science and risk taking often go hand in hand. Many scientists continue to do
research even after they retire, often taking on new challenges. So even as they get
older, scientists prove they can still take risks.

Unit 5, Pronunciation, Examples

Page 119

1. I’d already finished the test when the teacher collected our
papers.
He’d eaten at that restaurant before.
We’d often talked about getting married.
You’d left when we got there.
She’d written her email before she received mine.
2. Had you heard from him by the time you left?
Had everyone finished the test by two o’clock?
3. I hadn’t finished my phone call by the time the train arrived.
They hadn’t gone to the mall before they ate dinner.
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Unit 5, Pronunciation, Activity A, B

Page 119, 120

1. He’d worked at a bookstore.

2. We left when it started raining.
3. They answered the questions.
4. I’d eaten my lunch.
5. You’d already taken the test.
6. She hadn’t worked there.
7. It hasn’t started to rain.
8. Had he found it?
9. Have you called Alex?

Unit 5, Speaking Skill, Activity A

Page 121

Man: I’m going to talk about a time I took a risk and it turned
out well. I’d always wanted to learn to speak Japanese. When
I was in high school, I started to take classes in Japanese. By
the time I graduated from college, I had studied the language
for eight years, but I still couldn’t speak it very well, so I
decided to go to Japan to study. I didn’t know anyone there.
My grandmother had given me money the year before, so I
used that for the trip. Before I left, I’d done some research on
language schools. I stayed in Japan for three months and met
some great people there. My Japanese improved a lot. By the
time I finally returned to my country, I had become fluent.

Unit 5,Unit Assignment, Consider the Ideas

Page 122

Man: Some risks are worth taking. I took one huge one, but it
turned out to be the best thing I think I’ve ever done in my life.
I lived in Reading in England and after several failed attempts
at backpacking through Europe (Amsterdam, Paris...) I was
starting to give in. I took a 9 ‘til 6 office job in an accounts
department, spent most of my money on shopping and going
out, and basically led a “normal” life.
Something was missing, though, and I couldn’t work out what.
I had a nice house, a good job, a good social life with lots of
friends. I decided that to work out what was missing I needed
to leave what I had. I chose to leave it to destiny and got out a
world map. I closed my eyes and moved my hand over the map,
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put my finger down, and opened my eyes. It had landed on

Italy. I decided that if I was going to go to Italy, the best place to
start was the capital. Two weeks later, I was on a plane to Rome.
I couldn’t make up my mind whether I was brave or stupid...or
maybe both.

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Q2e Listening & Speaking 3: Audio Script

UNIT 6
Unit 6, Philosophy, The Q Classroom
Page 127

Teacher: TheUnit Question forUnit 6 is, “Are we responsible

for the world we live in?” So let’s talk about what that means.
First, how can people be responsible in their communities?
Marcus: They can recycle.
Sophy: They can volunteer in their neighborhood. They can
vote.
Teacher: Good examples. Let’s take recycling. Do you recycle,
Yuna?
Yuna: Yes, I do.
Teacher: Why?
Yuna: Um, it’s important for the environment.
Teacher: How about you, Marcus?
Marcus: I recycle when it’s convenient—like in the cafeteria
where there are separate bins for glass and cans. But otherwise
I don’t have time for separating paper and plastic and taking it
somewhere for recycling.
Teacher: OK, but should we be responsible for the world we
live in? Is it important to make time for things like recycling
and volunteering in the community and learning about the
issues so you can vote?
Felix: It’s important, but it’s not realistic to expect everyone to
do those things. People have to work and study. Lots of people
don’t have time to do other things. I think the government
needs to take over some of the responsibility for people—like
making recycling easy and setting up volunteer programs so it’s
easy to participate.
Teacher: Do you agree with that, Sophy? Should we be
responsible as individuals or should we have the government
take over some responsibility?
Sophy: Well, I think we all need to be responsible. But we can
make it easier if we work together.

Unit 6, Listening 1, Activity A, C

Page 130, 131

Professor: This morning I’d like to talk to you about CSR,

or corporate social responsibility. That is, the belief that
companies need to be responsible for the economic, social, and
environmental impact of their actions. Of course companies
want to make money. There’s nothing wrong with that.

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Q2e Listening & Speaking 3: Audio Script

However, increasingly people are asking, at what cost? What

is the cost to us, the planet, and the society we live in? It is
this balance between profit and social responsibility in the
corporate world that I want to look at today.
Believe it or not, this issue affects everyone—including you—
directly. We are all happy to buy our clothes more cheaply, but
do we stop to think where they were made, and who made
them? Do you know who made your jeans, your shirt, or your
running shoes? There are over 150 million children around
the world in employment today. They are working often in
dangerous and difficult conditions. Some of these children
might have produced the clothes you are wearing right now.
How does that make you feel? Worried?
Well, you should be concerned, because the fact is, there
are companies that show little or no interest in social
responsibility. They employ children because they learn quickly
and they’re cheap. They don’t care about their safety. They don’t
provide health care. They save money by polluting our rivers
and oceans. Yes, these companies may make their products
in countries in the developing world. But they are owned and
managed by companies in theUnited States, Europe, and
elsewhere—countries that claim to have higher standards of
social and environmental care. What’s more, people living
in developed countries seem quite happy to ignore these
standards when they want to buy products cheaply.
But things are changing. Corporate social responsibility is
becoming a big issue these days. Consumers are starting to
take a greater interest in the companies they buy products
from. More and more consumers are demanding that
companies pay their workers a fair wage. As for workers,
they also expect companies to protect their safety, and
perhaps provide health care and other benefits. In addition,
governments are starting to demand that companies reduce
the pollution they cause. They are beginning to stop companies
behaving in a way that harms the health of local residents
and the environment. Thanks to pressure from all of these
sources—consumers, workers, and governments—things are
changing for the better.
This brings us to an important part of responsibility: the
question of who is responsible. Imagine a company is
polluting the environment. Who is responsible? Is it the
company itself, or the individual manager that is to blame for
allowing the pollution? It’s not an easy question to answer.
Take another example. A big brand-name clothes company
uses a local manufacturer in a developing country to produce
their running shoes. The local company employs children
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Q2e Listening & Speaking 3: Audio Script

in terrible conditions. They work for less than a dollar a day,

up to sixteen hours a day, in dirty and dangerous conditions.
Who is responsible this time? Is it the local manufacturer, or
the big brand-name company that buys from them? Or are we
responsible, as consumers who are happy to buy the running
shoes at a cheap price? And exactly how can you force any
company to be responsible? Huge fines will help, and the
negative effect on public opinion of media reports…but it’s
not easy.
Nevertheless, some companies are socially responsible in
the way they run their business. We shouldn’t forget that. As
consumers demand higher standards, more companies are
trying to improve the lives of their workers and the society
they live in. These companies show that profit and social
responsibility can go together. I’d like to consider a few
important case studies now, beginning with the example of
the cooperative movement that goes back to 19th-century
Britain…

Unit 6, Listening Skill, Examples

Page 133

1. We are all happy to buy our clothes more cheaply, but do we

stop to think where they were made, and who made them?
2. It’s the neighbor again. What does he want this
time?
Excuse me. Would you mind turning down the
TV, please?
Yeah, sure.

Unit 6, Listening Skill, Activity A

Page 133

1. Did you know that this is a nonsmoking area?

2. I don’t know why Simon’s always late for work.
3. Yeah. That garbage has been there for a week.

Unit 6, Listening Skill, Activity B

Page 133

1. Man: Guess what. I have to work overtime, all next week.

Woman: No! You mean you won’t be home for dinner?
Man: I won’t be home until nine.
Woman: That’s crazy. They can’t force you to work
overtime, can they?

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Q2e Listening & Speaking 3: Audio Script

2. Man: It says here that the chemical company polluted the

river again last week.
Woman: Right. That’s the third time this year, isn’t it?
Man: Hmm. I think so.

3. Man: City Hall. How may I direct your call?

Woman: Uh…I’d like to speak to Environmental Services,
please.
Man: And the reason for your call?
Woman: Uh, well…The park in our neighborhood is
terrible. I mean, there’s litter everywhere and nobody has
picked it up.
Man: I see. One moment please…

Unit 6, Listening 2, Activity A

Page 134

Professor: So, you’re all ready to discuss this week’s

assignment, I hope…“Individual responsibility.” I’d like to start
with our personal experiences, and focus on home life. Naomi,
would you like to begin?
Naomi: Sure. Well, speaking for myself, I live with my parents
and so I think it’s important to help out as much as possible.
For example, I’m in charge of taking out the garbage, and
sorting all the bottles, papers, and plastic things for recycling.
Professor: Hmmm. How important do you think that
obligation is?
Naomi: Recycling? It’s really important. I mean, my mom and
dad don’t really care, so that’s why I do it all.
Professor: And Michael, how about you?
Michael: Oh, I help out around the house. I do the dishes after
meals, and wash the car every weekend, on Saturday mornings.
Those are my main responsibilities.
Professor: And you, Nina?
Nina: Oh, um, I have to look after my little sister when my
parents are busy. She’s seven, so when I get back home, I usually
make her dinner and help her with her homework, that kind of
thing.
Professor: Mark? What are you responsible for at home?
Mark: I take care of our pets. We have two rabbits and a cat,
and they are quite a lot of work.

Unit 6, Listening 2, Activity C

Page 135

Professor: So it seems as if you all feel responsible for helping

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Q2e Listening & Speaking 3: Audio Script

out at home in some way…OK, let’s widen this out a little

now, and think a little more about parents and children. How
many of you have parents who always want to know where you
are? …I see. Quite a few! How do you feel about that…Mark?
Mark: Well, I know they worry about me when I go out. I
guess that means they feel responsible for me, but I wish they
would, you know, like, relax. They should just trust me to be
sensible. They don’t need to check up on me, where I go, or the
friends I have, but they do. They call me all the time when I’m
out. It makes me really angry sometimes.
Professor: It’s not always easy for parents, is it? Do any of you
sometimes lie to your parents? Maybe tell your parents you’re
going to one place when in fact you go somewhere else? Neil?
Neil: Uh, once, yeah.
Professor: Can you tell us about it?
Neil: Well, I mean, they don’t like me playing computer games
at home so I said I was going to the park, when I really went
to Jason’s house and played games. I felt really guilty, so I told
them and promised never to do it again.
Professor: Why do you think your parents don’t like you
playing computer games, Neil?
Neil: They say they’re too violent, you know. And they think
there’s too much bad language. All that.
Professor: Are they right?
Neil: Yeah, I guess so. But playing those games doesn’t mean I
become violent and use bad language all the time! I want them
to trust me more. Trust me to be responsible. I’m old enough to
make my own decisions.
Professor: How do the rest of you feel about that? So you
want your parents to trust you to be responsible. Does age have
something to do with it? The amount of responsibility your
parents think is appropriate might depend on how old you are.
Yes, Naomi?
Naomi: Yes, I think that’s right. But by the age of sixteen,
you’re old enough to know the difference between right
and wrong.
Professor: Neil? Do you agree with that?
Neil: Yes, I’d say around fifteen, sixteen. You should be
responsible for what you do by then.
Mark: I don’t agree at all.
Professor: Really, Mark. Why not?
Mark: You’re still too young at sixteen. People can influence
you in the wrong way. I know people who changed a lot in high
school, in a bad way, because they met the wrong people, had
the wrong friends. I think you have to be twenty before you’re
really responsible.
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Q2e Listening & Speaking 3: Audio Script

Professor: Michael?
Michael: I think you can be responsible from a much younger
age. I mean, from the age of five or six your parents can teach
you what is right and wrong, how to behave, how to respect
other people and…

Unit 6, Pronunciation, Examples

Page 141

F: We are all happy to buy our clothes more cheaply, but do we stop to think where
they were made, and who made them? Do you know who made your jeans, your
shirt, or your running shoes?

Unit 6, Pronunciation, Activity A, B

Page 141

1. Corporate social responsibility is becoming a big issue these days.

2. Of course, companies want to make money. There's nothing wrong with that.

3. What is the cost to us, the planet, and the society we live in?

4. Imagine a company is polluting the environment. Who is responsible?

5. More and more consumers are demanding that companies pay their workers a fair
wage.

Unit 6, Pronunciation, Activity C, D

Page 141

As consumers demand higher standards, more companies are trying to improve

the lives of their workers and the society they live in. These companies show that
profit, and social responsibility, can go together.

Unit 6, Speaking Skill, Activity A

Page 143

Leader: OK, so today we’re going to look at recycling, and

exactly who should be responsible. Brad, what’s your opinion?
Brad: Well, I think that basically as individuals we can’t
change much. It’s the government that has to take action.
Leader: I see. What do you think, Seline?
Seline: I don’t agree. We all need to do what we can. I mean,
just one person can’t do much…but everyone in the world
acting together can change a lot! It’s the same with raising
money for charity. When everyone gives a little money, you can
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Q2e Listening & Speaking 3: Audio Script

raise millions!
Brad: Yes. My brother ran a marathon for charity last
year and…
Leader: Sorry, but can we keep to the topic? Susan, do you
have anything to add?
Susan: Well, I probably agree with Brad. Recycling is such
a big problem—you need the government to act, really.
Leader: OK, so to sum up then, Susan and Brad feel the
government should take responsibility, while Seline thinks
individuals should lead the way.

Unit 6, Note-taking Skill, Activity C

Page 145

Professor: So, you’re all ready to discuss this week’s

assignment, I hope…“Individual responsibility.” I’d like to start
with our personal experiences, and focus on home life. Naomi,
would you like to begin?
Naomi: Sure. Well, speaking for myself, I live with my parents
and so I think it’s important to help out as much as possible.
For example, I’m in charge of taking out the garbage, and
sorting all the bottles, papers, and plastic things for recycling.
Professor: Hmmm. How important do you think that
obligation is?
Naomi: Recycling? It’s really important. I mean, my mom and
dad don’t really care, so that’s why I do it all.
Professor: And Michael, how about you?
Michael: Oh, I help out around the house. I do the dishes after
meals, and wash the car every weekend, on Saturday mornings.
Those are my main responsibilities.
Professor: And you, Nina?
Nina: Oh, um, I have to look after my little sister when my
parents are busy. She’s seven, so when I get back home, I usually
make her dinner and help her with her homework, that kind of
thing.
Professor: Mark? What are you responsible for at home?
Mark: I take care of our pets. We have two rabbits and a cat,
and they are quite a lot of work.
Professor: So it seems as if you all feel responsible for helping
out at home in some way…OK, let’s widen this out a little
now, and think a little more about parents and children. How
many of you have parents who always want to know where you
are? …I see. Quite a few! How do you feel about that…Mark?
Mark: Well, I know they worry about me when I go out. I
guess that means they feel responsible for me, but I wish they
would, you know, like, relax. They should just trust me to be
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Q2e Listening & Speaking 3: Audio Script

sensible. They don’t need to check up on me, where I go, or the

friends I have, but they do. They call me all the time when I’m
out. It makes me really angry sometimes.
Professor: It’s not always easy for parents, is it? Do any of you
sometimes lie to your parents? Maybe tell your parents you’re
going to one place when in fact you go somewhere else? Neil?
Neil: Uh, once, yeah.
Professor: Can you tell us about it?
Neil: Well, I mean, they don’t like me playing computer games
at home so I said I was going to the park, when I really went
to Jason’s house and played games. I felt really guilty, so I told
them and promised never to do it again.
Professor: Why do you think your parents don’t like you
playing computer games, Neil?
Neil: They say they’re too violent, you know. And they think
there’s too much bad language. All that.
Professor: Are they right?
Neil: Yeah, I guess so. But playing those games doesn’t mean I
become violent and use bad language all the time! I want them
to trust me more. Trust me to be responsible. I’m old enough to
make my own decisions.
Professor: How do the rest of you feel about that? So you
want your parents to trust you to be responsible. Does age have
something to do with it? The amount of responsibility your
parents think is appropriate might depend on how old you are.
Yes, Naomi?
Naomi: Yes, I think that’s right. But by the age of sixteen,
you’re old enough to know the difference between right
and wrong.
Professor: Neil? Do you agree with that?
Neil: Yes, I’d say around fifteen, sixteen. You should be
responsible for what you do by then.
Mark: I don’t agree at all.
Professor: Really, Mark. Why not?
Mark: You’re still too young at sixteen. People can influence
you in the wrong way. I know people who changed a lot in high
school, in a bad way, because they met the wrong people, had
the wrong friends. I think you have to be twenty before you’re
really responsible.
Professor: Michael?
Michael: I think you can be responsible from a much younger
age. I mean, from the age of five or six your parents can teach
you what is right and wrong, how to behave, how to respect
other people and…

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Q2e Listening & Speaking 3: Audio Script

Unit 7, Economics, The Q Classroom

Page 150

Teacher: Unit 7’s question is, “Can money buy happiness?” What do you think, Marcus?
Would you be happier with more money?
Marcus: Yes. If I had lots of money, I wouldn’t have to worry
about getting a job. I could just do the things I like to do all
day, so of course I would be happy.
Teacher: What about you, Yuna? Would you be happy with
more money?
Yuna: Yes, I would.
Teacher: Why?
Yuna: I could help my family.
Teacher: So Yuna and Marcus want more money. Does this
mean money can buy happiness?
Felix: No, it doesn’t. Money can’t buy health. And being
healthy is the first step to being happy. No matter how rich you
are, you won’t be happy if you’re sick. And money can’t buy
friends and family, either, and you can’t be happy without good
relationships in your life.
Teacher: What do you think, Sophy?
Sophy: Well, I couldn’t be happy with no money, but being
rich doesn’t mean you will be happy. There are lots of rich
people who are unhappy. I think some people are just unhappy
no matter what they have, and some people are just happy.

Unit 7, Listening 1, Activity A, C

Page 153, 154

Speaker: Have you ever dreamed of earning a large amount of

money, or being given millions? Me, I don’t really care where
the money comes from, as long as it comes, because the money
will solve all my problems, right? The reality is that people who
acquire a sudden fortune, whether they earn it or are given it,
experience a lot of stress. I know. It doesn’t make sense. Who
would believe that an enormous amount of cash would be hard
to handle? But sudden money is not always a good thing. It’s
easy to forget that a large quantity of money can have several
destructive effects on our lives. First, it affects how our brains
work, at least for a while. Sure, if you give someone money,
there will be an immediate effect on his brain, similar to the
way his brain would respond to food or medication. But that
pleasure goes away quickly. Similarly, people think they will
enjoy something they buy much longer than they actually do.
The problem is that our brains get used to positive experiences.

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In the beginning, when we get the money, our brain identifies

it as pleasure. Then that feeling wears off. The same thing
happens when we spend the money on something we think we
really want. And to get the same amount of pleasure the next
time, we need to buy something even bigger and better. It’s not
a surprise that many people who acquire a lot of money they
didn’t expect, lose it all within a few years. Second, sudden
wealth can also affect our social relationships. Interestingly,
sudden wealth and the sudden loss of money can have quite
similar effects. It’s the dramatic change in circumstances that
causes the problems. In the case of sudden wealth, too many
other people want something from their newly rich friend
or relative. And they may not understand the stress the rich
person is experiencing, thinking, “Oh, too bad. I wish I had
your problems.” Most people get a lot of pleasure from being
with other people, but a sudden change in your financial
picture can make you feel alone. If you move because of
changing circumstances, you won’t have your usual sources of
support. That expensive house on a private island somewhere
may not be quite as wonderful as it sounds if no one is with
you. A third effect of sudden wealth is emotional. People who
acquire huge amounts of cash very quickly can experience
many negative emotions, such as fear, shame, guilt, and anxiety.
These feelings can lead to making bad decisions. How you get
the money can also contribute to negative feelings. If someone
dies and leaves you a fortune, the relationship you had with
that person can make things more complicated. If you loved
him, you may feel sadness. If you never visited her, you may
feel guilt. If you didn’t get along, you may feel uncomfortable.
And none of these feelings will make you happy. So if sudden
wealth buys just as much stress as it does happiness, what good
is it? Probably not much, unless you are very sick and it buys
you needed health care. Or you are very poor and it provides
you with food and shelter. For most of the rest of us, people
who are getting along okay without it, sudden wealth is often
more trouble than it’s worth.

Unit 7, Listening Skill, Examples

Page 157

First, it affects how our brains work, at least for a while.

In the beginning, when we get the money, our brain identifies
it as pleasure. Then that feeling wears off.

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Unit 7, Listening Skill, Activity A

Page 158

Reporter: You are one of many people in this town who

suddenly acquired a lot of wealth when your company was
purchased by a large software company. How has that affected
your life?
Laura Green: Well, in the beginning, it was pretty incredible.
It took a while for me to believe it. But then I began to realize
what it could actually do to my life. Things have changed
dramatically.
Reporter: In what way?
LG: I paid off all of my credit card debt. And sent my son to
college. Receiving this money was just fantastic! Before that, I
was worried all the time.
Reporter: So your financial circumstances have improved.
What else has changed?
LG: You know, I was a secretary at that company for 20 years.
I had gotten used to just working to pay the bills. I always
wished I could do more with my life. Finally, I can do that.
Reporter: And what do you want to do?
LG: First, I’m going to go to Paris. I’ve always dreamed of
going there. Next, I’m thinking of going back to school. I’d like
to study gardening. I love flowers. After that, maybe I will open
my own business.
Reporter: We hear stories in the news all the time about
people who get a lot of money suddenly and have many
problems. How do you think those problems can be avoided?
LG: It’s about staying true to your values and remembering
what’s really important in life. You don’t need to let money
complicate things.

Unit 7, Listening 2, Activity A, B

Page 160, 161

Host: …Welcome back, you’re listening to Pause for Thought

with Brian Thompson. Today’s subject is money, money,
money, and in this next part of the show I’m going to be talking
to Sonja Lyubomirsky, an experimental social psychologist who
has been studying the causes of happiness for almost 20 years.
It’s wonderful to have you in the studio, Sonja.
Sonja Lyubomirsky: Thanks, Brian, it’s a pleasure to be here.
Host: Now, Sonja, let me ask you the obvious question first:
what have you discovered in all those years of research? What
is it that makes people happy…could it be money?
SL: Well, Brian, not money exactly, but I’ll get to that in
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a minute. Until a few years ago, if you had asked me what

makes people happy, my answer would have been, “It’s
relationships, stupid.” That is, I always responded that our
personal relationships—the strength of our friendships, family,
and other close connections—have the greatest influence on
happiness.
So, I was very surprised when two other researchers and
I conducted an analysis of 225 studies of happiness.
I wholly expected to discover that social relationships, more
than anything else, would be both causes and consequences
of being happy. However, what I found was something rather
different. There is something much more important than
relationships—work.
Host: Work makes us happy? That is surprising. How?
SL: The evidence, for example, demonstrates that people who
have jobs with independence and some variety—and who
show creativity and productivity—are significantly happier
than those who don’t. And, of course, the income that a job
provides is also associated with happiness. However, we all
know that money has more of an impact when we don’t have
very much.
Host: Okay, so work—at least some kinds of work—can make
us happy. Why?
SL: Because work provides us a sense of identity, structure
to our days, and important goals in life. Perhaps even more
importantly, it provides us with close colleagues, friends, and
even marriage partners.
But that’s not all. Studies reveal that the relationship between
happiness and work goes both ways. Not only do creativity and
productivity at work make people happy, but happier people are
better workers. And they are less likely to take sick days, to quit,
or to burn out.
The most persuasive data regarding the effects of happiness
on positive work outcomes come from scientific studies that
follow the same people over a long period of time. These
studies are great. For example, people who report that they are
happy at age 18 have better jobs by age 26. And the happier a
person is, the more likely she will get a job offer, keep her
job, and get a new job if she ever loses it. The same people who
are happy at age 18 have more financial independence later in
life also.
Host: Could you tell us more about the financial side of
happiness?
SL: Well, not only does greater wealth make people somewhat
happy, but happy people appear more likely to acquire greater
wealth in life. For example, research has demonstrated that the
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happier a person is at one point in his life, the higher income

he will earn at a later point. In one of my favorite studies,
researchers showed that those who were happy at age 21 had
higher incomes 16 years later, when they were about 37!
But before we find yet another reason to wish we were very
happy, consider what the research on happiness and work
suggests. The more successful we are at our jobs, the higher
income we make, and the better work environment we have,
the happier we will be. This increased happiness will contribute
to greater success, more money, and an improved work
environment, which will lead to greater happiness, and so on,
and so on.
Host: So what you’re saying, Sonja, is that if we are happy, we
are more likely to get a job we like, and if we have a job we like,
we are likely to make more money. I wonder if our listeners
find that to be true in their own lives. Let’s go to our first caller
this evening, and find out: Joanna in Chicago. Joanna, welcome
to Pause for Thought…

Unit 7, Pronunciation, Activity A, B

Page 167, 168

1a. Is this your new coat?

1b. This is your new coat.
2a. Tell me what you want to buy.
2b. What do you want to buy?
3a. Saving money can actually be fun.
3b. Saving money can actually be fun!

Unit 7, Speaking Skill, Activity A

Page 168

1. Ellie: What are you going to do with the money your

grandfather gave you?
Sam: I’m not sure. I think I’m going to take an expensive
vacation.
Ellie: Really? Don’t you have a lot of school loans to pay?
Sam: That’s a good point. Maybe the vacation’s not such a
good idea.
Ellie: You can say that again! Vacations are fun, but it’s
much more important to pay off your debt.

2. Monica: I think raising the average income in countries

around the world is the best way to increase the level of
happiness.
Patricia: I don’t feel the same way. More money might
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make the very poor happier, but not everyone.

Monica: I disagree. I think everyone except perhaps the
very wealthy will benefit from a higher income.
Patricia: Well, I can see we’ll just have to agree to disagree.

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UNIT 8
Unit 8, Behavioral Science, The Q Classroom
Page 175

Teacher: Unit 8’s question is “What can we learn from success

and failure?” Let’s start by talking about ways that people can
be successful. Sophy, what are some types of success?
Sophy: People can be financially successful, or successful in
school, or they can have a good family life.
Teacher: OK, let’s take success in school. Yuna, what can we
learn from success in school?
Yuna: We learn which habits are important. We study hard
and pass the test. This teaches us to keep studying. If we don’t
study and we fail, we learn the same thing.
Teacher: True! Success and failure can teach the same kinds
of lessons. How about success or failure in our personal lives?
What can we learn from that? Felix?
Felix: Well, you can learn from your relationships with people.
If I have a good friendship with someone, it teaches me about
what I value in a friendship, like honesty. If I lose a friend
because I lied to him, it teaches me not to lie to my friends in
the future.
Teacher: What do you think we can learn from success and
failure, Marcus?
Marcus: I think we learn more from failure. When I fail at
something, I know I need to learn a lesson, so I really pay
attention. If I’m successful, I might not think about why I am
successful.
Teacher: Good point.

Unit 8, Listening 1, Activity A, C; Unit 8, Listening Skill, Activity A

Page 178, 181

Professor: OK. So, last week we looked at various definitions

of success, and common ways people measure success—
through status, fame, money, possessions, and so on. Now
this week I want to expand on this and ask you to question
the importance of success, and what it really means to be
successful.
We learn from an early age that success is good…something
we should try to achieve through a combination of hard work
and determination. You all know the expression “If at first
you don’t succeed, try, try again.” Well, some research suggests
that trying really hard to achieve something might actually be

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the wrong thing to do. It all depends on whether your goal is

achievable. To give you an example, imagine a short, thirty year-
old man who smokes forty cigarettes a day. Should he
give up his job to take up basketball in the hope of becoming
a major basketball star? I don’t think so! So, the first point I’d
like to make is that you need to be realistic about what it is
you want to achieve. Chasing an impossible dream, one that
you can never reach, is a frustrating waste of time and energy.
Make sure the success you’re aiming for is achievable. If it
isn’t, then readjust your goals to something more reasonable,
something that you can achieve.
The second point I want to make is that of course success is
good, but trying to become successful shouldn’t take over
your life. You shouldn’t become so determined to succeed at
something that it causes you stress or anxiety. People who put
too much importance on succeeding at something, and then
fail, can have serious psychological problems.
This brings me to another point, which may shock you.
Success isn’t always a good thing. Success in one area can bring
problems in others—for instance, a successful career might
result in the end of a marriage. Good relationships take time
and effort, and if someone is working hard at developing their
career all the time, then their family life and relationships can
suffer as a result. Take for example, all the famous people we
hear about getting divorced in the media. These TV presenters,
sports stars, and so on are at the top of their profession, but
they pay a price with their personal lives. A close friend of
mine from my high school days is a successful businessman,
but he got divorced last year. He says his career ruined his
marriage. So, be careful what you wish for, and make sure you
know the downside, as well as the up.
The final point I want to make in this introduction is that we
need to remember that our definition of success changes with
age. What people want to achieve in high school is different
from what they want to achieve when they are 20, or 40, or
even 70. So, for example, success for my grandfather is getting
out of bed in the morning! Be aware that our goals change
over time. You may want a sports car now, but when you have
three children maybe you’ll want a big family car instead!
It’s important to recognize that our goals can change, as our
lives change.

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Q2e Listening & Speaking 3: Audio Script

Unit 8, Listening Skill, Activity B

Page 181

Paul: After I graduated from college, the only thing I wanted

was to make money. I was money hungry. For example, I only
chose jobs that paid well! I guess that’s kind of natural, to want
to earn lots of money. But I was also really concerned about
my status at work. I mean, I felt the best way to measure my
success—apart from my salary—was by my job title. So, to
give you an example, I left one company to work for another
because the job title sounded better! Amazing now that I think
about it, but true! … Well, then, about a year ago, I found out
I had cancer. I spent six months in and out of the hospital.
I’m better now, but being successful these days, for me, is not
about being a multimillionaire—it’s about being healthy. For
instance, jogging in the park is a success, to me. I love it, and it
doesn’t cost anything! I also value my friendships more. I got
back in touch with my old college classmates, and we get along
really well…So for me, for example, I see reconnecting with my
old college friends as a great success. It’s really made me a lot
happier.

Unit 8, Listening 2, Activity A, B

Page 183, 184

Carl Simmons: Hello everyone, my name is Carl Simmons,

and I would like to talk to you about the other side of success…
failure. Just as success is something we all want, failure is
something that we all fear. Yet failure is an important stage
on the road to success, and I’d like to illustrate this with some
examples. You’ve all heard of Stephen King…well, perhaps you
also know that 30 publishers turned down his first book, which
led him to throw it in the trash. Michael Jordan—the basketball
superstar—was cut from his high school basketball team
because he “lacked skill.” John Grisham, the top novelist who’s
now a multimillionaire, was turned down by sixteen agents and
publishers before he had his first book published. All these are
examples of people who experienced failure but then went on to
succeed. I think there are two points I’d like to emphasize here.
The first is that we shouldn’t be afraid of failure, because we
can learn from it. Being successful is great, but it doesn’t always
teach you a lot. You can learn a lot more from your failures
than you can from your successes. Take Michael Jordan, for
example. He learned from his mistakes. He worked out what he
was doing wrong, changed his game, and improved to become
the best basketball player in the world! The same goes for Akio
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Q2e Listening & Speaking 3: Audio Script

Morita, the founder of Sony Corporation. The first product

he made was a rice cooker that didn’t work; it burned the rice,
rather than cooking it! He sold fewer than one hundred of them
and lost a lot of money. But he learned from the experience, and
of course today everyone knows the name Sony!
The second point I want to make about failure is that you
must not permit failure to defeat you. Failure is something
to be encouraged by. Don’t give up too easily! Remember
John Grisham…his first book, A Time to Kill, wasn’t a success
when it was published. Only 5,000 copies were printed, and
he ended up buying a lot of them and selling them himself!
But he didn’t give up. He continued to develop his writing,
and his next novel, The Firm, was a great success. So, what I’m
saying is believe in yourself and never give up. Did you know
that Thomas Edison tried more than 9,000 times before he
managed to make the first light bulb work? He learned from
his mistakes, and so must we all.
I’d like to suggest that it is because of their failures that these
people became such great successes. You need to experience
failure and learn from it, in order to really succeed. Failing is a
good preparation for life. It makes you stronger and more able
to overcome life’s problems. Don’t be scared of failure! It might
sound strange, but letting go of your fear of failure may help
you to succeed.

Unit 8, Pronunciation, Example 1

Page 189

Just as success is something we all want, failure is something that we all fear.
Just as success is something we all want, failure is something that we all fear.

Unit 8, Pronunciation, Example 2

Page 189

You can learn more from your failures than you can from your successes.
Success for my grandfather is getting out of bed in the morning!
Failing is a good preparation for life.

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Q2e Listening & Speaking 3: Audio Script

Unit 8, Pronunciation, Activity A

Page 189

1. Failure is an important stage on the road to success.

Failure is an important stage on the road to success.

2. We shouldn’t be afraid of failure, because we can learn from it.

We shouldn’t be afraid of failure, because we can learn from it.

3. Failure is something to be encouraged by.

Failure is something to be encouraged by.

4. Don’t give up too easily.

Don’t give up too easily.

Unit 8, Pronunciation, Activity B

Page 189

1. Failure is an important stage on the road to success.

2. We shouldn’t be afraid of failure, because we can learn from it.
3. Failure is something to be encouraged by.
4. Don’t give up too easily.

Unit 8, Pronunciation, Activity D

Page 190

You need to experience failure and learn from it, in order to really succeed. Failing
is a good preparation for life. It makes you stronger and more able to overcome
life’s problems. Don’t be scared of failure! It might sound strange, but letting go of
your fear of failure might help you to succeed.

Unit 8, Speaking Skill, Activity A

Page 190

1. Professor: So you need to make sure the success you’re

aiming for is achievable.
Student 1: Sorry, I don’t get what you mean.
Professor: What I’m trying to say is be realistic with the
goals you set for yourself.
2. Professor: Success in one area can bring problems in
others.
Student 2: What do you mean exactly?
Professor: Well, to give you an example, someone can be at
the top of her career, but her family life might be in crisis as
a result.

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3. Professor: Keep your desire for success in proportion.

Student 3: Do you think you could say a bit more about
that?
Professor: Yes. I mean don’t let your desire for success
become greater than other important areas in your life.
4. Professor: Our definition of success alters with age.
Student 1: Can you give an example, please?
Professor: Sure. Someone of twenty might view success
as being rich, but at fifty that same person might think of
success as a happy family life.

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