ACADEMIC LISTENING AND SPEAKING 1

Answer Key and

Test Booklet

2
 Contents
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Assessment Tests
Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Test 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Test 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Test 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Transcripts
Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Chapter 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Chapter 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Chapter 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Chapter 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

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 Answer Key

CHAPTER 1 5 Pronunciation
Communication Exercise 1 (p. 7)
When you’re listening to people, it’s interesting to
2 Listening Practice pay attention to the gestures they’re using.
B Listening for Main Ideas (p. 2) Exercise 2 (p. 7)
b 2. we’re
3. she’s
C Listening for More Detail (p. 2) 4. there’s
1. b 4. a 5. they’re
2. b 5. a 6. what’s
3. c 6. c
6 Speaking Skills
E Focus on the Listening Skill Exercise 1 (p. 7)
Exercise 1 (p. 3) She is describing a duplex and a kind of flower.
Answers will vary.
Exercise 2 (p. 7)
Exercise 2 (p. 4) She uses all four of the strategies.
2. Section B
3. Section C
4. Section D CHAPTER 2
Exercise 3 (p. 4) Literature
1. Chapters 2 and 3
2. Chapter 5 2 Listening Practice
3. Chapter 8 B Listening for Main Ideas (p. 10)
4. Chapter 10 c

3 Vocabulary C Listening for More Detail (p. 10)

Exercise 1 (p. 4) 1. 65
They use the following verbs: talk, explained, say, 2. they prefer to watch TV or listen to music
and told 3. songs
4. listen to the songs and then read the books
Exercise 2 (p. 5) 5. wrote their own songs about a novel they had
1. b 4. b read
2. a 5. b 6. performed a song she had written on the radio
3. b 6. a

3 Vocabulary
4 Listening Practice Exercise 2 (p. 12)
B Listening for Main Ideas (p. 6) 2. e 6. l 10. b
1. F 2. T 3. T 3. i 7. j 11. g
4. a 8. k 12. d
C Listening for More Detail (p. 6) 5. h 9. f
1. b 3. b 5. b
Exercise 3 (p. 12)
2. b 4. a 6. a
Answers will vary.

Open Forum 1: Answer Key 

4 Listening Practice C Listening for More Detail (p. 19)
B Listening for Main Ideas (p. 13) 1. a 4. a 7. a
Answers may vary slightly. 2. b 5. b 8. b
1. The Joy Luck Club was important to Anne because 3. b 6. b
it was the first book she could identify with.
2. Catcher in the Rye was important to Cora because 3 Vocabulary
she identified with the main character, and it
Exercise 1 (p. 20)
described her experience.
The Mediterranean, The United States
3. Treasure Island was important to Brent because
it appealed to his imagination and had good Exercise 2 (p. 20)
pictures. 2. b 5. c 8. h
3. i 6. g 9. e
C Listening for More Detail (p. 13) 4. d 7. a
1. T 5. T 9. F
Exercise 3 (p. 20)
2. T 6. F 10. F
Answers will vary.
3. T 7. T 11. T
4. F 8. T 12. F
4 Listening Practice
5 Pronunciation B Listening for Main Ideas (p. 22)
3. How the bee carries nectar
Exercise 2 (p. 14)
5. Bee communication
1. We visited my grandparents in Brooklyn.
4. Structure of the hive
2. I found a great book.
1. How many kinds of bees there are
3. There were pictures of pirates.
2. How bees make honey
4. The illustrations were beautiful.
5. I read it on Sundays.
C Listening for More Detail (p. 22)
1. F 4. F 7. F 10. T
7 Speaking Skills 2. F 5. T 8. F
Exercise 1 (p. 16) 3. T 6. T 9. T
2. e. Taking time to think
3. d. Expressing opinions
5 Pronunciation
4. a. Asking for further information
5. c. Expressing interest Exercise 2 (p. 23)
2. the 5. it 8. of
Exercise 2 (p. 16) 3. of 6. and 9. in
a. Asking for further information: Chapter 6 4. it 7. a 10. the
b. Asking for clarification: Chapter 3
c. Expressing interest: Chapter 7
d. Expressing opinions: Chapter 11 6 Speaking Skills
e. Taking time to think: Chapter 4 Exercise 1 (p. 23)
The students ask about how the worker bees carry
Exercise 3 (p. 16) nectar to the hive, how many worker bees there are,
Answers will vary. and the zoologist’s name.

Exercise 2 (p. 23)

CHAPTER 3 The students use the following expressions: Can you
explain…?, How many…?, and Can you repeat…?
Life Sciences
2 Listening Practice 7 Speaking Practice (p. 24)
B Listening for Main Ideas (p. 18) A 1. Africa
1. T 2. F 3. T 2. 1/12th of a teaspoon
3. two million
4. two pounds
5. 4000

 Open Forum 1: Answer Key

B 6. about one pound 3. Imagine a man in a field wearing a large red hat
7. 55,000 with the name “John” written on it.
8. 50 and 100 4. You are more likely to remember it if it is silly or
9. 15 miles outrageous.
10. red 5. You can work out your brain by doing puzzles,
like crossword puzzles and puzzles with
pictures.
CHAPTER 4 6. The tip of the tongue syndrome is when you’re
trying to remember something and it’s very
Psychology close, but you just can’t seem to remember it.
7. She suggest that you talk around it; for example,
2 Listening Practice talk about the story and the characters in the movie.
B Listening for Main Ideas (p. 27) 8. It gives your brain time to work on it.
Examples of memory problems
What happens at Boot Camp for the Brain
Childhood memories 5 Pronunciation
A research study Exercise 1 (p. 32)
What other scientists think The prepositions in column 1 are stressed.
Using memory to prepare for college exams The prepositions in column 2 are unstressed.

C Listening for More Detail (p. 28) 6 Speaking Skills

1. a 4. b
Exercise 1 (p. 32)
2. c 5. a
They are talking about a book and trying to
3. c 6. c
remember its title.

3 Vocabulary Exercise 2 (p. 32)

The speakers use the following expressions: Hmm…,
Exercise 1 (p. 29) Let’s see…, Give me a second…, and It’s on the tip of my
participate in tongue….
help (someone) with
worried about
optimistic about
CHAPTER 5
interested in
surprised at Anthropology
Exercise 2 (p. 30) 2 Listening Practice
2. in 5. in 8. with
3. about 6. at 9. about
B Focus on the Listening Skill (p. 36)
✓ Anthropology is the study of humans now or
4. to 7. about 10. about
at any time in the past.
✓ The field of anthropology is generally
4 Listening Practice divided into four areas.
B Listening for Main Ideas (p. 30) One area of study for cultural
3 Ways to improve memory anthropologists is the customs of groups of
2 Forgetting names people.
4 Tip of the tongue syndrome Dr. Tate studies early music in North
1 Stress and memory America.
✓ Dr. Tate suggests taking an introductory
course and talking to people to find out
C Listening for More Detail (p. 31) about the field.
Answers may vary slightly.
✓ Dr. Tate says an anthropologist is unlikely to
1. Worrying about your memory makes it more
get rich, but that it’s a fascinating field.
difficult to remember things.
2. The main goal is to make the name as
memorable and meaningful as possible.

Open Forum 1: Answer Key 

C Listening for More Detail (p. 37) 5 Pronunciation
1. The ways of life, traditions, and customs of Exercise 2 (p. 40)
different people 1. biology
2. Human origins, genetics, and biological variation 2. biologist
3. People in the past 3. archaeology
4. Language and the relationship between 4. archaeologist
language and culture 5. corporation
5. Early music in North America 6. observation
6. He thinks there will be more sub-fields of study. 7. personality
8. quality
3 Vocabulary
Exercise 1 (p. 37) 6 Speaking Skills
1. A professional is someone who works in a Exercise 1 (p. 41)
profession. They are discussing the fact that an anthropologist
2. An archaeologist is an expert in archaeology. is going to visit their office.
3. An actor is someone who acts on TV or in plays
or movies. Exercise 2 (p. 41)
4. A musician is someone whose job is to play a They use the following expressions: No, I said…, In
musical instrument. other words…, and I mean….
5. A manager is a person who manages an
organization or part of an organization.
7 Speaking Practice
Exercise 2 (p. 38) Exercise 1 (p. 41)
-ist: anthropologist, artist, archeologist Answers will vary.
-ian: mathematician, politician, musician
-al: official, professional Exercise 2 (p. 41)
-or: professor, director, actor Answers will vary.
-er: employer, manager

Exercise 3 (p. 38) CHAPTER 6

1. mathematician
2. artist Money
3. director
4. employer 1 Introducing the Topic
5. politician Exercise 3 (p. 43)
6. professor 2. e 4. a
3. b 5. d

4 Listening Practice
B Listening for Main Ideas (p. 39) 2 Listening Practice
1. She studies communities and people in the B Listening for Main Ideas (p. 43)
same ways, no matter what the setting. 1. A local currency is a system of money that is
2. Answers will vary: An anthropologist may study issued and used in a local community.
how workers interact in a factory or how people 2. Communities use local currencies to stimulate
use technology. the local economy and to keep money circulating
in the community.
C Listening for More Detail (p. 39)
1. b 4. c C Listening for More Detail (p. 44)
2. a 5. a 1. A picture of a lake
3. b 6. c 2. Ten dollars
3. In businesses downtown and for local services
4. About 20,000 hours
5. More than 300

 Open Forum 1: Answer Key

 6. Pay part of their employees’ salaries, pay for 6 Speaking Skills (p. 51)
local services, or cash in the money They use the following expressions: What about…?,
7. Four Is that when…?, Could you tell us a little more about…?,
8. In Wilks we trust and Can you tell us about…?

D Focus on the Listening Skill

CHAPTER 7
Exercise 2 (p. 45)
1. b Health
The next sentence says, “It goes back into the
community that way.” 2 Listening Practice
Exercise 3 (p. 45) B Listening for Main Ideas (p. 53)
✓ Fidgeting can help you be in better shape.
1. a 2. b 3. a
Tapping your foot is an example of fidgeting.
✓ Researchers think people may be born with a
3 Vocabulary tendency to move or not move a lot.
Exercise 1 (p. 46) ✓ The people in the study wore special sensors
2. rent that measured movement.
3. student loans The sensors took measurements every half
4. mortgage second.
5. lend
6. interest C Listening for More Detail (p. 54)
7. owe 1. c 3. a 5. b
8. pay back 2. b 4. c 6. a

Exercise 2 (p. 47)

2. rent D Focus on the Listening Skill
3. payments Exercise 1 (p. 55)
4. loan 1. speculative
5. bills 2. speculative
6. credit 3. speculative
7. interest 4. fact
8. debt 5. speculative
9. paid back 6. fact
10. borrowed
Exercise 2 (p. 55)
1. The speaker says apparently.
4 Listening Practice 2. The speaker says could.
B Listening for Main Ideas (p. 48) 3. The speaker says might.
✓ A common currency 4. The speaker doesn’t use any speculative
✓ Examples of a common currency language.
How credit cards came about 5. The speaker says they think and may be.
✓ The first coins, banks, and paper money 6. The speaker doesn’t use any speculative
✓ The gold standard language.
Investing in the stock market
3 Vocabulary
C Listening for More Detail (p. 49) Exercise 1 (p. 56)
1. a 4. b 7. b Researchers have new information about staying in
2. b 5. a 8. b shape. Almost any little movement could help you
3. a 6. b stay fit and take off some unwanted pounds. You
don’t have to go out and run 10 miles! If you’re
D Working Out Unknown Vocabulary (p. 49) on the sofa, just get up . That’s right, stand up
1. a 3. b 5. a and stretch. If you do this several times a day, it will
2. b 4. a help. If you feel more ambitious, turn off the TV,

Open Forum 1: Answer Key 

 put on your shoes and go out for a walk. Then CHAPTER 8
when you sit down to watch TV again, don’t Social Studies
pick up the remote. In fact, throw it away .
That way you have to move to watch TV. 2 Listening Practice
Exercise 2 (p. 56) B Listening for Main Ideas (p. 62)
2. She picked them up. 1. less
3. He put it on before he went out. 2. less
4. Throw it away. 3. less
5. Don’t forget to turn them off when you leave.
6. Take them off when you come into the house, C Listening for More Detail (p. 62)
please. 1. b 3. a 5. a
2. c 4. c
4 Listening Practice
B Listening for Main Ideas (p. 57) D Focus on the Listening Skill (p. 63)
b 1. a 3. a 5. a
2. c 4. b

C Listening for More Detail (p. 57)

Answers may vary slightly. 3 Vocabulary
1. Robert Sapolsky came to conclusions about Exercise 2 (p. 65)
human stress after working with animals and fell: went down or decreased
studying primates in Africa for 20 years. rise: an increase
2. Stress that zebras might feel is caused by their approximately: about or around
being hunted by other animals. steadily: in an even or regular way
3. Baboons have more free time because they only peak: the highest point
spend about four hours a day looking for food. leveled off: reached and stayed at the same level
4. Some typical causes of stress in humans
mentioned are money and job worries. Exercise 3 (p. 65)
5. Long-term stress in humans causes problems 1. increased
because your body feels like it’s in an emergency 2. steadily
for a long time. 3. reaching a peak
6. To deal with stress, Robert Sapolsky suggests 4. fell
choosing a strategy that works for you. 5. leveling off
6. approximately
D Working Out Unknown Vocabulary (p. 58)
1. a 2. b 3. b 4. a 4 Listening Practice
B Listening for Main Ideas (p. 66)
5 Pronunciation knowing your neighbors
Exercise 2 (p. 59) ✓ attending a church, mosque, or synagogue
The second version shows interest with intonation. attending local events
The first version sounds less interested. ✓ reading or listening to the news
volunteering
getting together with friends and family
6 Speaking Skills
Exercise 1 (p. 59) C Listening for More Detail (p. 67)
They are discussing a book about stress and how to Answers may vary slightly.
deal with it. Kevin
1. about 10
Exercise 2 (p. 59)
2. once
They use the following expressions: Really? and That
3. yes
sounds interesting.
4. sometimes
5. no

 Open Forum 1: Answer Key

 6. all the time 1. It seems like you’ll get wetter if you walk in the
7. once a week rain because you will be in the rain longer.
Lorraine 2. You might get wetter when you run because the
1. 7 rain hits the front of your body more.
2. 3-4 times 3. Wind could make a difference because it blows
3. yes rain at you.
4. yes 4. If you run in a light rain without wind, you stay
5. yes 16% drier.
6. once a year 5. If you run in a heavy rain with a lot of wind, you
7. couple of times a week stay 40 to 44% drier.
Jay 6. Two scientists found this difference by weighing
1. 1 their clothes after one walked and the other ran
2. once in the rain.
3. no
4. no D Focus on the Listening Skill
5. no
6. occasionally
Exercise 1 (p. 72)
4 They waited for a rainstorm.
7. almost every night
7 Other people were interested in the results.
1 They decided to do an experiment.
5 Pronunciation 6 They weighed their clothes to find out how
Exercise 1 (p. 67) much water was absorbed.
c 3 They measured a track outside their office.
The speaker is talking about her parents and 5 One man walked around the track, and one man
brothers, so the pronoun must be the plural “them.” ran around it.
2 They bought identical clothes.
Exercise 2 (p. 68)
1. you Exercise 2 (p. 72)
2. them ✓ First,
3. her ✓ Then,
4. it After that,
5. him ✓ After (they finished),
✓ In the end,
Finally,
6 Speaking Skills
Exercise 1 (p. 68)
3 Vocabulary
The people respond by saying more than yes or
no. They explain their answers, and this makes Exercise 1 (p. 73)
them sound more interested. It also makes their I think it makes sense to run in the rain.
responses more informative and helpful. How did they do the research?
Wind makes a difference in the calculation.
Exercise 2 (p. 68) Two scientists in North Carolina decided to do an
Answers will vary. experiment.

Exercise 2 (p. 73)

CHAPTER 9 make: a decision, a list, a living, a meal, a mistake,
money, a profit
Earth Science do: business, housework, a job, the shopping,
someone a favor
2 Listening Practice
Exercise 3 (p. 73)
B Listening for Main Ideas (p. 71)
1. make
a
2. make
3. make
C Listening for More Detail (p. 71) 4. does
Answers may vary slightly.

Open Forum 1: Answer Key 

 5. make CHAPTER 10
6. do
History
7. make
8. makes
2 Listening Practice
B Listening for Main Ideas (p. 80)
4 Listening Practice 2 The first people to come to North America
B Listening for Main Ideas (p. 75) 3 Leif Erikson
3 Rain barrels to collect water for gardens 1 Christopher Columbus
1 Residents who built a water system for their town 4 Zheng He
2 Large ponds that use algae to clean waste water
C Listening for More Detail (p. 80)
C Listening for More Detail (p. 75) 1. F 4. T 7. T
1. F (They had no water system in the town of San 2. F 5. F 8. F
Elizario.) 3. T 6. T
2. F (A typical family might have two buckets of
water a day for the whole family.) D Focus on the Listening Skill
3. F (The water authorities said they would build
Exercise 1 (p. 81)
the system, but they never did.)
1. a 2. b 3. c
4. T
5. T Exercise 2 (p. 81)
6. F (The Calcutta Wetlands are on the edge of Answers may vary slightly.
Calcutta.) 1. The Chinese
7. F (The water in the ponds is not clean enough to 2. They had large treasure ships that carried
drink, but people can eat the fish that live there.) many sailors.
8. T 3. The Chinese had large treasure ships that
9. T carried a lot of sailors.
10. F (The Vancouver project is important because
it makes people more aware of wasteful water
practices.) 3 Vocabulary
Exercise 1 (p. 82)
D Working out Unknown Vocabulary (p. 75) 2. turned out: a 7. got together: b
1. a 3. b 5. a 3. came in: c 8. looked up: g
2. b 4. b 4. got to: f 9. found out: d
5. went back: h 10. went over: i
6. went through: j
5 Pronunciation
Exercise 2 (p. 82)
Exercise 2 (p. 77)
The separable multi-word verb is look up.
1. She has overseen many projects around the
(

world. Exercise 3 (p. 83)

2. Vancouver is a city that gets a lot of rain.
(
(

2. found out 6. go back

(
(

3. Calcutta is in India. 3. got together 7. turned out

(

4. I think it’s an important issue. 4. went over 8. got to

5. set out
6 Speaking Skills
Exercise 1 (p. 77) 4 Listening Practice
1. .3% B Listening for Main Ideas (p. 84)
4 The “kissing post”
Exercise 2 (p. 77)
2 The dining hall
2. 2.5%
5 Researching your family background
3. 3/4, 68.9%
1 Arriving at Ellis Island
4. 30.8%, 1/3
3 The inspections

 Open Forum 1: Answer Key

C Listening for More Detail (p.84) D Listening for More Detail (p. 90)
Answers will vary. 1. T 4. T 7. F
1. musical instruments, tea pots, earth, plants 2. F 5. T 8. T
2. paid for by the steamship companies, food was 3. F 6. F
good, food was strange to many, ice cream and
some fruits were new to many immigrants
3. illness, old people and children traveling alone,
3 Vocabulary
held in the hospital, 20% held back, most Exercise 1 (p. 91)
released after a day or two Fascinated ( –ed) describes how the person feels.
4. waited in line for hours, crowded, hot, very loud, Fascinating (–ing) describes what makes her feel this way.
many languages, inspectors asked questions like,
Exercise 3 (p. 91)
“Where do you come from?” and “Where are you
1. interested
going?”
2. interesting
5. scene for family reunions, husbands and wives
3. confusing
met there, parents and kids met there
4. bored
6. Her aunt used Ellis Island records (ship records);
5. intrigued
she found out the name of her grandfather’s town
6. fascinating
in Ireland; she visited the town and met a relative.
7. exhausted
8. surprised
D Working Out Unknown Vocabulary (p. 84) 9. tired
1. b 3. a 5. a
2. a 4. b
4 Listening Practice
B Listening for Main Ideas (p. 92)
5 Pronunciation 3 Human computers in World War I and World
Exercise 1 (p. 85) War II
1. ’re OR are 3. were 5 A book about human computers
’ll OR will can 1 A mathematical model of the orbit of Halley’s
2. ’d OR would 4. was comet
were ’d OR would 4 The kind of people who worked as human
’d OR had computers
2 Division of labor

CHAPTER 11
C Listening for More Detail (p. 93)
Math and Technology Answers may vary slightly.
1. The history of the development of the computer
2 Listening Practice 2. Three
A Preparing to Listen (p. 88) 3. For five months
1. The next numbers in the sequence are 34, 55, 89… 4. He hired eighty human computers to do the
calculations.
B Listening for Main Ideas (p. 89) 5. Six years
5 Discovery of the Fibonacci sequence 6. Calculations for maps and weapons
4 The sequence in art and music 7. They were not math experts. They were often poor
3 The sequence related to the human hand and couldn’t find other work. Many were women.
1 Numbers in the sequence 8. He found out that his grandmother had gotten a
2 The sequence in the natural world degree in mathematics in 1920.

C Focus on the Listening Skill (p. 90)

Answers will vary.
5 Pronunciation
1. flowers, pinecones, seashells Exercise 1 (p. 94)
2. 2 hands, 5 fingers, 3 knuckles 1, 2, 4
3. Leonardo da Vinci’s paintings
4. patterns in Bach’s music

Open Forum 1: Answer Key 

6 Speaking Skills 3 Vocabulary
Exercise 1 (p. 94) Exercise 1 (p. 100)
They are discussing whether the computer is the Restorative justice is a different approach to the
most important invention of the 20th century. traditional court system.
-al: traditional
Exercise 2 (p. 94) -ent: different
They use the following expressions: I think…, I’m not sure -ive: restorative
I agree, Maybe, but…, I see your point, but…, and I agree….
Exercise 2 (p. 100)
2. current
CHAPTER 12 3. political
Law Exercise 3 (p. 101)
4. alternative
1 Introducing the Topic 5. effective
6. positive
Exercise 1 (p. 96)
7. criminal
In headline 6, a person has been found guilty.
8. violent
Exercise 2 (p. 97) Exercise 4 (p. 101)
2. offender 9. federal
3. release 10. legal
4. victim
5. pleads not guilty
6. convicted 4 Listening Practice
B Listening for Main Ideas (p. 102)
1. b 2 b
2 Listening Practice
B Listening for Main Ideas (p. 98) C Listening for More Detail (p. 102)
To punish the offender
1. c 4. b 7. a
✓ To make the offender take responsibility for
2. c 5. b 8. c
the crime
3. a 6. c
To keep the offender out of prison
To send the offender to prison
✓ To restore the victim of a crime D Working Out Unknown Vocabulary (p. 103)
1. a 3. b
2. b 4. a
C Listening for More Detail (p. 98)
1. T
2. F (Restorative justice focuses on restoring the victim.) 5 Pronunciation
3. T Exercise 2 (p. 104)
4. T 1. What did Patty find on the curb?
5. F (Victims often feel less afraid after they meet 2. How did she know it was valuable?
the offenders.) 3. How much was it worth?
6. T 4. What was the problem in Andrew’s house?
7. F (Restorative justice is used in countries all over 5. What should Andrew do?
the world.)
8. T
6 Speaking Skills
D Focus on the Listening Skill (p. 99) Exercise 1 (p. 104)
2. c The speakers use the following expressions: I
But here’s the important point . . . mean…, And so you want to know…, You’re saying…,
3. b and You said that….
In particular . . .
4. c
One interesting point is . . .

10 Open Forum 1: Answer Key

TEST 1 TEST 3
Chapters 1-3 Chapters 7-9
Part 1 Part 1
1. T 2. F 1. b 2. a

Part 2 Part 2
3. a 6. b 9. a 3. T 5. F 7. F 9. T
4. b 7. a 10. a 4. T 6. T 8. T
5. b 8. a
Part 3
10. a 11. b 12. a
TEST 2
Chapters 4-6 TEST 4
Part 1 Chapters 10-12
1. b 2. b
Part 1
Part 2 1 How people first started to count
3. T 5. F 7. F 3 The concept of zero
4. T 6. F 4 The use of zero in Europe
2 Societies that don’t have numbers
Part 3
8. b 9. a 10. a Part 2
1. a 3. a 5. a 7. b
2. b 4. a 6. b 8. b

Part 3
9. b 11. a
10. a 12. a

Open Forum 1: Answer Key 11

 Test 1: Chapters 1–3
Name:    Date:    Score:

You are going to hear a radio interview with an expert on body language and nonverbal
communication. Before you listen, think about what you already know about body language
and nonverbal communication. What are some examples of it? How do you think it can affect
communication?

1. Read statements 1 and 2. Then listen 7. Arms crossed across the chest .
and write T for true or F for false for a. can mean different things
each statement. b. means that someone is angry

1. Nonverbal communication is 8. What does it usually mean when you look into
about more than gestures. the eyes of someone who is speaking?
a. You are interested.
2. A nonverbal signal always has b. You are not interested.
only one meaning.
9. Nonverbal communication .
a. is different in different cultures
2. Now read questions 3-10. Then listen b. may be different in different cultures, but
Ms. Young isn’t sure
again and choose the correct answer
for each question. 10. Paying attention to nonverbal signals .
a. can help communication
3. How near we sit or stand in
b. is too complicated to help communication
conversation .
a. is an example of nonverbal
communication.
b. is not an example of nonverbal
communication

4. What are two examples of

paralanguage?
a. accent and the words you use
b. accent and tone of voice

5. Approximately how much

communication comes from nonverbal
signals?
a. more than 50 or 60 percent
b. less than 50 or 60 percent

6. The way a person shakes hands .

a. always has the same meaning
b. can have different meanings

12 Open Forum 1: Assessment Tests © Oxford University Press Photocopiable

 Test 2: Chapters 4–6
Name:    Date:    Score:

You are going to hear someone give advice to college students about managing money and
establishing a credit history. Before you listen, think of three pieces of advice that you might hear.

1. Read statements 1 and 2. Then 3. Listen to the extracts from the

listen to the interview and choose interview. Listen for the words in
the correct answer to complete each italics. Choose the correct meaning for
statement. each word.
1. According to Karen Heller, many 8. A budget is probably .
students . a. a type of checking account
a. spend too much money b. a plan for how an amount of money
b. have difficulty planning how to will be spent
spend their money
9. The balance is probably .
2. Karen says it’s important to . a. the money that you owe
a. have at least one credit card b. a small payment
b. establish a good credit history
10. Debit cards are probably similar to
.
a. checks (the money comes out of your
2. Now read statements 3-7. Then listen
checking account)
to the interview again and write T for b. credit cards (the money is borrowed)
true or F for false for each statement.
3. Many students aren’t used to
managing their own money.

4. Some students spend too much

because they misjudge how much
things will cost.

5. Students should not apply for

credit cards.

6. Your credit record shows how

much money you have in the
bank.

7. Only your credit card company

can look at your credit record.

© Oxford University Press Photocopiable Open Forum 1: Assessment Tests 13

 Test 3: Chapters 7–9
Name:    Date:    Score:

Look at the title of the news report you are going to listen to: “Stressed Women Would Rather
Make Friends Than Fight.” What do you think the report might be about?

1. Read statements 1 and 2. Then listen 3. Listen to the extracts from the news
to the news report and choose the report. Listen for the words in italics.
correct answer to complete each Choose the correct meaning for each
statement. word.
1. New research shows that . 10. Implications probably means .
a. men and women both look for social a. the effects that something will have
contact to deal with stress in the future
b. women are more likely than men to b. the reasons for something
look for social contact to deal with
11. Funding probably means .
stress
a. ideas given for a project
2. Until recently, medical research . b. money given for a project
a. mainly focused on men
12. To Broaden research studies probably
b. focused on both men and women
means
a. make them wider and include more
topics
2. Now read statements 3-9. Then listen
b. cancel them
again and write T for true or F for
false for each statement.
3. Social contact includes contact with
friends, relatives, and children.

4. Stopping to ask for directions

when you’re lost is a kind of social
contact.

5. “Fight or flight” behavior means

that someone always acts
aggressively.

6. Men seem to have more serious

health problems than women as
the result of stress.

7. On average, women live six more

years than men.

8. Researchers looked at data from

studies on both humans and
animals.

9. Medical research that receives

money from the government must
represent both men and women.

14 Open Forum 1: Assessment Tests © Oxford University Press Photocopiable

 Test 4: Chapters 10–12
Name:    Date:    Score:

You are going to listen to a conversation about the history of numbers. What do you know about
mathematics in the past? How do you think people first started to count? What cultures do you
think produced great mathematicians?

1. Listen to the conversation. Then 6. The discovery of zero was important

number the topics in the order they because .
are discussed. a. before that, people did not have a
symbol for “nothing”
How people first started to count b. it could be added to other numbers
The concept of zero to make them ten times larger or
smaller
The use of zero in Europe
7. Fibonacci discovered the new number
Societies that don’t have numbers system in .
a. India
b. North Africa
2. Now read questions 1–8. Listen to the
8. The Europeans adopted the new system
conversation again and choose the
.
correct answer for each question. a. as soon as it was discovered
1. The first type of counting was probably b. slowly
done by .
a. making marks on bones
b. using small stones or beads 3. Listen to the extracts from the
conversation. Listen for the words in
2. It was better to count using small stones
italics. Choose the correct meaning for
because .
a. they were easy to find and to carry each word.
around 9. Tokens are probably .
b. people could use them to subtract as a. a type of jewelry
well as add b. small items that represent a certain
3. Some societies don’t have words for value
numbers because . 10. A breakthrough probably means .
a. exact numbers were never important a. a development or an improvement
to them b. a problem
b. they lived in cities
11. Originated probably means .
4. The symbols we use to count today a. began or started
came from . b. changed
a. India
b. Australia 12. Convert probably means .
a. change to a new system
5. The concept of zero originated in . b. move to a new place
a. India
b. North Africa

© Oxford University Press Photocopiable Open Forum 1: Assessment Tests 15

 Transcripts

Chapter 1 A: I see. Where did this idea come from?

B: From watching deaf children. Some years ago,
Communication researchers noticed that deaf children learn to use
hand signals earlier, much earlier, than hearing
2 Listening Practice children learn to speak. So they wondered if all
B Listening for Main Ideas (p. 2) children could use hand signals before using
words. And it seems that they can.
A = Reporter, B = Joan Lee A: Now that raises another question, though. How
A: Good morning and welcome to the show. Today’s do children move into speaking from this? I mean,
topic should be interesting to anyone who has ever isn’t there a danger that they get so good at sign
had to deal with a screaming and frustrated toddler! language that they don’t speak?
Most children start to speak somewhere B: No, actually the opposite seems to be true.
around the age of two, but they often want to Signing…um using hand signals…may actually
communicate well before that. So some parents help children develop language earlier.
are trying a new way to help their small children A: That’s interesting.
communicate earlier: using sign language. B: There’s also some evidence that it raises children’s
intelligence. There was one test done where babies
I’m watching a baby sign language class at that signed scored twelve points higher on an IQ
Parent’s Corner in Lower Manhattan, and I’m test than babies that didn’t.
talking to Joan Lee, who’s the director of the A: That’s fascinating! If you would like to find out
program. Joan, good morning! some more information about using sign language
B: Good morning! with babies, log on to our Web site at…
A: So these babies are learning sign language?
B: Well, we don’t…we’re not exactly teaching the 4 Listening Practice
babies. We’re teaching the parents some basic
signs that they can use with their babies. B Listening for Main Ideas (p. 6)
A: What kind of signs are you teaching them? Today I’m going to talk about gesture, and how we use
B: Well we start with signs for the most important our hands when we talk. Most of what I’m going to say
things in babies’ lives…signs for things like is based on research done by Professor Susan Goldin-
“more,” “milk,” “up”…that kind of thing. Meadow. She’s written about her work in a book called
A: The things babies need to say! Hearing Gesture: How our hands help us think. It’s on your
B: Yes, exactly. book list.
A: Where did the signs come from? Did you make
them up? Now, Professor Goldin-Meadow has spent a long time
B: Oh no. Most of the signs are taken from ASL… studying gestures…and by that I mean the kind of
American Sign Language. small little hand and eye movements that we use when
A: How old are the babies? we talk. We usually don’t even notice how we’re using
B: The youngest is four months, and the oldest is our hands when we talk. But try talking without hands!
about eighteen months. Our hands and our eyes and even how we move our
A: That’s incredible! Now what are the advantages of bodies, they all help us to communicate.
doing this?
OK. The first point I’d like to make is that everybody
B: Well, mainly it’s much easier for the parents,
gestures, including even people who have been blind
and actually for the babies too, if they can
from birth. So even someone who has never seen a
communicate. You can figure out what they want.
gesture will use their hands when they’re speaking. So
It’s very frustrating when your child is screaming
scientists have concluded that gesturing is not something
his head off and you don’t know what he’s…what
that we learn from other people. It’s something that we
he wants.
do naturally, and that we’re all born with.

16 Open Forum 1: Transcripts

Now gestures usually support what we’re saying. For 3. You will automatically understand: “She’s in her
example, I might say, “I’m going upstairs” and I might office, and her office is downstairs.”
point upwards with my hands at the same time. And 4. So usually there’s a correspondence or a…a
when we talk to each other we’re paying attention match…between the gestures a person makes
to gestures as well, even though we don’t normally and what they say in words.
realize it. Actually, sometimes the gestures give us extra 5. People use more gestures when they have
information. For example, if I say to you something like, difficulty with language. For example, when
“Professor Clark is in her office,” and I point “down” they’re speaking a foreign language.
as I say it, you will automatically understand: “She’s in 6. It can tell you a lot about what’s going on in
her office, and her office is downstairs.” In fact you will their heads.
probably think that I said, “She’s downstairs,” where I
never actually said that! I just said it with my hands. But
you saw the gesture, so you think you heard it.
6 Speaking Skill
Exercise 1 (p. 7)
So usually there’s a correspondence, or a…a match…
between the gestures a person makes and what they A = Woman, B = Man
say in words. The words and the hand movements go A: I went to visit Alicia and Marina yesterday.
together. But sometimes, people use a gesture that B: Oh, really?
doesn’t match their words. that’s called a “mismatch” A: Yes. They live in this great place.
and that’s very interesting, because it can show you B: They have their own house?
when someone doesn’t understand. Professor Goldin- A: No, they have half of a house. You know, when
Meadow worked with children trying to do mathematical they live in half of it and someone else lives in
problems, and she asked them to explain how they the other half. It’s a, what do you call it…a du-
worked out the answer…and she watched their hands. …something.
She noticed that sometimes the hand movements would B: A duplex?
be different from what the child was saying. And she A: A duplex! That’s it. And it’s really nice. They have a
figured that that indicated where the child was confused. garden in the back with lots of those flowers…you
It can tell you a lot about what’s going on in their heads. know those purple ones. Oh, I can’t remember
what they’re called. You see them everywhere.
Professor Goldin-Meadow believes that we actually use
our hands to help us think, and to help us put things
into words. I’m sure you’ve noticed that people use
more gestures when they have difficulty with language. Chapter 2
For example, when they’re speaking a foreign language, Literature
or when they’re explaining something complicated, or
when they’re describing a painting, or something like 2 Listening Practice
that. So it seems that gestures are an important step
B Listening for Main Ideas (p. 10)
between thinking and speaking…like a kind of bridge
between ideas and words.
A: Host, B: Gwyneth Dunne
So let’s summarize what I’ve said so far. Firstly, A: Good morning. The topic for today is literacy
everybody makes gestures—it seems to be an ability that and young people. Statistics show that a love of
we’re born with. Second, gestures usually correspond to reading has a big influence on children’s academic
language—the gestures go with what a person is saying. success. The top two percent of students in the
When gestures don’t match the language, that can country read for 65 minutes a day; the top ten
indicate that someone is still working out a concept. And percent read for twenty minutes a day. In contrast,
finally, it seems that people actually use gestures to help the bottom 10 percent read for one-tenth of a
them think. OK, any questions so far? minute per day…that’s basically not at all.
Now the best way to improve students’ reading is to
5 Pronunciation get them to read more. But teachers will tell you that
motivating children to read can be difficult when
Exercise 2 (p. 7)
they prefer to watch television or listen to music.
1. It’s something that we do naturally, and that
we’re all born with. Today we’re going to learn about an organization
2. And when we talk to each other, we’re paying that uses music to get students interested in
attention to gestures as well.

Open Forum 1: Transcripts 17

 reading. And here to talk about it is Gwyneth B: You’re welcome.
Dunne. Welcome to the studio. A: For more information about Artists for Literacy, go
to the Web site at…
B: Thank you.
A: Tell us about Artists for Literacy.
B: Well, we collect songs that have been inspired 4 Listening Practice
by literature…for example, a song that has been
B Listening for Main Ideas (p. 13)
written about a character, or a situation in a
book…and then we make the song available to
A = Anne, B = Brent, C = Cora
teachers. There are a lot of popular songs that
A: What are you reading?
have been inspired in one way or another by
B: The Bone-Setter’s Daughter.
literature.
A: That’s an Amy Tan book, isn’t it?
A: Oh! Like The Beatles wrote “I am the Walrus.”
B: Yep.
Wasn’t that inspired by a poem by Lewis Caroll?
A: Oh, I love Amy Tan! Have you read any of her
B: Yes, it was, but also U2, Metallica, Sting…they all
other books?
wrote songs that were inspired by a novel, or a
B: Yeah, most of them. I’ve read…
story, or a poem that they had read. So we compile
C: Which one was your favorite?
CDs of songs inspired by literature and the artists
B: I don’t know. I like them all. This one’s pretty good.
donate the songs. So, for example, we’ve got
A: The Joy Luck Club was a really important book for
Suzanne Vega’s song, “Calypso.” That was inspired
me.
by Homer’s Odyssey. Bruce Springsteen’s song,
B: That’s the one about the mothers and their
“The Ghost of Tom Joad”…that was inspired by a
daughters, isn’t it?
Steinbeck novel.
A: Yeah. I read it when I was about fifteen, and I
A: And teachers use the music in the classroom. I
really identified with it! You know, when I was
guess you’re looking at, what, middle school? high
growing up, I didn’t know very many other
school?
Chinese Americans, and suddenly here was this
B: Both. Both middle and high school teachers use
book and it was like the story of my life! Here at
them. Teachers in adult literacy programs use
last were some characters that I could identify
them too, actually.
with! It was great!
A: What do the teachers do with the CDs? How do
A: Thing is, it actually got me interested in China…
they use the songs?
really for the first time. My father was born there,
B: They play the songs and they study the lyrics,
and he still has family over there, but he never
and that gives the students an idea of the plot, or
really spoke very much about it, and after I read
the story, or the characters that are in the book.
that book I started to get interested and I wanted
Sometimes there’s a video they can watch, and…
to know more. So I suddenly started asking my
oh, we have interviews with the artists too, on our
parents all these questions, and I wanted to speak
Web site. It all helps to get students interested,
more Chinese at home.
and then they’re more ready to read the book.
C: Wow.
A: That sounds great! I guess reading is scary to a lot
A: Yeah, and then we went there on a vacation
of kids. But music isn’t.
shortly after that and it was like I discovered all
B: Yeah. We also did a project where students read a
this family that we had over there. It was so cool.
novel. And then they wrote and performed their
C: All because of The Joy Luck Club.
own songs about the story. So it works the other
A: Yes, it was, really, in a way.
way around too!
B: Did you see the movie?
A: How did this organization come about?
A: Oh yes, I did, and I loved the movie too.
B: Well, the founder of the organization, Deborah
C: I felt like that with The Catcher in the Rye.
Pardes, wrote a song that was inspired by the book
A: Really?
Angela’s Ashes, and she performed the song on the
C: Yes. I know it’s a really typical teenage book, that
radio. And after the performance, the radio station
everybody has to read in high school, but it was a
got a lot of e-mails from listeners, asking about the
bit like what you felt. You know, you feel that no
book. So she realized that listening to the song got
one understands you, and suddenly you read a
people interested in reading the book.
book that just describes exactly your experience.
A: That’s an inspiring story. Gwyneth, thank you for
C: The kid in the story…what’s his name?
being with us today.
B: Holden Caulfield.

18 Open Forum 1: Transcripts

C: Holden Caulfield! That’s right. He was always Chapter 3
going on about other people being phony, because
Life Sciences
adults just seemed so…what’s the word…so
insincere and …kind of…like dishonest or
2 Listening Practice
something to him. That’s really how you feel at
that age, I think. At least that’s how I felt. B Listening for Main Ideas (p. 18)
B: Did you read it in high school?
C: Yeah, and I remember it was the first time I ever A = Guide, B = Whole Group,
liked a book that I had to read for school! After C = Group Member 1, D = Group Member 2
that, I actually got interested in English classes. A: Hello, everyone. I know many of you have come
B: The first book that I remember was Treasure Island. from far away to visit us here in Cornwall in
C: Treasure Island? Really? England, so welcome to the Eden Project!
B: Yeah. When I was little, we’d go to visit my To begin, let me give you a bit of background on
grandparents in Brooklyn…on Sundays…every the project. Our aim is to take horticulture…the
Sunday. And the adults would have a big lunch, science of growing fruits, plants, and flowers…and
and talk, and I’d be really bored. But they had a blend it with art, science, and education. We also
lot of books. So one day I started to look through work to find a balance between growing plants
the books and I noticed Treasure Island because it for our needs and conserving land worldwide.
had these great pictures of pirates, and ships, and Overall, our aim is education…and not just
desert islands. The illustrations were beautiful. for people already interested in plants and
A: Yeah. horticulture. We want to make plant-based issues
B: And then I started to read the story, and I was interesting to the ordinary person. We have
hooked! And after that, I’d pull out that book 100,000 different plants here, and 5000 different
every Sunday and read it. It must have been at species of plant.
least a year. When I was done I just started all
over again because it was quite difficult, so a year B: Wow. That’s amazing.
later I understood a lot more. I can still see some A: Yes, it is. Oh, I forgot to mention, feel free to ask
of those pictures. questions at any time.
C: I’ve never read… OK, you can see that we have some amazing
B: It just really appealed to my imagination. For gardens to walk around in. Three different areas
years after that I used to play pirates and look for in fact, including the two biomes. The biomes are
buried treasure. That was all I wanted to do. the clear domes that you see from here. We’ll talk
A: That’s why books are so great for kids. They open about the different areas and then you can explore
up a whole world of possibilities to you. on your own. If you move closer to the map, you’ll
be able to see better.
5 Pronunciation As you can see, we have three different areas with
Exercise 1 (p. 14) different kinds of plants in each area: one is the
1. I read a good book. outdoor landscape, another is the warm temperate
2. It was written by Amy Tan. biome, and then the third is the humid tropics
3. I was interested in China. biome. Each biome has different sections with
4. My father was born there. different types or categories of plants, whether it
be plants for food, plants for use in making fiber…
Exercise 2 (p. 14) clothes and things like that…and so on. There will
1. We visited my grandparents in Brooklyn. be signs giving you information on each section.
2. I found a great book.
3. There were pictures of pirates. Let’s talk about the outdoor landscape first.
4. The illustrations were beautiful. This has the natural landscapes and plants of
5. I read it on Sundays. temperate regions. This is like our region of
Cornwall, like where we are now, and really most
of Britain, as well as parts of Russia and parts of
North and South America. This landscape will
continue to change over time, and, of course, the
plants here change with the seasons too. Oh,
it’s quite a long walk down to the end of this

Open Forum 1: Transcripts 19

 section, but there is a train that runs from here C: Maybe a few hundred?
at the Visitor Centre. Any questions? OK, let’s A: No, there are more than that. Any other guesses?
go on to the warm temperate biome. You can see No? OK, there are 22,000 kinds of bees that have
it here on the map. Think of the regions of the been named. Yes, there are a lot of different kinds,
Mediterranean for this one, as well as parts of aren’t there?
South Africa, Australia, and some of California in
Let’s talk about the kind of bee that makes honey,
the United States. Plants in these regions have to
the honeybee. Who knows how the honeybee
live in difficult conditions: very dry and usually
makes honey?
the soil isn’t very good.
D: It starts with flowers, right? They go around to
C: So, would these plants include things like olive
different flowers and take the nectar, but I’m not
trees and citrus fruits?
sure about the rest.
A: Yes, exactly. OK, let’s talk about the second biome.
A: Yes, that’s right. A female worker bee goes around
This is the humid tropics biome. Think of tropical
to all different flowers and gathers nectar. Then, she
regions such as West Africa, Malaysia and tropical
goes back to the hive—we’ll talk about the structure
South America. It’s actually the largest biome in
of the hive in a minute. And, how is the nectar
the world and has over 1000 plant species in it.
changed to honey? Anyone? No? OK, the worker bee
And, of course, the temperatures are pretty warm
passes the nectar on to another bee, and the nectar
in there, so bear that in mind.
gets passed from one bee to another. Each bee works
D: Can I ask how, or where, you got all these
with it and gradually more and more moisture goes
different plants?
out of the nectar. And finally, it’s stored on the comb.
A: Yes, that’s a good question. First of all, they
And over time more nectar is gathered, more honey
weren’t taken from the wild and most of them
made and added to the comb. Now, you know that
are not rare. Many were grown from seed in
different honeys have different flavors. If you’ve
our nursery here and others came from botanic
never thought about it before, you can probably
gardens or research centers around the world.
guess why. The bee picking up the nectar visits a lot
Also, we consulted with people from the different
of flowers, and each different flower adds a different
regions represented here when we got plants. OK,
flavor to the final product of honey.
that’s all. Thanks for coming and enjoy exploring
C: Excuse me, can you explain how the worker bee
the Eden Project! I’ll be around for a few minutes
carries the nectar back to the hive?
if there are any more questions.
A: Yes, good question. She carries it in a bag on her
B: Thank you. That was great.
stomach—not surprisingly called the honey sac.
When this bag is full, she returns to the hive with all
4 Listening Practice the nectar. Now, let’s talk about the structure of the
B Listening for Main Ideas (p. 22) hive. There are three kinds of bees in the hive —the
female worker bees as we’ve talked about, then the
A = Teacher, B = Student 1, C = Student 2, D = Student 3 male bees, called drones, and then the queen. There
A: Good afternoon. In today’s class we’re going to be could be up to 200,000 worker bees in a hive, but
talking about bees. What do you know about bees? more typically there are more like 50,000. Then, there
OK, so you think you don’t know a lot. What, are only a few hundred drones, and finally, there’s
could you repeat that? only one queen per hive.
B: All I know is that it hurts when they sting me. B: How many worker bees did you say?
A: Yes, it does hurt. And that’s what most of us think A: There can be as many as…as 200,000, but there’s
about when we think about bees. But, in fact, bees more likely around 50,000. OK? Next let’s talk about
play an important role in nature. Did you know communication among bees It turns out that bees
that bees are mentioned in almost every religion can communicate to some extent They can actually let
and literature of the world? Imagine. You probably other bees know about the location of food, not just
think of bees in warm places, but they actually where it is, but how good it is and how much there is.
survive in all kinds of places: the Himalayas and The bees do a kind of dance, moving around in the
even in the Arctic tundra. So, they’ve been around air. It’s actually called a waggle dance because of the
for a very long time and live in most parts of our way they move their bodies. Apparently, the size and
world. And, there isn’t just one kind of bee. Does pattern of this movement is what gives the other bees
anyone want to guess how many different species the information. An Austrian zoologist named Karl
have been named? Yes? von Frisch did experiments to learn about this.

20 Open Forum 1: Transcripts

D: Can you repeat that zoologist’s name, please? was forgetting things and that her memory was not
A: Yes, it’s Karl von Frisch. as good as it used to be. She says that the program
D: Thank you. was life-changing. Since the program, in addition to
A: OK, let’s look at some slides… exercising more and improving her diet, she has started
using memory strategies, reading non-fiction and doing
crossword puzzles. She also helps her children with their
5 Pronunciation math homework as a way to work her brain.
Exercise 2 (P. 23)
Dr. Small says that he has evidence that the two-week
It turns out that bees can communicate to some extent.
boot camp program does in fact change the brain. He did
They can actually let other bees know about the
a study with 17 volunteers. All of the volunteers had mild
location of food, not just where it is, but how good it
memory complaints. Dr. Small randomly chose eight
is and how much there is. The bees do a kind of dance
people to participate in The Boot Camp for the Brain, and
moving around in the air.
the remaining nine people did nothing different.

They did brain scans on all 17 people before and after

6 Speaking Skills
the program. Dr. Small says that the eight people who
Exercise 1 (p. 23) participated developed significantly more efficient brain
Can you explain how the worker bee carries the nectar cell activity in a front part of the brain that controls
back to the hive? everyday memory tasks. The people who participated
How many worker bees did you say? also said that they felt less forgetful after the program.
Can you repeat that zoologist’s name, please?
Dr. Small emphasizes that this study was very small
and that a larger study is needed. But, he still feels that
Chapter 4 the results are important. Other scientists say they are
cautiously optimistic about Small’s approach. They feel
Psychology more research is needed, but say it’s possible that The Boot
Camp for the Brain could delay serious memory problems.
2 Listening Practice
Michele Rubin and many others who have participated
B Listening for Main Ideas (p. 27)
in the program believe that it has definitely helped
Many people worry about memory loss. It’s normal to their memory.
lose memory as you get older. Iin fact, memory loss
So, if you’re worried about your memory, The Boot
can begin when someone is in their twenties. But how
Camp for the Brain might be worth looking into.
much of your memory do you have to lose, and how
Tomorrow, we’re going to look at some other programs
quickly does it have to happen? Research on the brain
and ideas for improving memory.
and memory is a huge area these days. Doctors are
looking for ways to help people improve their memory
and possibly prevent loss. 4 Listening Practice
Today on the show, we’re looking at one program to B Listening for Main Ideas (p. 30)
help memory, called The Boot Camp for the Brain.
What’s The Boot Camp for the Brain? It’s a two-week A = Host, B = Dr. Phyllis Rae, C = Roberto, D = Tim,
program developed by a psychiatrist named Gary Small. E = Lily
His program combines four elements: a special diet, A: Good morning and welcome to our show. Today
daily physical activity, stress relieving exercises and, we’re talking about memory. Our guest is Dr.
of course, memory exercises. The memory exercises Phyllis Rae. Dr. Rae has done quite a bit of
take about 15 minutes a day. Dr. Small claims that this research on memory and how the brain works.
combination can improve your brain’s function. Hello and welcome, Dr. Rae.
B: Hi, thanks for having me.
Michele Rubin is one of Dr. Small’s success stories. Rubin A: Now, I’ll confess that I worry about my memory
is a 46-year-old mother of three teenagers. At the start sometimes and I’m pretty sure that some of our
of the program, her memory tested as average for her listeners have similar worries, so I hope you can
age. When she took memory tests after the program, give us some tips.
her memory was equal to a 20-year-old person. Rubin B: Well, I think I probably can. One thing that people
says that a few years ago she started to feel that she often don’t realize is that feeling anxious or

Open Forum 1: Transcripts 21

 worried about your memory will definitely have a D: So, how do you give your brain a work out?
negative impact on your memory. So what I mean B: There are lots of ways. A lot of puzzles, for
is that if you’re feeling stressed out because, for example crossword puzzles, are good for your
example, you always forget people’s names. Well, brain. Puzzles that involve pictures and diagrams
the stress of worrying about it will actually make are also good. And there are actually a lot of good
it harder…harder to remember names. books available now with many different ideas on
A: Really? So, we should try not to worry about it so how to give your brain a work out. I recommend
much. you find a book that looks interesting to you and
B: Exactly. then do the exercises.
A: Well, we’re going to let our listeners get in on this D: OK, I will. Thanks!
conversation. Let’s see what they want to know about A: Thanks for the question.
memory. First we have Roberto from Phoenix calling. B: I’d also like to add that giving the brain some
Hello, Roberto, what’s your question? exercise is a good idea as you get older. Age
C: Hi! You mentioned forgetting people’s names. affects the brain just as it affects the body, so
I have a terrible problem with this. So, I’m regularly working out the brain can help it stay
wondering if there are any little tricks that I can healthy as you age.
use to help me remember. A: That seems like good advice, especially since
B: Yes, there definitely are. With almost any trick or we’re all getting older. OK, our next caller is Lily
technique, the goal is to make the name you’re from Chicago. Hello, Lily.
trying to remember as meaningful and memorable E: Hi! I think my memory is pretty good, but the thing
as possible. Try to associate the name with an that drives me crazy is when I have something on
image. Try to make the image as vivid as possible. the tip of my tongue, but I just can’t remember it.
For example, if you meet someone named John B: Ah, the tip of the tongue syndrome! When what
Hatfield, take a moment and come up with an you’re trying to remember is so close, but you just
image. Let’s see, I might picture the man standing can’t think of it, and the harder you try, the worse
in a field next to an enormous red hat, and the it gets, right?
name “John” is written in large letters on the hat. E: Yes, exactly.
You can picture anything that would be helpful, but B: I’ve found the best approach is to talk around the
make it really memorable. Actually, the sillier it is, topic. For example, if you’re trying to remember
the better, because you’re more likely to remember. the name of a movie, talk about what the story is
C: Thank you. That’s really helpful. I think having a about, who the characters are and so on. This gives
technique to use will help me feel less worried your brain time to work on it, and very often, if
about this too. you don’t push too hard, it will come back to you.
B: Good, so that will help with the stress factor we E: Thanks!
talked about. A: OK, it’s time for a break. We’ll come back in a
A: Thanks for calling, Roberto. Our next caller is Tim minute for more of your questions.
calling from Boston. Hi, Tim.
D: Hi, this is a great topic.
A: Thanks.
6 Speaking Skills
B: Good. Exercise 1 (p. 32)
D: My question is about whether we can improve our
memory or not. I’ve been hearing more and more A = Male 1, B = Male 2
about exercises to strengthen the brain and things A: What’s the name of that book you recommended
like that these days. Well, It’s almost like people to me last week?
are saying that we have to work out our brain in a B: I don’t remember. Do you remember the title?
similar way to working out our bodies. Is this true? A: No, that’s why I’m asking. Let’s see, you said it was
Should I be trying to exercise my brain? an adventure story set in Alaska in the early 1900s.
B: Great question. And, the answer is “Yes.” Research B: Oh yes, now I remember. It’s called Northbound.
is definitely showing that exercise for our brains is A: Yes, that’s it! Who’s the author?
beneficial. And yes, there is a parallel to exercise B: Give me a second. It’s on the tip of my tongue…
for our bodies. You can almost think about it as if A: Never mind. I can find it with the title. Thanks.
the brain is a muscle and you have to work it to
strengthen it just as we do with muscles in our
bodies.

22 Open Forum 1: Transcripts

Chapter 5 A: OK. Now, if one—or more—of our listeners think
they might be interested in anthropology, what do
Anthropology
you suggest they do?
B: Well, my suggestion would be to check at the
2 Listening Practice
local college or university and see if they have
B Focus on the Listening Skill (p. 36) an anthropology program, and see what the
required classes are. As with any field of study,
A = Interviewer, B = Anthropologist, Julian Tate it’s a good idea to take an introductory course to
A: We’re continuing our series on career options today. find out if you really are interested in the field. So,
Each week, I’ve been asking people from different I’d suggest that. Then, I’d also suggest talking to
professions to describe their field or job a little. Today, anyone you can find who’s in anthropology.
I’m talking to Dr. Julian Tate, an anthropologist. Dr. A: And, last question, can you make a good living in
Tate, I’m wondering if we can begin with an anthropology?
explanation, or definition, of anthropology. I’m not B: Good question. It depends on your specialty and
sure everyone knows exactly what it is. Well, I’m what kind of job you get, but it’s pretty unlikely that
not sure I know. you’ll get rich! However, it’s a fascinating field, so
B: Don’t worry, this is a question I’m asked a lot. that’s why I’d recommend it. It’s always interesting.
Basically, anthropology is the study of humans. And
that means humans now, in the present, or at any
time in the past. So, really, it’s a pretty broad field. 4 Listening Practice
A: I’ll say. That does seem broad. B Listening for Main Ideas (p. 39)
B: Yes, but, the field is typically divided into
four different areas of study. One is cultural A = Molly, B = James, C = Sara
anthropology…this is the study of ways of life, A: When you think of an anthropologist, you
traditions, customs, etc. of different groups of people. probably think of someone who goes off to study a
A: I think that’s probably what I imagined community that is far away and often very remote.
anthropology to be about. That may have been true for anthropologists in
B: Yes, but as I mentioned, there are other areas. There’s the past, but things are changing. Today, while you
also physical or biological anthropology…which looks still may find anthropologists who travel halfway
at human origins, genetics, and biological variation. around the world for their work, you might also
Then, another area is archaeology. be surprised to find one working just down the
A: Oh, archaeology is considered part of anthropology? hall in your office. James Wu has a report.
B: Yes, it generally is. It’s the study of humans in the B: Thanks, Molly. Yes, it’s true, more and more
past, so…well… if you think of it that way, you can anthropologists are being hired to work in the
see how it would fit in. corporate world. It started out as an experiment
A: Yes, I see. And, what’s the last area of focus? in a few major companies but now it’s become
B: That’s linguistic anthropology. As you can probably a big trend. Companies use anthropologists to
guess, this area focuses on language, and, of course, understand their workers and customers better
the relationship between language and culture. and to help design products that work best for
A: So there is really quite a lot of range in there. their customers. So, how do the anthropologists
B: Yes, there is. get this information? With detailed observation,
A: And, what’s your area of specialty? careful interviewing and clear documentation. In
B: Well, I started out in cultural anthropology, a long other words, they use the same skills they would
time ago! But then I actually moved into another use in a remote village in the middle of nowhere.
sub-category in anthropology: music. I study early
Now, I have Sara Patton here. She is an
music in North America.
anthropologist who has worked in a small Eskimo
A: Oh, Really? Music is part of anthropology too?
village up near the Arctic Circle, and she now
B: Yes, if you think about it, music can be an
works for a major telecommunications company.
important part of people’s everyday life and it can
Are they two very different jobs and situations or
be very much related to their culture. I actually
not? Tell us about it, Sara.
think that the field of anthropology will continue
to broaden and expand. Human life is so rich and C: Of course, there are some differences, but really,
varied that it seems logical that there will be more the way I study people and communities is the
sub-categories of study. same, wherever it is. People often don’t realize

Open Forum 1: Transcripts 23

 that corporate settings are usually very complex— to observe carefully. When I started out in
really pretty much like a small community. I mean anthropology, I never planned to work in
that there are all different kinds of people with the corporate world, but now that I’m here, I
different opinions and personalities who work—or expect to be here for a while.
don’t work—together in different ways. B: Well, thank you very much for talking to us. Back
B: And, what is your job like in a company? What to you, Molly.
exactly do you do? A: Thanks, James. I guess this means if we see
C: Well, it depends on what the company needs someone with a notebook in the back of the office
at a given time. I’ve been working on a major watching us carefully, we shouldn’t worry!
project for a few months now, studying how
workers interact in the factory. It’s very interesting
because management tried to bring in a new
6 Speaking Skill
program to check quality, but it wasn’t working Exercise 1 (p. 41)
very well. We’re not finished with the work yet,
but I think that a large part of the problem was A = Man, B = Woman
that management wasn’t paying attention to the A: Someone told me there’s an anthropologist
dynamics of this group. Some workers were upset coming to our office?
because they weren’t consulted about the change, B: An archaeologist? Why would an archaeologist
and then they influenced the other workers who come to our office?
might have accepted this new program more easily. A: No, I said an anthropologist.
Management had no idea what was going on. They B: Oh. Well, why an anthropologist?
just knew the new program wasn’t accepted. A: I guess management wants them to observe things.
B: That’s interesting. What other kinds of work might In other words, they’ll probably watch us a lot!
an anthropologist do in a corporate setting? B: I wonder why…I mean, how can it help?
C: Let’s see. A colleague of mine, in another A: I don’t know, but whoever it is will be here on
company, looks at how people really use Monday.
technology. I mean he goes in and observes
them in their homes over a few days to see what
they really do with technology. I think this is an Chapter 6
example of how anthropology can really help Money
business. In the past, people might have just
asked people how they used e-mail or cell phones 2 Listening Practice
or whatever. Now when you ask people how they
use something, they’ll give you an answer, but it B Listening for Main Ideas
may not give a completely accurate picture.
A = Host, B = Tom, C = Adrienne Moore
B: You mean, for example, they might say they use e-
A: Hello and welcome to this week’s edition of Your
mail less than they really do or something like that?
Money or Your Life. First, we’re going to take a look
C: Yes, exactly. And that’s where direct observation
at a movement that is becoming popular in small
can help.
towns and communities across America, and that is
B: OK, and then a company could use this information
the trend towards local currencies. That’s right. Some
as they improve old products or design new ones.
small towns are issuing their own banknotes that are
C: Yes. They might also look at a certain population.
valid only in the local community. We have a report
For example, the focus might be on how teenagers
from Tom, in Wilks, Nebraska. Tom?
use home computers or something like that. And,
B: Hi there. I’m here in Wilks, and with me
in that case the anthropologist might spend a lot
is Adrienne Moore, from the Chamber of
of time with teenagers.
Commerce. Hello, Adrienne.
B: I think I’d prefer the village near the Arctic
C: Hi.
Circle! Seriously, this is all very interesting. Do
B: Now, I’m holding a beautiful banknote. I just
you expect this kind of work to continue to be
bought this at City Hall. It feels just like a regular
in demand?
dollar bill…but it’s blue! And it has a beautiful
C: Yes, definitely, I do. I think the business
picture of…I guess this is a lake?
world is only going to get more complex, not
C: Yes, that’s right. It’s Lake Washington, about five
less. And, as a result, I think companies will
miles from here. It’s done by a local artist.
continue to need people who are trained

24 Open Forum 1: Transcripts

C: Now, on the note it says “One Hour.” One hour is C: I guess so, yes. We’re a very trusting community!
about ten dollars, is that correct? B: From Wilks, Nebraska, this is Tom Cohen, for WXBC.
C: That’s right.
B: What other notes are there? D Focus on the Listening Skill
C: There’s a one, a five, and a ten…plus a half hour,
and a quarter hour. Exercise 3 (p. 45)
B: OK, so where can I spend this money?
C: You can use it just about everywhere—all the B = Tom, C = Adrienne Moore
businesses downtown: coffee shops, bookstores,
Extract 1
department stores. Plus you can use it for services:
B: They’ll accept this just as if it was a regular dollar,
building contractors, painters and decorators,
or ten dollars?
nanny services, artists, you name it!
C: That’s right. The money is legal tender wherever
B: They’ll accept this just as if it was a regular dollar,
it’s accepted.
or ten dollars?
C: That’s right. The money is legal tender wherever Extract 2
it’s accepted. Well the idea is to stimulate the local economy and
B: And how much money is in circulation? to keep move…keep money moving around the
C: About twenty thousand hours so far. community. A lot of money was leaving town because
B: Why did you decide to do this here in Wilks? people were spending it in chain stores that came from
C: Well the idea is to stimulate the local economy out of state. We wanted to encourage shoppers to shop
and to keep move…keep money moving around locally.
the community. A lot of money was leaving
town because people were spending it in chain Extract 3
stores that came from out of state. We wanted to Apart from Wilks, several other communities in the
encourage shoppers to shop locally. And if you United States have also issued their own currency.
use your own currency, that’s different from the There are Real Dollars in Lawrence, Kansas, Valley
dollar, then it’s easier for people to see where Dollars in Greenfield, Massachusetts…
their money’s going.
B: How many businesses accept these? 4 Listening Practice
C: Oh…more than three hundred. We publish a
newsletter and we list all the businesses that B Listening for Main Ideas (p. 48)
accept the currency.
A = Lecturer, B = Student 1, C = Student 2, D = Student 3
B: And what do the businesses do with the money? I
A: Today we’re going to talk about the history of
mean, can they cash it in or…?
money and banking. First of all, does anyone
C: Well, they can cash it in, but that’s not the objective!
know how people shopped for the things they
What we want to do is to keep the currency in the
needed before money was invented?
community. Employers use it to pay part of their
B: They traded things that they had for the things
employees’ salaries. Or they pay for local services
they needed?
with it. So you see, it re-circulates. It goes back into
A: Right. One of the oldest types of trading between
the community that way.
people was barter: I give you this animal skin, you
C: The idea of a local currency is not new. Americans
give me that necklace. That’s a straight exchange.
have been doing it since before the American
But that system isn’t always very convenient. Why
Revolution. And it’s still popular. Apart from
do you think?
Wilks, several other communities in the United
C: You have to have something that the other guy
States have also issued their own currency. There
wants, and he has to have something that you
are Real Dollars in Lawrence, Kansas, Valley
want. And that doesn’t always happen.
Dollars in Greenfield, Massachusetts, Greenbacks
A: Exactly. Let’s say you have lots of umbrellas,
in Brooklyn, and in Canada they have Toronto
and you want to exchange your umbrellas for
Dollars.
food. Well, if it’s not raining no one is going
B: I see that on the back of the bills is written, “In
to want your umbrellas. So you won’t be able
Wilks We Trust.” It’s really about trust in the
to eat because no one wants what you have to
community, isn’t it? When you use these, you’re
rade. On the other hand, if you have umbrellas
trusting that they’ll keep their value, and that
to sell, and it’s a rainy day, well, everyone will
people will continue to accept them.

Open Forum 1: Transcripts 25

 want your umbrellas. You’ll exchange all your gold from the US gold supply. But the US left the
umbrellas for food, but then you’ll probably have gold standard in 1971. We don’t back our currency
too much food. See what I mean? So what you with gold any more.
need, in that situation, is a common currency. A B: Can you tell us about that? What is our money
common currency is something that is valuable backed by now? I mean, where does the value
for everybody, no matter what the season is, and come from?
preferably something that will last, that won’t A: Nothing! Absolutely nothing backs our money,
spoil. That way, you can sell your umbrellas in except people’s trust in it. What keeps the value
the rainy season, get currency, and spend that of our money up is simply the fact that people
currency later when you need it. OK, now, what believe our money has value. So it does. Any other
kind of things did people use as currency before questions before we move on?
they had money? Any ideas?
D: Beads, shells? D Working Out Unknown Vocabulary
C: Jewelry?
A: Yes, exactly. Decorative objects: shells, beads, teeth
Exercise 1 (p. 49)
and feathers. They were all common currencies. Just Extract 1
about anything can be a common currency, as long One of the oldest types of trading between people was
as everyone in the community agrees that it has barter: I give you this animal skin, you give me that
value. The Chinese used metal tools, like spades and necklace. That’s a straight exchange.
knives. The Greeks used grain. They used grain in
England too. How can you tell? How can you tell Extract 2
that the English used to use grain as money? What A common currency is something that is valuable
is their money called? for everybody, no matter what the season is, and
B: Oh, the pound! preferably something that will last, that won’t spoil.
A: Exactly. The English pound used to refer to a
Extract 3
pound of grain.
The Chinese used metal tools, like spades and knives.
D: What about coins? When did people start to use
coins? Extract 4
A: The first coins appeared in about 600 BC in Lydia. The first banks were actually warehouses, or
That’s about where Turkey is today. You also had depositories, for grain or gold. Let’s use gold as an
coins appearing in China at about the same time. example. People would keep their gold in this place—
D: Is that when banks started up too? this warehouse—and they’d get a receipt.
A: Actually no. Banks came about later. The first banks
were actually warehouses, or depositories, for grain Extract 5
or gold. Let’s use gold as an example. People would The banknote really meant, “If you bring this to the
keep their gold in this place—this warehouse—and bank, we’ll give you this amount of gold, anytime you
they’d get a receipt. The receipt said something like, want.” And that’s how paper money came about.
“You have so much gold on deposit with us.”That
receipt could then be used to get the gold out of 6 Speaking Skills
the warehouse. But eventually, when people had
to make payments or to pay debts or whatever, A = Lecturer, B = Student 1, D = Student 3
instead of going all the way to the bank to get the
gold, they started to use the receipts instead. Every Exercise 1 (p. 51)
receipt was connected to a certain amount of gold
Extract 1
in the bank. The banknote really meant, “If you
A: The English pound used to refer to a pound of
bring this to the bank, we’ll give you this amount
grain.
of gold, anytime you want.” And that’s how paper
D: What about coins? When did people start to use
money came about.
coins?
D: Isn’t it the same now? Don’t banknotes represent
A: The first coins appeared in about 600 BC in Lydia.
an amount of gold that the country has? Could
That’s about where Turkey is today. You also had
you tell us a little more about that?
coins appearing in China at about the same time.
A: Yes, that was called the gold standard. That used
D: Is that when banks started up too?
to be the case, but not anymore. At one time, every
A: Actually no. Banks came about later.
dollar…represented an equivalent amount of real

26 Open Forum 1: Transcripts

Extract 2 people might make a difference of something like
A: The banknote really meant, “If you bring this 10 to 30 pounds in weight per year.
to the bank, we’ll give you this amount of gold, A: Wow! I’d better start fidgeting more!
anytime you want.” And that’s how paper money B: No, you don’t have to worry about your weight.
came about. A: But don’t some people just fidget more? Some
D: Isn’t it the same now? Don’t banknotes represent people seem like they’re more nervous than
an amount of gold that the country has? Could others, or something.
you tell us a little more about that? B: Yeah. That’s another really interesting point from
A: Yes, that was called the gold standard. That used this research: they think that people may be born
to be the case, but not anymore. At one time, every with a tendency to either be fidgety or not fidgety.
dollar represented an equivalent amount of real A: So, either you’re born to move around a lot or
gold from the US gold supply. But the US left the you’re not? That’s kind of discouraging, isn’t it?
gold standard in 1971. We don’t back our currency B: Well, you’d think so, but the lead researcher for the
with gold any more. project says that he doesn’t feel it is. He says that
B: Can you tell us about that? What is our money the good thing is that you don’t necessarily have to
backed by now? I mean, where does the value go out and run ten miles. Just any little movement
come from? or activity could contribute to physical fitness.
A: Nothing! Absolutely nothing backs our money, A: OK, that’s good to remember. I’m curious, does
except people’s trust in it. the article explain how they did this research?
B: Yes, in fact it does. The people in the study wore
special clothes that had sensors in them. The
Chapter 7 sensors took measurements every half second.
There were twenty people in the study and they
Health
wore the special clothes 24 hours a day for 10
days as they went about their daily routines. They
2 Listening Practice
found through the sensors that thin people spent
B Listening for Main Ideas (p. 53) at least 150 more minutes moving in some way
than the overweight people.
A = Man, B = Woman A: That’s so interesting. Hey, can I read the article?
A: Hi! B: Of course, here you go.
B: Oh, hi! How’s it going? A: Wait, maybe I should stand up and stretch before
A: Not bad. What are you doing? I read it.
B: I was just reading the paper while I was waiting. B: Maybe you should!
A: Is there any interesting news?
B: Well, yeah I was reading about some new research
on physical fitness—how even little activities like
D Focus on the Listening Skill
fidgeting can make you fitter. Exercise 1 (p. 55)
A: Fidgeting? Really? So, if I tap my foot a lot or 1. Yes, seriously, it’s apparently true.
move around in my chair, I’ll be in better shape? 2. They found that all kinds of minor everyday
B: Yes, seriously, it’s apparently true. There was a activities like standing up to stretch or getting
research study…let me see where it was. Oh, yes off the sofa to change the TV channel and even
it was at the Mayo Clinic in Minnesota. Anyway, fidgeting could make a difference between being
they found that all kinds of minor everyday thin or being overweight.
activities like standing up to stretch or getting 3. The extra activity of thinner people might make
off the sofa to change the TV channel and even a difference of something like 10 to 30 pounds in
fidgeting could make a difference between being weight per year.
thin or being overweight. 4. No, you don’t have to worry about your weight.
A: Maybe I should throw away the remote. 5. …they think that people may be born with a
B: Well maybe, because if you have a remote control, tendency to either be fidgety or not fidgety
it keeps you from moving. They also found that 6. The people in the study wore special clothes that
overweight people are less likely to fidget than had sensors in them.
thin people, and that overweight people spend
at least two hours more each day just sitting still.
And, guess what, the extra activity of thinner

Open Forum 1: Transcripts 27

4 Listening Practice A: OK, but why is this more of a problem than a
B Listening for Main Ideas (p. 57) zebra’s stress about the next two minutes?
B: Well, Sapolsky points out that it is important for
A = Kellie, B = Gordon your body to react to an immediate crisis. You
A: Let’s turn now to our book reviewer, Gordon Park. know, if you had to run from danger, adrenaline
Each week Gordon gives us suggestions for good and stress hormones could save your life. The
reading about health and wellbeing. What are you problem comes if that reaction never gets turned
going to tell us about this week, Gordon? off. So if you’re worrying about long-term
B: Hi Kellie. I want to talk about a book called Why problems, that means your body could feel like it’s
Zebras Don’t Get Ulcers by Robert Sapolsky. I’ll in an emergency state for a long period of time.
explain the title in a minute, but the book is about Over time, this kind of chronic stress weakens
stress, and, well, I think stress is a topic that most the immune system, increases the risk of heart
of us are concerned about. disease, and makes depression more likely.
A: Oh yes definitely. So, what does the author say A: I see. So, can we do anything about this?
about it? B: The author seems to think so. Some of the
B: Well, basically that there are two different kinds of strategies are ones that you may have heard about
stress. One kind is worse for you than the other. And before. For example, exercise and having a good
guess which kind of stress most people experience? social support system with friends and family. It’s
A: The bad kind! interesting though, he points out that you need to
B: Of course. Now, the author came to his conclusions choose a strategy that works for you. For example,
about stress as the result of working with animals. if you really dislike exercise, then it probably
Sapolsky is a professor of biology and neurology wouldn’t be a good idea to try that to relieve
who has spent about 20 years studying primates in stress because doing something you don’t enjoy
Africa—specifically baboons. could cause more stress.
A: Baboons are a kind of monkey, right? A: I like this idea. It sounds like you would
B: Yes, that’s right. So, Sapolsky studied stress in recommend this book.
animals and then he made some parallels to stress B: Yes, definitely. It gives a lot of interesting and
in humans, and that’s what this book is about. useful information about stress, but the best part
A: Interesting! First, tell us about stress in animals. is that the information is presented in a clear,
B: OK, remember the title of the book is Why Zebras entertaining and often humorous way. You can
Don’t Get Ulcers. Now it’s interesting because learn a lot from it, but it’s not boring.
zebras might feel stress because they are being A: OK, another good book to add to our reading list.
hunted by another animal. Thanks, Gordon.
A: Obviously, that’s stressful.
B: Yes, but the interesting thing is that this kind D Working Out Unknown Vocabulary (p. 58)
of stress is very immediate. It’s about living or
dying within the next few minutes; it’s not about Extract 1
what’s going to happen in the next few weeks, He studied stress in animals, and then he made some
months, or years. But, Sapolsky compares this parallels to stress in humans, and that’s what this book
type of stress that a zebra might experience is about.
to the baboon’s situation, and it’s different. Extract 2
Baboons only need to spend about four hours a Baboons only need to spend about four hours a day
day searching for food, so Sapolsky argues that searching for food. So Sapolsky argues that this gives
this gives baboons a lot of free time to worry baboons a lot of free time to worry about things
and get stressed about things beyond immediate beyond immediate needs and survival.
needs and survival. So, you can see that this is a
different kind of stress. Extract 3
A: Yes. So, our stress is more like the baboons’. So if you’re worrying about long-term problems, that
B: Exactly. A lot of our stress doesn’t come from means your body could feel like it’s in an emergency
things that are essential for our immediate state for a long period of time. And then your body will
survival. Usually it’s more long-term issues like stop taking care of its everyday needs to stay healthy.
money and job worries. Our stress is much less Over time, this kind of chronic stress weakens the
often about whether we’re going to live or die in immune system, increases the risk of heart disease,
the next minute. and makes depression more likely.

28 Open Forum 1: Transcripts

Extract 4 A: First of all, can you summarize the issue for us?
It gives a lot of interesting and useful information about B: Well, as you say, Americans—in the United States—
stress, but the best part is that the information is presented they are less involved in their communities than
in a clear, entertaining and often humorous way. they were in say, 1960. There’s less participation all
around. We get together a lot less, even with friends.
A: Can you give us some examples?
Pronunciation B: Well, one statistic that comes up a lot is
Exercise 1 (p. 59) membership in the PTA: the National Parent
Teacher Association. In the 1950s, almost half
A = Kellie, B = Gordon of parents with children under eighteen were
members of the PTA. They got together and
Extract 1
attended meetings and raised money for their
B: Yes, that right. So, Sapolsky studied stress in
children’s schools. Well, membership in the
animals, and then he made some parallels to
PTA went from fifty percent in the 1950s to
stress in humans, and that’s what this book is
under twenty percent in 1995. And that’s just
about.
one example. The number of people who attend
A: Interesting! First, tell us about stress in animals.
other kinds of public meetings—meetings about
Extract 2 local affairs, such as, I don’t know, improving bus
B: Over time, this kind of chronic stress weakens service, or crime in a neighborhood—has gone
the immune system, increases the risk of heart down by about 60 per cent.
disease, and makes depression more likely. A: It’s like people are less interested in the community.
A: I see. So, can we do anything about this? B: Yes, that’s what it looks like. There’s less interest
in the political process as well. Look at newspaper
Exercise 2 (p. 59) readership, for example. Only about 25 percent of
Interesting. First, tell us about stress in animals. people aged forty and under read a newspaper
Interesting! First tell us about stress in animals. every day. That contrasts with 80 percent of older
Americans. That’s a big difference.
6 Speaking Skills A: It sure is. And what about the number of people
that vote? That’s down too, isn’t it?
Exercise 1 (p.59)
B: Yes, voting is a really very basic measure of
A: I heard a radio program today about a book that
political participation. And voting is way down. At
sounded interesting.
the turn of the century—I mean the last century,
B: Really? What’s it about?
so in 1900—about 85 percent of eligible adults
A: It’s about stress and how to deal with it.
turned out to vote. In the last presidential election,
B: That sounds interesting.
less than 50 percent turned out.
A: Yes, it does. I think I’m going to pick it up.
A: Yeah, I see the problem. But, you’re talking about
B: Well, let me know how it is, OK?
political involvement and involvement in local
organizations, but what about our social lives? You
mentioned that we socialize less as well?
Chapter 8
B: Yes. We socialize less than we used to. In the
Social Studies 1950s, people had friends over to dinner more
often. They visited with their neighbors more
2 Listening Practice often. Generally, people seemed to have a much
better social life back then, than they do now!
B Listening for Main Ideas (p. 62)
A: That’s really interesting. So we’re becoming more
A = Host, B = David Lee isolated from each other.
A: According to sociologists, American society has B: Yes.
changed dramatically over the last two generations. A: But is this such a big deal? I mean, you might say,
Statistics show that we are much less involved in “So what?” Are these kinds of social connections
our communities than we used to be, and here to between people really important? I mean, these
discuss what this might mean for our society is days, we have the telephone, we have the Internet…
sociologist David Lee. Welcome to the program. B: Yes. The telephone has replaced face-to-face
B: Thank you. contact a lot. But informal social connections are
actually very important.

Open Forum 1: Transcripts 29

A: Why? A: Do you go to neighborhood meetings?
B: There’s a high correlation between social B: No, I’m afraid I don’t. I know I should, but, you
connections in a community and crime, for know, it’s always easier to do something else.
example. The more people know one another’s A: How often do you visit with friends and family?
name in a community, the less crime there is. B: Family, all the time. My sister lives across the
A: I suppose that makes sense. Everybody knows street, so we see her almost every day. I see my
who you are. dad a couple of times a week. He lives pretty
B: Yep. And people living in communities where close.
there are a lot of social connections tend to live A: What about friends?
longer. They have better health, and they’re B: We get together with friends about once a week.
generally happier. We usually go out for dinner.
A: Wow. So I guess there is a need to make people A: Hi, we’re doing a survey on social involvement—how
feel more connected to their communities. But involved people are with their local communities.
how would you do that? Would you mind answering a few questions?
B: That’s the million-dollar question! Well, one way C: Not at all.
would be to encourage people to volunteer more. A: OK. Let’s see… First of all, how many of your
Volunteering is a great way to get involved in the neighbors’ first names do you know?
world around you and build connections with C: First names? Let me see. There’s Don and Nancy,
other people. and Jack and Barbara, and Lourdes, Sammy,
A: Maybe we should just all hold block parties and Gerry, and what’s her name…across the street.
get to know our neighbors! That’s about it. How many is that? Seven? Eight?
B: Absolutely. Why not? A: Seven
C: There’s others that I see pretty often, but I don’t
D Focus on the Listening Skill (p. 63) know their names.
A: OK. That’s fine. How often do you attend parades
See underlined extract from the interview above. or festivals?
C: You mean in a year?
A: Yeah, let’s say in one year.
4 Listening Practice.
C: Well, we usually go to the Cinco de Mayo festival,
B Listening for Main Ideas (p. 66) and the Fourth of July parade, then there’s usually
a music festival in the park in the summer. I’d say
A = Interviewer, B = Kevin, C = Lorraine, D = Jay we go to three or four every year.
A: Hi. We’re doing some research on social A: OK. Do you volunteer?
involvement. We want to find out how involved C: Yes. I volunteer at my kid’s school. I’m in the PTA.
people are with their local communities. We’d like I edit their newspaper and we help them out with
to ask you a few questions. Do you have a minute? maintenance work on weekends. That’s about all
B: Yes, OK. If it’s short. we have time for.
A: It won’t take long. First, How many of your A: Do you sign petitions?
neighbors’ first names do you know? C: Depends what they’re for! But, yes, if I agree with
B: My neighbors? Oh, lots. Let me see… I’d say about the issue, I’ll sign a petition, yes.
ten. Maybe more. I’ve been in my home for a long A: What about neighborhood meetings?
time, so I know them all. C: Actually it’s funny you should ask that because
A: OK. How often do you attend parades or festivals? I just went to one last night! I went to a meeting
B: Not often. I did when the kids were younger, but about improvements to the park down the street.
now they’re not interested. Let’s say, once a year. A: How often do you visit with your family?
Maybe even less. C: Well, my parents and my brothers all live far away,
A: Do you volunteer? so we only get to see them once a year.
B: Yeah. We do a lot of fund-raising for the local A: How often do you get together with friends?
hospital, for arts programs for kids and so on. My C: I don’t know, probably a couple of times a week.
wife is very involved in that. We do concerts at Maybe a bit more than that.
Christmas, that kind of thing. A: We’d just like to ask you a few questions.
A: Do you sign petitions? D: OK.
B: Sometimes, yes. But not often. I prefer to have A: How many of your neighbors’ first names do you
more information before I sign things. know?

30 Open Forum 1: Transcripts

D: Not many, because I just moved to this apartment. 6 Speaking Skills
There’s a guy next door, I think his name is Tom. Exercise 1 (p. 68)
That’s all. I actually never see my neighbors.
A: How often do you attend parades or festivals? A = Interviewer, B = Kevin, C = Lorraine
D: Rarely. There’s a street festival in my
neighborhood in…every summer. I usually go to Extract 1
that because I can’t avoid it. But, I don’t usually go A: Do you go to neighborhood meetings?
to things like that, no. B: No, I’m afraid I don’t. I know I should, but, you
A: Do you volunteer? know, it’s always easier to do something else.
D: No. I give blood at work, sometimes. Or, you
Extract 2
know, I might donate money or something, if
A: OK. Do you volunteer?
there’s a disaster. But I don’t volunteer anywhere.
C: Yes. I volunteer at my kid’s school. I’m in the PTA.
I really don’t have time.
I edit their newspaper and we help them out with
A: Do you sign petitions?
maintenance work on weekends.
D: No. I won’t sign petitions because I don’t know
what they’re about. I vote. That’s how I make my
voice heard.
A: Do you go to neighborhood meetings?
Chapter 9
D: Oh, no. Earth Science
A: How often do you visit with friends and family?
D: Well, I see my mom once a month or so, and my 2 Listening Practice
brother, he lives nearby, so I see him on special
B Listening for Main Ideas (p. 71)
occasions: Thanksgiving and Christmas, things
like that. A = Female Newscaster, B = Male Newscaster
A: What about friends? How often do you see them? A: Well, here’s an interesting story. Have you ever
D: Oh, I’d say almost every night. I go out with been caught in a rainstorm without an umbrella
friends or with people from work. and wondered how to stay driest? Should you run
or should you walk through the rain?
5 Pronunciation B: You mean, like if I’m in a parking lot, it’s raining
and I have to get to the building, will I get less wet
Exercise 1 (p. 67) if I run versus if I walk?
Well my parents and my brothers all live far away, so A: Yes, that’s right.
we only get to see them once a year. B: I’ve always thought it made more sense to run.
A: Well, that seems to make sense. It seems like if
Exercise 2 (p. 67)
you’re out in the rain for a longer period of time
Extract 1 because you’re walking, you’ll get wetter. But, it’s
We’d like to ask you a few questions. a little more complicated. When you run, rain hits
the front of your body more, so then you have to
Extract 2 calculate how much of your body is exposed and
My neighbors? I know them all. for how much time.
Extract 3 B: I guess it is more complicated than it seems at first.
My sister lives across the street, so we see her almost A: And then there’s wind. If it’s windy, it seems like
every day. that would make a difference.
B: I hadn’t thought of that. If the wind is blowing
Extract 4 rain at you, then you’d probably get wetter.
There’s a street festival in my neighborhood. I usually A: Well, some scientists have spent a lot of time on
go to that because I can’t avoid it. this question and they finally have an answer. If
you run in light rain without a lot of wind, you
Extract 5 stay, let’s see… 16% drier.
He lives nearby so I see him on special occasions. B: Only 16 %? I expected more benefit. Maybe it isn’t
worth the effort of running.
A: Maybe not, but there’s more benefit to running if it’s
a heavy rain, especially with a lot of wind. In those

Open Forum 1: Transcripts 31

 conditions you stay 40 to 44% drier if you run. 4 Listening Practice
B: OK, that’s better. So it’s worth running when B Listening for Main Ideas (p. 75)
it’s windy.
A: Yes, and when the rain is heavy. A = Man, B = Regina Garcia
B: What I want to know is, how did they do this A: Good morning and welcome. It’s the final day
research? of our conference on water issues around the
A: Well, at first they did equations to calculate the world. In the past three days, we’ve heard many
different conditions in a rainstorm. Scientists lectures on water and its effect on all of our
worked it out mathematically. But then, two lives, the importance of water, issues with water
scientists in North Carolina decided to actually use, problems with availability of water, and so
do an experiment. First, they went out and on. There’s been a lot to consider. This morning
bought identical clothes—shirts, pants, and our speaker is Dr. Regina Garcia. Dr. Garcia has
hats—then they measured out a 100 meter overseen many successful water projects around
track outside their office building and waited the world. She is going to tell us about a few
for a rain storm. When there was finally a good interesting projects that are going on right now,
rainstorm with wind, they went out and one man and then she will take some of your questions.
walked around the track while the other ran. Welcome, Dr. Garcia.
After they finished, they weighed the clothes to
find out how much water had been absorbed, B: Thank you very much. I’m very happy to be
and they found that the person who ran got less here today. This conference has offered an
wet. His clothes were 40% drier. You know, the incredible opportunity for concerned people
two scientists actually say that the experiment to meet and exchange ideas on these important
was kind of a joke. They weren’t really taking issues.
it seriously. But, in the end, other people were There are many positive water projects in progress
interested in the results. around the world. I’m going to start with a quick
B: That’s interesting! Of course, if you just carry an overview of a few examples and then later we’ll
umbrella, you wouldn’t have to think about any consider them in detail.
of this.
A: Yes, but who always remembers an umbrella? The first is here in the United States, near El
Paso, Texas in a small town called San Elizario.
San Elizario is a very poor town, and until just
D Focus on the Listening Skill recently, the residents did not have a water system
Exercise 1 (p. 72) in the town, so water for drinking, cooking, and
See underlined extract from the conversation above. toilets was difficult to get. A family might typically
have two buckets of water a day to use. This was
for the entire family and would be used for both…
3 Vocabulary cooking and washing.
Exercise 2 (p. 73)
The water authorities had told the town
do business
repeatedly that water and sewage systems
do housework
would be installed, but it never happened.
do a job
Finally, the women of the town had enough,
do the shopping
and they decided to do something about the
do someone a favor
problem. They got together and built a water
make a decision
system for themselves. Obviously, they had
make a list
to learn as they went along. But they built
make a living
things themselves and raised the money
make a meal
throughout the project, and they did it. The lives
make a mistake
of the families in San Elizario have changed
make money
enormously because they now have enough
make a profit
water for everyday activities. People from
nearby towns that still don’t have water systems
have visited the town to get ideas about how
they might set up something similar. This is a
real success story.

32 Open Forum 1: Transcripts

Another example of a successful project is in India—in Extract 2
the city of Calcutta. Now, Calcutta is one of the most The water authorities had told the town repeatedly
populated and polluted areas in India, but on the edge that water and sewage systems would be installed, but
of the city there are some large ponds of sparkling it never happened. Finally, the women of the town had
water called the Calcutta Wetlands. These wetlands had enough, and they decided to do something about
are made from the waste water of the city. The water the problem. They got together and built the system
is not clean enough to drink, but it is clean enough for for themselves.
fish to live in, and the fish provide food for people. The
wetlands also offer some natural scenery in the city. Extract 3
People from nearby towns that still don’t have water
So, how can dirty water, waste from the city, end up as systems have visited the town to get ideas about how
pond water that is healthy enough for fish to live in? they might set up something similar.
Well, it all has to do with algae, you know, seaweed
and tiny plants that live in the water. The algae actually Extract 4
eat the waste, so eventually the water is changed into So, how can dirty water, waste from the city, end up as
cleaner water that fish can live in. pond water that is healthy enough for fish to live in?

The person who figured out how this works and Extract 5
developed the project believes that this simple water- But, people use a lot of water to irrigate their gardens
cleaning system could be used in other places. There is during the summer…
no expensive technology involved. It’s just a matter of
understanding the eco-system and helping it along. So, 6 Speaking Skills
this fairly simple system of cleaning dirty water could
Exercise 1 (p. 77)
potentially be used anywhere in the world.
Now, looking at the world’s water supply, 97.5 percent
The last example is of a simple program in the city of
of the supply is saltwater. Only 2.5 percent of the
Vancouver, in British Columbia, Canada. There, the
water supply is freshwater. Of that freshwater, almost
city has designed and manufactured rain barrels for
three quarters—68.9 percent—is ice, in glaciers, 30.8
residents of the cit. The residents use the rain barrels
percent—that’s almost one third—is groundwater, and
to collect water to water their gardens. Now, this
then just 0.3 percent is in lakes and rivers.
may not seem like a particularly important project—
Vancouver is a city that gets a lot of rain, after all—but
I believe it is indeed important. The main idea behind
this program is to try to make people more aware of
Chapter 10
wasteful water practices. Historically, people didn’t History
feel that water conservation was important since the
city does in fact get a lot of rain. But, people use a lot 2 Listening Practice
of water to irrigate their gardens during the summer,
B Listening for Main Ideas (p. 80)
so the city hopes that this simple program will make
people think a bit more about water use. I think this A = Aidan, B = Sandra
type of program, where people in places that don’t A: Hi.
appear to have major water problems also learn about B: Hi.
water conservation, is becoming more important in A: Are you working on something?
world-wide education about water use. B: Yeah, preparing a presentation for my History
Now, I’ll take a minute to answer any questions so far class.
before we go into these programs in detail. A: What’s it about?
B: It’s about the different people that “discovered”
America.
D Working Out Unknown Vocabulary (p. 75)
A: I thought Christopher Columbus discovered
Extract 1 America.
…so water for drinking, cooking, and toilets was difficult B: Well, not…
to get. A family might typically have two buckets of water A: “In fourteen hundred and ninety two, Columbus
a day to use. This would have been for the entire family sailed the ocean blue.”
and would be used for both cooking and washing. B: Yeah, well, he did. But it turns out that Columbus
wasn’t the first person to get to the New World at all.

Open Forum 1: Transcripts 33

A: Was he the first European? in Europe at that time, about ten times the size of
B: No, not even that. Columbus’s ships. In one expedition they had like
A: Really? Sorry, I don’t mean to disturb you. Do you three hundred ships and twenty eight thousand
want to work? I’ll go. men. Zheng He was in charge. He went all over
B: No, actually it’s OK! Actually, do you mind if I go the Pacific, the Indian Ocean, the Persian Gulf,
over the presentation with you? It would help a lot. Africa, opening up trade and taking treasure from
A: Oh, sure. No problem. Sounds really interesting. different places.
B: Well, my first point is that the Europeans didn’t A: Really?
really “discover” America anyway. The Native B: Yeah. It seems that he might have reached Australia
Americans were already here, so if anyone really as well. And, well, some people believe that he got to
discovered America, it was them. America in 1421, well before Columbus.
A: But then where did they come from? A: Wow! That’s really interesting. Sounds like a good
B: I’ll explain. It seems that the very first people to presentation.
come to the American continent came from Asia, B: Thank you. I need to get some pictures…
across the Bering Strait. They came in from the
North and moved down the American continent, D Focus on the Listening Skill
all the way down to South America. Those people
became the Native Americans, the Aztecs, the
Exercise 1 (p. 81)
Well, Leif Erickson was the most famous. He was
Mayans and the Incas.
a Viking, probably from Norway. He colonized
A: Really? I didn’t know that.
Greenland. And then sometime in the 10th century,
B: Well that was in pre-history, a long, long time ago.
he sailed from the southern tip of Greenland to
But, then I’m going to talk about some of the other
Newfoundland, five hundred years before Columbus.
explorers who reached the New World before
There are remains of a Viking settlement there—in
Columbus did.
Newfoundland I mean.
A: I see.
B: I’m going to talk about two of them in particular. Exercise 2 (p. 81)
A: OK. The Chinese had these beautiful, treasure ships. They
B: Well, Leif Erickson was the most famous. He was were huge, much larger and way more sophisticated
a Viking, probably from Norway. He colonized than anything in Europe at the time, about ten times
Greenland. And then sometime in the 10th the size of Columbus’s ships. In one expedition
century, he sailed from the southern tip of they had like three hundred ships and twenty eight
Greenland to Newfoundland, five hundred years thousand men.
before Columbus. There are remains of a Viking
settlement there—in Newfoundland I mean.
B: And what’s interesting is, Leif Erikson went to 4 Listening Practice
the New World because he’d heard stories about B Listening for Main Ideas (p. 84)
it. So it seems like people did know, or at least
they suspected, that there was land there, even as A = Arnie, B = Grace, C = Melissa
early as the tenth century. In all of the Western A: Our presentation is about Ellis Island. We went
European countries, there were lots of myths and there last week and took a tour, and we’re going
stories about land in the West. It’s understandable to describe some of the things that we found out.
really, because, take Newfoundland, for example. First, Grace and I’ll talk about the process—what
It’s not all that far from Western Europe. it was like for immigrants to go through Ellis
A: I never realized that, but it makes sense. Island—and then Melissa’s going to talk about
B: But then apart from the Western Europeans, there her family’s experience doing research into her
was the Chinese. background. OK? So, let’s go to Grace first.
A: The Chinese? Really? B: Hi. I’m going to talk about the first part of the
B: Yeah. The most famous Chinese explorer was process of going through Ellis Island, the different
Zheng He. He was a very powerful commander stages that the immigrants had to go through.
in the Chinese army, during the Ming dynasty. It
OK. First, one important thing to remember is
was the golden age of Chinese exploration—the
that Ellis Island was only used for the poorest
early fourteen-hundreds. The Chinese had these
immigrants: the third class passengers. The first and
beautiful, treasure ships. They were huge, much
second class passengers were processed on the ship.
larger and way more sophisticated than anything

34 Open Forum 1: Transcripts

 Then they were taken to the docks, where they got station. And the third lane was down the stairs to
off, and then the ship would sail on to Ellis Island, the area where people were waiting. There was
with the third class passengers still on board. a post there that was called “The Kissing Post”
because that was the scene of so many reunions.
When they finally landed at Ellis Island, they’d
Husbands met their wives, and fathers met their
put on all the clothes they owned, because they
children they hadn’t seen in years. And then the
were allowed to bring in only one bag with their
immigrants went off to start a new life.
possessions from the old country. People brought
in all kinds of things! Like, you would see musical So now I’m going to let Melissa talk about her
instruments, or samovars—pots for making tea. family’s experience tracing their ancestors.
Some people brought earth from the old country
C: Well, my great-grandfather came in from Ireland,
too, or plants—vines for example, for growing
and my aunt Joan actually used Ellis Island
grapes.
records to do research and find out where he
Then the first place they got to was the dining came from. So, I’m going to talk a bit about that.
hall, where they were givena meal that…it was
Basically what they have at Ellis Island is the ship’s
paid for by the steamship companies. People who
records and the immigration information of every
came through Ellis Island always remember the
arriving passenger, with like, the date that they came
meal. The food was apparently quite good, but it
in, their age, and the town they came from. So, if you
was also strange for many of them. Some people
know, for example, your ancestor’s name, the year
had never tasted ice cream, or seen an orange or a
they arrived, and where he or she came from, you
banana for example.
can look them up.
And then after that, the inspections began. And
So that’s what we did. My aunt Joan wanted to
Arnie is going to tell you about that part. Arnie?
know more about her grandfather—my great
A: Thank you. OK. After the meal, the passengers grandfather. He died before I was born, but,
would leave their bags and go up a staircase to the apparently, he was a great musician. He’d play
Great Hall and, as they walked past, inspectors the fiddle and sing at family events. Well, Joan
would watch them carefully to see if they were knew that he’d come from Cork, in Ireland, but
weak or sick. If someone was sick, they would she didn’t know where in Cork, because he never
send them to the hospital—there was a hospital spoke about it.
on Ellis Island as well—until they got better. They
So Joan went to the Ellis Island records, and she
also detained children, young women and old
found my great grandfather’s name, and it gave the
people traveling alone. About twenty percent of
name of the town that he came from. So she went to
people were held back, often for health reasons,
Ireland and visited the town a couple of years ago.
but most were released after a day or two, or
She got more information when she was there, and
when someone came to pick them up.
eventually she found a living relative—a cousin—that
In the Great Hall they waited in line for hours, she didn’t know she had. It was great because she
sometimes as long as five hours. They were had always wanted to know more about where their
crowded together, and it was often very hot and grandfather had come from.
very loud—you can imagine—as many as two
B: So, that’s all we have time for, but we hope that
thousand people, all talking in so many languages.
you enjoyed our presentation. Thank you.
Then when they finally got to the top of the line,
the inspectors asked them questions like, “Where
do you come from?” and “Where are you going?” D Working Out Unknown Vocabulary (p. 84)
“Is somebody waiting for you?” That kind of thing.
Extract 1
And there were social workers and interpreters
The first and second-class passengers were processed
waiting with the inspectors, like, helping people
on the ship. Then they were taken to the docks, where
who needed to locate relatives, or whatever.
they got off, and then the ship would sail on to Ellis
Once they got past that part—the questions— Island, with the third class passengers still on board.
people would go into one of three lanes behind
the inspectors. The first lane was for the detention Extract 2
center, if you were being held back. The second Some people brought earth from the old country too,
lane was for the railroad ticket office, for the train or plants—vines for example, for growing grapes.

Open Forum 1: Transcripts 35

Extract 3 Warrick, in Rhode Island, will help you. Ms.
As they walked past, inspectors would watch them Warrick asks, “I’ve heard a lot about the Fibonacci
carefully to see if they were weak or sick. If someone sequence lately. What exactly is it?”
was sick, they would send them to the hospital—there
For an answer, we contacted Professor of
was a hospital on Ellis Island as well—until they got
Mathematics, Dr. James Quist. Hello, Dr. Quist.
better. They alsodetained children, young women, and
Can you tell us a little about the Fibonacci
old people traveling alone.
sequence to answer Ms. Warrick’s question?
Extract 4 B: Well, that’s a great question, especially since the
My aunt Joan wanted to know more about her sequence is around us in so many forms, and
grandfather—my great grandfather. He died before I many people have no idea about it. It’s really very
was born, but apparently he was a great musician. He intriguing once you’re aware of it.
would play the fiddle and sing at family events.
First, what the sequence is. It’s a series of
Extract 5 numbers, and in the sequence, each number is
So Joan went to the Ellis Island records, and she found the sum of the preceding two numbers. In other
my great grandfather’s name, and it gave the name of words, you add two numbers together to get the
the town that he came from. So she went to Ireland and next one. Let’s look at the start of it. The numbers
visited the town a couple of years ago. She got more are one, one, two, three, five, and eight. So, if we
information when she there, and eventually she found a add the first two numbers—one and one—we get
living relative—a cousin—that she didn’t know she had. two, which is the third number. Then, one and two
equal three, which is the fourth number. Then, two
5 Pronunciation and three equal five, which is the fifth number.
And so it continues.
Exercise 1 (p. 85)
1. Our presentation is about Ellis Island. We went A: So, let’s see…each number is the sum of the
there last week and took a tour, and we’re going previous two numbers, and the sequence can just
to describe some of the things that we found out. go on and on?
First, Grace and I’ll talk about the process… B: Yes, that’s right. And, what’s so amazing about
2. When they finally landed at Ellis Island, they’d this is that the sequence shows up around us in
put on all the clothes they owned, because they so many ways. It appears in the natural world.
were allowed to bring in only one bag with their Natural forms tend to reproduce the sequence. For
possessions from the old country. example, flowers, pinecones, or seashells. Look at
3. They were crowded together and it was often the petals on a flower. They’re more likely to be
very hot, and very loud. You can imagine… five petals, than four. The spirals in a seashell also
4. He died before I was born, but, apparently, he involve numbers from the sequence. It’s not as
was a great musician. He’d play the fiddle and easy to see as with flowers, but the measurements
sing at family events. Well, Joan knew that he’d of the spiral are numbers of the sequence. Some
come from Cork, in Ireland… people even mention the human hand when
talking about the sequence. We have two hands,
each of these has five fingers, and each finger has
Chapter 11 three parts separated by two knuckles. All of these
are numbers in the sequence. Maybe it’s just a
Math and Technology coincidence, or maybe not.

2 Listening Practice And, it’s not just in the natural world; it’s also in
the art world. It appears in a lot of art. Probably,
B Listening for Main Ideas (p. 89) the most famous is in the work of Leonardo da
Vinci. You see a lot of spirals in his painting, and
A = Host, B = Dr. James Quist
spirals are the form most associated with the
A: This is Pat Lee and you’re listening to Math
Fibonacci sequence. It also appears in music. One
World. Now, here’s a question: Can you guess
of Bach’s pieces is based on this sequence, in the
how the human hand, the petals of certain kinds
way the musical patterns repeat. Now, it’s not
of flowers, and even some famous paintings could
clear whether Bach did this consciously or not.
be related mathematically? Well, if you have no
idea, our question of the day, from listener Lucy A: Interesting. Who discovered all this?

36 Open Forum 1: Transcripts

B: It was discovered by a mathematician in Italy mathematical model of the orbit of the comet. This
in the early 1200s. His name was Leonardo of is an early example of human computing.
Pisa, but he called himself Fibonacci because
Now, an interesting aspect of this is that
his father’s name was Bonacci. Anyway, he
people quickly realized that dividing the
was an extraordinary mathematician. He
work—division of labor and specializing in
actually introduced the decimal system to other
different tasks—was really important. They just
mathematicians of the time.
couldn’t do the work otherwise. For example,
A: So mathematicians have known about the
a French civil engineer who lived in the late
sequence for a long time?
1700s and early 1800s wanted to prepare
B: Yes. Now, your listener says that she’s heard a
nineteen volumes—so that’s nineteen books—
lot lately about the Fibonacci sequence. It seems
of mathematical tables. He started with a small
like interest in this area kind of comes and goes
group of mathematicians and they divided
in popularity. Lately, it has been more popular.
the work into a series of different tasks. Then
I think it’s great. It’s fascinating, and if it gets
he hired…I think eighty human computers to
people interested in math and numbers, then all
do the work. It still took six years to complete
the better.
the work, but they got it done because they
A: It is fascinating. Thank you so much, Dr. Quist.
divided the work up. Another example of the
B: You’re welcome.
work the human computers did was in the
First World War. Actually they were used in
B Listening for Main Ideas (p. 92) both the First and Second World Wars. Both
sides in the war used human computers. They
A = Lecturer, B = Student 1, C = Student 2 used them to do calculations for maps and
A: OK, so that’s some history in the development of weapons. Now, you’re probably thinking of
the computer. Next week we’ll be talking about these human computers and imagining that
chapters 10 and 11 in your book, so please read they were all talented and very good—good
those. Are there any questions? Yes? at mathematics. One of the things I find most
B: Thanks. I know that this might not be part of this interesting about this is that most of them were
class, but I’m just wondering about before we had not at all experts in math. Many of them only
computers. It seems like people must still have had basic skills. A lot of them were very poor
needed to calculate things. How did they do it and unable to find other work. Also, some of
before we had computers? you might be surprised to learn that a lot of
A: That’s an excellent question, and I’m happy to the human computers were women. In fact, one
answer it. It’s so interesting. Most of us don’t even of the group of three who calculated the orbit
remember what life was like before computers of Halley’s Comet that I mentioned earlier,
and technology became such a part of everyday well, one of the members of that group was a
life. Computers have been with us for so long now woman. So, women were very much a part of
that many people—unfortunately not me—are this work.
just too young to have experienced life before
computers. And many of us who are older have If you find this topic interesting, I’d recommend
simply forgotten what it was like. But, yes indeed, a book called, When Computers Were Human
humans had to work out large calculations before by…let me see… Yes, its Grier, David Alan Grier.
computers…think of all the progress made in C: Could you repeat that please?
astronomy for example…how did they do it? Well, A: Yes, of course. The title is When Computers Were
people did it. Before computers, people did the Human and the author is David Alan Grier. The
computing. They were human computers—people book talks about all the examples I’ve given and
whose job it was to do large calculations. more, and it’s fascinating. He actually got into this
topic because he found out completely by chance
An early example of human computers was that his grandmother had gone to college around
in the mid 1700s. A scientist wanted to make 1920 and received a degree in mathematics. No
a mathematical model of the orbit of Halley’s one in the family knew about this, so he started
Comet. You’ve heard of Halley’s Comet, right? doing research, and that’s how he got into writing
Anyway, this scientist got two of his friends the book. Oh, we’re definitely out of time! I’ll be
to help him, and they worked together, around for few minutes if there are any other
doing calculations, for five months to make a questions. Otherwise, see you next week.

Open Forum 1: Transcripts 37

6 Speaking Skills B: Sure. Let’s say, for example, a couple of young
Exercise 1 (p. 94) guys go out one night and go crazy. They break
into cars, throw rocks through windows, and cause
A = Toby, B = Monica a lot of damage. They are arrested and they plead
A: I think the invention of the computer was the guilty. But here’s the important point: instead of
most important event of the twentieth century. going to prison, the boys meet with the victims
B: You do? I’m not sure I agree. I mean, it was an of the damage, face to face. They meet the people
important invention, but… whose cars and property they destroyed. They
A: But, how many of us can even imagine living have to apologize to each victim and offer to do
without it? Think of all the ways we use computers what they can to repair the damage. For example,
every day. And, what about the Internet, which we they might have to work for a time to pay for the
wouldn’t have without computers? broken windows.
B: Well, maybe, but people did manage to live A: That’s a real old-fashioned way to deal with crime,
without computers for quite a long time. And, isn’t it? It’s like what my parents would have done!
they made a lot of progress. B: Yes, it is. The main thing is to help the offender
A: I see your point, but it was definitely an important realize what he did and to take responsibility
invention. for causing it. And this is really important,
B: Yes, I agree with that. particularly with young people. Many people
working with young offenders will say this: “They
just don’t feel any responsibility.”
Chapter 12
A: Now what about the victims? How does participating
Law in the restorative justice process affect them?
B: It’s often a positive experience, because it allows
2 Listening Practice them to give their side of the story. In particular,
it often helps victims feel less afraid. It helps to
B Listening for Main Ideas (p. 98) meet the offender or offenders—to put a human
face on it.
A = Radio Host, B = Robert Sherman
A: And does this kind of approach help to reduce crime?
A: Nowadays it often seems like the traditional
Does it stop people from committing crimes again?
approach to justice isn’t working. People who
B: It seems to, yes. There’s research that shows that
are convicted of crimes go to prison, but when
restorative justice is often more effective than the
they’re released, they often commit the same,
traditional court process, particularly with young
or worse, crimes all over again. Today we’re
offenders. They are less likely to repeat the crime,
going to hear about an alternative to prison
and if they do get in trouble again, their crimes
for dealing with crime. It’s called restorative
are less serious.
justice. My guest is Robert Sherman. Welcome
A: Now, is restorative justice only used in the United
to the program.
States? Is it an American thing?
B: Thank you.
B: Oh no! There are different kinds of programs
A: First of all, what is restorative justice?
in different countries all over the world. One
B: Well, it’s a different way of dealing with crime.
interesting point is that in some places, restorative
The word restorative comes from the verb to
justice programs are based on traditional systems
restore, and the aim of restorative justice is
that the people have always used. Like, for example,
to restore those who have been injured—to
in New Zealand. They’re using a program called
make things right for the victim and for the
community group conferencing. That’s something
community. So, rather than focusing on the
that the Maori people—the original inhabitants of
offender, and on likepunishing him or her,
New Zealand—have used for years.
restorative justice focuses on the crime. What
A: Really?
was done? Who was hurt by it? How can we
B: Yes. Native Americans also had a similar way
make it right? And then we get the offender
of dealing with crime. So, although it’s a new
involved in making it right both for the victim
movement, it’s got old roots.
and for the community.
A: All right. Well, when we come back, we’ll be taking
A: Can you give me an example?
some calls from listeners, and the number to call is…

38 Open Forum 1: Transcripts

D Focus on the Listening Skill (p. 99) A: OK. Go on.
B: Well, a few weeks later I showed it to a friend
A = Radio Host, B = Robert Sherman who knows something about art, and he saw the
signature, and he said, “Wait a minute! This was
Extract 1 painted by Walter Mitchell!” I did some research,
A: That’s a real old-fashioned way to deal with crime,
and apparently the artist is famous, and the
isn’t it? It’s like what my parents would have done!
painting could be worth about as much as ten
B: Yes, it is. The main thing is to help the offender
thousand dollars.
realize what he did and to take responsibility for
A: Wow!
causing it.
B: So my question is, did I steal this paining? I
Extract 2 mean, they threw it out, but now I know it’s worth
B: They break into cars, throw rocks through something, and I’m worried about it.
windows, and cause a lot of damage. They are A: And so you want to know if you’re breaking the
arrested and they plead guilty. But here’s the law by keeping it?
important point: instead of going to prison, the B: Yes.
boys meet with the victims of the damage, face A: OK. Let’s ask our legal expert here, Sarah Cole.
to face. They meet the people whose cars and Sarah, what do you think?
property they destroyed. C: Well, I think there’s an ethical question here. But
there’s no legal issue. Legally, you can keep the
Extract 3 painting as long as it was definitely thrown away
A: Now what about the victims? How does by the owners. You’re saying it was in the trash?
participating in the restorative justice process B: Not in the trash, no, but it was next to the trash,
affect them? with a bunch of other stuff: old furniture and junk.
B: It’s often a positive experience, because it allows If no one had taken it, the trash collectors would
them to give their side of the story. In particular, have thrown it in the garbage truck.
it often helps victims feel less afraid. It helps to C: Looks like you were very lucky.
meet the offender or offenders—to put a human A: But wait a minute. You said there was an ethical
face on it. question?
C: Well I do think there’s an ethical aspect here. And
Extract 4
that is, you know who the original owners are. So
B: There are different kinds of programs in different
you could give the painting back to them.
countries all over the world. One interesting point
A: But they threw it away. They didn’t want it.
is that in some places, restorative justice programs
C: Yes! But do you think they knew what it was
are based on traditional systems that the people
worth? And do you think they would have thrown
have always used.
it out if they knew what it was worth?
B: I see your point.
4 Listening Practice C: So, legally, the painting is now Patty’s. But
B Listening for Main Ideas (p. 102) ethically, I think the right thing to do would be to
return the picture. But it’s up to Patty.
A = Host, B = Patty, C = Sarah Cole, D = Andrew A: So, it’s up to you, Patty. Not an easy decision to make.
A: Hello, and welcome to It’s the Law—the show B: No, it’s not easy at all. But thank you for the help.
where listeners call in with legal questions. The A: All right. Andrew, from Portland, Maine, is on the
number to call is (1-800) 563-2677. Now, let’s line. Andrew?
hear from our first caller, Patty of Santa Barbara, D: Yes. I have a problem. I’m renting a house with
California. Patty? You’re on the line. two floors, and there’s a hole in the staircase.
B: Yes, I have a problem. I was walking past my A: A hole in the staircase? Indoors or outdoors?
neighbor’s house a few months ago and there was D: It’s indoors, going up to the second floor.
a bunch of stuff put out on the sidewalk in front of C: How big is it?
the house, on the curb, with the trash. You know, D: Not very big, but you could put your foot through
free stuff. I saw a piece of art that I liked, and it it if you didn’t know it was there. I mean, we walk
was in good condition, so I picked it up and took around it, but I’m worried that if we have guests,
it home. It was an oil painting—a seascape—and it and someone doesn’t know about it…
was signed. A: So if someone gets hurt, would Andrew be held
liable. I mean, would he be responsible for the injury?

Open Forum 1: Transcripts 39

C: Well, there are definitely liability issues here. 5 Pronunciation
Have you told the landlord about the hole? Exercise 1 (p. 104)
D: Yes, I’ve talked to him about it. 1. How big is it?
C: How long ago did you tell him? And did you put it 2. How long ago did you tell him?
in writing? 3. Whose liability is it?
D: I’d say it was about a month ago, but not in
writing, no. I just told him about it. Exercise 2 (p. 104)
C: OK. I’d say, well, here’s one thing you can do. You 1. What did Patty find on the curb?
need to put a warning sign on the stairs so that 2. How did she know it was valuable?
people know to go around the hole. You are legally 3. How much was it worth?
obligated to warn visitors of dangers such as holes 4. What was the problem in Andrew’s house?
in stairs, or broken windows, or whatever. 5. What should Andrew do?
D: OK.
C: And then you need to notify your landlord again,
6 Speaking Skills
this time in writing. Tell him what you’ve told me,
and mention that you are worried about liability.
A = Host, B = Patty, C = Sarah Cole
You don’t want to be held responsible if someone
gets injured. Exercise 1 (p. 104)
A: Whose liability is it? B: So my question is, did I steal this paining? I
C: If the landlord was clearly told about the hole and mean, they threw it out, but now I know it’s worth
hasn’t done anything about it, then he is liable. something, and I’m worried about it.
But you could be held liable if the landlord claims A: And so you want to know if you’re breaking the
you never told him about it. Or if someone said law by keeping it?
they weren’t warned. B: Yes.
D: Thank you very much. A: OK, let’s ask our legal expert here, Sarah Cole.
C: You’re welcome. Sarah, what do you think?
A: That’s all we have time for today. Next week, we look C: Well, I think there’s an ethical question here. But
at consumer law. What happens when you buy… there’s no legal issue. Legally, you can keep the
painting as long as it was definitely thrown away
D Working Out Unknown Vocabulary (p. 103) by the owners. You’re saying it was in the trash?
B: Not in the trash, no, but it was next to the trash,
Extract 1 with a bunch of other stuff: old furniture and junk.
I was walking past my neighbor’s house a few months If no one had taken it, the trash collectors would
ago, and there was a bunch of stuff put out on the have thrown it in the garbage truck.
sidewalk in front of the house, on the curb, with the C: Looks like you were very lucky.
trash. You know, free stuff. A: But wait a minute. You said there was an ethical
question?
Extract 2
C: Well I do think there’s an ethical aspect here. And
So, legally, the painting is now Patty’s. But ethically,
that is, you know who the original owners are. So
I think the right thing to do would be to return the
you could give the painting back to them.
picture.

Extract 3
You need to put a warning sign on the stairs so that
people know to go around the hole. You are legally
obligated to warn visitors of dangers such as holes in
stairs, or broken windows, or whatever.

Extract 4
And then you need to notify your landlord again, this
time in writing. Tell him what you’ve told me, and
mention that you are worried about liability. You don’t
want to be held responsible if someone gets injured.

40 Open Forum 1: Transcripts

1
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