Exp 11

'''-'11.-a-..-..
1
1t-:1 e111 i oamTI l f:1
1 wish support groups would inform people about addictions and
Present and future Wish compulsiveness.
Use wish + would or could Those groups wish they could have more support from the addicts'
families and friends.
Present Wish
Use wish + past form of the verb.
Alice wishes she had control over her Internet dependence.
Present Wish (verb to be)
Sorne shopaholics wish they were stronger and control their
Use wish + were
compulsive shopping.
Past Wishes
Use wish + had + past participle
1 wish 1 had never gone to that casino.
Past Wishes: Could
1 wish 1 could have said no when they offered me a cigarette the first
Use wish + could have + past
time.
participle
Bibliography:
Ferree, T. & Sanabria, K. (2009). NorthStar 5 listening and speaking (3'd ed.). New York: Pearson Longman.
6
1019/2014 Antonym List: a complete alphabetical antonym list
absence presence
1
accept
1
refuse
1
accurate
1
inaccurate
advantage disadvantage
alive dead
always never
ancient modern
nswer question, query
approval disapproval
approached receded, departed
abundant scarce
admit den y
ad vanee retreat, retire
artificial natural
arrival departure
ascend descend
attack defense
1
attractive
1
repulsive
1
attention
1
inattention
asleep awake
ally enemy
agree disagree
bad good
backward forward, onward
1
bend
1
straighten
1
beautiful
1
ugly
beginning ending
http://www.michigan-proficiency-exams.com/antonym-list.html 1/10
1
below
1
above
1
bent
1
straight
1
big
1
small, little
blunt sharp
better worse
best worst
blame praise
bless curse
bitter sweet
borrow lend
bravery cowardice
build destroy, demolish
bold timid, meek
bright dull
broad narrow
clear vague, cloudy
careful rush, careless
1
calm
1
troubled
1
capa ble
1
incapable
captivity freedom, liberty
cellar attic
cheap dear, expensive
el ose distant
clever stupid
1
cold
1
hot
1
combine
1
separate
clockwise anti-clockwise
correct incorrect
conceal reveal
come go
common rare
comfort discomfort
courage cowardice
cruel kind
courteous discourteous, rude
cunning simple
dainty clumsy
danger safety
1
dark
1
light
1
deep
1
shallow
decrease increase
definite indefinite
demand supply
despair hope
disappear appear
1
disease
1
health
1
discourage
1
encourage
dismal cheerful
doctor patient
dry wet
dull clear, bright
dusk dawn
early late
easy difficult
ebb flow
1
East
1
West
11 1
1
economise
1
waste
1
encourage
1
discourage
entran ce exit
employer employee
empty full
excited calm
end beginning
expand contra et
expensive inexpensive, cheap
export import
exterior interior
externa! interna!
fail succeed
false true
feeble sturdy, strong, powerful
foolish wise
fast slow
few many
famous unknown
forelegs hind legs
fat thin
1
find
1
lose
first last
1
freedom
1
captivity
1
fold
1
unfold
frequent sel dom
forget remember
1
found
1
lost
1
fresh
1
stale
1
friend
1
enemy
fortunate unfortunate
frank secretive
full empty
generous mean
gentle rough
gather distribute
glad sorry
gloomy cheerful
giant dwarf, pygmy
granted refused
great minute, small, little
guardian ward
guest host
guilty innocent
1
happy
1
sad, miserable
1
hard
1
soft
harmful harmless
hasten dawdle
hate love
healthy unhealthy, ill, diseased
here there
1
heavy
1
light
1
height
1
depth
he ro coward
hill valley
horizontal vertical
hinder aid, help
honest dishonest
hum ble proud
hunger thirst
imitation genuine
immense tiny, minute
imprison free
in elude exclude
increase decrease
inhabited uninhabited
inferior superior
inside outside
intelligent unintelligent, stupid
1
inhale
1
exhale
1
interior
1
exterior, outside
1
interesting
1
uninteresting, dull
interna! externa!
intentional accidental
join separate
junior senior
justice injustice
king subject
knowledge ignorance
laugh cry
lawful unlawful
lazy industrious, energetic
1
land
1
sea
landlord tenant
large little, small
1
last
1
first
1
lawyer
1
client
lecturer student
lender borrower
lengthen shorten
left right
less more
light dark, heavy
like dislike, unlike
likely unlikely
leader follower
little large, much, big
lofty lowly
long short
loud soft
loss find, win
1
low
1
high
1
loyal
1
disloyal
mad sane
magnetize demagnetize
master servant
mature immature
maximum minimum
1
me
1
yo u
1
merry
1
mirthless, sad
minority majority
miser spendthrift
1
misundersta nd
1
understand
1
narrow
1
wide
near far, distant
neat untidy
new cid
night day
noisy quiet
1
North
1
South
1
obedient
1
disobedient
odd e ven
offer refuse
open shut
optimist pessimist
out in
parent child
past present
patient impatient
pea ce war
permanent temporary
pi ea se displease
plentiful scarce
poetry prose
possible impossible
poverty wealth
powerful feeble, weak
1
polite
1
impolite, rude
1
priva te
1
public
1
prudent
1
imprudent
pretty unsightly, ugly
pu re impure
qualified unqualified
rapid slow
regularly irregularly
rich poor
right wrong, left
rigid pliable, soft
rough smooth
satisfactory unsatisfactory
security insecurity
scatter collect
serious trivial
second-hand new
1
sen se
1
nonsense
1
shopkeeper
1
customer
singular plural
simple complicated
slim thick, stout
salid liquid
sober drunk
1
speaker
1
listener
1
sour
1
sweet
sorrow joy
sow reap
stand lie
straight crooked
strong weak
success failure
sunny cloudy
take give
tall short
1
ta me
1
wild
1
teacher
1
pupil
thick thin
tight slack, loose
top bottom
transparent opaque
truth untruth, lie
up down
vacant occupied
valuable valueless
victory defeat
virtue vice
visible invisible
voluntary compulsory
vowel consonant
wax wane
wisdom folly
within without
Here are the differences:
ldentifying Adjective Clauses Non-identifying Adjective Clauses
They are used to modify specific nouns
and pronouns.
They can be introduced by the words:
who, whom, which, that, whose, where,
and when.
They are not set off by commas.
The information they provide is necessary
to get the meaning of the sentence.
Examples:
Dr. Samuels is a therapist who works
with timid and shy people to help them
overcome their anxiety.
We interviewed Dr. Samuels whose book
was presented in our show.
Bibliography:
They are used to describe the noun.
They are used with relative pronouns: whom,
who, which, whose, and the words where
and when.
They cannot go with that
They are set off by commas.
The information is extra, not necessary though.
Examples:
The book Once Bitten Twice Shy, which was
written by Dr. Samuels, was a bestselling last
year.
Studio A, where we interviewed Dr. Samuels,
is now closed for redesigning.
Ferree, T. & Sanabria, K. (2009). NorthStar 5 listening and speaking (3'd ed.). New York: Pearson Longman.
5
4.1 ldentifying main ideas, details, attitudes, stress patterns
As you remember, in the last topic we learned to identify main ideas in reading and listening. Remember that the main idea is
the central thought or essence of the speech. We can also check for details and attitudes.
In thi s topic we will include stress patterns. Stress patterns are the different forms of stressing a syllable in pronunciation. lt
depends on how many syllables a word has.
For example:
One svllable word Two svllable word
Go Stu dy
Sleep De tail
Since it is a one syllable word all the word For two syllable words, the stress can go
has to be stressed. either in the first syllable or in the second.
Three svllable word Four syllable word
Em plo yee Phi lo so phy
Com pu ter Po li ti cian
For three syllable words, the stress can go For tour syllable words, the stress goes
in the first, second or third syllable. only in the second or third syllable.
4.2 Making predictions, expressing and supporting opinions with metaphors
In this topic you will be asked to make predictions, but... what is a prediction?
A prediction is a claim that something will happen in the future. Let us check an example:
Look at the pictures and try to find out what this section is going to be about.
1019/2014
Conjugation of teach verb in English with
Simple forms
Indicative
Present
1 teach
you teach
he/she/it teaches
we teach
you teach
they teach
Compound forms
Past participle
having taught
Indicative
PrasentconVnuous
1 am teaching
you are teaching
he/she/it is teaching
we are teaching
you are teaching
they are teaching
Past conVnuous
1 was teaching
you were teaching
he/she/it was teaching
we were teaching
you were teaching
they were teaching
Past perfect continuous
1 had been teaching
you had been teaching
he/she/it had been
teaching
we had been teaching
you had been teaching
they had been teaching
Pre te rite
1 taught
you taught
he/she/it taught
we taught
you taught
they taught
Prasent perfect
1 have taught
you have taught
he/she/it has taught
we have taught
you have taught
they have taught
Past perfect
1 had taught
you had taught
he/she/it had taught
we had taught
you had taught
they had taught
Future perfect continuous
1 will have been teaching
you will have been teaching
he/she/it will have been
teaching
we will have been teaching
you will have been teaching
they will have been teaching
Infinitive
to teach
Participle
Present
teaching
Imperative
tea ch
let's teach
tea ch
Past
taught
In English, the conjugated forms are the same for the
fol/owing persons: you, we and they.
In English, the conjugated fonns are the same for the
fol/owing persons: you, we and they.
Futura
1 will teach
you will teach
he/she/it will teach
we will teach
you will teach
they will teach
Future continuous
1 will be teaching
you will be teaching
he/she/it will be
teaching
we will be teaching
you will be teaching
they will be teaching
Futura perfact
1 will have taught
you will have taught
he/she/it will have taught
we will have taught
you will have taught
they will have taught
PresentperfectconVnuous
1 have been teaching
you have been teaching
he/she/it has been
teaching
we have been teaching
you have been teaching
they have been teaching
1/2
In arder to use clauses of result you must follow sorne grammar rules. See the structure:
Examples:
Bibliography:
+
adjectlve
adverb
+ that
+
clause of
result
The newest mobile phones are so complicated for me to un-
derstand that sometimes 1 can't even call a contact.
Swine flu spread so quickly that medical communities weren' t
prepared for it.
lt is such a good book that 1 can't put it down.
The play was such a deception that 1 asked for
a refund.
Ferree, T. & Sanabria, K. (2009). NorthStar 5 lstenng and speakng (3rd ed.). New York: Pearson Longman.
Academic Vocabulary List
by
JimBurke
Jim Burke: Visit www.englishcompanion.com for more information.
Teachers may copy for classroom use.
[CATEGORIZED]
Tbe Academic Vocabulary List has been categorized by parts of speech; or
in otber words, into grammatical categories or word groups.
by
RickSmith
Rick Smith: Visit www .englishcompanion.com/pd:fDocs/acvocabulary2.pdf
Teachers may copy for classroom use.
Table of Contents
TABLE OF CONTENTS .................. 2
PREFACE ..................................................................................................................................................... 3
ACADEMIC VOCABULARY LIST .................. 4
WORDLJST ..................................................................................................................... .4
SUFFIXES [FORMING PARTS OF SPEECH] ................ 6
COMMON PREFIXES AND MEANINGS ................................................................................................ 9
COMMON SUFFIXES AND MEANINGS .................. 11
ACADEMIC VOCABULARY LIST ........................................................................................................ 13
COMPLETE WORD LIST WITH PARTS OF SPEECH [ NOUNS, VERBS, ADJECTIYES, ADVERBS] .................. 13
2
Preface
What is the Vocabulary List? The following quotation comes
from Jim Burke's home page.
"A thorough survey of various textbooks, assignments, content
area standards, and examinations yields the following list of words.
Y ou cannot expect to succeed on assignments if you do not
understand the directions. The words fall into several categories,
which are not identified on this sheet: nouns (e.g., What you read
or create); verbs (e.g., What the assignment asks you to do);
adjectives (e.g., specific details about what you must do); and
adverbs, which provide very important information about how to
do the assignment."
The Academic Vocabulary List can be obtained from:
www.englishcompanion.com
U pon arriving at Mr. Burke' s home page, scroll down and click on:
NEW: Academic Vocabulary 2.0 (Expanded)
1 have taken Jim's Academic Vocabulary List (pages 3-4) and
categorized the words into parts of speech (pages 5-34). In
some cases, l've expanded the root to show word usage in
diff erent forms.
The purpose of compiling this list is to make it so the teacher will
be able to take all the words in the Academic Vocabulary List
and put them in a f ormat that will make it easier to in te grate them
into a usable vocabulary program, or just to use in daily lessons.
This format puts all the words' parts of speech at your fingertips.
1 hope this helps you as you help students ! Good luck!
Rick Smith
3
Academic Vocabulary
A thorough survey of various textbooks, assignments, content area standards, and
examinations yields the following list of words. You cannot expect to succeed on assignments if
you do not understand the directions. The words fall into several categories, which are not
identified on this sheet: nouns (e.g., What you read or create); verbs (e.g., What the assignment
asks you to do); adjectives (e.g., specific details about what you must do); and adverbs, which
provide very important information about how to do the assignment.
1 . abbreviate 43. chart 85. correspond 127. essential
2. abstract 44. chronology 86. credible 128. establish
3. according 45. citation 87. credit 129. estimate
4. acronym 46. cite 88. criteria 130. evaluate
5. address 47. claim 89. critique 131. event
6. affect 48. clarify 90. crucial 132. evidence
7. alter 49. class 91. cumulative 133. exaggerate
8. always 50. clue 92. debate 134. examine
9. analogy 51. code 93. deduce 135. example
10. analysis 52. coherent 94. defend 136. excerpt
11. analyze 53. common 95. define 137. exclude
12. annotate 54. compare 96. demand 138. exercise
13. anticipate 55. compile 97. demonstrate 139. exhibit
14. application 56. complement 98. depict 140. explain
15. apply 57. complete 99. derive 141 . explore
16. approach 58. compase 1 OO. describe 142. expository
17. appropriate 59. composition 101. detail 143. extract
18. approximate 60. conceive 102. detect 144. fact
19. argue 61. concise 103. determine 145. factor
20. argument 62. conclude 104. develop 146. feature
21. arrange 63. conclusion 105. devise 147. figurative
22. articulate 64. concrete 106. diction 148. figure
23. aspects 65. conditions 107. differentiate 149. focus
24. assemble 66. conduct 108. dimension 150. footer
25. assert 67. confirm 109. diminish 151. foreshadow
26. assess 68. consequence 110. direct 152. form
27. associate 69. consider 111. discipline 153. format
28. assume 70. consist 112. discover 154. former
29. assumption 71 . consistent 113. discriminate 155. formulate
30. audience 72. consistently 114. discuss 156. fragment
31. authentic 73. constant 115. distinguish 157. frame
32. background 7 4. constitutes 116. domain 158. frequently
33. body 75. consult 117. draft 159. general
34. brainstorm 76. contend 118. draw 160. genre
35. brief 77. context 119. edit 161. graph
36. calculate 78. continuum 120. effect 162. graphic
37. caption 79. contradict 121. elements 163. header
38. category 80. control 122. emphasize 164. heading
39. cause 81. convert 123. employ 165. highlight
40. character 82. convey 124. equal 166. hypothesize
41 . characteristic 83. copy 125. equivalent 167. identify
42. characterize 84. correlata 126. essay 168. illustrate
@ Jim Burke Visit www.englishcompanion.com far more information. Teachers may copy far classroom use.
4
169. imitate 219. notice 269. quotation 319. strategy
170. imply 220. objective 270. quote 320. structure
171. inclinad 221. observe 271. rank 321. study
172. include 222. occur 272. rare 322. style
173. incorporate 223. opinion 273. rarely 323. subject
174. indicate 224. oppose 274. reaction 324. subjective
175. indirect 225. optional 275. recall 325. subsequant
176. infer 226. arder 276. reduce 326. substituta
177. influance 227. organiza 277. ref er 327. succinct
178. inform 228. origins 278. reflect 328. suggest
179. inquire 229. outline 279. regular 329. sum
180. i nstructions 230. pace 280. relate 330. summarize
181. integrata 231. paraphrase 281. relationship 331. summary
182. intent 232. participation 282. relevant 332. support
183. intention 233. passage 283. rephrase 333. survey
184. interact 234. pattern 284. report 334. symbolize
185. intermittent 235. perform 285. represent 335. synonym
186. interpret 236. perspective 286. representativa 336. synthesize
187. introduce 237. persuade 287. request 337. table
188. introduction 238. place 288. require 338. techniqua
189. invariably 239. plagiarism 289. requisite 339. term
190. investigate 240. plan 290. respond 340. test
191. involve 241. plausible 291. responsible 341. theme
192. irony 242. plot 292. resta te 342. thesis
193. irrelevant 243. point 293. results 343. timeline
194. isolate 244. point of view 294. re ve al 344. tone
195. italics 245. portray 295. review 345. to pie
196. judge 246. possible 296. revise 346. trace
197. key 247. preclude 297. root 347. trait
198. label 248. predict 298. rule 348. transition
199. likely 249. prefix 299. sean 349. translate
200. list 250. prepare 300. seor e 350. typically
201. literal 251. presume 301. sequence 351. unique
202. loca te 252. preview 302. series 352. utilize
203. logical 253. previous 303. set 353. va lid
204. main 254. primary 304. setting 354. variation
205. margin 255. prior 305. show 355. vary
206. mean 256. probably 306. signal 356. verify
207. measura 257. procadure 307. significance 357. viewpoint
208. metaphor 258. procass 308. si mi le 358. voica
209. method 259. produce 309. skim
210. model 260. profile 310. salve
211. modify 261. project 311. so urce
212. monitor 262. prompt 312. spatial
213. motivation 263. proofread 313. specific
214. narrative 264. property 314. speculate
215. narrator 265. propase 315. stance
216. never 266. prosa 316. standard
217. notation 267. pro ve 317. state
218. note 268. purpose 318. statement
@Jim Burke Visit www.englishcompanion.com for more information. Teachers may copy for classroom use.
5
SUFFIXES [Forming Parts of Speech]
When you are reading, you will come across unfamiliar words. lt is often possible to guess their meanings if you
understand the way words in English are generally formecl. An English word can be divided into three parts: a prefix, a
[root I base word], anda SUFFIX. Pre- means 'before. A prefix, therefore, is what comes before the [root I base word] .
A SUFFIX is attached to the end of the [root I base word]. Many times, a word can be defined when it is known what
the prefix and the SUFFIX mean. Prefixes usually change the meaning of the word. However, a SUFFIX can
change the meaning of the word; it can a/so form the part of speech. Below are groups of SUFFIXES (Multiple
SUFFIXES) that are all usecl in the Academic Vocabulary List. They are llsted under the parts of speech they
form. The bolded SUFFIXES are usually seen more often.
Noun Suffixes Adiective Suffixes Verb Suffixes Adverb Suffixes
-ability -able -ate -ly
-ableness -ac -ated -ably
-acy -al -ates -ably
-a.ge -alent -ating -ally
-al -ancy -aw -antly
-alism -ant -awn -arily
-ality -ard -aws -edly
-alness -ary -ed -entally
-anee -ate -es -entally
-anear -ational -aw -antarily
-ancing -ative -fied -ently
-ancy -atory -fies -erly
-ant -ed -fy -fully
-ants -ent -fying -ially
-ar -er -iate -iately
-ariness -est -iated -ibly
-ate -ful -iates -ibly
-atadnass -iable -iating -ically
-ateness -lal -le -ically
-ation -ible -ing -ically
-ationalism -ic -ion -ily
-ationism -ical -ioned -lng
-ationist -icized -ioning -ingly
-ativeness -led -ions -ingly
-ator -ier -it -ionally
-cy -iest -ivate -ionally
-ed -lly -lze -iously
-adnass -ing -izad -ishly
-ee -Ion -izes -lve
-egy -ion al -izing -ively
-ence -ionalistic -or -ively
-encer -ionary -o red -lessly
-eney -ionist -oring -ously
-ent -ionless -orize -s
-er -lous -ors -ually
-eratanass -ish -ow
-erer -lst -owed
-es -istic -own
6
Noun Suffixes Adjective Suffixes Verb Suffixes Adverb Suffixes
ful lte -ows
-gist -itory -s
-gy -lve -ure
-hood -less -u red
-ia -ly -u res
-ialism -ment -uring
-ialitv -mental -yze
-ialness -ness
-ialist -erial
-ian -ory
-iation OUS
-iator -s
-ibiltiy -'s
-le -ual
-icalness -y
-icism
-icity
-ics
-ler
-ility
-iness
lng
-ion
-ionary
-ioner
-ionism
-ionist
-ism
-ison
-lst
-istic
lty
-ive
-iveness
-ivism
-ivist
-ivity
-ization
-izer
-lessness
-ly
-ment
-mentarity
-ness
-ogy
-oid
DI
-oloav
-or
-oriness
7
Noun Suffixes Adjective Suffixes Verb Suffixes Adverb Suffixes
-ory
-place
-placeness
-ry
-s
-shlp
-sis
-son
-ude
-ure
-y
8
****
COMMON PREFIXES
****
Prefix Meaning(s)
a- without, away, from, not, of, completely
ab- without, away, from
abs- without, from, away
ad- to, toward, addition, increase
af- to
ag- to
ambi- both
amphi- around, both
an- not, in the process of, in a particular state
ana- back(ward)
ant- against, opposite, opposing
ante- befare, preceding
anti- against, befare, opposite, opposed to
apo- awayfrom
at- to
auto- self
be- all over, all around, completely, having, covered with, cause to be
bi- two
cata- down
circum- around
co- together with
com- with, jointly, completely
con- altogether, together with
contra- against, opposed to
cor- together
counter- opposition, opposite direction
de- down, from, reduce, reverse, away, completely, removal
dec- ten
di- apart, through, across, removal
dia- through, across
dis- apart, not, opposite, negation, removal
duo- two
dys- bad
e- away, out
ec- away, out
acto- outside
ef- upward, completely
em- in, out, on, into
en- in, out, on, into
endo- inside
epi- on
equi- equal
ex- away, out, over, upward, completely, previous
extra- beyond, outside
hetera- different, other
hemi- half, partly
hex- six
hexa- six
horneo- sama
horno- same
hyper- above, over, super, beyond, more than normal
hypo- under
9
Prefix Meaning(s)
il- not, without
im- in, not, without, inside
in- in, into, not, without, towards, inside
infra- below
inter- between, among
intra within, inside
ir- not
iso- equal
macro- larga, great, long
mal- bad, wrong
mega- larga, great
meso- middle
meta- beyond
micro- verysmall
mini- small
mis- bad, wrong
mono- one
multi- many
non- not connected with, absent
ob- towards, blocking, against, concealing
oct- eight
of- against, blocking
omni- all
op- aaainst
out- surpassing, exceeding, externa!, away from
over- too much, over, outer
pan- all, overall
pant- all, overall
para- beside
penta- five
per- through, completely done
oeri- around, about
poly- many
post- after
pre- befo re
prime- first
pro- befare, in advance, forward, for, forth, favoring
quad- tour
re- back, again, down
red- back
retro- backward
se- apart
sed- apart
semi- half, partly
sub- under, lower, nearly, aooroximately
super- over, above
supra- above
sym- together, in union
syn- together, in union
tra- across, beyond, different state
trans- across, beyond, different state
tri- three
ultra- beyond, extreme
un- not, reverse
under- too little, below, lower
uni- one
10
****
COMMON SUFFIXES
****
Suffix Meaning(s)
-able able to be, capable of
-ac pertaining to
-acy pertaining to
-age act or oondition
-al having, pertaining to, relating to, like, suitable for
-an personwho
-anee state of being
-ant ene who does, that which
-ar having the quality of, relating to
-arium a place where, repository
-ary placewhere
-ate being, one who, to cause to, to make
-ation the act of
-ble capable of being
-ele little
-dom domain, condition
-ed having the Quality of
-ee person who is
-en to make, made of
-anee quality of, state of being, an act of
-ent ene who does, that which
-er a thing/one which is or does
-ese become, changa
-tic causing or producing
-ful characterized by
-fy to make
-hood state or condition
-ia area, land, state, medical condition
-ial pertaining to
-ian oertaining to
-ible able to be, capable of being
-ic of, characteristic of, pertaining to
-ical like or suitable for
-ice condition or quality
-id state or condition
-ify to make
-ile relating to
-ine of or relating to
-ing activity, action, process
-ion act of, state of being, the process of
-ise to make
-ish like, the quality of
-ism condition/state/Qualitv of, belief/practice
-ist a person who
-ite mineral, rock
-itis inflammation
11
Suffix Meaning(s)
-ity state of, the quality of
-ive the quality of, state of being, the result of, relating to
-ize to make
-le little
-less without
-ly in the manner of, like
-ment state of being, action
-ness condition of, state of
-oid resembling
-ole little
-orna tumor, growth
-or a thing which is or does, that which does an action, a person who
-ory pertaining to, a place for
-ous like, full of, abounding in
-ry state of
-s one that is relatad to
-se/ -ese become, change
-ship condition, state
-sis name of action or its result
-sorne tending to
-tu de condition
-tion the act of
-ty state or condition
-um no defi ned meaning, but modifies the root word
-ure that which pertains to
-ward direction or course
-y full of
-yst a person who
12
List compiled by [ Jim Burke]. Visit www.englishcompanion.com for more information. Teachers may copy for classroom use.
The categorical breakdown of each word compiled by [Rick Smith] www.englishcompanion.com/odfDocs/acvocabulatY2.odf
Frequently Used Words Found In
Speclflc Detalls
Nonlflctlon Wrttlngs (Textbooks, What the Asslgnment How To Do What Has
Assignments, Content Area Standards, and
What You Are Reading
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
Vocabulary Word Nouns Verbs Adjectives Adverbs
abbreviator abbreviate abbreviated
1 abbrevlate I abbrevl-ate abbreviation
abbr. or abbrev.
abstract abstract abstract abstractly
2 abstract I ab-stract
abstractionist abstractionist
abstraction abstraction
abstracted ness abstractedness
accordance accord according accordantly
3 according I ac-cording accordant accordingly
4 acronym I ac-ronym
acronym acronymic
acronvmous
address address addressable
5 address I ad-dress
addresses addressed
addressability addresses
addressee addressing
affect affect
6 affect / af.fect
affecter affected
affectation
affectedness
alterability alter alterable
7 alter I alter
alters
altered
altering
8 always I always always
9 analogy I analogy
analogist analogize analogistic analogously
analogousness analogous
analysis analytic analytic analytically
10 analysls I analysls analyst analytical
analytics
analyze analyzingly
11 analyze I analyze
analyzed
analyzing
analyzes
annotator annotate annotative
annotation annotated
12 annotate I annotate
annotating
annotates
13
List compiled by [@Jim Burke]. Visit www.englishcompanion.com for more information. Teachers may copy for classroom use.
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
anticipation anticipated anticipant anticipatively
13 anticipate I anticipate anticipating anticipative
anticipates anticipatory
14 application I appli-cation
application
applicant
applicability apply applicable applicably
15 apply I ap-ply
applied
applying
applies
approach approach approachable
16 approach I approach
approaches approached
approachability approaching
approachableness approaches
appropriated appropriate appropriate appropriately
appropriating appropriative
appropriates appropriable
17 appropriate I appropriate
appropriateness
appropriator
appropriation
appropriationism
appropriationist
approximateness approximate approximate approximative
18 approxlmate I approxlmate
approximation approximated approximative
approximati ng
approximates
argue arguable arguably
argued
arguing
19 argue I ar-gue
argues
argufy
argufied
argufying
argufies
14
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
argument arg u mentative argumentatively
20 argument / ar-gument argumentation
argumentativeness
arranger arrange arrangeable
21 arrange I arrange
arrangee arranged arranged
arrangement arranging
arranges
articulacy articulate articulate articulately
articu lateness articulated articulated
22 artlculate I ar-tlculate
articulation articu lati ng articulative
articulator articulates articulatory
23 aspects I as-pects
aspe et
aspects
assembler assemble
24 assemble I assemble
assembly assembled
assembling
assembles
assertion assert assertive assertively
assertiveness asserted
25 assert I as-sert
asserting
asserts
assessment assess assessable
26 assess I as-sess
assessor assessed
assessing
assesses
associate associate associate
associates associated associated
associateship associating associates
27 assoclate I assooeloate
associator associates associable
associability associationistic
associationism associative
associationist
15
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
assumer assume assumed assumedly
assumed assuming assumingly
28 assume I as-sume
assuming
assumes
29 assumptlon I assump-tlon assumption
30 audience I auodi-ence audience
authentication authenicate authentic autthentically
31 authentic I au-then-tic
authenticator authenticated
authenticity authenticating
authenticates
32 background I backoground
background background
backgrounder
body body bodily bodily
33 body I bod-y
bodied
bodying
bodies
brainstorm
34 brainstorm I brain-storm brainstormer
brainstorming
brief brief brief briefly
briefs briefed briefer
35 brief I brief briefing briefing briefest
briefer briefs
briefness
calculability calculate calculable calculatedly
36 calculate I calculate
calculatedness calculated calculational
calculation calculating calculative
calculator calculates
caption caption captions
37 caption I cap-tion
captioned
captioning
calJtions
category categorize categorizable categorically
38 category I cat-egory
categorization categorized categorical
categoricalness categorizing categoric
categorizes
cause cause causable
39 cause I cause causabllity causeless
causer
40 character I char-ac-ter
characterlessness characterful characterlessly
characterless
41
characterlstlc I
characteristic characteristically
characteristic
16
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
characterizer characterize characterizable
42 characterlze I charac-terlze
characterization characterized
characterizing
characterizes
chart chart chartable
43 chart I chart
charted
charting
charts
44 chronology I chronolo-gy
chronology ch ronological chronologically
chronologist
45 citation I cMation
citation citational
citatorv
cite
46 cite/cite cited
cites
claim claim claimable
47 claim I claim
claimer claimed
claimant claiming
claims
clarifier clarify
48 clarify I clari.fy
clarification clarified
clarifying
clarifies
class classed
49 class I class classing
classes
50 clue/ clue clue clueless
code code coded
51 code/code
coder coded
coding
codas
coherency cohere coherent coherently
52 coherent I coher-ent
coherence cohered
cohering
coheres
common common commonly
commons commonest
53 common I com-rnon
commoner commonplace
commonage
commonality
commonplaceness
comparison compare comparativa compartively
54 compare I compare
comparer compared
comparator comparing
comparativeness compares
17
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
compiler compile compiled
55 complle I complle
compilation compilad
compiling
compiles
complement complement complementa! complementally
56 complement I complement
complementarity complemented complementary complementarily
complementariness complementing
complementizer complements
completeness complete complete completely
57 complete I comeplete
completar completad completiva
completion completing
completes
composedness compase composed composedly
58 compose I comepose
composer composed
composing
compases
59 composltlon I composMlon compositional compositionally
conceiver conceive conceivably
60 conceive I con-ceive
conceivable conceived
conceivabllity conceiving
conceivableness conceives
61 concise I con-cise
conciseness concise concisely
concision
concluder conclude
62 conclude I con-elude
concluded
concluding
concludes
63 concluslon I con-cluslon
conclusion conclusive conclusively
conclusiveness
concrete concretiza concrete concretely
concreteness concretizad concretionary
64 concrete I con-crete
concretion concretizing
concretism concretizes
concretist
concretization
conditionality conditionable conditionally
65 condlllons I conodl-tlons conditioner conditional
conditioning conditioned
conductibility conduct conductible
conductance conducted conductiva
66 conduct I conoduct
conduction conducting conductorial
conductivity conducts
conductor
conductorship
18
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
contirmabi 1 ity confirm confirmable confirmedly
67 conflrm I conoflrm
confirmar confirmad confirmatory
confirmation confirming confirmational
confirms confirmad
consequence consequent consequentially
68 consequence I con-seoquence
consequentiality consequential consequently
consequential ness
consequentialism
considerar consider considerable considerably
69 conslder I consld-er
consideratanass considerad considarate considerately
consideration considering considerad considering
considers
consistency consist
70 consist I con-sist
consistence consisted
consisting
consists
71 conslstent I con-slstent consistent
72 consistently I con-sistently consistently
constants constant
73 constant I con-stant constancy constantly
constantive
constituter constitute constitutiva constitutively
74 constltutes I con-stlotutes
constituted
constituting
constitutes
consult consult consultable
75 consult I con-sult
consultation consultad
consulter consulting
consults
contender contend
76 contend I con-tend
contended
contending
contends
context contextualiza contextual contextually
77 context I con-text
contextualization contextualizad
contextura contextualizing
contextualizas
78 contlnuum I con-tlnuum continuum
contradicter contradict contrad ictable contradictively
79 contradict I contra-dict
contradictiveness contradicted contradictive
contradicting
contradicts
19
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
controllability control controllable controllably
80 control/ con-trol
controlled controlled
controlling
controls
convert convert
81 convert I con-vert
conversion converted
converting
converts
conveyance convey conveyable
82 convey I con-vey
conveyancer conveyed
conveyancing conveying
conveyor conveys
copyist copy
83 copy I COP"Y
copied
copying
copies
corre late corre late correlatable
84 correlate I correlate
correlator correlated correlational
correlation correlating
corre lates
correspondence correspond
85 correspond I cor-re-spond
corresponded
correspondi ng
corresponds
86 credlble I credlble credibleness credible credibly
creditability credit creed al creditably
87 credit I credit
creditableness credited creditable
crediting
credits
88 criteria I crioteria
criterion criterial
criteria
critique critique
89 critique I crlollque
criticism critiqued
critiquing
critiques
90 crucial I cru-cial crucial crucially
cumulativeness cumulate cumulative cumulatively
91 cumulative I cumulative
cumulation cumulated
cumulating
cumulates
debate debate debatable debatably
92 debate I deobate
debater debated
debating
debates
20
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
ded uci bi lity deduce deducible
93 deduce I de<luce
deducibleness deduced
deducing
deduces
defender defend defendable
94 defend I defend
defendant defended
defending
defends
definability define definable definably
95 define I de.fine
definement defined
definer defining
defines
demandar demand demandable
96 demand I demand
demandad
demanding
demands
demonstration demonstrate demonstrationist
97 demonstrate I dem-on-strate
demonstration ist demonstrated
demonstrati ng
demonstrates
depicter depict depictive
98 depict I deepict
depiction depicted
depicting
depicts
deriver derive derivable
99 derive I derive
derived
deriving
derives
describer describe describable
100 describe I de-scribe
description described descriptiva
describing
describes
detail detail detailed
101 detai 11 deotai 1
detailer detailed
detailing
details
detectabi 1 ity detect detectable
102 detect I de-tect
detection detectad detective
detecting
detects
determinar determine determ in istic determinedly
103 determine/ de
0
ter
0
mine
determinism determinad determinad
determinist determining
determindedness determines
21
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
developer develop developable developmentally
104 develop I develop
development developed developed
developing developing
develooes developmental
devisee devise devisable
105 devise I de-vise
deviser devised
devising
devises
106 diction I dic-tion
diction
dictionary
dictional dictionally
d ifferentiation differentiate
107 dlfferentlate I dlfofer-entloate
d ifferentiator differentiated
differentiati ng
differentiates
dimensionality dimension dimensional dimensionally
108 dimansion I dimansion
dimensionad dimensionless
dimensioning
dimensions
diminishment diminish diminished diminishingly
109 dlmlnlsh I dlmlnlsh
diminished diminishable
diminishing
diminishes
directness direct direct directly
11 o diract I diract
directed directed
directing
directs
disciplinar discipline disciplinable disciplinarily
111 dlsclpllne I dls-clpllne
d iscipl i narity disciplinad disciplinal
disciplining disciplinad
disciplines disci pi inarv
discoverer discover discoverable
112 discover I dis-cov-er
discovery discovered
discovering
discovers
discrimination discriminate discriminating discriminately
113 dlscrlmlnate I dls-crlmlnate
discriminator discriminated discriminational discriminatingly
discriminating discriminative discriminatively
discriminates discriminatory discriminatorily
discusser discuss discussable
114 discuss I dis-cuss
discussant discussed discussionable
discussion discussing
discusses
22
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
distinguisher distinguish distinguishable disti ng u ishably
115 dlstlngulsh I dls-tlnogulsh
distinguished distinguished
distinguishing distinguishing
distinguishes
116 domain I do-main domain
draft draft draftable
117 draft I draft
draftee drafted
drafter drafting
drafts
drawing draw drawabla
118 draw /draw
drawer drew
drawee drawn
draws
edition edit edited
119 edlt I edlt
editor editad
editing
edits
effecter effect effectible effectively
120 effect I ef.fect
effectiveness effected effective
effectivity effecting
effects
121 elements I eloements
elements elemental elementally
elementariness elementarv elementarily
emphasis emphasize emphatic emphatically
122 emphaslze I emphaslze
emphasized
emphasizing
emphasizes
employability employ employable
123 employ I em-ploy
employee employed
employer employing
employment employs
equalizer equal equal equally
124 equal I eoqual
equality equaled
equaling
equals
125 equlvalent I eoqulv-alent
equivalenca
equivalency
equivalant aquivalantly
essayist essay essayistic
126 essay I es-say
essayed
essaying
essays
23
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
essentiality essential essentially
essentials
127 essentlal I essen-tlal essential ness
essentialism
essentialist
establisher establish established
128 establlsh I es-tabllsh
establishment established
establish mentarian establishing
establishmentarianism establishes
estimator estimate estimativa estimably
129 estimate I estimate
estimation estimated estimable
estimableness estimating
estimates
evaluator evaluate evaluativa
130 evaluate I evalu-ate
evaluation evaluated
evaluating
evaluates
131 event I event
aventar
eventfulness
eventful eventfully
evidence evidenced
132 evldence I evlodence evidencing
evidences
exaggerator exaggerate exaggerative exaggeratedly
133 exaggerate I ex-aggerate
exaggeration exaggerated exaggeratingly
exaggerating
exaaaerates
examinee examine examinable
134 examine I exoamlne
examinar examined
examining
examines
example example
135 example I exoample
exampled
exampling
examples
excerpt excerptible
136 excerpt I exoeerpt excerption
excerptor
excludabi lity exclude excludable
137 exclude I ex-elude
excluder excluded exclusionary
exclusion excluding
excludes
exercises exercise exerciser
138 exercise I exoercise
exerciser exercised
exercising
exercises
24
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
exhibits exhibit exhibitory exhibitively
exhibition exhibited exhibition istic
exhibitar exhibiting axhibitive
139 exhibit / exhibit exhibitor exhibits
exhibitioner
exhibitionism
exhi bitionist
explainar explain explainable explanatori ly
140 explain I ex1Jlain
explanation explained explanative
explaining explanatory
explains
explorer explore exploratory
141 explore I exeplore
explorad
exploring
explores
142 expository I expository
expositor exposit expository
exposition expositive
extraction extract extractive
143 extract I extract
extractor extractad
extracting
extracts
fact factual factually
facticity
facto id
144 fact /fact factuality
factualness
factualism
factualist
factor factor factorabla
factors facto red
145 factor I facotor factorability factoring
factors
factorize
featura feature featureless
146 feature I fea-ture
featured faatured
featuring
features
147 flguratlve I flguratlve figurativeness figurativa figuratively
figure figures figurative figuratively
148 figure figure figures figured
figurativeness figuring
25
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
focus focus focusable
focuser focused fo cu sed
focalization focusing
149 focus I focus
focuses
focalize
focalized
focalizing
focalizes
footer footed
150 footer I foot-er footing
footings
foreshadower foreshadow
151 foreshadow I foreshad-ow
foreshadowed
foreshadowing
foreshadows
form form formable formatively
152 form /form
formation formed fomational
formativas forming formativa
forms
formats format formational formatively
153 format J for-mat
formation formatted formativa
formatting
formats
154 former I for-rner former former formerly
formulation formulate
155 formulate I for-mulate
formulator formulated
formulating
formulates
fragment fragmentize fragmenta! fragmentarily
156 fragment I fragment
fragmentation fragmentized fragmentary
fragmentizing fragmentad
fragmentizes
frame frame frameable
157 trame I frame
framer framed
framers framing
trames
frequentation frequent frequently
158 frequently I freequently
frequenter freqentative
frequentness
frequency
26
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
general generaliza general generally
generalness generalizad
generalcy generalizing
159 general I gen .. ral general ization generalizas
generalist
generality
generalship
160 genre I genre genre
graph graph
161 graph I graph
graphed
graphing
graphs
162 graphic I graphic
graphicness graphic graphically
graphical
163 header I head-er
header
headers
164 headlng I heading
heading heading
headings
highlight highlight
165 hlghllght I hlghllght
highlighter highlighted
highlighting
highlights
hypothesizer hypothesize
166 hypothesize I hypoth .. -size
hypothesized
hypothesizi ng
hypothesizes
identifiability identify identifiable identifiably
167 ldentlfy I lodenotlofy
idantifier identified
identifying
identifies
illustrator illustrate illustratable illustratively
168 illustrate I ilolusotrate
illustration illustrated illustrational
illustrating illustrative
illustrates
imitator imitate imitational imitatively
169 lmltate / lmlotate
imitation
imitativeness
imitated imitativa
imitating
imitates
imply implied
170 imply / imeply
implied
implying
implies
27
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
incliner incline inclinational
171 lncllned / ln-cllned
inclination inclinad inclinable
inclining
inclines
includedness include includable inclusively
172 include I in-elude
inclusion included included
inclusiveness including inclusionary
includes inclusive
incorporation incorporate incorporate
173 lncorporate / ln-corporate
incorporator incorporated incorporable
i ncorporati ng incorporative
incorporates
indicator indicate indicatable indicatively
174 indicate I in-di-cate
indication indicated indicatory
indicating indicativa
indicates indicational
175 indirect I inodirect
indirectness indirect indirectly
indirection
inferrer infer inferable inferably
176 lnfer / In.fer
inference inferred inferential inferentially
inferring
infers
influence influence influenceable
177 influence I influ-ence
influencer influenced
influencing
influences
informant inform informational informationally
178 lnform / ln.form
information informad
infomatics informing
informs
inquirer inquire inquiringly
179 inquire I inoquire
inquiry inquired
inquiring
inquires
instructions instruct instructional instructively
180 lnstructlons / lnstructlons
instructor
instruction
instructed instructiva
instructing
instructs
integrate integrate integrated
181 integrate I inteograte
integration integrated integrating
integrationist integrating
intearator intearates
182 lntent / ln-tent intent
183 lntentlon / lnten-tlon
intention intentional intentionally
intentionality
28
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
interactant interact interactional interactively
interaction interacted
184 lnteract / lnter-act interactionism interacting
interactiva interacts
interactivity
interm ittence intermit intermittent intermittently
185 lntermlttent / lntermlMent
intermitter intermitted intermittingly
i nterm itting
intermits
interpretabi lity interpret interpretable interpretably
186 interpret I in-terpret
interpretation interpretad interpretational interpretatively
interpretar interpreting interpretive
interprets interpretativa
introductoriness introduce introductory introductorily
187 Introduce / ln-troduce
introduced
introducing
introduces
188 introduction I inotrooducotion
introduction
introductions
189 invariably I invariably invariably
investigation investigate investigative
190 investigate I invesotiogate
investigator investigated investigatory
i nvestigating
investigates
involvement involve involved involvedly
191 involve I involve
involver involved involving
involving
involves
192 irony I irony irony
193 irrelevant I irrelevant
irrelevance
irrelevancy
irrelevant irrelevantly
isolator isolate isolable
isolation isolated islatable
194 lsolate / lsolate isolationism isolating isolated
isolationist isolates isolating
isolative
ltalic italicize italic
195 italics / i-taloics
ltalicism italicized italicized
italicization italicizing
italicizes
judge judge judgemental judgementally
judger judged
196 judge I judge judgment judging
judgement judges
judgeship
29
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
key key keyed
197 key/key
keyed
keying
keys
label label
198 label I label
labeler labeled
labeling
labels
likelihood likely likely
199 likely I likeoly likelier
likeliest
list list listed
200 list / list
lists listed
listing listing
lists
literalness literal literally
201 literal / lit-eral literalism
literalist
location loca te locational
202 locate / lo-cate
locator located locativa
locating locatable
loca tes
logician logical logically
203 loglcal / logl-cal logistics logistic logistically
logistical
204 main/main main main mainly
margin margin marginal marginally
205 margln I marogln
marginality marginad marginable
margining
margins
mean mean mean meanly
206 mean/mean
meanness meant meaner
means meaning meanest
means
measure measure measurable measurably
measures measured measureless measurelessly
measurer measuring
207 measure I measure measurability measures
measurableness
measurelessness
measurement
208 mataphor I matoaphor
metaphor metaphoric metaphorically
metaphorical
209 method I meth-od
method methodic methodically
methodicalness methodical
30
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
model model modeled
210 model I mod-el
models modelad modeling
modeler modeling model's
models
modifiability modify modifiable
211 modify I modiofy
modifiableness modified
modifier modifying
modifies
monitor monitor monitoria! monitorially
212 monitor I monltor
monitorship
monitorias
monitored monitory
monitoring
monitors
motiva te motivative motivationally
213 motivation I motivation
motivated motivational
motivating motivated
motiva tes
214 narrative I narraotive
narrative narrativa narratively
narration narrational
narrator narrate narra table
215 narrator I narraotor
narrators narrated
narrating
narrates
216 nevar I nevar nevar
notation no tate
217 notatlon I nootatlon
notations notated
notating
nota tes
note note noteless notedly
218 note I note
noter noted noted
notedness noting
notes
notice notice
219 notlce I nootlce
notices noticed
noticing
notices
objective objectivize objective objectively
objectiveness
220 objective / objecotive objectivism
objectivist
objectivity
observar observe observational observationally
observation observad observant observantly
221 observe I ob-serve observations observing observable observably
observance observes
observability
31
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
occurrence occur occurrent
222 occur I oc-cur
occurred
occurring
occurs
223 opinion I opinion
opinion opinionatad opinionatadly
opinionatadnass
opposer opposa opposing opposably
224 oppose I op-pose
opposability opposad opposabla
opposing
ooooses
225 optional I optional optional optionally
order order orderad
orders ordarad ordarly
226 order I oroder orderly ordering
orderliness orders
orderar
organizar organiza organizable
227 organize I organize
organizad organizad
organizing organizing
organizas
origin originata original originally
origins originatad originative originatively
228 origins origins originality originating
origination originates
originator
outline outline outlinad
229 outline I out-line
outlined outlining
outlining
outlines
pace pace
230 pace/ pace
pacer paced
pacing
paces
paraphrase paraphrastic
231 paraphrase I par-aphrase
paraphrased
paraphrasing
paraphrases
participation participa te participativa
232 participation I paroticipation
participator participatad participatory
participant participating participating
oarticioates
233 passaga I passage passage
32
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
pattern pattern patterned
234 pattern I paMern
patterning patterned
patterning
patterns
performer perform performable performatively
235 pertorm I perform
performance performed performative
performatives performing
performs
236 perspectlve I per-spec-tlve perspectiva perspectiva perspectively
persuader persuade persuasible persuasively
237 persuade I per-suade
persuasion persuaded persuasiva
persuasiveness persuading persuadable
persuadability persuades
place place placeable
238 place I place
places placed
placing
places
plagiarism plagiarize plagiaristic plagiaristical ly
239 plagiarism I plagiarism plagiarist plagiarized
plagiarizer plag iarizi ng
plan plan planned
240 plan I plan
planned
planning
plans
241 plauslble I plauslble
plausibility
plausibleness
plausible plausibly
plot plot plotless
242 plot/ plot
plots plotted
plotline plotting
plotter plots
point point
243 point I point
pointed
pointing
ooints
244 polnt of vlew point of view
portrayer portray portrayable
245 portray I por-tray
portrayal portrayed
portraying
oortravs
246 posslble I pos-slble possibility possible possibly
preclusion preclude preclusive preclusively
247 preclude I pre-elude
precluded
precluding
precludes
33
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
predictor predict predictable predictably
predictability predicted predictiva predictively
248 predlct I pre-dlct predictableness predicting
prediction predicts
predictiveness
prefix prefixal prefixally
249 prefix I prefix prefixation
prefixion
preparer prepare preparative preparatively
250 prepare I pre-pare
preparation preparad preparatory preparatorily
preparativas preparing pre pared preparedly
preparedness prepares
presumer presume presumable presumably
251 presume I pre-sume
presumption presumed presumptive presumingly
presuming presumedly
presumes pres u mptively
preview preview
252 preview I preview
previewed
previewing
previews
253 previous I previ-ous previousness previous previously
254 prlmary I prlmary primary primary primarily
prior prior
255 prior/ pri-or
priors
priority
priorate
256 probably I prob-ably probability probable pro babi y
257 procedure I pro-ce-dure
procedure procedural procedurally
proceduralist
process process
258 process I proc-ess
processor processed
processing
processes
produce produce producible
259 produce I pro-duce
producibi 1 ity produced
producing
produces
profiler profile
260 profile I pro.file
profiled
profiling
profiles
project project projected
261 project I proj-ect
projection projected projectional
projecting
projects
34
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
promptness prompt prompt promptly
262 prompt J prompt
prompter prompted
promptitude prompting
prompts
proofreader proofread (present)
263 proofread I proof-read proofread (past)
proofreading
proofreads
264 property I prop-er-ty
property
properties
proposer propose proposable
265 propose I propose
proposal proposed
proposing
oroooses
266 prose J prose prose
provability prove provable provably
proved proven provenly
267 prove J prove proving
proves
oroven
purpose purposed purposeful purposefully
268 purpose I purpose pu rposefu 1 ness purposing purposeless purposely
pu rposiveness purposes purposive purposively
269 quotatlon I quotatlon auotation auotational 1 auotationally
quote quote quotable quotability
270 quote J quote
quoter quoted
quoting
quotes
rank rank rank
271 rank/ rank
ranker ranked ranker
ranking rankest
ranks ranking
rareness rare
272 rare/ rare rarer
rarest
273 rarely I rarely rarity rarify raring rarely
reaction reactiva te reactionary
274 reactlon I reac-tlon reactionist reactional
reactionism
recall recall recallable
275 recall / re-call
recalls recalled
recaller recalling
recallability recalls
35
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
reducer reduce reducible reducibly
276 reduce I re-duce
reducibi 1 ity reduced
reducing
reduces
referrer refer referable
277 refer I refer
reference referred
referring
refers
reflectan ce reflect reflectional reflectively
278 reflect I reoflect
reflection reflectad reflective
reflectiveness reflecting
reflectivity reflects
regularity regulariza regular regularly
279 regular I regular
regularization regularizad
regularizar regularizing
reaularizes
relator relate relatable relatedly
relatedness relatad relatad relationally
280 relate I relate relation relating relational relatively
relative relates relativa
relativeness
281 relatlonshlp I rela-tlon-shlp relationship
282 relevant I rel .. vant relevance relevant relevantly
rephrase
283 rephrase I re-phrase
rephrased
rephrasing
rephrases
report report reportable reportedly
284 report I report
reportage reportad reportorial reportorially
reportar reporting
reports
representabi lity represent representable representational ly
representar representad representational
285 represent I repre-sent
representation representing representationalistic
representationism represents
representationalism
representationalist
286
re presentative/re prese n-tat i representativa representatively
ve
representativeness
requester request
287 request I re-quest
requested
requesting
requests
36
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
requirer require requirable
288 requlre I reoqulre
requirement required required
requiring
reauires
289 requisite I requi-site
requisiteness requisita requisitely
requisition requ isitionary
respondence respond
290 respond I re-spond
respondent responded
responding
responds
291 responsible I re-sponsible
responsibleness responsible responsibly
responsibilitv
restate
292 restate I re-state
restated
restating
resta tes
results result resultant
293 results I re-sults
result resultad resulting
resulting
results
reveal reveal revealing revealingly
294 reveal I reveal
revealer revealed
revealing
reveals
review review reviewable
295 review I review
reviewer reviewed
reviewing
reviews
reviser revise revisable
296 revise I revise
revision revised revisionary
revisionism revising revisionist
revises
root root rooted
rooter rooted
297 root I root rootage rooting
rootedness roots
roothold
rule rule rulable
298 rule I rule
ruler ruled ruling
ruling ruling
rules
sean sean scannable
299 sean/ sean
scanner scanned
scanning
scans
37
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
seo re seo re scoreless
300 score I score
scorer seo red
scoring
seores
sequence sequence
301 sequence I seoquence
sequencer sequenced
sequencing
seQuences
302 serles I serles series
303 set I set
set set setting
sets
304 setting I setoting setting setting
show show showable showily
showing shown showy
305 show/show showiness showed
showing
shows
signal signal signally
306 signal / signal
signals signaled
signaler signaling
sianals
significance significant significantly
307 significance I signif.icance sig nificativeness sig n ificative significatively
signification
308 simile I simile simile
skims skim skim
309 skim/skim
skimmed skimming
skimming
skims
solution solve
310 solve I solve
solved
solving
solved
source source
311 source I source
sourced
sourcing
sources
312 spallal I spa-tlal spatiality spatial spatially
specifics specific specifically
313 specific I speoeifoic specificity specifiable
specification
speculation speculate speculative speculatively
314 speculate I speculate
speculativeness speculated
speculator speculating
speculates
38
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
315 stance I stance stance
standard standardize standard
316 standard I stanodard
standards standardized
standardizer standardizi ng
standardizes
state state stated stately
317 state I state
stateliness stated stateless
stating
states
318 statement I state-ment statement
strategy strategize strategic strategically
319 strategy I stratoeogy
strategics strategized
strategist strategizing
strategizes
structure structure structured structurally
structu ral ism structurad
320 structure I struc-ture structu ral ist structuring
structuras
structu ral iza
study study studious studiously
321 study I stud-y
studiousness studied
studying
studies
style style stylish stylishly
styler styled stylistic stylistically
322 style I style stylishness styling
stylist styles
stylistics
subject subject
323 subject I subject
subjection subjected
subjecting
subjects
subjactivaness subjective subjectively
324 subjective I subjec-tive
subjectivism su bjectivistic subjectivistically
subjactivist
subiectivitv
325 subsequent I subse-quent subsequenca subsequent subsaquantly
substitute substituta su bstitutional substitutionally
326 substitute I substi-tute
substituter substitutad substitutiva substitutively
substitution substituting
substitutivaness substitutas
327 succinct I suc-cinct succinctness succinct succinctly
39
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No. Vocabulary Word Nouns Verbs Adjectives Adverbs
suggester suggest suggestive suggestibly
suggestiblity suggested suggestible suggestively
328 suggest I sugogest suggesti bleness suggesting suggestive
suggestion suggests
suaaestiveness
sum sum
329 sum/sum
summed
summing
sums
summarist summarize summarizable
summarization summarized
330 summarize / summarize summarizer summarizing
summarizes
331 summary I summary
summary
summariness
supports support supportable supportably
332 support I sup-port
supportabi lity supported supporting supportively
supporter supporting supportive
suooortiveness suooorts
surveys survey surveyable
333 survey I sur-vey
surveyor surveyed
surveying
surveys
sym bolization symbolize symbolic symbolically
symbolism symbolized symbolistic symbolistically
334 symbolize I symbol-ize
symbolist symbolizing symbological
symbolic symbolizes
symbology
symbologist
synonym synomize synonymic synonymously
335 synonym I synonym
synonymity synomized synonymous
synonymousness synomizing
synonymy synomizes
synthesization synthesize
336 syntheslze I syn-theslze
synthesizer synthesized
synthesizing
synthesizes
table table
337 table I ta-ble
tableful tabled
tabling
tables
338 technlque I technlque technique
40
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No. Vocabulary Word Nouns Verbs Adjectives Adverbs
term term termless termly
339 term/ term
termed
terming
terms
test test testable
340 test /test
testabi 1 ity tested
tester testing
tests
theme theme thematic thematically
341 theme I theme
themed
theming
themes
342 thesis I the-sis thesis
343 tlmellne I tlmellne timeline
344 tone /tone tone
345 topic I topic
topic topical topically
topicality
trace trace traceable traceably
traces traced traceless tracelessly
346 trace I trace traceability tracing
traceableness traces
tracer
347 trait I trait trait
transition transition transitional transitionally
348 transltlon I transMlon
transitioned transitionary
transitioning
transitions
translatabi 1 ity translate translatable
349 translate I trans-late
translation translated translational
translator translating translatorial
translates
350 typically I typically
typicality typical typically
typicalness
351 unique I uonique uniqueness unique uniquely
utilization utiliza utilizable
352 utlllze I utll-lze
utilizar utilizad
utilizing
utilizas
353 valid I valoid
validity
validness
val id validly
354 varlatlon I varl-a-tlon
variation
varia te
variational variational ly
41
Speclflc Detalls
Requlres You To Do
About Things That
To Be Done
Examlnatlons)
Must Be Done
No.
vary varying varyingly
355 vary I var-y
variad
varying
varies
verifiabllity verify verifiable verifiably
356 verify I verMy
verifier verified verificative
verification verifying
verificationism verifies
357 vlewpolnt I vlew-polnt viewpoint
voice voice voiced voicelessly
voicedness voiced voiceful
358 voice I voice
voicefulness voicing voiceless
voicelessness voices
voicer
42
~ ~ ~ ~ / / / ;
.,,, Other Addictions
--=-=--
"Hi. My name is Bany, and I check my E- mail
two to three hundred times a day. "
j//f!J1t
'1.lF.OCUS ON THE TOPIC
PREDICT
Look at the cartoon, and read the caption. Barry introduces himself with his first
na me and a fact about himself. What 'kind of problem could he have? What kind
of group is this? Discuss your thoughts with a partner.
SHARE INFORMATION
Read the opinions and write A (agree), D (disagree), or? (can't decide) in the blank.
Work with a partner and compare answers.
l. 1 think anyone who spends 40 hours a week on non-essential computer
use could be ca!Jed an Internet addict.
2. In my view, it's as easy to get addicted to the Internet as it is to get
addicted to nicotine or other harmful substances;
3. To me, communication by e-mail, chat rooms, and instant messaging is
cold and impersonal.
4. If you asked me, l'd say that Internet addiction is notas serious as other
addictions, such as gambling, nicotine, and drugs.
S. I'll bet the typical Internet addict is probably a coUege student.
6. In my opinion, television addiction is worse than Internet addiction.
7. lt's obvious that cell phone addiction is more widespread and harmful
than Internet addiction.
BACKGROUND ANO VOCABULARY
cP 1
1 ~ Read and listen to the magazine article. Discuss your reaction to the idea of
Internet addiction.
B
ill, a student at the University of Maryland
who doesn't want his last name used, said
recently: "l surf the Internet probably 8-10
hours a day, most days. So I guess that's over 60
hours a week. Am l an addict? r don't know, but l
can't get through the day without being online-
downloading music, googLingl acquaintances,
blogging2, checking Facebook3, or '1M-ing'4
iny friends. ''
Students like Bill are becoming increasingly
common on college campuses ali over the world.
Can engaging in a behavior such as computer use
actually be considered an addiction? Should
professors and students be turning each other in
to college mental health professionals? For years,
researchers llave been trying to make sense of the
biology and psychology of addJction, its causes,
and its cures. Addiction used to mean
abuse of substances such as drugs, alcohol, and
nicotine. These days, though, the word is also
being applied to Internet use, gambling, sexJ
shopping, cell phone use, and even travel.
1 googling: obtaining information 011 il1e Internet using thc o o g l c ~ search enginc
2 blogging: maintaining or adding c:ontcnt to a "blog," a journal-lkc webslle where indlvduals contribute commem-$, ideas, and thoughts
3
Facebook: an online director)' that c;onnects people through social networks at colleges and universities, and al sorne high schools
and workpiaces
4 IMing: inStanl messaging; using the Internet to send text messages in "real time" behvel.'n two or more people
2 UNIT 1
H
J
K
G
B
A
I
E
F
C
D
lfl/!f..1/t
l FDCUS DN LISTENING
LISTENING ONE: lnterview with an Internet Addiction Counselor
Beca use so many students overuse the Internet, some university health services
offer help with the problem. Dr. Jonathan Kandell, a psychologist from the
University of Maryland in the United States, was interviewed by Ira Flatow, host of
Science Friday from NPR (National Public Radio). Dr. Kandell discusses his
approach to students with symptoms of Internet addiction.
Work with a partner. Listen to the first 35 seconds of the interview. Write down
__ three questions that you think Ira Flatow might ask Dr. Kandell, the counselor.
l.
2.
3.
41 LISTEN FOR MAIN IDEAS
e
0
7
Look at the chart. Usten to the interview and take notes on the main ideas. Use a
separate piece of paper if necessary. (You will note details later.) Work with a
partner to compare and revise your notes.
MAIN IDEAS 1 OETAILS
Focus of interview
unusual or "other" addictions
Examples of addictions
gambllng, . ..
Kandell's view of Internet addiction Evidence for this view
Chief symproms/warning signs of Internet addiction Other symptoms/warning signs
Possible rreatment Reasons this treatment is helpful
41 LISTEN FOR DETAILS
1!\ Read the chart again. Fil/ in as many details as possible to support the main ideas.
Then listen to the intervew again to check your work. Work with a partner to
compare and revise your notes.
4 UNIT 1
MAKE INFERENCES
When you are listening, making inferences means understanding something that is
nqt literally stated, but which you believe is true based on the intention, attitude,
voice, pausing, and choice of words of the speakers.
Read the questions. Then listen to each excerpt from the interview. Write your answers
and then discuss them with a partner. Give reasons for your c;hoices. Each question has
more than one possible answer.
cD1
fCj\ Excerpt One
...__
A groupie usually refers to someone, especially a young woman, who likes a
musician, movie star, or sports star and follows this pen;on around hoping to
meet the star. \Vhy does l ra Flatow, the host, use the word groupie when he
advises the radio audience to listen carefu1Iy? What <loes the word groupie
imply in this context?
e ~
~ ExcerptTwo
Dr. Kandell doesn't answer Flatow's question directly. \Vhat expressions show
his hesitation? Why doesu' t he answer Flatow directly?
Excerpt Three
How does Flatow feeI about this topic at this point in the interview? How do
you know? What words and tone of voice do es he use to indica te his attitude?
t EXPRESS OPINIONS
Discuss the questions with the class. Give your opinions and give reasons (or them.
l . Do you know people who overuse tbelnternet? Do you avenase it? What are
the warning signs? What treatment would you recommend for Internet addicts?
2. Dr. Kandell mns a support group for lnternet addicts at his unversity. Do you
think that universities should bave this service? How helpful can such a support
group be? Explain. What other support groups do you know of? Would you
ever jon one? Why or why not?
3. Anne Lamott, author of a book of essays called Bird by Bird, writes, "Getting ali
of one's addictions under control is a little like putting an octopus to bed."
What does she mean? How do you feel about her analogy? Explain.
The Internet and Other Addictons S
LISTENING TWO: Time to Do Everything Except Thinl<

David Brooks, a well-known journalist and commentator, speaks about our
growing fascinaton with and dependence on wired and wireless gadgets to
communicate, induding laptops, wireless handheld devices, and cell phones. He is
interviewed by David Alpern and Warren Levinson on Newsweek on Air, a popular
radio broadcast.
~ Usten to the excerpt from the interview. Take notes in the chart. Using the topic
headings, ffll in the main ideas on the l ~ side of the chart, and support those ideas
with as many details as possible on the right Discuss your notes with a partner, ,and
revise if necessary.
MAIN IDEAS 1 DETAILS
Brooks's view of communication and information
Creates problems
bombarded with so much information
Advantages of so much information increase in IQ

Disadvantages of so much information creativity threatened

Effects on Brooks always hooked to cell phone

6 UNIT 1
INTEGRATE LISTENINGS ONE ANoTWO
STEP 1: Organize
PROBLEMS
l. Loss of
creativiry and
productivity
2. Sense of being
overwhelmed
by information
3. Depression
when you are
not online
4. Loss of social
skills
S. Poor grades
or job
performance
6. Relationship
problems
Dr. Jonathan Kandell, t.he psychologist, and David Brooks, the journalist, each discussed
sorne prob/ems and solutions of addiction to certain kinds of technology. Review your
notes on pages 4 and 6. Look at the list ofproblems and mark which speaker identiPed
that problem. Then do the same for solutions.
1KANDELL 1
BROOKS SOLUTIONS
1KANDELL 1
BROOKS
X 1. Join a support
group
2. Take time to
think and make
connections
3. Find causes
of addicrion
4. Read books
5. Change
behaviors to
break che
online habit
6. Try to balance
online acrivities
with other
activities
The Internet and Other Addictions 7
t STEP 2: Synthesize
8 UNIT 1
Work with a partner. Discuss the questions. Use the information from Step 1.
1
1
ft\ A ...
1' JUN\(\E ...
\1'$ M'( LIFE,
M.V l"08, M\( "EAL1H ..
1. Imagine that you are David Brooks, the journalist, and you are asked to
describe the character in the cartoon above. Do you relate to his problems?
2. Imagine you are Dt. Jonathan Kandell and you are asked to give advice to the
character above. What would you tell him?
3. Do you think the character and the cartoon are funny? Why or why not?
4. Does the idea behind the cartoon apply to other addictions? Give examples.
addictive
anxiety
compulsive
depresion
depress
enhance
enhanced
fullfill
fulfilling
fullfilled
isolation isolated/isolating
overwhelmed
problem
strategy strategic
support
supportive
supporting
symptomatic
therapeutic
compulsive
overwhelmed
problem
anxiety
symptoms
fu lfilled
depressed
strategies
addicted
isolating
supportive
therapeutic
F
K
C
D
B
E
H
A
I
J
L
G
M
N
O
StudentA Student B
1. Can you describe a time in your life when
you were really hooked on a hobby?
l . shape, fulfill, driven
2. lf your friend was a dalaholic, whatkind of
advice would you give him or her?
3. Why do you think students get hooked on
their cell phones?
Now switch roles.
4. Why do some highly successful journalists
get addicted Lo dangerous travel?
5. If a close friend of yours insisted on b1inging
her laptop with her on her vacation, how
would you convince her not to?
6. Can you describe a tiine when you were
overly enthusiastic about a new product
coming out on the market?
2. enhance, bombarded, clean slate
3. rnultitask, what's going on, vicious cycle
4. driven, on a binge, out of the woods
5. feeJ empty, overwheJmed, feed
6. come out (on the rnarket), turn in to, go
through
2 On a separate piece of paper, write a paragraph describing a person you know who has
on oddict.ion. Use at least 8 to I O words from page 9 and pages I 1- 12. Use os many
different forms of the words as possf ble.
GRAMMAR: Wish Statements-Expressing Unreality
1 Work with o partner. Study the short conversations, and discuss the questions that follow.
Q: ls your son going to quit [sky divingl?
A: No, but 1 wish he would.
Q: Are your kids addicted lo online video games?
A: Yes, unfortunately, but 1 r eally wish they weren' t [ addicted to video games].
They're not doing their homework.
Q: Do you know howl can stop drinking so much coffee?
A: No, but 1 wish l clid lknow how to stop]. f spend too much money at cafs.
Q: Did you start gambling when you were a teenager?
A: Yes, and I wish I hadn't [started gambling).
l. liow are the first three holdfaced phrases similar?
2. How is the last bold.faced phrase different from the first thrcc?
The Internet and Other Addictions 1 3
WISH STATEMENTS-EXPRESSING UNREALITY
Use the verb wish when you want to express unreality- a desire for reality to be different or a
regret that it was not different. The verb tenses and structures used in the clause after wish to
express future, present, or past situations are outlined below.
Wish Situation
Present and Future Wish
Use wish + would or could.
Present Wish
Use wish + past form of the verb.
PresentWish (verb to be)
Use past form: wish + were.
PastWishes
Use wish + had + past participle.
Past Wishes: Could
Examples
1 know. 1 wish they'd turn their phones off. They
drive me crazy.
A fri end of mine wishes she could get rid of
her phone, but she can't because she is totally
hooked on it.
The problem is out of control. 1 just wish people
didn' t feel compelled to answer their phones all
the time.
In a way, 1 wish they weren't so cheap because
then people wouldn't use them so much.
You've got it. lf they were more expensive,
teenagers wouldn't turn imo cell phone junkles.
lt's like a new culture. The phones have their pluses.
but 1 wish they hadn't become so popular. They
can be really annoying.
Don't be ridiculous! 1'11 bet you just wish you'd
predicted che trend and start ed a cell phone
company.
Yeah, 1 guess so. But more than that, 1 just wish 1
hadn' t been so careless and forgot to use my
hands-free yesterday. 1 got a ticket for using my
phone while driving!
Use wish + could hove + past participle. Sorry to hear that. Did you get out of it?
No. 1 wish 1 could have, but the cop wouldn't listen.
14 UNIT 1
would
wouldn't
weren't
could have
had known
hadn't been
wouldn't
weren't
did
hadn't
could have
had
____
_______
_____
_____
_____ ____
_____
___
________
_
___
____
____
_____
___
___
____
______
____
__ ____
____
_____
_____ _____
____
____
t FUNCTION: Expressions for Building on Other"S' d e a ~
The following is a list of useful expressions that can be used in conversation to build and
expand on each others' ideas.
To add to your idea, 1 think students socialize differently online than they do
when they are face to face.
Not only that, but 1 would also say that people interact more creatively
when they interact face to face.
Your point makes me think of another issue, which is the trend roward
using cell phone texting more than e-mail.
Another thing l'd like to bring up is the fact that sorne addictions are more
destructive than others.
You speak of needing to stay connected; then, can 1 also assume that you
carry your cell phone with you at all times?
Work with a partner.
Student A: Read each of the ftrst (our opinions aloud.
Student B: Cover the l e ~ column. Build upon, add to, and expand on what your partner
has said. Use the expressions /isted above. Support your opinion with a few other
statements. Then switch roles a ~ e r tem 4.
Example
STUPENT A: We live in a world overwhelmed with information. tt wiJl become even
more so in the future.
STUDENT B: Not only that, but I would also say that this world will crea te a
generation of dataholics, people who love data and think it's the most
irnportanl thing in the world.
Stude nt A Student B
l. Workaholism cannot really be an addiction. l.
Working hard is good for you.
2. "Power drinks"-soft drinks with extra 2.
caffeine- are justas addictive as coffee.
3. Our plugged in" li ves destroy opportunities 3.
for creatvity and innovation.
4. Employers are responsible for employees 4.
who have become addicted to technology.
18 UNIT 1
Now switch roles.
5. Companies need to come up with strategies 5.
to help employees cope with information
overload.
6. We have time to do everything these days, 6.
except think.
7. Beca use students need the Internet to do 7.
research, preventing Internet addiction is
virtually impossible.
8. Technology is dividing usas much as
uniting us.
t PRODUCTION: A Group Discussion
8.
In this activity, you will plan a professional discussion about addiction.
Try to use the vocabulary, grammar, pronunciation, and the expressions for
building on others' ideas that you learned in the unit.*
Divide into three groups. Read about the situation and the roles for this simulation aaivity.
Sl tuation and Roles
Every year, the National Psychological Association holds a conference to discuss
professional issues. This year's therne is "Addiction." You are psychologists attending
the conference. The afternoon sessions, or meetings, are made up of interactive
discussions about addiction. During these special sessions, participants share and
build on each other's ideas. Then they must summarizc their discussions for tbe
participants in the other sessions.
SESSION NE: ADDICTI VE PERSONALITI ES
Oiscussion Topi c: Are sorne people more likely to develop an addiction
than other people?
Oiscuss if there is such a thing as an "addictive personality."
ldentify different addiclive personality types, and give examples
from your own life or people you know.
(Use wish to ex-press regret)
For Altcrnativc Spcaking Topics. scc page 21.
The Internet and Other Addictions 1 9
20 UNIT 1
SESSION Two: RECOVERY METHOOS
Discussion Topi c: What are sorne of the differenl rnethods used around
the world to help peopl e rec.:ovcr from addi cti on?
l dentify different recovery strategies.
Discuss the pros and cons of each method.
(Use wish to express regret obout failure.)
SESSION THREE: PSYCHOLOGY OF NUNE C OMMUNICATION
Discussion Topi c: How is the Internet affecting our personal
relationsh i ps?
ldentify the ways the Internet, e-mail , and other forms of electronic
communi cation may be affecting peopl e's rcl ationships.
List the pros and cons of online communicati on.
Make recomrnendations for the futurc use of online communication.
(Use wish to express some recommendotions.)
l. Break up in to three groups, decide which session each group will role- play, and
choose a leader and a note taker.
2. Conduct an interactive discussion session. Makc sure the note taker writes
clown the main points. Use expressions Jike thc ollowing:
Not onl y that, but l would also say that ____ ___ _
Your point makes me think of _ ______ _
Another thing J'd like to bring up is _______ _
OK. and to add to that idea, l'd say ______ _ _
3. Summarize your discussion for the whole class.
ALTERl\IATIVE SPEAKING TOPICS
Choose o topic. Use ideos, vocobulory, grammar, pronunciation, and expressions for
building on others' ideos.
Topic 1
Sorne people say that the Internet has opened up unprecedented resources for
research, but like aU technology, it comes with dangers. Do you agree or disagree?
Explain.
Topic 2
Sorne 15 percent of Chinese adolescents are said to suffer from "Internet addiction
disorder,'' according to the China Internet Information Center. For this reason, the
Chinese government now provides two services: 1) ]ectures on the dangers of
broadband burnout to ali elementary school students; 2) mandatory attendance at
a spring camp for kids seriously affected. Do you think these strategies will be
effective? Why or why not? What advice would you give to the Chinese government
to slow down tbis trend among young students?
Topic 3
"The Internet, cell phones, MP3 players, and onJine games are distractions that
keep people from dealing with real problems and concerns." Do you agree or
disagree with this statement? Do you think we are becoming a society compulsively
absorbed by technology? Would it be possible or even desirable to stop this trend?
RESEAl=ICH TOPICS, see page 269.
The Internet and Other Addictions 21
~ ~ ~ ~ : o
2 Honesty Is the
.,,- Best Policy
"Thank you, sir. 1 am proud of my resume. And 1 think you'll
find that most of lt Is true."
t/J/l!llt
Q ! FOCUS ON THE TOPIC
PREDICT
l. Look at the cartoon, and read the caption. The man is proud of his rsum
yet admits that sorne of the information on it might not be true. Why <loes
he admit that fact in an interview? Do you think the cartoon is funny? Why
or why not? How comrnon do you think lying on a rsum is? Have you or
do you know anyone who has lied on a rsum?
2. A "white lie" is a small lie, ora "half-trutb" that someone tells because he or
she thinks it won't hurt someone else. Is lying on a rsurn a white lie? Why
or why not? When was the last time you tolda white lie?
3. Look at the title of the unit. Is honesty always the best policy? Why do people
tell lies or try to deceive others by making them believe something that is not
true? Work with a partner. Brainstorm the reasons for lies or deceptjons.
23
~
SHARE INFORMATION
"Lying has long been a part of everyday life. We couldn't get through the day
without being deceptive;' says Professor Leonard Saxe of Brandeis University in the
United States. Most lies can be categorized according to a broad spectrum-from
seemingly harmless little white lies, or fibs, to more serious lies that could change
someone's life. Which lies might be acceptable, and when?
Read the following lies, frbs, or deceptions. Then indicate when, or if, each one is
acceptable by putting a check(./) in the appropriate column. Work with a partner and
discuss the reasons for your choices.
LIE
1
NEVER
1 SOMETIMES 1
OFTEN
1
ALWAYS
1. Parents misrepresent the
ages of their children in
]
arder to qualify for
discounts on travel, theater
rl
tickets, or restaurant meals.
L..:r
'2. Parents tell their young ~
children that ther beloved
grandfather, who recently
died, just "went away for a
while."
L
3. Ata wedding, a guest
:J
presents a new, unopened
In
gift to the couple. The guest
had actually received the gift
at her own wedding a few
months ago but had never
used it.
D
4. A doctor withholds
1
information from a dying
~
patient to keep her from
worrying.
-
l
--
5. A student is required to ltr
read a long novel but instead
~
reads a condensed version
or watches a movie based
on the novel.
24 UNIT 2
6. A professor exaggerates a
student's abilities in a
recommendation letter in
arder to help the student to
get into graduate school or
to get a job.
7. A job candidate falsifies his
rsum by claiming to have a
degree from a prestigious
university. He thinks it will
get him an interview.
8. A lawyer knows her client
has committed a crime but
claims in court that the
client is completely
innocent.
9. A company exaggerates
the effectiveness of its
weight-loss product in
advertisements.
1 O. In arder to get elected, a
poltica! candidate rnakes
promises that he or she
does not intend to keep.
ABULARY
Plagiarism, or presenting another's work or ideas as your own, affects many
people, especially beca use other people's work and ideas are now so available on the
Internet. This is a common topic of discussion at educational institutions. What
can or should be done:: about it?
The administration. at a large university has decided to purchase access to anti-
plagiarism software. A dean, a professor, and a student express their thoughts in the
online editorials on pages 26 and 27.
Honesty Is the Best Policy 25
Aii151iii111M.
26 UNIT2
1 Read and listen to the letters. Then read the list of deff nitions that follows.
Work with a partner. Write the number of the boldfaced word or phrase
next to its deff nition.

Q. c;ooqlt
LETTERS IR1Rm
Plagiarism: An Important Message from the Administration
To che Editor:
As many know, the university has decided to subscribe to a service which provides
software desgned to detect plagiarism. The service checks a studenl's work against
over a million other sources to revea! the amounl of matchng tex.t. More than 8,000
academic insritutfons in 90 countries use this service.
With the rise of the Internet, plagiarism has become more (1) pervasive and
problematic on campuses worldwide, including our own. A recent survey found that
54 percent of U.S. students admitted to plagiarizing from the Internet. ln many cases,
students do not intend to decemve. Rather, they are unclear about the concept of
intellectual pr9pertyl and about the seriousness with which such issues are taken in
academia. Plagiarism is nota (2) trivial matter. lt is a serious and illegal form of
steali ng. We cannot depend on students (3) tattling on each other to ex pose cheaters;
nor can we rely onJy on professors' intuition and experience to identify plagiarized
work. Therefore, this admi nistration feels we have no choice but to use a tool
specifically targeted to detect and battle plagarism.
- Janet Miller, Dean of Academic Studies, Midlake University
Plagiarism: A Professor Speaks Out
To the Editor:
1 would like to take this opportunity to respond to Dean Miller's editorial regarding
the administration 's decision to invest in anti-plagiarism software.
First, l feel it is important to acknowledge that plagiarism is a problem not limited
to the college or unversity campus. Even govemments sometimes (4) mislead the
public by plagiarizing others' work, as when the British government plagiarized a
student's doctoral dissertation in a document it submitted to the United Nations. Or
we can recall the embarrassing case of Jayson Blair, the New York Times rep011er
found gui lty of copying his work directly from other newspapers. Blair mai ntaj ned rus
(5) veneer as a respected journalist for years before his crime was uncovered. So. as
you see, ths problem affects many parts of society !
When it comes to plagiarism in academia, why are administrators engaged in such
a (6) relentless pursuit of cheaters? Is that reall y their job? J suggest that the
administration givc professors the main responsibility for dealing with this problem.
First, professors can give "plagiarism-proof' assignments whi ch require original
research, first drafts, and creatjve prnblem solving. They should also avoid using the
1 intellectual property: crearion of the mind. such as literary and anistic works and also invenlions and designs
tattling on each other
veneer
inflated
intrusive
finely honed
conceal
preocupation
pervasive
trivial
mislead
relentless
erosion
llll!!.
11
t
DN LISTENING
LISTENING ONE: lnterview with a Psychiatrist
Lying is a topic of public discussion in the media. In the interview, you'll hear
Dr. Paul Ekman, a psychiatrist, explain why people lie. Wbat do you thi nk Dr.
Elanan will say?
cQ1
Write down your predictions. Then listen to the excerpt and check your predictions.
t LISTEN FOR MAI N IDEAS
28 UNIT2
Now, listen to the entire interview. Stop each part and write the one main idea
, about the topic. Work with a partner. Compare your main idea statements. Revise
them and write them in the Usten for Detai/s chart on page 29.
Part One
Main idea: Liars are narcissistlc.
PartTwo
Mainidea: __________ _ _ _ ___ _ ___ ____ _
PartThree
Main idea:--- ------- --- -------- - - --
Part Four
Main idea: _____ ____________ _______ _
Part Five
Main idea:
-------- --- ----- ---------
Can lie so cleverly that they won't get caught
Define themselves through responses of others
A way to avoid criticism or anger
Trapped in les, confirming there's nothing there
A delibera te choice to mislead others
Falsify information
Tell the truth in a mocking fashion
Liars are preoccupied
with the moment.
A lie is a very particular
form of deception.
Nine reasons for telling les
To avoid punishment
To get a reward
To protect another person from getting punished
To protect yourself from physical harm
To win admiration of others
To get out of an awkward situation
To avoid embarrassment
To maintain privacy
To get power over other people
There is a high price to
pay for telling les.
Destroys trust between people
___________
serious
slow, deliberate
"relentless erosion of trust ," "trapped in his les,"
"deep down believes to be true."
_________
__________
sarcastic
fast
Gee, Officer
2
4
8
3
7
5
6
INTEGRATE LISTENINGS ONE ANDTWO
t STEP 1: Organize
Review Ustenings One and Two. In the chart, write down the truths that were concealed
in Polo Rapaport's (ami/y. (Refer to the list of events from Exercise 2 on poge 3 I to help
you.) Then review your notes from Ustening One and write which o( Ekman's nine
reasons (on page 29) might apply in each case. You may find more than one reason.
CONCEALMENTS ANO LIES FROM 1 POSSIBLE REASONS FOR THE
RAPAPORT'S STORY CONCEALMENT OR LIE
Pierre didn't tell his father's family who or
where he was.
Use the information and /anguage in the chart to role-play a conversation between Polo
and Dr. Eckman.
Pola: E.xplain how you uncovered the (ami/y secret and why you want to know what
motivated your father to keep the secret
Dr. Eckman: Explain to Po/a what may hove motivated her father to conceal the (ami/y secret
lfl/lf11.
~ J F O U S ON SPEAKING
VOCABULARY
t REVIEW
32 UNIT2
English is rich in the vocabulary of honesty, dishonesty, and hal(-truths. Review the list o(
words and phrases on page 33 from Listenings One and Two as a class. Then complete
the short paragrophs on the next page using the words or phrases.
put one over
relentless
finely honed
put the pices together
inflated
pervasive
conceal
tattling
mislead
preoccupation
mull over
D
A
B
E
C
D
A
B
C
StudentA
l. In a family relationship, it s important to be
up front about .. .
2. My culture/family/best friend has a
preoccupation wth ...
3. Th best/biggest whopper I ever told was .. .
4. I remember putting one over on my parents
when 1 ...
Now switch roles.
5. Governments should relentlessly punish
peoplewho . . .
6. ln my opinion, bluffing about ____ is
never OK.
7. One time, 1 fudged the truth by ...
8. The news media misleads the public when .. .
Student B
1. conceal
2. pervasive
3. fess up
4. tattle
5. mull over
6. recipe for disaster
7. deceive
8. inflated
GRAMMAR: Modals-Degrees of Certainty
36 UNIT2
1 Working with a partner, examine the statements, and discuss the questions that follow.
Sorne studies have concluded that most people lie, fib, or sugarcoat the truth
once or twice a day. In order to identify a liar, you could pay attention to a
change in voice or you could watch for unusual body language.
You should be a ble to spot a liar by noticing a contradiction between his or her
words and facial expressions.
l. Which statement is more certain?
2. Which modal verbs could you substitute for the boldfaced words and keep the
same meaning?
MODALS-DEGREES OF CERTAINTY
Use modal verbs to express different degrees of certainty about the present, the past, and the
future. The modal you use shows how strongly you believe something is true or not true.
AJmost Certain
Present
Past
must
Must + have + past
participle (must've)*
Almost Certain, Negative (lmpossible)
Present I Future
Past
Quite Sure
Fu tu re
Past
Less Certain
Present I Future
Past
Can't I couldn't
Can't I couldn't +
have + past participle
( couldn't've )*
Should I ought to
Should + have + past
participle (should've)*
Could I may I might
Could I may I might +
hove + past partici ple
(might 've)*
The students' papers are identical, although they
insist they didn't cheat. Clearly, one of them must
be lying.
He claimed to have received a music award in high
school, but there is no official record of it. He
must have (must've) lied on his applicat ion.
His excuse for missing the exam due to illness can't
possibly be true. I just know he is telling a big, fat
whopper!
l'm shocked.The university's president couldn' t
have (couldn't've) committed plagiarism in his
speech. He is known for his impeccable integrity.
Due to improvements in technology, brain scans
should soon be able to help us detect liars and
cheaters more accurately.
He should've read the university's Honor Code
by now. All first-year students do.
The fnal grades in the professor's class look a bit
inflated. He might be fudging them to make
himself look like a better teacher.
Walt has always been so honest, but he might have
(might've) cheated on the exam because of the
intense competition and the pressure from his parents.
"In speaking, the auxiliary lzave [modal+ have + past participle] is pronounced fav/ and is joined to the
preceding word. This form is used only in speech.
Honesty Is the Best Policy 3 7
2 Work with a partner.
Student A: Cover the right co/umn. Ask a question or make a comment
Student B: Cover the l ~ column. Respond using the cues and a present, post, or future
modal verb of certointy. Refer to the chart on page 37. Be sure to pronounce the
reduced modal fo rms (must've, couldn't've, should've, might've) correa/y. Then
switch roles o ~ r question 4. Use expressive intonation.
Example
STUDENT A: Will Toms be punisbed for lying to his boss about his work hours?
STUDENT B: (less certain) Maybe. There's a chance he might even ]ose bis job.
StudentA
1. Do you think I'll be able to tell if she is
lyfog by just looking at her?
2. Will she be able to conceal the fact she
copied her papet from the Internet?
3. Do you know why some doctors lle to
thei r dying patients?
4. Why does Stella send exam answers to her
friends over her cell phone?
Now switch roles.
5. Is Mohammed feeling better now that he
finaUy fessed up to fudging the results of
the e.xperiment?
6. The baseball player's drug tests carne back
positive. He has to leave the team.
7. Bad news. The results of Gordon's
experiment cannot be du-plicated.
8. Why didn' t Marco ever tell anyone about
his name change?
38 UNIT 2
Student B
l. (quite sure) Probably. You (able I tell) by
watching for small changes in her facial
expressions.
2. (impossible) No way. She (get away with)
plagiarizing. Her professor uses anti-plagiarizing
software.
3. (almost certain) I think so. They (want) to
protect the patients and their family from
hearing bad news.
4. (less certain) l'm not reaJly sure. Her friends
(pay) her for the answers.
5. (quite sure) He (be/ relieve). Jt usually feels
better to be up front about things.
6. (impossible) Unbelievable! He just (deceived)
his fans like that. They adored and trusted him.
7. (almost certain) Hmmm ... he (cut corners) on
the research.
8. (less certain) Well, J'm not sure, bul he (conceal)
bis identity to protect himself.
3 Work with o portner.
Student A: Cover the right column. Ask the question. Check Student B;s onswer ogoinst
the words in porentheses.
Student 8: Cover the l ~ column. Answer the question using an approprlate post modal
of certainty. Use short-answer forrns. (See example.) Be sure to pronounce the modal
perfect forms corred/y. Then switch roles aft.er question 4.
Example
STUDBNT A: Did Maria know that her boyfrend lied to her about his "whereabouts"
last Saturday night? (must've)
STUDENT B: (aJmost certain) Well, she must've She told me she was pretty sute
she saw his car jn front of Sarah's apartment.
StudentA
l . Did she tattle on her brother when she
found out he had been driving without a
license? (mu,st've)
2. Did that young Harvard student really write
that book that just won a majar award?
( couldn' t've)
3. She refused to look in my eyes when she
answered my question. Do you think she was
lying? ( could've been I m'ight've been /
may've been)
4. Did he really have to spend ayear in jail for
cheating on his taxes? (must've had to)
Now switch roles.
S. Do you thinkshe lied about her plans so she
wouldn't have to go to the party? (could've I
might' ve I may've)
6. Have all the airports installed the special
tracking device to spot people lying about
their identities? (should' ve)
7. Were the lab directors pleased with the
doctoral students results? (couJdn't have
been)
8. Do you thinkMs. Rapaport could tell
immediately that Pierre was her half-
brother? (must've knowu)
St udent B
1. (almost certain) Yes, she _ _ . She looked
happy. He looked miserable and their
parents looked furious.
2. (impossible) No, she __ . The book was
too good. In fact, they think she plagiarized
50 percent of the novel.
3. (Jess certain) Hmmm ... she __ . Not
making eye contact is one sign of lying.
4. (almost certain) Yes, he __ . 1 heard he
hadn' t paid any taxes for six. years!
S. (less certain) I'm not su re, but she __ . She
is sort of two-faced. so it>s hard to know her
real feelings.
6. (quite sure) Yes, they __ . 'the government
has required these since 9/ 11.
7. (impossible) Onforlunately, they __ . The
results were misleading.
8. (almost certain) Of course, she __ . He
looked exactly like her father.
Honesty Is the BeR Policy 3 9
SPEAKING
41 PRONUNCJATION: Reduction of the Auxiliary Have
40 UNIT 2
c,D1
Usten to the statements. Then read the explanation.
l know J shouldbave told the truth, but T was afraid l'd get in trouble.
lf you had rnade an excuse for missing the appointrnent, your client wou.ldn>t
have fired you. Jt's not acceptable to say you just didn't feel like working that day.
l.n spoken English, the auxiliary have is reduced when used with could, might,
must, should, and would in the unreal conditional tense as well as in modal perfect
forms. It is pronounced /';>v/, and joins to the preceding word. The main verb is
stressed.
c,D1
1 Listen to these modal perfects and repeat them.
1. could have done 5. must have done 9. might not have done*
2. would have done 6. couldn
1
t have done 10. rnust not ha ve done*
3. should have done 7. wouldn't have done
4. might have done 8. shouldn't have done
2 In this conversation, Anton has just heard Mol/y compliment their friend,Jos, on his
new haircut. Listen to the conversation and (ti/ in the blanks with modal perfeas.
Draw a line through the h of hove and use an underline to link the modal and
hove. Then practice the conversation with a partner.
ANTON: 1 think Jos's bair looks awful. 1 could +tave givet1 him a better haircut
with my eyes closed. Do you really thiJ1k he looks good?
MoLLY: No, 1 agree, he looks terrible. He his ha ir long. But l
couldn't tell him that.
ANTON: No, but he didn' t ask you what you thought. You volunteered the
complimcnt. You _ _ ______ anything at ali.
MoLLY: But he saw me staring at hrn. lf I hadn't sajd anything, he
_ _______ I didn't like his baircut. He knew l'd noticed, so 1 told
a white lie. What's the harm?
ANTON: Well, first, you tolda lie when you _______ _ nothing. But
what's worse, now Jos thinks he looks good when he really doesn't.
MOLLY: But ifl hadn't said anything, it ________ awkward. Anyway,
when his hair grows, I'll tell him he looks even better.
1\fter might and 11111st . lhe full ncgative 11ot is more common than the contnu.: ti on n'I.
Student A: Cover the right cofumn. Read your statements to Student B.
Student B: Cover the f e ~ cofumn. Respond to your partner using would've, should've,
could've, might've, or must've, or their negative forms. Then switch roles ~ e r item 5.
StudentA
l. Midlake University expelled a student when a
professor caught him p}agiaJizing.
2. But he was caught. He was cheating.
3. How do you know it was his first time? Maybe
it was just the first time he got caught.
4. I think the policy is right, but it has caused a
lot of distrust between the students and the
administration.
5. J wonder if the students really understand
plagiarism.
Now switch roles.
6. Yesterday; 1 decided to do a little experiment. l
decided to go for a whole day without telling
a lie, not eve11 the smallest deception.
7. Well, I was late fOJ my first appointrnent with
a new client. When I told her I'd forgotten
about the appointment, she fired me.
8. Yes, but remember the experiment. Then Joe
asked me to go to lunch, and T S<ld no. When
he asked me why, I said 1 didn't feel like
listening to his problems.
9. Well, then 1 decided I'd better go home and
not talk to anyone else. But I passed the test-
didr tell a single le for the whole <lay.
Student B
l. Uh-huh. Iheard about that. The university
should / not / expel him.
Uh-huh. he university shouldn't've
expelled him.
2. Yeah, but it was his first time. They should /
give / him another chance.
3. That's true. He might / plagiarize before.
4. l know. 1 think the university could / handle it
better.
5. Well, they must / hear about it in the news.
6. Well, that should / not /be hard for you.
You're one of the most honest people 1 know.
What happened?
7. Ths sounds like an expensive experiment.
Could / not / you / say that you were in
another meeting and unable to leave?
8. He must / be furious. I know how I'd feel if
someone said that to me. So, you lost a client
and a friend. What happened next?
9. Maybe you should / start the experiment with
a different definition of a lie, one that doesn't
lead to lost clients and friends.
t FUNCTION: Seeing Multiple Sides to an lssue
Lying, cheating, and secrecy, as well as honesty, truth-teUing, and openness, require
people to reflect on their ethics and values. Ethical dilemmas are rarely clear-cut.
Generally, when we make ethical or moral decisions, we need to consider ali angles
toan issue.
Honesty Is the Best Pol icy 4 1
The following is a list of cxpressions to use when reflecting on an ethical dilemrna.
INTRODUCTORY EXPRESSION
1
ADDITIONAL CONSIDERATION
OR RESPONSE
One way to look at _ _ is . .. And another way could be ...
Of course, it depends on .. . lt could also depend on ...
On the one hand, you could say ... On the other hand, ...
One thing to take into consideration could be ... Another thing might be ...
There are severa! things to consider. One .. . Two .. . Three . . . etc.
One way to t hink about _ _ is ... But the flip side would be . ..
lf you look at it from the angle of ... But seen from another angle . . .
42 UNIT2
With a partner, discuss the ethics o( the common actions /isted below.
Student A: Flip a coin. lf it lands on "heads," you must defend the action listed, using an
introductory expression above.
Student B: Respond using the expression for additional in(ormation or opposing response
(rom the right column above. lt should correspond to the expression used by Student A.
Switch roles ~ e r each tem.
Daily Ethical Dilemmas
[s it honest or ethical to:
Take officc supplies from your company for personal use?
Example
STUDENT A: On the one hand, you could say tbat it's ethical beca use sometimes r
bring things from h()me to the office.
STUDENT B: On the other hand, the things you bring from home, such as decorations,
are not really "supplies" that you necd to do your job, so it's not ethical.
Download rnusic from the Internet without paying?
Buy a new sweater and then return it after wearing it?
Turn in a paper you had actuall y written for another class two years ago?
Not tell your professor when he or she i.nadvertently marks an answer "correct''
when in fact you find out it is incorrecl?
Claim that computer probkrns caused you to turn in a project late, when really
you just didn't have time lo fini sh it?
t PRODUCTION: A Group Discussion
In this activity, you will plan a group discussion about dilemmas and lying.
Try to use the vocabulary, grammar, pronunciation, and the language to
discuss multiple sides of an issue that you learned in the unit.*
Work in groups of four. Each student will read key information on page 255 about one
actual ethical dilemma and then summarize it for the group. As each dilemma is
presented, the other group members wll/ take notes on a separate piece of paper. Then, as
a group, brainstorm possib/e solutions or answers to the questions. Take brief notes below
each question. Use the modals of certainty on page 3 7 and the expressions for seeing
alternate sides to an issue on page 42. Choose one dilemma to present to the c/ass.
DILEMMA A: 1 DILEMMA B 1 DILEMMA C: 1 DILEMMA D
TRADING A VIDEO PIRACY A DOCTOR' S TURTLE TROUBLE
LEMON DEBATE
What should he do?
What should he tell a
potential buyer?
What should the
woman tell her child?
Should she discuss
the issue with the
neighbors?
Should the doctor tell
him his diagnosis?
Should the doctor
respect the family's
wishes not to tell the
patient how serious
his illness is?
Was the woman's
lle justified?
What other options
did she have?
for i\ltcrnativc Spcaking Topics, see pagc 11-4.
Honesty Is che Bese Policy 43
AL TERNATIVE SPEAKING TOPICS
Choose a topic. Use ideas) vocabulary, grommor, pronunciation, and the language to
discuss mu/tiple sides of an issue.
Topic 1
Look at the following statistics. Working with a partrner, discuss why you think the
statistics are true. What accounts for the numbers? vVhat is surprising or not
surprising to you?
a. According to an online rsum writing business, of 1,000 rsums vetted over six
months, 43 percent contained one or more "significant inaccuracies."
b. One study found that most people le once or twice a <lay. Both roen and women
le in 20 percent of their social exchanges lasting more than 10 minutes. In one
week they deceive 30 percent of those they come in contact with one to one.
c. When students communicate, they often telllies. lln fact fibs occur in 15 percent
of e-mail messages, 33 percent of phone calls, 25 percent of face-to-face
conversations, and about 20 percent of instant message chats.
Topic 2
Work in a small group. Read the following quotations about truth and lying.
Paraphrase them. Discuss whether you agree or disagree witb them and why.
"Lying is done with wotds and also with silence." (Adrienne Rich, twentieth-
century American poet)
"A Little inaccuracy sometimes saves a lot of expJa.nations." (Saki, twentieth-
century .British writer)
"Why would anyone lie? The truth is always more colorful." (James Hall,
twentieth-century American musician)
"Lying is an art. Por parents, however, it rnay be an absolute (Bernice
Kanner, twentieth-century American author)
He who is not sure ofhis memory should not w;1dertake the trade of lying."
(Michel de Montaigne, sixteentb-century 8rench author)
'<A lie has short legs." (Estonian proverb)
"Man was given a tongue with wbkh to speak and words to hide hs thoughts.
(Hungarian proverb)
"We need Jies in order to live." (Friedrich Nietzsclhe, nineteenth-century German
philosopher)
"Speech was giveh to man to disguise his thoughlts." (Maurice de Talleyrand,
nineteenth-century French diplomat)
"A lie can get halfway around the world before the truth can get its boots on."
(Mark Twain, nineteenth-century American authr)
RESEARCH TOPICS, see page 260.
44 UNIT 2

3 The Bold and
---p-, .. - the Bashful
P>oOK
516NJNG
TODAY!
HoW
TO
oNQUER

11//lf/1
'1.JFOCUS ON THE TOPIC
PREDICT
Look at the cartoon above and the title of the unit. Bookstores sometimes
sponsor events at which authors can meet people and autograph books for them.
What is the message of the cartoon? Do you think it's funny? Wby or why not?
What kinds of self-help tips might be offered in this book? How do you think it
feels to be bashful or shy?
45
SHARE INFORMATION
1 Who's shy and who isn't? Take the quiz and ca/cu/ate your score.
For each statement, rate yourself on thls scale.
Clrcle your answer.
Almost
Never Never Sometfmes Often Always
1. 1' i
\
4' ~ l'm tense and nervous when l'm with people
. ' <
1 don't know well.
/( / ( /" .
,,,,.( /(
2. lt's difficult forme to ask other people for
1'
i
j
~ ~
information.
/( /(
~
,,,( /'<,(
3. l'm often uncomfortable at parties and other 1' i
\
)(
social gatherings.
/( /( ,,,(
},(
4. When l'm in a group of people, f have trouble 1' i ~ ~ ~
thinking of the right things to say.
/( ;( ,,..( /( /(
s. ft takes me a long time to overcome my shyness 1' i ~ ~ 5
in new situations.
,,,,.( /( /( ,,( ,(
6.
1'
\,_
j
\
~ lt's hard forme to act in a natural way when l'm
,,,.( 'J( ,,,( '} ( ,,,(
meeting new people.
7.
1'
\,_
\
~ ~ l'm nervous when l'm speaking to someone
,,,(
J<
' ) (
,,,,..( ,,,.(
in authority.
8. 1 find it hard to tafk to strangers. 1' i
3'-
'
~
,,,.( ,,,.( ,,,,..( ;( ;(
WHAT YOUR SCORE MEANS:
TOTAL SCORE: __
30-40 = veryshy
21- 29 = somewhat shy
below 21 = probably not shy, alth0ugh you may feel shy in some situations
46 UNIT 3
2 Discuss the results of the shyness quiz in a smal/ grop.
l. Who had the highest scre in your group? Who had the lowest score? Did your
own results seem right to you?
2. When you speak English, do you feel shy or bold? In what situations do you feel
shy? Describe those situations.
3. In your opinion, is shyness a positive or negative quality? Explain. In cultures
you know, how is shyness perceived or regarded?
BACKGROUNDANoVOCABULARY
1 Shyness has personal, situational, as wel/ as cultural dimensions. First, read and
listen to the sentences. Then try to determine the meaning of the boldfaced words
from the context of the sentences. Write a deffnition or similar expression under
the sentence.
l. In English class
1
sorne students tend to speak out a lot. Others are somewhat
reticent.
2. A public-speaking phobia, called glossophobia, prevented the businessman
from dclivering formal presentations at work.
3. lf people cannot explain their ideas well when they speak, others may assume
those ideas have no merit.
4. Dr. Zirnbardo, a university professor who studies shyness, found that lsraelis were
not shy and introv'erted. On the contrary, they were outgoing and extroverted.
5. In China, being shy may not have adverse consequences as it does in some
countrie.s. In fact, sorne studies have indicated that Cbinese children who are
shy are well accepted by their peers and often end up in leadership roles.
6. Researchers have found that Scandinavians have higher rates of shyness, often
defined as a social aoxiety syndrome, with both physical and emotional
symptoms. They say it could be because of the cold weather.
7. Chronic shyness-shyness that persists from childhood to adulthood- can
have negative consequences
1
such as low self-esteem and loneliness.
(continued on next page)
The Bold and the Bashful 47
F
C
J
H
D
A
L
I
G
E
B
K
momentary shyncss based on the
situat ion
t LISTEN FOR DETAILS
SO UNIT 3
Read the sentences and circle the /etter of the answer that completes each sentence
correa/y. Answer as many items as you can. Then listen to the interview again. As
you lsten, complete any remainng items. Worl< with a partner and compare answers.
Part One
l. According to tbe interviewer, Alex Chadwick, these days Americans are
haviog difficuJty __ .
a. meeting people
b. dressing appropriately
c. asking questions
2. Dr. Zimbatdo __
a. teaches in a sh.yness clinic
b. runs in Palo Alto
c. manages a shyness dinic
3. Dr. Zimbardo's la test research focused on shy __ .
a. adults
b. children
c. children and adults
4. The researchers discovered that over the past 10 years, the nurnber of
Americans who label themselves as shy has increased to __ .
a. 48 percent
b. J 8 percen t
c. 20 percent
S. Onc thing that Dr. Zimbardo does not say about shy people is that
theyare __ .
a. competitive
b. reticent
c. self-conscious
6. The electronic revolution means that many people's jobs are being
replaced by computers. Dr. Zimbardo doesn't mentan _ _ as being
replaced by computers.
a. gas station owners
b. bank tellers
c. telephone opcrators
PartTwo
7. In Dr. Zimbardo's survey, __ of people said shyness was undesirable.
a. 70 percent
b. 79 percent
c. 7 5 percen t
8. One exarnple of situational, or momenta,ry, shyness not mentioned by
Dr. Zimbardo is
a. going on a blind date
h. playing the piano in public
c. speaking in public
9. Quasimodo is the hunchback in Victo.r Hugo's novel The Hunchback of
Notre Dame. Dr. Zimbardo compares shyness to hump
beca use
a. everyone notices it
b. you always carry it with you
c. it's not chronic
10. Dr. Zimbardo feels that shy people should be aware that nearly __ of
the population is shy.
a. 15 percent
b. 50 percent
c. 40 percent
ll. According to Dr. Zimbardo, when you are too shy, people may assume
you are also __ .
a. unintelligent
b. motivated
c. unattractive
12. Dr. Zimbardo tells Ale..'< Chadwick that he is not shy because he is the
oldest child in a
a. small Jtalian family
b. large Sicillan family
c. large Greek family
t MAKE INFERENCES
Read the questions. Then listen to each excerpt from the interview. Retnember that
makng n(erences means understanding something .that is not literal/y stated, but that
you believe is true based on the intention, attitude, voice, pausing, and choice of words of
the speakers. Discuss your answers with a partner, then with the class.
cD1
Excerpt One
1. What do you think the interviewer, Alex: Chadwick, means by the phrase
"Friends, take, heart"? Why does he use the word friends to address the
anonymous radio audience?
2. What is Chadwick's attitude toward the topic of shyness? How does he use
his tone of voice to express this attitude?
The Bold and the Bashful S 1
cJ'.J
Exce rpt Two
.._
3. Dr. Zimbardo clearly believes that his research is important and interesting.
How does he show this attitude in the excerpt? Howdoes he use his tone of
voice? Wbat words <loes he use to express this attitude?
r,07
Excerpt Three
4. How <loes Dr. Zimbardo feel when Chadwick asks him whether he is shy?
What can you hear in his voice and choice of words?
t EXPRESS OPINIONS
1 Work with a partner. lf you were a parent of a shy child or if you had a good friend
who was shy, what five strategies would you use to help your child or friend "come out of
his I her shell''? In other words, what tips would you give a "shrinking vio/et" to blossom?
Or, a/ternatively, how would you convince a "shrinking vio/et" to simply accept and be
comfortable with his or her reserved temperament? Discuss your opinions.
2 Are we born shy, or do we become shy? Work with a partner. Read the fadors that
psycho/ogists believe make people shy. Decide how important you think these fadors
may be in causing shyness. Write them in one of the co/umns. Then discuss the reasons
for your choices.
genetics
cultural values
birth order ( oldest, middle,
or youngest)
gender
competition
parents' behavior
lack of social skills
physical attractiveness
use of computer and video games
use of electronic communication
(e-mail, voice mail, chat rooms)
life experiences (moving, changing
schools, divorce in family)
VERY IMPORTANT 1 SOMEWHAT IMPORTANT 1 NOT VERY IMPORTANT
52 UNIT 3
3 Work with a partner. Look at the cartoon, and discuss the answers to the questions
that follow.

"Y'. lt.o>t:ik.}
[ LOW SELF-ESTEEfV\]
Drawing by M. Twohy, 1996 The New Yorker Magazine, l nc.
l. What <loes "low self-esteem" mean? Do you think ali shy people have low self-
esteem? What could cause low self-esteem?
2. Is writing in a diary a useful way to express your feelings and cope with
problems? What advice would you give to the man to boost his self-esteem?
LISTENING TWO: The Pollyanna Syndrome
.Are you an optimist or a pessimist? Have you ever run in to an overly optimistic
person? ln this on-air ,essay from Public Radio International, Julie Danis gives her
opinion about Pollyannas- people who refuse to accept that anything bad can
happen. The name comes from the heroine of a 1913 novel, Pollyanna, who hada
consistently optimistic outlook on life, which many people today see as unrealistic.
In the commentary, Danis gives examples of ways that one coworker was able to
"make lemonade out of lemons." What might this phrase mean? Have you ever
known any Poll yannas? If so, descri.be them.
C
E
A
B
D
always
uncomfortable
physically tense
not prepared to
perform
find silver lining

unrealistic
realistic
grounchy
cranky
assert self to optimist
ignore optimist
Work with a partner. Read the situations and use the words and phrases from Step I to
improvise a short conversation between a Pollyonna and a shy person. Then present the
conversations to your class.
Situation 1
StudentA: You are a situationally shy employee who has just been told byyour
manager that you have to give a presentaton to 75 salespeople about a new product
your company has just launched. Following the presentation, you will have to host
the reception, making sure everyone feels comfortable. You are petrified. Explain all
of your feelings and symptoms.
Student B: You are the Pollyanna coworker. Give advice to Ms. Situationally Shy to
help her succeed in her task. Help her make lemons out of lemonade.
Situation 2
Student B: You have just been chosen as the president of the campus environmental
club because of your intelligence, k.nowledge of the subject matter, and ability to get
things done. However, you are very dispositionally shy. In this role, you have to be a
leader, organize events, give speeches, and convince your members to follow your
agenda. You are not su re -you can manage. Discuss ali of you r feelings and
symptoms.
Student A: You are a Pollyanna and you are Mr. Dispositionally Shy's club adviser.
Convince him that he should be "comfortable in hs own skin" and that he can do
the job. Give him tps for doing it. Help him find the silver lining.
/////1
11
t
~ FOCUS ON SPEAKING
VOCABULARY
t REVIEW
How does birth order affect personality? Some researchers believe that being the
firstborn, the only child, or the '
1
baby'
1
in a family has a significant impact.
(continued on next page)
virtually
grouchy
outlook
take things as
widespread
carried away
mark
think of
wind up
drawing o ut
fill th e void
break the ice
bashful / inhibited
petrified / reserved
reticent /self-conscious
shrinkig violet
stancloffish / timid
wall flower
assertive / bold
gregarious
life of the party
open / outgoing
sociable
social butterfly
talk a blue streak
gloomy
killjoy
negative
whiny
Open
Pollyanna
positive
upbeat
2 Work with a partner. Describe yoursel(to your partner using the words (rom the chart
you 'omp/eted in Exercise I. Overa//, what kind of person are you-an introvert,
extrovert, pessimist, or optimist?
t CREATE
58 UNIT 3
Work in small groups. Read the questions. Discuss the answers, and defend your
opinions. Use words from the box on page 57 to help you express yourself. Play devif's
advocate if possible. (lf you "play devil's advocate," you support a less popular opinion in
order to encourage debate.) Add your own examples.
Who Would You Rather Have?
l. Who would you rather have for your doctor?
Sorneone who is _ _ .
a. highly experienced, but also reticent and a bit aloof
OR
b. a recent medical school graduate, but also outgoing ... always makes Jemons
out of lemonade.
2. Who would you rather have for your teacher?
Someone who is __ .
a. gregarious, can talk a blue streak, but also at times gloomy
OR
b. reserved, confident, but also at times a bit self-conscious
3. Who woukl you rather have as your spouse?
Someone who is __ .
a. sensitive, kind> but also reticent and introverted
OR
b. the life of the party, gregarious, but also at times a bit standoffish and
sometimes grouchy
4. Who would you rather have as your tour guide on vacation?
Someone who is
a. extremely knowledgeable, detail-oriented, but a killjoy
OR
b. sociable, assertive, but inexperienced and a bit scattered and disorganized
GRAMMAR: Adjective Clauses-ldentifying and Nonidentifying
1 Work with a partner. Study the sentences and discuss the questions that follow.
Our research, which we've been conducting since 1972, focuses on adults who
are shy.
We are losing the s.ocial lubrication that's essential for people to feel comfortable
in the presence of others.
1 am more like a Zorba the Greek-type person whose job in the world it is to
make people feel comfortable.
Negative personality traits, most of which are totally false, are often applied to
shy, attractive people.
l. What is the purpose of the underlined clauses?
2. Compare the five underlined clauses. How are they similar? How are
they different?
ADJECTIVE CLAUSES
Adjective clauses are used to add variety. sophistication. and interest ito sentences. They are
useful in combining sentences to provide more detail and information. There are two kinds of
adjectve clauses: identifying and nonidentifying.
ldentifying Adjective Clauses
An identifying adjective clause:
has a subject and a verb
modifies specific nouns and pronouns
can be introduced by who, whom, which,
that, whose, where, and when
is not set off by commas
is essential to the meaning of the sentence
Nonidentifying Adjective Clauses
A nonidentifying adjective clause:
has a subject and a verb
is used with che relative pronouns who, whom,
which, and whose. lt is also used with where
and when and cannot be used with that
must describe a specific person or thing
is set off by commas
is not essential to the meaning of the sentence
and may be omitted
Quantifying Expressions
Nonidentifying adjective clauses often contain
expr essions of quantity such as many of.
most of. sorne of, none of. two of, severa/ of.
half of. ali of, each of. both of. and
a number of.
Use the structure: quantifier + preposition +
relative pronoun (only who, whom, where,
when, or which).
60 UNIT 3
Examples
We are losing the social lubrication that's
essential for p ~ o p l e to feel comfortable
in the presence of others.
Consider the di-.ision between those who
always see the bright side and those
who'd rather wallow in the ir misery.
Examples
Our research, which we've been
conducting since 1972, focuses on adules.
Dr. Lynn Henderson, who is co-director of
the Shyness Cll inic, says nearly everyone
experences shyness.
Examples
Negative personality traits, most of which
are totally false, are often applied to shy.
attractive people.
The participants, all of whom were adults,
met wich the cherapist twice a week to talk
about their problems with shyness.
StudentA
2 Read the paragraph. Underline al/ the adjective c/auses. Circ/e the pronouns. Draw
on orrow from each clause to the noun it modifies. Lobel the clause I (identifting) or
N (nonidentifting).
The Palo Alto Shyness Clinic was founded by Dr. Philip Zimbardo, who is a
N
professor at Stanford University, in Palo Alto, California. The clinic provides group
and individual tberapy for people who are trying to overcome loneliness and
shyness. The clinic, which is currently directcd by psychologist Dr. Lynn Henderson,
uses a specialized treatment model called the Social Fitness Model that trains
people in social skills in much thc sarne way thal people get trained in physical
fitness. Dr. Henderson, wbo invented the Social Fitness Model, believes that
problems of shyness, most of wliich can be overcome, must be explored in a
supportive, positive environmenl.
3 Work with o portner.
Student A: Ask Student 8 questions I through 4.
Student B: Cover the left. column. Answer the questions. Use a voriety o( odjective
clauses in your answers. Then switch roles ~ e r question 4.
Student B
1. Who is Dr. Philip Zimbardo? l. Oh. He's the one who run5 the ShyMess CllMl c.
2. Whac is Stanford University? 2. Hmm.1 think (that) . . .
3. What's an extrovert? 3. As far as l can remember ...
4. What's situational shyness? 4. r'm not sure I remember, but 1 think ...
Now switch ro/es.
s. What's an introvert?
6. What's a PoUyanna?
7. Whar's a shrinking violet?
5. WeU .. .
6. Oh . . .
7. r guess it's .. .
The Bold and the Bashful 6 1
SPEAKING
t PRONUNCIATION: Grouping Words Together
62 UNIT 3
When you speak, group your words into shorter phrases or thought groups.
Thought groups help tbe listener understand speech in the same way that
punctuation marks help readers understand writing. Pronounce the words in a
thought group together.
I'm the firstborn from a large family.

Join thought groups together smoothly. Hold (or lengthen) the end of one thought
group briefly before you start the next group. There is often a small change in the
pitch of your voice between thought groups.

I'm the firstborn from a large family.
There are no fixed rules for the length of thought groups. Many thought groups are
also grammatical groupings, like nonidentifying clauses.
Dr. Lynn Henderson, who is of the Shyness Clinic, says nearly
everyone experiences shyness.
As you become more fluent, you will be able to use longer thought groups.
1 Listen to the sentences. Underline the thought groups. Then work wth a partner
to compare your groupings, and proaice reading the sentences. /f you and your
partner hove different groupings, discuss these differences.
l. We discovered that about 40 percent of alJ Americans label thernselves
as currently shy.
2. Over the past 10 years, that figure has increased to about 48 percent.
3. Do you find these days that it's more difficult meeting people?
4. Two out of every five people you meet think of themselves as shy.
5. There are just many things in a culture
1
onr culture, which lead lots of
people to be shy.
6. Chi.ldren don't see ... don't have the opportunity to see their parents and
relatives relating in a natural, easy, friendly way.
7. When you're ata party, or just in a conversation with someone anY'"'here and
you recognize that they're shy, what do you do to draw them out. or try to
make them more comfortable?
8. Admitting your shyness is reaJJy an important first step beca use if you don't,
people make misattributions.
2 Listen to the sentences, and circle the /etter of the one you hear. Then, working in
, . pairs, choose sentence a or b to read to your partner. Your partner will tell you
which one you hove chosen. Then switch roles.
1. a. ''Philip:' said t!he doctor, "doesn't suffer from shyness."
b. Philip said, "The doctor doesn't suffer from shyness."
2. a. My sister, who lives in California, is a Pollyanna.
b. My sister who lives in California is a Pollyanna.
3. a. Suzanne's manager told me she's gotten over her shyness.
b. Suzanne's manager told me, "She's gotten over her shyness."
4. a. Zimbardo interviewed the students, who had admitted they were shy.
b. Zimbardo interviewed the students who had admitted they were shy.
S. a. Everything he said was based on research.
b. "Everything," he said, "was based on research;"
6. a. The therapy, which the cliuic provides, gets people to be more outgoing.
b. The therapy which the clinic provides gets people to be more outgoing.
t FUNCTION: Brealcing the Ice and Maintaining a Conversation
At the end of the int erview with Alex Chadwick, Dr. Zimbardo says, "I'm a
fintborn from a big Sicilian family, so my job was making all the other kids feel
comfortable, and so I ... I am more like a Zorba the Greek-type person whose job
in the world it is to make people feel comfortable, you know, at life's party."
Dr. Zimbardo admits that "making people comfortable at life's party" is a social
skill that comes naturally to him. However, for many people, feeling comfortabJe
and relaxed in social situations is a challenge. There are social ski lis that anyone can
learn in order to help cope with feelings of shyness or awkwardness in social
situations.
AJ1 important first step is .learning how to break the ice and maintain a
conversation.
BREAKING THE ICE 1 EXAMPLES
Introduce yourself. "Hi, how are you?"
"Hello, l'm Philip Zimbardo."
Comment on something shared:
weather
shared situation
"Nke weather, don't you think?"
"How do you know the host?"
"What a game last night, huh?" uncontroversial news
MAINTAINING A CONVERSATION 1 EXAMPLES
Ask open-ended and follow-up questions. "What brings you to Palo Alto?"
"What kind of work do you do?"
Volunteer information. "I run a shyness clinic here in the city."
Listen actively and look interested. "Really?"
"You're kidding!"
(Use eye contact.)
(Smile or nod your head occasionally.)
Change the topic if the conversation is dying,
or excuse yourself.
"On another topic, did you see . . . ?"
"Excuse me. l'd like to get a drink."
64 UNIT 3
Work with a partner. Ro/e-play a situation from the Jist Student A starts the
conversation. Both students keep it going for at least three minutes, throwing it back
and forth like a ball. Use the chart above as a guide. Then change roles and role-play
a second situation.
Situations
a. You are in a long checkout Jfoe at the supermarket. Start a conversation
with the person behind you.
b. You are stranded atan airport gate waiting for a delayed flight. Start a
conversation with the person next to you.
c. You are on a bus. Start a conversation with the person in the next seat.
d. You are ata party and feeling very self-conscious. Start a conversation
with a person who also looks shy or awkward. Admit your uneasiness.
As Dr. Zimbardo advises, look for a kindred soul.
t PRODUCTION: A Case Study
In this activity, you will play the role of consultonts who advise
companies on how to build effective teams to achieve better results. Try
to use the vocabulary, grammar, pronunciation, and the language for breaking
the ice and maintaining a conversation that you learned in the unit.*
Work in groups of three or four.
What's the perfect personality mix to accomplish a given task? The choice can make
the difference between success and frustration or faiJure. Try your ha11d at team
building.
You are consultants working in a company called Personality Profiles, fnc. Personality
Profiles is a highly specialized company which provides expert consultation to other
companies on "team selection" for spcciaJ projects. Jn other words, if a company
needs to make sure a specific project team is composed of people wilh lhe appropriate
personaJities, they ask Personality Profiles to define the specific personalities and the
bcst mix of personalities for that project. In addition, Personality Profiles is
responsible for interviewing final candidates. The successful exccution of the job
depends on choosing the right people and the right combination of pcople.
Sometimes the team members are as different as night and day!
This month, you have three dients who have asked you Lo define the personaJity
mix and character attributes for three important projects. For each project:
1. Read the client's case.
2. Oiscuss what kinds of individuals would be best suited to pcrform the task. Use
adjcctive clauses to characteri ze pcople: We need people who are ... Demanding
people, who are . .. People who would not be suitable are . ..
Use expressions for maintaining the conversation when il begins to die.
3. Complete a chart with descriptions of the type of team mcmbers needed and
interview questions to evaluate potentiaJ candidates. See the chart on pagc 67.
Imagine the class is your client. Choose one of the cases to present Explain the reasons
for your recommendations.
'for AILcrnntive Speaking Topics, scc pagc 67.
The Bold and che Bashful 65
Client One: Global Space Project Intemational (GSPT)
GSPI, an inlernalional consortium or spacc Lravel proessionals, has askcd
Pcrsonality Profiles, lnc. Lo assist in the proccss of se]ecting a Lhrce-pcrson cr-ew for
a mission to Mars. The mission wiJl lasl approxin1atcly 2.5 years.
Sorne o[ the spedic challcnges of this mission inclucle:
Long periods of confincmcnt and isolat ion
Possibility of emcrgcncies
Low physical activity
LnLense, 1igorous scienlific experimenls
Repetilive and monoLonous tasks
Client Two: Canadian Post Newspaper
Canadian Post newspapcr has asked Personality Profiles, Inc. to assist in thc process
of selecting a threc-pcrson leam of young univcrsity studcnts lo accomptmy a well-
respected, amous investiga ti ve reporLcr on a 10-cily lour of Mrica. The trip will lasl
approximately three months. The rcporler and his three-student leam of rcporters
will reporl on heal Lh, cconorn ic, and educational conditions in Lhe 1 O pooresl a reas
o[ the African continenl.
Sorne o the specific challengcs of Lhis mission include:
Rough, unsophislicated living condi lions
Unpredictablc and risky lravel
Lack of cell phone or electronic communicalon at times
Exposure to illncss, discase, and death
Daily reporling and writing deadlines
Clicnt Three: Cactus Produclion Stu<lio
Cactus Production is Lhe leading Mexican movie studio and has a<>kecl Pcrsonality
Profilcs, Inc. lo assist in the process o selecling a thrcc-person team lo clcvclop,
creale, and cxecute a crcaLivc and compelilive marketing campaign for a ncw,
highly anticipated movic by a prominent Mexcan director and slarrng a popular
Mexican movie s tar. Thc tcam will have only thrcc weeks Lo develop the campaign,
which will incluclc television advertising, billboards, movie previews, newspapcr
and magazine advertsing, a wcbsile, actor tours, and intcrviews.
Sorne of the specific challcnges of lhis task includc:
Tighl, unreasonabJe deadlines
Conflicting needs, inLcrests, ancJ demancls rom actors, producen;, <lircctors
InsufficienL advcrtising budget
Very high expcclalions for lhc movic to makc a lot of money
Complex campaign which includes scveral media (television, web, billboards,
prinl, etc.)
66 UNIT 3
Ex.ampJe
Client: Canadian Post
TEAM 1
1
DETAILED
1 PROBING QUESTIONS FOR
PERSONALITY PERSONALITY
MEMBERS
REQUIREMENTS
INTERVIEW
l. Dispositionally Good listener, l. How wlll you feel meeting
shy excellent ovserver, new people every day7
doesn't have to ve 2.
the center of
attention
2.
3.
ALTERNATIVE SPEAKING TOPICS
Choose a topic. Use ideas, vocabulary, grammar, pronunciation, and expressions for
breaking the ice and maintaining a conversation.
Topic 1
Gail Vennittie, a principal with PricewaterhouseCoopers, said, "J grew up as the
middle child of seven kids. Depending on the situation, 1 had to try and figure out
how to interact. Every scenario is slightly different." Being the middle child, Gail has
had to be sensitive to other points of views as well as learn to be an independent
thinker. Do you agree with Gail? Think about your own birth order. How has this
birth order affected your personality or your skills?
68 UNIT3
Topic 2
Bill Gates, co-founder of Microsoft, is often described as shy and antisocial. In fact,
research has shown that 40 percent of top CEOs tencl to be introverts. Why do you
think this is so? What makes them successful? Do yo1u think there is a difference
between shyness and introversion? If so, what is the difference?
Topic 3
Surprisingly enough, despite great success and publk attention, many celebrities
consider themselves shy. One well-known singer-songwriter, Suzanne Vega, speaks
openly about her shyness. The following song, which appeared in the movie Pretty
in Pink, e:xpresses Vega's feelings and perspective on her shy temperament.
1 ~ Listen to the song. Then listen again, and fil/ in the missing words. Compare your
, answers with those of a partner.
~ ~
If you want me
You can find me
Lcft of center
Off of the ______ _
In the --------
In the fringcs*
In the cornet
Out of thc _ ______ _
(Repeat)
V/hcn they ask me
c'What are you looking at?"
[ always --------
"Nothing much" (not much)
I think. rhcy k.now that
l 'm looking at thcm
T th.ink thcy think
l must be _______ _
But I'm only
In thc outsk.irts
And i n thc _______ _
On the edge
And off the ______ _
And if you want me
You can find me
Left of center
Wondering about you
" more common: on the fringes
1-
I think that somchow
Somewherc inside of us
Wc must be _ _ ___ _ _ _
Tf nnt the same
So l continue
To be wanting you
Left of center
AgainsL the ------- -
lf you want me
Ynu can find me
Lcft of center
Off of the strip
ln thc ourskirts
T n the fri nges
In thc comer
Out of thc grip
Whcn thcy ask me
" What are you Look.ing ar?"
1 always answer
"Nothing mucb,, ( nor m11ch)
l think rhcy know that
I' m looking at rhcm
I thnk rhev thnk
I must be out of rouch
Bm l 'm only
l n the ou tsk.ir ts
And in rhe fringes
On rhc cdge
And off the avcnuc
And if you wanr me
You can fi nd me
Lcfr of centcr
Wondering about you
Wondciing about you
2 Read the lines from the song. Then circle the /etter of the expression that best
expfains the line(s).
l. "lf you want me/ Y:-ou can find me/ Left of center I Off of tbe sLrip"
In this line and in the title of the song, "left of center" refers to a __ .
a. physica11ocation
b. psychoJogical state of mind
c. temporary physical sensation
The Bold and t he Bashful 69
2. In the outskirts / In the fringes / In the comer I Out of Lhe grip"
The sj nger implies that she is __ .
a. wthdrawn and shy
b. Jost and lonely
c. exduded and angry
3. "When they ask me / 'What are you looking at?' / l always answer I 'Nothing
much' (not much) / I think they know that / l' m looking at tbem. / I think they
think / l must be out of touch"
Thesc lines imply that the singer feels other peoplc regard her as __ .
a. emotionall y unstable
b. unaware
c. unconnected to the group
4. "I think that somehow / Somewbere inside of us I We must be similar I If not
the same"
These lines suggest that the singer feels __ .
a. other people areshy like herself, buthide it well
b. all shy people are the same
c. like she wants to meet someone who is not shy
S. "So J continue I To be wanting you J Left of center / Against the grain"
"Against the grain" implies that the singer's lovc is __ .
a. a secret
b. forever and endless
c. different and un usu al
3 Discuss the questions with o partner.
l. What are Vega's feelings about her shyness? What is the main point of the song?
2. Do you think the song illustrates shyness wcll? Why or why not?
3. Have you ever felt like the character in the song? Explain.
RESEARCH TOPICS, see paga 260.
70 UNIT 3

MUROER.S IN NEW YORK CITY
2500
2154
2000
i
1500
::::i
:E 1000
500
o
1992 1997 2007
Year
GROWTH ANO FORECASTEO GROWTH
OF CELL PHONE SUBSCRIBERS
1600
1400
1200
1000
e
800
j
600
400
200
o
2000 2005 2007 2010
Year
Source: http:// www.etforecasts.oom/productslES_cellular.htm
USA
N. America
OW. Europe
o E. Europe
Asia
Cl L. America
ME/Africa
//jlf.11.,
F.EJSUS CN THE TCPIC
-
PREDICT
Look at the graphs above. Working in a small group, analyze the data, and answer
the questions.
l . What do the two graphs have in common? Look for patterns in the data.
2. For each graph, discuss severa! factors that may have contribut ed to the
sudden changes illustrated.
3. Look at the title. What do you think this unit will be about?
71
SHARE INFORMATION
- - --- - - - -
1 Work with a partner. lnterview your partner to find out what faaors innuence his or her
behavior or Tdeas. There can be more than one faaor. Record the letter(s) of your
partner's answers on the bfank lines. Then hove your partner interview you.
What influenced you t o . .
l. see the last movie or TV show you saw
2. read the last book you read
3. go to your last vac.:ation spot
4. check out the last website you visited
S. choose the last restaurant you ate at
6. perform some charitabJe act
(volunteer, donate money, etc.)
7. buy the last piece of clothing or shoes
you bought
s. (do something elseyou did)
2 Work with your partner. Discuss the questions.
Factors
a. word of mouth
(everyone is talking
about it!)
h. someone you respect
told you
c. saw it on the Internet
d. saw it on television
e. read about it in a
newspaper or
magazine
f. other (specify)
l. Review your answers to Exercise l. What patterns do you notice? Wbat people
or things influence your behavior and think:ing the rnost?
2. The gra"phs on the preceding page show a dramatic decrease in the murder rate
in New York City and a dramatic increase in celi phone usage in Asia. Why do
you think certain trends develop so suddenly?
BACKGROUND ANO VOCABULARY
72 UNIT 4
1 !. Read and listen to the examples of on/ine customer reviews of Malcolm Gladwell's
book The Tipping Poi nt.
1
Then discuss why the book is so popular and whether it
interests you.
1
The Tipping Poim: How Liule Things Can Make a Big Differencc is a best-selling book.As a result of its
popula1ity, the expression "tpp.i.ng point" nas eJtered the language.
412 of 717 people found this review helpful:
00000 Wondertul book
Reviewer: A future thinker
Malcolm Gladwell, a staff writer for New Yorker magazine, in The Tipping Point,
writes an engaging book exploring why and how things happen. He asks questions
such as: How do advertisers get us to buy products or go see movies? Why do
people suddenly stop doing something the way they have always done it?
According to Gladwell, the (1) transmission of ideas often occurs in the same way
as the passing of germs from one person to another. Every day, people spread
messages. One of Gladwell's examples deals with the sudden popularity of Hush
Puppies1 , a kind of shoe which had been unfashionable for many years. But
suddenly, a bunch of cool kids started wearing Hush Puppies in New York City and
telling ali their friends about them. Fashion (2) mavens, expert designers who set
fashion standards, adored the "cool" shoes and got the fashion industry to fall in
love with the new styles. Before long, everyone on the street was wearing Hush
Puppies. Simple (3) word-of- mouth advertising sparked the Hush Puppy fashion
(4) epidemic.
Comment 1 Was the review helpful? @Yes No
4 of 1 O people found this review helpful:
00000 Pretty good for an easy read
Reviewer: Martn
1 found Gladwell's simple yet informative book full of great examples. One of my
favorites was his look at Sesame Street, a popular children's television show. In the
late 1960s, educational television producers wanted to (5) generate interest and
enthusiasm for reading and writing among preschool children. To figure out how to
make preschool TV shows "sticky," or memorable, among preschoolers, the
producers (6) got a hold of the top psychologists in the country, who began
conducting experiments on children's television viewing habits. (7) Consumed by
trying to find the "stickiness factor," psychologists and TV executives carefully
recorded specific moments when kids paid attention to shows and when they
stopped watching. Relentless in their search, the researchers finally figured it out.
From their many studies, they found that kids always paid attention when real
adults and children were shown on the TV screen at the same time as the puppets.
The children's show producers also discovered that they could (8) win kids over to
certain programs by making scenes not only flashy and exciting with puppets, but
comprehensible with real people. To me, this was one of the best parts of the book.
Comment 1 Was the review helpful? @Yes No
, Hush Puppies:
The Tipping Point 73
H
I
C
D
J
B
E
J
L
F
K
A
lllJ!f11.
Q J FDCUS CN LISTENING
LISTENING ONE: The Tipping Point
In bis book The Tippirzg Point: How Little Things Can Make a Big Difference,
Malcolm GladwelJ explores why changes in behavior or ideas happen unexpectedly
and suddenly. Why did the New York City crime rate drop so dramatically? Why did
cell phones beco.me popular so quickly in Asia?
es>
1
In the interview, Gladwell describes a type of person cal/ed a connector. He says
that connectors play a huge role in spreading ideas. What kind of person is a
connector? Work with a partner and complete the sentence with as many
descriptions as poss;ble. Then listen to the excerpt to check your predictions.
Connectors are people who ...
make a lot of phone call5.
t LISTEN FOR MAIN IDEAS
Gladwell identifles three kinds of people who spread ideas: mavens, connectors, and
: salesmen. Usten to the interview. Then complete the sentences. Work with a
partner and compare answers.
l. Conneclors ar e people who ---------- ------- -
2. Mavens are people who _____ _ _______ ______ _
3. Salesmen>t are people who --- ---------- - - - ---
G Q
1
Usten to the interview agoin. Read the sentences, ond mark them T (true) or
F (false). Correa the false stotements. Then discuss your answers with a partner.
1. Word-of-mouth cpidemics are transmitted by a huge number of
exceptional people.
2. Gladwell gives a "names test" to people to find out how many people
they know with the same last name.
'Themore comrnonly accepted term is "salespeople."
TheTpping Point 75
3. By using bis "names test;' Gladwell concluded that out of 350 people,
most people know more than 130 people.
4. People who score well on Gladwell's names test are called "connectors"
because they know a lot of people and can spread ideas quickly.
5. Gladwell can't start a word-of-mouth epidemic because his circle of
friends is too small.
6. Connectors can spread ideas and news quickly to a lot of people in a very
short time.
7. ArieJ, a friend of Gladwell, is a professional restaurant critic.
8. Most restaurants in Jower Manhatt.an are filled with customers who are
friends of Gladwell and Adel.
9. There are only about two doze.o restaurant mavens it:l Manhattan.
10. Gladwe11 describes mavens.as t he "Ariels of the world."
11. A word-of-mouth epidemic is most successful if a maven works with a
connector to sptead the epidemic.
__ 12. According to Gladwell, Tom Gau is a very soccessful salesman beca use he
can easily persuade you to do or believe in something.
t MAKE INFERENCES
16 UNIT 4
Work in a small group. Usten to the excerpts, and answer the questions. Pay special
attention to tone, pace, pausing, intonation, and word choice. Then discuss your answers
with the group.
cD1
Excerpt One
l. How would you describe the interviewer's style:
a. rude and impatient
b. interesced and attentive
c. distracted and bored
d. serious and academic
c,.Q 1
Excerpt Two
2. Lydon says, 'Tm afraid I' m one of them" beca use he is __ .
a. saying that he is afraid
b. showing hjs enJbarrassment
c. pretending to be sorry
d. trying to be fwrny
cDt
Excerpt Three
3. Gladwell asks "right?" because he __ .
a. thinks Lydon is a restaurant expert
b. is not sure about what he is saying
c. is implying that the interviewer would agree with them
d. expects the interviewer to interrupt him
cDt
Excerpt Four
4. By repeating the interviewer's, "You can't sell," Gladwell intended to __ .
a. demonstrate sympathy for Lydon's inability to seU
b. confirm he had heard what Lydon had said, and move the conversation
forward
1
c. confirm that he knows that the interviewer reaUy can't sell
d. emphasize the importance of what Lydon had said about himself
t EXPFlESS OPINIONS
__ 2.
3.
Many readers have reacted strongly to the ideas put forth in The Tipping Point.
Below are sorne opinions posted to blogs and other websites.
Read the opinions and write A (agree) or D (disagree) next to each statement Then
work in small groups and explain your opinion.
VOICE OF THE PEOPLE
Martin from Ashland, Oregon, U.S.:
1 think that Gladwell's categories of mavens, connectors, and
salesmen are really useful to describe just about everyone 1 know. 1,
for one, ama maven.
Rosa from Buenos Aires, Argentina:
1 am an independent thinker, resistant to trends and trendsetters.
And there are many people llke me- people who are never
influenced by "social messengers" such as mavens, connectors, or
salesmen.
Choi Soon Young from Seoul, South Korea:
The former U.S. vice president, Al Gore, won an Osear anda
Nobel Peace Prize because of his movie An lnconvenient Truth, and
this started a big movement against global warming. 1 am completely
convinced that Gore hit "the tipping point" that Gladwell describes.
1
move the conversation along faster in order to make his own point
__ 4.
__ s.
__ 6.
Pedro Sanchez from Chihuahua, Mexico:
Gladwell oversimplifies the idea of social iehange. Change is
gradual, and 1 don't buy the notion that a few people can jumpstart
a larger trend. Where 1 live, it would take more than that.
Melek Orbay from lstanbul, Turkey:
1 guess that the rise of teenage smoking has something to do
with Gladwell's ideas of social epidemics sprnad by messengers. 1
think that the spread of teenage smoking could also be stopped by
getting a "social messenger" to create a tipping point in the other
direction.
(name withheld):
Gladwell should write more about this: Antisocial and even
violent behavior is glorified on sorne websitos and spread to
isolated or sick individuals. Through the lnte:rnet, evil people can try
to create support far their hateful ideas. The1 tipping point can
spread a social disease, not just create a social trend.
LISTENING TWO: Tipping Points in Fighting Crime
78 UNIT4
In this second interview, Malcolm Gladwell discusses the dramatic decline in crime
in New York City.
1 Read the incomplete sentences on page 79. Then listen to the excerpt Circle the
/etter of the correct phrase to complete the sente11ce. Then compare your answers
with those of another student
l. Todd Mundt, the host and interviewer, believes that the reason cri:tne fell so
dramatically in New York is __ .
a. well known and documented
b. unknown
c. being researched now
2. Gladwell believes that crime felJ because of _ _ .
a. community action
b. behavior of cerrain influental people
c. sudden small changes
3. According to George Kelling's "broken windows" theory, __ .
a. criminals are definitely affected by the environment
b. criminals may be affected by the environment
c. crirninals are not affected by the enviroument
4. According to e l l i n g ~ a broken window in a car probably means that the car is
parked in <ln area which is __ .
a. poor
b. dangerous
c. unsupervised
5. Traditional conservative thinking biames high crime rates on __ .
a. an ineffective police force
b. the criminals themselves
c. the environment
6. Kelling believes crime can be reduced by __ .
a. encouraging criminals to be more sensitive to the environment
b. teachng moral and socially responsible bebavior to all citizens
c. making small environmental chnges
7. In the earJy l 980s, the subway system in New York City was _ _ .
a. disorganized and messy
b. confusing and chaotic
c. dirty and dangerous
8. Pormer New York City Poli ce Chlef William Bratton tried many ways to
improve the subways. He tried everything except removing _ _ .
a. graffiti
b. tumstiles
c. garbage
9. The police helped reduce subway aime by __ .
a. encouraging people not to litter or throw garbage on the ground
b. washing off the graffiti
c. arresting anyone who entered the subway without paying
2 Work in sma/1 groups. Explain the broken window theory in your own words. Do you
think it is an effective or ineffective approach to reducing aime? Why or why not? Can
you think o( any other societal problems that might be so/ved by this approoch?
INTEGRATE LISTENINGS ONE ANDTWO
t STEP 1: Organize
ln Listening One, Gladwell described the way in which social epidemics" are spread
by a few people-mavens, connectors, and salespeople. In his book The Tipping
Point, hecalls this phenomenon ''The Lawof the Few.
In Listening Two, he discusses the way in which small but significant environmental
changes can crea te a large change. In the mid-1990s murder rates in New York City
fell by two-thirds in five years. Gladwell credits the removal oflitter, graffiti, and
garbage asan environmental "tipping point'' that caused a dramatic decline in
crime on the subway and in certain neighborhoods of New York City. He refers to
this effect as "The Power of Context.
Put the stotements in to the f1owchart on page 81 to show your understanding of The
Law of the Few ond The Power of Context.
The Law of the Few
The connector tells a salesperson and many
other people about a restaurant.
The restaurant quicldy becomes very popular.
A connector calls the maven to ask about a new
restaurant.
The o.h-flew restatmuH iftvite a maven-
te dine at thetr-new-restaura:nt:-
Tbe salesperson tells a few people, induding
another connector, about the new restaurant-
80 UNIT 4
The Power of Context
The number of serious crimes drops
dramatically.
The city sanitation department cleans up the
garbage and graffiti.
bceattse of
set-ious crimc.
Criminals understand that someone is paying
attention to the subway.
The police arrest people for jumping turnstiles
and other m.inor crimes.
The law of the Few The Power of Context
The owners of a new restaurant
invite a maven to dine at their new
The subway e very dangeroue
becauee of eeroue crime.
restaurant.
Work in a small group. Choose a current problem to address. (See the /ist of
suggestions below or create your own.) Discuss how you would use The Law of the Few
or The Power of Context to address this problem. Use the flowchart on page 82 to take
notes. Be speciffc. Present your ideas to the c/ass.
The mall or shopping center near your home has a rising crime rate and
people are afraid to shop there, especially in the evening.
You and your business partner open a coffeehouse near your school. It is
successful, but six months latera large and well-known chain of coffeehouses
opens a store on the same block.
Big trucks rumble down your residential street to avoid a new toll road that
was put in place nearby.
The recycling program at your school is not popular with students. They
don't recycle.
Problem:
Circle one:
82 UNIT4
The Law of the Few
transmit
transmittable
generated
generation
consumption
consume
profile profiled
root
contagien
trigger
triggered
van da!
vandalized
mess messy
immunity/immunization
immunize
infection
infected/infectious
Band-Aid solution
be immune to an idea
contagious idea
infected
a social epidemic
vi ral marketing
float an idea
a flood of ideas
make a splash
a ripple effect
swim against the tiede
the tied is turning
wave
2 Look at the boldfaced words. Try to determine their metaphorica/ meaning from the
context Work with a partner. Complete the sentences to show you understand the
meaning of the boldfaced words. Discuss your sentences with those of another pair.
l. Many companies now rely on viral marketing to get customers to buy or use
their products.
A viral marketing strategy they might use is to get trendy people to wear
the company name on clothing products.
2. An epidemc occurs when many cases of a disease occur at the same time.
Although epidemics are usually not desirable, an example of a positive social
epidemic is ________________________
3. The cold virus is in.credibly contagious, easily passed from person to person.
An example of a highly ()Ontagious idea is--------------
4. If you infect peopie w:ith a disease sud1 as a cold, you give them that illness.
A "salesman's" entbusiasm for an idea infects others si mply by _____ _
5. People who are immune to a particular illness cannot be affected by it.
In the same way, those who are immune to new ideas or trends _ ____ _
6. A wave is a ridge of water that rises and curls in the ocean.
We may e:x:perience a ctime wave when ---------------
7. Wben the 250-pound Olympic wrestler jumped into the swimming pool, he
made an enormous splash and got everyone nearby totallywet.
The first Polaroid customers who brought their instant picture-taking cameras
to parties also made a splash. ln a few short rnonths, Polaroid ______ _
8. After three days of rain, the river flowed over its banks and flooded the town.
After Sony game developers asked customers for ideas for new video games, the
Sony website was flooded with _________________ _
9. Ocean beach lifeguards face the difficult challenge of swimming against the tide
when they dive in to help someone.
When it comes to fashions, some people like to swim against the tide by __ _
t CREATE
86 UNIT4
10. The tide must be turning because Lhe waves were reaching the top of the be<Kh,
but now they are only reaching the rocks.
In the late l 990s stock in Internet companies, "dot-coms," was considered very
valuable. Suddenly, however, the t ide turned and ---------
ll. In order to find out if a boat will float, it must be tested in the water.
Most pcople will mention a new idea to a select group of people at fust to
watch their reaction. The New York City mayor floated his crime-fighting icleas
with his advisors because --------------------
12. lf you drop a stone into calm water, you will notice a ripple cffect- low waves
oo the surface that spread out in circles.
fo business, a rippleeffect occurs when ------------ -
13. A Band-Aid is a piece of thio material that you use to cover cuts and other
small wounds. Using a Band-Aid is an inexpensive, fast, and convenient
treatment.
lnternational terrorism is a big problem that cannot be solved by a Band-Aid
soJut ion such as
-----------------------
Read this imaginary interview between David Mclntosh, senior manager at the Center for
Business lnnovation, and author Seth Godin, who, like Malcolm G/odwell, researches the
spread of Ideas. First, complete each sentence with the best form o( the word or phrase
from the box. Then, with a partner, role-play the interview. Reod aloud with drama,
interest, and expression.
comearound "ideavirus,, "sneezersn viral markeling
contagious unrnune Sfffeacl went a long way
epidemic infected transmit went through the roof
get a hold of ripple effect trigger
ldeaviruses: A Conversation with Seth Godin
A (MclNTOSH): Seth, in your book, Unleashing the Jdeavir11s, you argue that ar1
idea (1) spreads like a bad cold. Is that right?
contagious
transmit
viral marketing
come around
get a hold of
epidemic
immune
sneezers
ripple effect
trigger
infected
went through the roof
"ideavirus"
went a long way
ADVERB CLAUSES OF RESULT
Adverb clauses of result with such . . . that and so .. . that present the result of a situation
that is stated in the first clause.
Adverb clauses of resultare introduced by:
such + noun or noun phrase + that
+ clause of result
so + adjective + that + clause of result
so + adverb + that + dause of result
The subways were such a mess that people
hated t o ride t hem.
The shoe brand became so popular t hat sales
went through the roof in o nly a few short
months.
The flu spread so quickly that SO percent o(
Manhattani tes were sick on NewYear 's Day.
So is also used before many, few, much, and little.
so + much J little + uncountable
noun + that
so + many I fe w + count noun + that
NOTES:
1. In spoken English, that is often omitted.
Rache! Carson's book Silent Spring brought so
much attention to the dangers of
pollution that the modern e nvironme ntal
protection movement was born.
Carson exposed so many environmental
dangers that the government began t o
scrutinize the chemical industry.
2. Placing such or so at the beginning of the semence results in an inverted word order.
This structure is emphatic.
So sensitive were New York City criminals to the subway environment that they
stopped committing crimes after the graffiti was removed.
Such enormous impact did Carson's book have that President John F. Kennedy
ordered a special advisory committee to examine the issues the book raised.
The Tipping Poi nt 89
so
that
such
that
so
that
so that
so
that
such
that
such
that
so
that
such popular shoes
so few
that
such a powerful too! that
so anonymous that
that
such an influential theory
that
so contagious
that
such a failure that
so strongly
that
possiblity
invittion
publcity
inocultion
compliction
presidntial
benefcial
offcial
categrica!
chatic
symblic
2 Work in pairs.
Student A: Read items I and 2 on the next page silently. Then put the statements in
your own words, usng words or expressions that can be used metaphorically from the
/efr column in the chart below.
Student B: Listen to StudentA's statements. Afrer each tem, restate the nformoton that
Student A gave you, using the ntroductory expressions (rom the right column in the box
below. You may also add any words and expressions that can be used metaphorical/y.
Switch roles afrer tem 2.
Example
Student A reads silently: Yale University students were asked to get tetanus shots
but rarely did so. University offi cials asked for and received many ideas for getting
studen ts to come to the Health Center for shots. ln the end, the university
distributed a map and appointment times, wh_ich finally brought crowds of students
in for shots.
Student A says: Ya le University students were asked to get tetanus shots but rarely
did so. University officials asked people how to get students to come to the Health
Center for shots, and then they were flooded with ideas. In the end, the university
distributed a map and appointment times, which turned the tide on this problem.
Student B responds: In other words, justa little bit of the righ t information
triggered a great response!
WORDS ANO EXPRESSIONS THAT CAN 1 CLARIFYING INTRODUCTORY
BE USED METAPHORICALLY EXPRESSIONS
contagious
epidemic
float an idea
flood
go through the roof
immune
infected
make a splash
open the floodgates
ripple effect
trigger
turn che tide
wave
94 UNIT4
In other words ...
So .. ..
What you're saying, then, is ...
To put it another way ...
l. Cleaning up litter and graffiti were small things that caused a big change in
New York City's crime rate.
2. Ata fashion show in 1994, two famous designers drew a lot of attention when
they wore Hush Puppies shoes. Immediately, sales of the shoes increased. Kds
everywhere were suddenly wearing Hush Puppies.
Now switch roles.
3. Before Sesame Street appeared on television, the creators tested the idea out on
a lot of kids. Educational experts strongly opposed the show because they
mistrusted television's ability to be educational. In the end, Sesame Streef s
preven success created a lot of interest in children's educational television.
4. Rachel Carson's interest in the environment was sparked when she began
investigating chemical pesticides. Prior to the 1962 publication of her book
Silent Spring, most people felt protected from any harmful environmental
dangers. The book was criticized by the chemical industry, which didn't believe
Carson's accusations against it.
t PRODUCTION: A Public Service Announcement
In t his activity, you will create your own public service announcement
(PSA) . Try to use the vocabulary, grammar, pronunciation, and the language
to make a point that you learned in the unit.*
In order for an epidemic to "tip, there are two critica! factors:
the messenger
the message
The messengers-"mavens, connectors, and salesmen"-help spread ideas. But the
content of the message is important, too. The message can only be successful if it
has the quality of"stickiness"-meaning that it sticks in our minds, or that we can
remember it. If tl1e message is sticky, it can create change.
Public Service Announcements (PSAs) are short messages broadcast on television
and radio. Their purpose is to inform the public of important health and safety
issues. Generally, in the United States, nonprofit organizations produce PSAs, and
television and radio stations are required to broadcast them .
... For Alternative Speaking Topics, see page 97.
96 UNIT4
1 (
0
, Usten to the PSA about improving your community. Work with a partner, and
' answer the questions.
What is the message of the PSA? Is it memorable? Why?
CouJd it help change attitudes and behaviors? Why?
How would you improve the PSA to make it a "stickier" message?
C T
2 Usten again. Fil/ in the outline that gives the general structure of the PSA.
PSA campaign: ______ _
Number of speakers: --------
Speakers: _ _ _____ _
Sound effects: ____ ___ _
Opening line (used to get the listener's attention): - - - --- -
Problem: _ _ ___ _ _
Suggestions to solve the problem: ______ _
3 Work in small groups. Write and present a PSA.
l. Decjde on an issue of public concern such as water quaJjty or water use, air
quality, teenage smoking, Internet addiction, safe driving, saving endangered
species, clean envi ronment, and so on.
2. Use the outline above .as your guide in writing a PSA about your chosen issue.
3. Make sure your PSA is "sticky," so it can tip an important issue. Choose sound
effects, and record it.
4. Present your PSA to the class. Play the recording. Have the other students in the
class answer these questions: What is the message? Is it sticky? Why or why not?
Choose a topic. Use ideas, vocabulary, grammar, pronunciation, and the /anguage to
make a point
Topic 1
There are many trends currently having an irnpact on people's lives worldwide in
this decade. What will be the impact of sorne of these trends? Working with a
partner, look at the chart and discuss the potential irnpact of the following. Ask
each other the following: "What would be the impact on (category) _ _ if (trend)
__ ... etc.?" FiU in the chart with your group's decisions.
CATEGORY
1
TRENO
1
IMPACT
Entertainment industry 80 percent of consumers download
games, videos, information, and
music from the Internet.
Health care industry 90 percent of individuals demand
tests to reveal genetic future.
Business Over 100 million people desire to
live to be at least 100 years old as
healthy and active citizens.
The world AIDS and other pandemics
continue to t ake the lives of
millions.
The future of society Global warming and climate change
persist for another SO years with
nine billion people living on Earth.
Source: Adapted from James Canton, The Extreme PutLtre, 2006
Topic 2
In his book Extreme Future, futurologist James Canton predicts that there will be
important innovations that will certainly reach a tipping point by the year 2025 and
"rock your world." Look at his list of innovations. Decide if you agree (A) or
clisagree (D) wth his prediction and why. Discuss what might be the impact of
these events if and when they reach the tipping point.
l. Teleportation of objects around the planel
2. Specialized DNA for sale online
3. Space tourism to the moon and Mars
4. Manipulating matter to make smart products
5. Four billion people doing Internet commerce
6. Hydrogen engines for transportation
7. Cybernetic health enhancement of huma ns
8. Downloading memories and medicine
9. Domestic robots
RESEARCH TOPICS
1
see paga 261.
98 UNIT 4
~ ~ 6 ~ ~ ~ 1 1 i
5 Feng Shui:
,,,,- Ancient Wisdom
Travels West
\ ~
....... "'"""" ... [ 1 r
"A million two does seem a bit heavy (or a 011e-bedroom at (irst,
b111 this 1mit has thc bes/ (c11g-s/111i i 11 the building. "
///J!llt
Q ! FOCUS ON THE TOPIC
PREDICT
Look at the cartoon above. A New York City real estate agent admits that
$ l,200,000 is a very high price for a one-bedroom apartment. However, she
suggests that good feng shui increases the value a great <leal. If you have never
beard of feng shui (pronounced "fung shway"), can you guess what it might be?
How might good feng shui increase the value of an apartment?
99
SHARE INFORMATION
1 Feng shui is the ancient Chinese art or praaice of arranging the environment in order to
achieve harmony in that space. Work with a partner. Decide if each aspea of the
environment listed on the chart creates favorable or unfavorable feng shui. Check (./)
your choice, and discuss the reason for your decision. Then check your answers on
pages 256-257.
ASPECTS OF THE
i
FAVORABLE
1
UN FAVORABLE
1
REASON
ENVIRONMENT FENG SHUI FENG SHUI
an aquarium
plants and flowers
the colors red and purple
mirrors
a desk facing a view
a room full of windows
living near a cemetery
living on a quiet dead-end
street
an odd number of dining
room chairs
pictures of bats on the walls
a tiger statue outside an
office door
2 Discuss the environmental aspeas with your partner. Which ones seem /ike good
common sense? Which ones seem like superstitions?
100 UNIT 5
BACKGROUNDANoVOCABULARY
1 ~ Read and listen to the passage, then read the list of definitions on page I 02.
~ Work with a partner and write the number of the boldfaced word next to the
correa definition.
1 NTRODUCTION
More and more Western architects, real
estate developers, and interior designcrs axe
using the principles of the Chinese pract.ice of
feng shui in their life and work. Previously,
Westerners (1) frow.ned upon feng shui as
mere superstition. (2) Hard-bitten designers
and architects, scientifically trained, refused to
acknowledge any possible (3) transcendent
explanation for successes brought on by the
application of feng shui principles. OriginaJly,
they dismissed interest in feng shui as a
(4) digress ion from established technical and
arti$tic practices. Nowadays, however, feng
shu is becoming more accepted in places
outside of Asia, such as the United States,
Ca.nada, Europe, a.nd Latin Arnerica.
THE MEANING OF fENG SHUI
Feng shui, meaning "wind" and "water"
in Cbinese, is an ancient form of geoma.ncy,
or the art of (5) aligning things in the
envirorune.nt to create harmony and good
luck. An art and a science, f eng shui aims to
create both physical and psychoJogical
comfort. Practitioners believe that the
arrangemem of the elemems in our
cnvironment can affect many aspecrs of our
lives such as health, happincss. and fortune.
Feng shui experts generaJly recommend simple
changes; for cxample, they nstruct people not
to sit with their backs to the door because they
can be (6) caught off-guard and startled
unnecessarily. Or they encourage business
owners to put an aquarium in the entrance of
thcir building since an aqua.ri.um symbolizes
(7) abundance, as in thc saying, "there are
always moTe fi.sh in the sea!'
In classical feng shui water always
symbolizes wealth and abundance. Very
simply, where there was water, crops could
grow. In ancient agrarian society water was the
source of wealth. Aquariums represent the
water clcment.
lHE THEORY OF fENG SHUI
The theory behind feng shui is that there
is an invisible lile force or energy, called cA'i
("chee"), that (8) circulates through all
things- rooms, buildings, people, hills, rivers,
power li.nes. lf ch'i flows smoothly and frccly.
then thing-s go well far peo ple. lf ch 'i is
blocked, then the people in that space may feel
discomfort or unhappiness. Sharp corners,
narrow openi.ngs, poor Jighting, and clutter
are sorne of the many factors thal can create
blockcd or unfavorable ch'i. Relying un wols
and knowledge that are ccnturics-old, traincd
feng shui experts can (9) s ense immediately
if the ch' i is circulating properly. They
consider the shape, size, and location of
o ~ j e t s as well as materiaJs, colors, and
numbers.
( continued on next page)
Feng Shui: Ancient Wisdom Travels West 1 O 1
anecdotes
aligning
frowned upon
Hard-bitten
caught off-guard
transcendent
circulates
abundance
skeptically
sense
digression
quote
///lf..11.
1 FDCUS DN LISTENING
LISTENING ONE: lnterview with a Feng Shui Expert
Sedge Thomson, the radio host of West Coast Live from San Francisco, interviews
Kirsten Lagatree, author of the book Feng Shui: Arranging Your Home to Change
Your Lije. At the end of the interview, Thomson asks Lagatree about the impact of
favorable feng shui on how one feels.
Work with a partner. Predid how favorable feng shui might make a person feel.
, Write your predictions on the /ines. Then listen to an excerpt from the interview to
check your answers.
l.
2.
3.
4.
s.
t LISTEN FOR MAIN IDEAS
e Usten to the interview, and then complete the chart by writing the main idea ofthe
topic discussed. Share your answers with a partner.
TOPIC
1
MAIN IDEA
Part One
1. definition of feng shui a system of arrangng thngs around you to create
harmony and balance, and to make you feel better
2. popularity of feng shui in
other countries
3. Donald Trump's auitude
toward feng shui
4. basic design of Lagatree's
home office
Feng Shui: Ancient Wisdom Travels West 1 03
TOPIC
1
MAIN IDEA
PartTwo
S. role of mirrors
6.
7.
Lagatree's overall attitude
toward feng shui
who can sense good
feng shui
Read the questions. Then listen to the interview again, and write short answers.
Compare your answers with those of a partner. Complete the questions with as
much detail as possib/e.
Part One
l. Lagatree doesn't think feng shui is a way to keep out evil spirits. Why not?
2. Thomson says that feng shui is very important i:n Asia. What three examples
<loes he give to support this statement?
3. What two countries make up part of Lagatree's background? What influence
have they had?
4. Why do sorne Chinese people living in San Francisco ask to have one-way street
signs removed?
5. Why didn't Lagatree place her desk facing the window?
6. How <loes she feel about the impact of feng shui on the design of her home
office?
104 UNIT 5
PartTwo
7. What two reasons <loes Lagatree give for not putting mirrors in tbe bedroom?
8. What three reasons does she give for putting mirrors in other rooms?
9. As a journalist, how did Lagatree feel about feng shui at first?
1 O. When Lagatree's skeptcal friends asked her if she believed in feng shuj , how did
she respond?
11. You don't have to be a fenz shui expert to know if a place has good feng shui.
Whynot?
t MAKE INFERENCES
In the interview, Kirsten Lagatree's and Sedge Thomson's opinions and atttudes about
feng shui are not made clear just from their words; their attitudes can be nferred by their
tone of voice. Usten to the excerpts, paying attention to the speakers'tones and choices
of words. Then work in pairs, and discuss the answers.
C.D..?
Excerpt One
l. Thomson ptobably feels that feng shui is-------'
2. Lagatree may feel that Thomson's question js _______ _
c.1' .-<'
ExcerptTwo
c. . .!t..?
3. Lagatre mentions Donald Trump to emphasize that _______ _
4. Thomson's quick response, "a famous feng shui expert, as we ali know,"
implies that he thinks Donald Trump is--------
Excerpt Three
5. Lagatree told her friends, "Don't quote me.'' She probably said this because
Feng Shui: Ancient Wisdom Travels West 105
EXPRESS OPINIONS
Work in a small group, and discuss the answers to the questions.
l. What is the most interesting thing you have learned so far about feng shui?
2. Would you be interested in applying feng shui principies to make changes in
your home? If so, what changes would you like to make? lf not, why are you
skeptical?
3. Does feng shui remind you of any practices from other cultures? Which ones?
4. What do you suppose leads Westerners to adopt Eastern practices, such as yoga,
feng shui, and so on? In what ways <loes a traditional Eastern practice tend to
change when it becomes Westernized?
LISTENING TWO: Feng Shui in the Newsroom
106 UNIT 5
First, look at the bagua chart on page 107. ln feng shui, it is an octagonal
grid used to determine how parts of the house ora room relate to various
areas of one's life. The feng shui master places the bagua over the floorplan
of the room or house to see how to arrange the a reas to promote the flow of
"good ch'i."
The bagua is used like a compass. Unlike Western compasses
1
in t his Chinese
compass, south is placed on the top, the most important direction. The
components of the bagua indude: five basic elements (fue, earth, water,
metal, and wood), colors of nature, numbers, anirnals, and areas of life
(health, wealth, relationships, wisdom, business, and so on).
Lagatree visits a radio newsroom to record this interview. She suggests
changes in the newsroom based on feng shui principies.
money
purple
4
marriage
partnership
motherhood
yellow
2
growth
health
vitality
youth
green
mental ability
acuteness of thinking
scholary succes
abundant
acute
alignment
align
digrcss
digression
frowned upon
government
govern
governing
quotation
quote quotable
scholastic scholarly
sensation
sense
sensitize
sensible / sensitive
sensuous
skeptic
skepticism
transcendence
transcendental
vitality
vitalize
anecdotal
got into
at heart
sharp
make a move
in the midst of
talked into
work around
clean
hard-bitten
huge
rice of fall
scared the heck out of
keep out
peppier
caught off guard
can't hurt
Now switch roles.
6. Do you prefer simple, clean designs or more
complicated, cluttered arrangements?
6. Actually, I think ... (clean)
So, in other words .. .
1. What kind of ch'i did you sense when you
first walked in to your current home?
7. Pm not sure I remember, but ... (sense)
You see, what I mean is ...
8. Can you describe a place you know with
good feng shui?
8. Sure, 1 felt like 1 was ... (in the midst of)
good feng shui when I .. .
I think you could also say ...
9. If your dassroom had poor lighting and
immovable desks that faced the wall, what
would you do to create good feng shui?
9. Wow. Tha a tough one. I guess ... (work
around) ...
To put it anotber way ...
GRAMMAR: Spoken Discourse Connectors
LI 2 UNIT S
1 Work with a partner. Examine the excerpt (rom Ustening One, and discuss the questions
that follow.
Before radio host Sedge Thomson invited author Kirsten Lagatree to be interviewed
on West Coa.st Live, he asked his researcher, Robin Tennenbaum, about Lagatree's
qualifications.
TROMSON: Is Kirsten Lagatree a feng shui master?
TENNENBAUM: Well, Sedge, she doesn't claim to be a feng shui master. I mean., she
liasn't sludied in China or anything. But she has done a great <leal of
research, especially on the spread of feng shui in the United States.
On top of that, she's written a well-respected book on the subject,
which has led to a nurnber of positive book reviews and successful
radio interviews. As a result, she's become known as somewhat of an
ex:pert on feng shui.
1. Whatpurpose does each of the boldfaced phrases serve? Name al] tbree.
2. What other words couJd substitute for them?
SPOKEN DISCOURSE CONNECTORS
Discour-se connecto rs are words and expressions that can connect ideas in speaking and writing.
They join ideas both within sentences and between sentences. When you express yourself at length
or in detail on a tapie, then you need to use these words to help the reader or listener understand
your ideas. In written English, we use formal connectors-in contrast , moreover, furthermore,
consequently, h r f o r ~ t o express the meaning of contrast, addition, and result. In spoken
English, we often use more informal connectors to express the same meaning.
Contrast Additon Result
(unexpected result)
but plus so
however in addition as a result
on the other hand on top of that
2 Fi/I in the blanks in the story with the appropriate discourse connectors (rom the chart
above. There may be more than one corred answer. Then read the story aloud with
drama, interest, and expression.
A feng shui master told rhis story:
One clent rold me that her business was doing very poorly and she needed to take
sorne action. (1) ________ , she was eager to revive her social life as well.
(2) ________ , she hired me and l spent severa! hours assessing her home. At
firsr glance, I sensed that the ch'i was flowing smoothly throughout the house.
(3) ________ ,a few minutes larer, l did notice an old armchair in her living room
blocking the front door. 1 asked her where she had bought it. She told me it was from the set of
a movie about a dangerous killer. (4) --------she mentioned that she had only had
rhe chair for about four months and tbat this was the time when her business and social life
began to fail. It was dear to me that the chair had negative energy, which was related to her
bad luck. (5) ________ , we moved the chair outside 1mmediately. As soon as we did,
tite telephone rang. lt was a friend asking her on a date. (6) ________ , one month
la ter, her business took off. (7) ________ , slte now understands rhe imporrance of
bringing objects with only positive ch'i inro the house.
Feng Shui: Ancient Wisdom T ravels West 1 1 3
3 Work with a partner. Take turns reading the statements a/oud. Se/ect a discourse
connector for the meaning given, and make additional st:atements.
l. Feng shui is an Eastern practice. [ contrast]
But it's becoming very popular in the Weet. h1 particular, Western
corporations are using feng shui in their business locations.
2. Some people say feng shui is justa superstition. [addition]
3. Placing a plant in a corner can help positive ch' i crculate. [result]
4. Many real estate developers in Western countries are consulting feng shui
experts. [result]
S. In Hong Kong, feng shu is taken quite seriously. [contrast]
6. To create positve ch'i, you can put an aquarium in the southeast comer of the
room. [addition]
SPEAKING
1 PRONUNCIATION: lntonation on Sentence lntrodmcers
114 UNIT S
Sentence introducers are phrases like Well, First, In tzddition, and On the other
hand. Thy show how a sentence relates to other sentences in a conversaton or
longer message. They may also show the speaker's pe:rspective on the information.
In speaking, introduccrs are often separated from the following sentence, especally
when the ntroducer consists of several words. Short introducers like Well or But
may either be separated from the following sentence or pronounced with it.
e<
~ Listen to the boldfaced introducers.
~
A: You know, I don't like this paint color. It's too bright.
B: Plus it's too green. What should we do?
A: Well, we might get used to it.
B: Maybe. Anyway, I don't want to repaint.
Tntroducers that are separated from the sentence by :a pause, or in writing by a
comma, have:
their own intonation pattern
intonation which often falls at the
end of the introducer and then may
rise a little
Introducers that are not separated:
joi n closely to the following sentence
do nol have their own intonation
pattem
~ ~
Youknow, 1 don't like this paint color.
Plus it's too green.
1 ~ Listen to the story obout Bruce Lee ond fil/ in the blonks with the introducers you
~ heor. Add o commo o ~ r the introducer i( it is seporoted (rom the (ollowing
sentence.
Kung Fu Master Meets Feng Shui Disaster
(1) ____ S_o ___ this is the story of a true tragedy that occurred
in Hong Kong, involving feng shui. (2) _______ you've
heard of Bruce Lee, 1he famous kung fu actor. (3) _______ _
he decided to buy a house in a valley that gota lot of wind.
(4) ____ ___ wind can destroy ch'i. (5) ______ _
people couldn't understand why he chose that area. He was wealthy
and could have lved anywhere n Hong Kong. (6) -------he bought the
house. (7) _______ to change hs feng shui, he puta mrror on a tree in hs
backyard. (8) _ ______ a storm destroyed the tree, and he never replaced t or the
mrror. (9) ________ doctors concluded that he died of a cerebral edema
1

(10) _______ a lot of people beleve that unfavorable feng shu also played a role.
1
cerebral edema: an accumulation of fluid on the brain
2 Reod the conversotion ond fil/ in the blanks with one of the introducers in the box. In
some blonks, more thon one introducer is possib/e. Then work with o partner ond
compare onswers. Read the conversaton aloud.
Actually Plus So Well
A: How can you live in this mess?
B: _______ , it doesn't bother me at ali.
A: _______ , it looks awful. _______ it smells W<.e
dirty shoes.
B: _______ l guess you're saying I should do sorne deaning.
Feng Shui: Ancient Wisdom Travels West 1 1 S
3 Work with a partner. Student A, ask your partner questions about his or her
surroundings. Student B, use an introducer to begin your answer. Then switch roles aft.er
question 4.
Example
A: How important is it for you to have a view in your living space?
B: Actually, it'5 really important. l' m living In a dorm room now, and my view
is the brick wall of another building. So it really bothers me.
l. How do you feel in a messy room?
2. How well can you concentrate in a noisy room?
3. How do you feel in a windowless room?
4. Can you sleep if it's noisy? Explain.
Now switch ro/es.
S. Can you concentrate if you're workJg ata messy desk:? Explain.
6. How important is it for you to have an attractive living space? Work space?
7. How important is it for you to have sunlight in your living space?
8. Do paint or furnture colors affect your mood? How?
t FUNCTION: Emphasizing a Point
116 UNIT 5
When speaking informally to a skeptical listener, English speakers may use an
emphatic speaking style. In Listening One, for example, Kirsten Lagatree knows that
Sedge Thomson and many listeners may be skeptical of feng shui. As a result, she
emphasizes her point by using certain emphatic expressions such as boy and would
no more do {thisl t:han /that}, and by using emphatic intonation.
1 Listen to the examples, and read them as you listen. Then look at the explanation
and examples on the next page before you do the second exercise.
"Well, 1 wouldn't say to keep out evil spirits. But 1 would say it's a system of
arranging ali the objects around you at home or at work."
"He would no more start working on a building project without a feng shui
master than he would without, you know, if it was L.A., without a seismologist:'
"The new Regency Hotel in Singapore just opened with two beautiful fountains
in the lobby. Talk about great feng shui! The hotel is booked salid for tbe next
two months!"
"Now, based on just simple things I've done, and also lots and Jots of people I
talked to for the book, J'd have to say it works . . . and at the very least it couldn't
hurt."
"We can't see it but, boy, is it there doiJ1g things!"
1
1
EMPHASIZING A POINT
Expr-ession Explanation Example
Boy ... used as an exclamation Boy, did Bruce Lee have bad luck!
followed by an inversion,
auxiliary then main verb
1 wouldn't say ... , but 1 used to clarify the meaning I wouldn't soy feng shui is huge in
would say . .. the United States, but I would soy
it's becoming popular.
... would no more . . . foll owed by something I would no more hire a feng shui
than .. . obviously unreasonable expert to design my house than 1
would hire a palm reader to
predict my future.
Talkabout . . . followed by an explanation Talk about a perfect location! The
house was surrounded by lovely
streams and beautiful gardens.
l'd have to say ... used to emphasize a strong Well , since 1 moved my desk to
point the northeast corner, l'd hove to
soy my writi ng has improved.
Student A: Ask the question or make the comment.
Student B: Cover the l e ~ cofumn. Respond emphaticaffy or skepticaffy. Use an
expression from the chart above and appropriate intonation. Add further comments.
Then switch roles ~ e r question 5.
StudentA
l. You really hired a feng shui expert to
boost profits? Did it work?
2. How about hiring a professional "clutter
consultant" to clean the clutter out of
yom house? A trained professional will
clear the "stuck energy" in your house and
bring you instant luck.
Student B
dd ' ti.
l. Boy, ____ Profits are up 100 percent.
2. Are you kidding! l would no more hire a
professional "dutter consultant" than T would
____ (add something unreasonable).
Feng Shui: Andent Wisdom Travels West 1 1 7
3. listen to this! You won't believe it! A
Chinese American millionaire paid a feng
shui expert $50,000 to advise him on the
aJignment of his buildi ng.
4. 1 think feng shui practitioners are nothing
more than superstitious fortune tellers
with a compass.
5. Don' t you think that feng shui is realJy
more than just putting up mirrors or
hanging wind chirnes?
Now switch roles.
6. My friend Michael had had two robberies
in his apartrnent. Then he used a feng shui
expert, who advised him to set upan
aquarium. He's had no robberies si nce.
7. Another friend added flowers, wind
chimes, crystals, and mirrors in bis house.
Two days later, he got the biggest
promotion of his life.
8. Would you buy a house near a cemetery?
9. What do you think of other Eastern
practices like tai chi, macrobiotic diets,
and so on?
10. Feng shui is trendy in the West now. lt'll
fade in a few years.
3. Talk about ___ ( add an expla nation) !
4. Well, l wouldn' t say _ ___ , but I would say
5. Absol utely! l'd have to say ___ _
6. That's amazing! Talk about (add an
explanation)! But I don't think feng shui bad
anything to do with it.
7. Boy, ____ (use an inversion).
8. No, I would no more ____ than ___ _
9. Well, fd have to say ___ _
10. l wouldn't say
---' but l would say
PRODUCTION: Present an Argument
118 UNIT 5
In this activity, you will form an opinion and pres1ent an argument based on
an article. Try to use the vocabulary, grammar, pironunciation, and the
language for emphasizing a point that you learned in the unit.*
For years people worldw1de bave believed that good feng shui fosters positive
benefits such as health, happincss, harmony, wealth, creativity, and respect.
lndividuals and families have redesigned their homes in order to crea te positive and
auspicious energy. Corporations have rebuilt their company buildings and
workspaces to create greater prosperity and magnify succcss.
Por Alternative Speaking 'fopics, see page 120.
Even educational institutions such as schools and universities have tried to tackle
and salve major challenges by implementing feng shui on campus. However, feng
shui is a controversia! pracrice and many people are highl y skeptical of its potentiaJ
to create significant change.
Read this case, which combines e/ements of real cases. Then do the activities that fol/ow.
New Unlverslty Presldent Plans to lmplement Feng Shui on Campus
Government, Faculty Outraged!!
This public university, esteemed for decades
for its beautiful campus and strong academic
programs, appears to be in shambles: dying
trees, brown lawns and withered flower beds,
crumbling staircases, cracked walls, water-
stained ceUings, windowless classrooms,
neglected computer labs, and buildings
never repaired properly following severa!
devastating earthquakes in the 1990s. On
the inside, one finds dernoralized professors
fleeing to teach in prvate universities, and
unhappy students with pJummeting exam
seores, low job placement rates, and few
acceptances to graduate programs.
Enrollment is still declining, and there have
been four campus-wde student strikes so far
this year.
Can tbis picture get an y worse?
As one of the oldest public universities in
Lati.n America-once world-renowned and
prestigious-this beloved university is
dcsperate for total and complete change.
Can Luis Miguel Sanchez make good
on bis promise of change?
Hred just three months ago, Luis Miguel
Sanchez, grandson of Chinese immigrants,
pledged that he would succeed in
transforming the university from a
devastated educat ional institution to one the
cntire country could once again be proud of.
How would he do this?
Jle will start with 15 million dollars! Yes,
i t is true. The university suddenly
announced that the development office had
received an anonymous 10 million dollar
donatlon from a wealthy donor of Chinese
descenl to renovate the university. lnspired
by his 3-week trip to Hong Kong and
wanting to be respectful of the donor's
heritage as weJl as the large number of
students of Chinese descent at the
university, the president has recommended
that planners, architects, designers and
builders plan the renovation according to
feng shui principies.
What inspired hjm? After visiting many
buildings in Hong Kong, the president
became convinced that feng shui could be
the key to creating peace and harmony at
home and throughout the nation. His idea
was to redesign both the public display and
prvate living areas of the university.
President Sanchez is l 00 percent confident
that itnplementing feng shui on campus will
establish barmony among t he students, the
( continued 011 next page)
Feng Shui: Ancient Wisdom Travels West 1 19
govemment, and faculty; raisc academic
standards; and return t he university to its
glory days. The student body is supportive of
his innovative plans.
rebuilding according to colonial architectural
tradition, famous for richness and creativity.
Moreover, they see feng shuj as superstltious
nonsense and doubt that adding ponds and
lakes will salve the university's serious
problems. Restoring t he tradHional dcor,
they believe, will bring pride, honor, and
self-esteem to tb e en tire university
population and the country as a whole.
In stack contrast, the faculty and the
government are adamanlly opposed to his
strategy. Skeptical of feng shui, they aim to
renovate according to the country's history,
tradtion, and culture. They advocate
l. Divide into two groups:
the presidcnt and the students
the government and the facu lty
2. Using the inforrnationin the news article, outline the arguments for each side.
3. Conduct the meeting in which both groups present their opinions. Use the
discourse connectors presented on page 113 and the expressions for
emphasizing a poiat presented on page 11 7.
4. As a class, vote on how the president will handle the donation.
120 UNIT 5
Work with a small group. Re.ad the following quotes that discuss the relationship
between people and place (our homes, communitie.s, environment). Paraphrase each
quote. What does it mean n other words? Comment on each quote. How do you feel
about it?
Then discuss this general question: How does the environment in which you live, study, or
work affect you? In your discussion, use ideas, vocabulary
1
grammar, pronunciation, and
expressions for emphosizing a point
''.As places aro und us change-both the communities that shelter us and the larger
regions that support them-we ali undergo changes inside. This means that
wbatever we experience in a place is both a serious environmental issue and a
deeply personal one."
-Tony Hiss, The Experience of Place
"The basic principle that links our places and states is simple: A good or bad
environment promotes good or bad memories, which inspire a good or bad mood,
which indines us toward good or bad behavior. The mere presence of sunlight
increases our willingness to help strangers and tip waiters, and people workingin a
room slowly permeated by the odor of burnt dust lose ther appetites, even though
they don't notice the smell. On some leve!, states and places are internal and
externa! versions of each other."
-Winifred Gallagher, The Power ,of Place
RESEARCH TDPICS, see page 262.
Feng Shui: AncientWisdom Travels West 121
Unit Word List
UNIT 1
addiction
anxious
bombard with
clean slate
come out
compulsiveness
depressed
devote
driven
engage in
enhance
feed (verb)
feel empty
fulfillment
goon
go on a binge
go Lhrough
UNIT2
bluff (verb)
conceal
deceptive
eros ion
failure
fess up
finely honed
fudge ( verb)
head toward disaster
honest
inlated
intrusivc
lie
manipulate
mislead
mull over
pervasive
The Unit Word List is a summary of key vocabulary from the student book.
The words are presented by unit, in alphabetical order.
isolate
multitask
out of the woods
overwhelm
present with
problema tic
put together
shape (verb)
strategy
support group
surf (verb)
symptom
thcrapy
turn into
turn someone in
vicious cycle
preoccupation
pull the wool over
someone's eyes
put one over
put the pieces together
recipe for disaster
relentless
slippery slope
tattle on someone
te U
trick (verb)
trivial
two-faced
up front
veneer
whopper
UNIT 3
ad verse
aloof
assertive
bashful
bold
break the ice
carried away
chronic
condescending
draw out
extroverted
fill the void
gloomy
gregarious
gro u ch y
handicap
inhibited
killjoy
kindred souls
life of the party
mark (vcrb)
merit
methodical
misattribution
negative (adjcctive)
UNIT4
a flood of ideas
a ripple effect
a social epidemic
Band-Aid solution
be immune toan idea
consumcd by
contagious idea
epidemic (noun)
float an idea
genera te
gct a hold of
go a long way toward
hold (verb)
immune
infect
open (adjective)
outgoing
outlook
petrified
phobia
Pollyanna
positive (adjective)
reserved
reticent
self-conscious
shrinking violet
sociable
social butterfly
standoffish
syndrome
takc things as
talk a blue streak
think of
timid
upbeat
virtuaUy
wallflower
whiny
widespread
wind up
make a splash
mavcn
mess
pro file
root
swim agai nst thc ti de
thc tidc is turning
transmission
trigger
vandalize
viral marketing
wave (noun )
win (someone) ovcr
word-of-mouth
UnitWord list 147
UNIT 5
UNIT 7
abundancc in the midst of 24-7 kccp tabs on
acuity keep out bug {vcrb) leave ... at the door
aculeness make a move chcap shot legitimate
align pcppy concede log (noun)
anecdote quote (vcrb) demean mora le
at heart rise or fall dcter racial si ur
can't hurt scare the heck out of dignity safeguards (noun)
catch off-guard scholar drive {verb) scope (noun)
ci rculatc sen se eavesdrop sinister
el can sharp employcc slippery slope
dgression skeptically cmployer snoop on
frown upon talk (someone) into fi ne lne step up
get into transccndcnt foolproo subject to
govcrnance vital go that extra mile surveill ance
hard-bittcn work around (not) have a leg to think twice about
hu ge stand on willy-nilly
kccp an eye on
UNIT6
ascetic over lime UNIT8
at odds wilh prophet
acccpt cxcess
catch on pul! back
access get at
divine quest ad vice house-and-garden
draw (somcone) out refran from
advise human universals
enact (a law) replenish
affect identiy with
fasting royalties
alternative ethic imminent
foster sce cye to eye
assurc irnply
gain insight serenity
barbarisrn and savagery in fer
gratitudc stumbli ng block code (noun) i nsti tu ti 011a1 izc
hcctic takc on
council legilimacy
humil ity trace back
counsel live by
in a rul vibrant
counterintuitive prevaiJ
in dirc strnits walks of life
devastating principal
inncr turmoi l well -being
disinterested principie
notion (of) will (noun)
disseminate ratify
oul of touch with
do without reslrain (verb)
draft evader spare ( verb)
drawn to subscribe to
effect ta me
eminent uninterested
e ns u re unleash
cquate volatile
excepl
148 Unit Word List
Student Book Answer Key
UNIT 1
1 C BACKGROUND ANO VOCABULARY
2,page 3
l. h
2. j
3. k
4. g
5. b
6. a
7.
8. e
LISTEN FOR MAIN IDEAS, page 4
9. f
10. c
11. d
Kandell's view of Internet addiction: Tt is nota new
addiction. Some people may have been addicted for a whiJe.
Internet use is more widespread now, so Internet addiction
is growing, especially on college campuses.
Chief symptoms/warning signs: When too much Internet
use begins to affect other parts of students' ves.
Possible treatments: Support group for lnternet addiction.
LISTEN FOR DETAILS, page 4
Examples of addictions: gambling, sex, shopping, video
games, online chat rooms.
Evidence for t his view: Students are coming to Kandell
more often for help with relationship problems or
problems with their grades, bul the real problem is not
rcl ati onships or grades but rather their overuse of the
Internet.
Other symptoms/warning signs: When computer use
affects work performance or school performance or
relationships; when students start losing sorne of the skills
that make relationships successful; when friends begin to
comment on Internet overuse.
Reasons this treatrnent is helpful: Students have a chance
to talk and <leal with people facc to face; they leave the
isolation of their room; they help each other strategize on
the best way to break the pattern and figure out what is
causi ng these problems.
MAKE INFERENCES, page 5
Excerpt One
By using the word "groupies" he wants to attract the
attention of a particular group in the audience-people
who are technology enthusiasts. The word mplies thar
Internet enthusiasts "follow" the technology trend of using
tbe Internet, justas music enthusiasts ("groupies") follow
popular singers or bands.
Excerpt Two
"Well ... uh ... 1 mean ... for sorne people .. :He doesn' t
seem to want to make a firm statemenl that Internet
addiction is a defi nite problem on college campuses. That
would be a very controversia! stance for a psychologsl, and
he would most likcly need more scientific and medica!
proof. Instead, he is tentative and gives an anecdotal
observation that "they" are seeing more cases of kids being
addicted.
ExcerptThree
He is skeptical and a little cynical. He addresses Kandell
very informall y and almost jokngly. He says amusingly,
imitating a student, "Doc, you gotta help me!"This impli es
that he is taking the topic less seriously than he could be or
that he is imitating the informality of college students'
speech in order to be funny.
28 LISTENING TWO, page 6
MAIN IDEAS DETAILS
Brook's view of Cell phone, computers. laptops.
communication and personal organizers, every
information: advance and technology create
We are exposed to so much more communications at us: we
information that it affects our are overwhelmed by the
personality. information flow
Advantages of so mu ch lt makes the brain work better
information and faster.
Ability to make fast decisions
and to fill out SAT type tests
Disadvantages of so much No time for playful noodling or
information for reading a book
Effect on Brooks Always wondering if he got a
1
voicemail
STEP 1: Organize, page 7
PROBLEMS SOLUTIONS
l. Brooks l . Kandell
2. Brooks 2. Brooks
3. Kandell 3. Kandell
4. Kandell 4. Brooks
s. Kandell s. Kandell
6. Kandell 6. Kandell
Student Book Answer Key 1 3 1
REVIEW
1, page 9
NOUN
l. addict
2. addiction
anxiety
l. compulsivcness
2. compulsion
depression
enhancement
fu 1 filli11en t
isolation
problem
strategy
support
symptom
rherapy
2, pages 10- 11
l. cornpulsive
2. overwhelmed
3. problem
4. anx.iety
5. S)'mptoms
6. fulfi llcd
VERB
depress
enhance
flfill
isolate
overwhelm
strategize
support
ADJECTIVE
l. addicted
2. addictive
anxious
compulsive
1. depresscd
2. depressive/depressing
enhanced
l. fulfilling
2. fulfilled
isolated/isolating
l. overwhelmed
2. overwhelming
problema tic
strategic
l. supportive
2. supporting
symptomatic
therapeutic
7. depressed
8. strategies
9. addicted
10. isolating
11. supportive
12. therapeutic
EXPAND,pages 11-12
l. r 6. e 11.
2. k 7. h 12. g
3. e 8. a 13. m
4. d 9. 14. 11
5. b 10. 15. o
38 GRAMMAR
2 , pages 15-16
l. would 7. wouldn't
2. wouldn't 8. weren't
3. weren't 9. did
4. could have 10. hadn't
s. had known 11. could havc
6. hadn' t been 12. had
1 3 2 Scudenc Book Answer Key
PRONUNCIATION
1, page 17
l. huge 5. Fiftccn / only
2. thousands 6. Torally / fivc
3. Nothing 7. and I complete
4. totally 8. fast
2, page 17
A: Workaholism isn't really an addiction. Sorne people
have to work long hours.
B: But others are workaholics becausc they !ove their
work.
A: Agreed, but success at -O.Y cost may not be such a good
tbing.
B: Yeah, that makes me think of my father. He was so
hooked on work. Whcn he drovc, he was on his cell
phone; ata red light, he checked his
A: You must be joking. That is m ultirnsking at its best!
B: Well, not He lost his driver's licensc after his
1hllii accident, which was also his fifth ticket.
UNIT2
IC BACKGROUNDANDVOCABULARY
1, pages 26-27
a. 3 d. 10 g. 9 j. 4
b. 12 e. 7 h. 1 k. 6
c. 5 f. 8 l. 2 l. 11
(See next section)
Liars are narcissistic.
Liars are preoccupied
with the moment.
A li e is a vcry particulaJ
form of deccption.
can lie so clevcrly that they
won't get caught
define themselves through
responses of others
a way to avoid criticism or
anger
trappcd in lies, confirming
thcre's nothing there
Two criteria
a deliberate choice to
mislead others
Ways to lie
folsify information
tell the truth in a mocking
fashion
Nine reasons for tclling lics l. To avoid punishment
Thcre is a high price to
pay for telling les.
2. To get a reward
3. To protect anothcr pcrson
from gctting punishcd
4. To protcct yoursclf from
physical harm
5. lo win admiration of
othcrs
6. To get out of an awkward
situation
7. To avoid embarrassmcnt
8. To maintain privacy
9. To get powcr ovcr other
peo ple
dcstroys trust bctwcen
peo ple
Answcrs will vory. Suggested onswers:
Excerpt One
l. b
2. a. serious
b. slow, dcliberate
c. "relentless erosion of t rust," "trapped in his les,"
"<lccp clown bclieves to be true."
ExcerptTwo
3. e
4. A11swers will vary.
Excerpt Three
5. b
6. a. sarcastic
b. fast
c. "Gcc, officcr."
28 LISTENING TWO
2, page 3 1
2,4,8,3, l, 7,5,6
ConceaJments
Answers will vory. Suggested answers:
Rapaport's father didn't tell
bis family about his son.
Rapaport's fathcr didn't tell
his family about his time in
France or Romana.
Pierre didn't tell his father's
family <lbout who or where
he was.
Possible Reasons
To maintain privacy
To protect othcrs
To avoid punishment
To protcct othcrs
To avoid physical harm
To protect others
REVIEW, pages 32-34
l. putonc ovcr 7. conceal
2. relcnllcss 8. tattling
3. finely honcd 9. mislcad
4. put the pieccs together 10. preoccupation
5. inflatcd 11. mull over
6. pervasive
EX PANO
1, pages 34-35
l. d 2. a 3. b 4. e 5. e
2, page 35
l. d 2. a 3. b 4. e
38 GRAMMAR
2, page 38
l. should be able to tell
2. can't / couldn' t get away with
3. must want
4. might be paying I may be paying / could be paying
5. should be relieved
6. couJdn' t havc <lcceived
7. must have cut corners
8. might havc concealed
3, page 39
1. must have
2. couldn't havc
3. could / mighl / may 've been
4. must have
5. might have I may havc I could havc
6. should have
7. couJdn't have been
8. must' ve known
PRONUNCIATION
2 , page 40
Molly: should've kept
Anton: shouldn't've said
MoUy: would've thought
Anton: could've said
Molly: would've been
Student Book Answer Key 133
UNIT 3
2, page 48
l . f 4. h
2. c 5. d
3. 6. a
7.
8.
9. g
10. e
11. b
12. k
Part One
l. Forty-eight pcrcent of Americans label themselves as
shy, and the number is growing.
2. Cultural factors: competition, testing, emphasis on
individual merit
Social factors: clect ronic revolution isolates people,
smaller fomi lies, fcwcr extended families that give
children the opportunit y to learn social interaction
ski ll s
Part Two
3. Situation shyness: momcntary shyncss based on the
situat ion
Dispositional shyness: chronic shyness that exists
rcgardless of the situation
4. Shy pcople should admi1 their shyness.
5. People rnake false assumptions thar they are aloof or
condescendi ng. Ralhcr, they are simply shy.
LISTEN FOR DETAILS, pages 50-51
Part One PartTwo
l. a 7. e
2. e 8. e
3. a 9. b
4. c 10. b
5. a 11. a
6. a 12. b
MAKE INFERENCES, pages 51-52
Excerpt One
l. He is ironically tcl ling the radio lisleners not to
worry. He uses the word friends to crea te a sort of
mock intimacy between him and the audience beforc
approaching che raiher personal topic of shyness.
2. lle is making fun of the topic and docsn't really t;ike
it too seriously.
ExcerptTwo
3. He places stress 011 the word n111aze111e111. He also
paraphrnscs his data to indicate his cmphasis on thc
research.
134 Student BookAnswer Key
Excerpt Three
4. 1 le might feel a bit embarrasscd ini tially by the
question. First, we hear a hesitation in his voicc; but
then, we hear a smile in hi s tone of voice once he
starts to explain.
28 LISTENING TWO, pages 53-54
1. c 2. e 3. a 4. b 5. d
Answers will vary. Suggested onswers:
Pcrsonality Typc Pos. Attributes
Disp1,sit ion'111)' shi
Situationally shy
Ncg.Att.
alwars
uncomfc>rt;:ihle
phrskally tense
nul prcpnrcd to
pcrform
Op1imis1 chc(ry unrcalist ic
find silver lining
WaystoCopc
say to sd
1
'1hat's
1101 me: it.$ th1..
sitm1liu11 ..
Pe:ssimisl rcalistic gmuchy asscn sdf to
p t i m b ~ t
r rnnky ig,norc optimist
REVIEW, pages 55-56
l. virtually
2. grouchy
3. outlook
4. take things as
s. widespread
6. carried away
EX PANO
1, page 57
l ntrovert
7. mark
8. think of
9. wind up
10. drawing uul
11. fill the void
12. break the ice
bashful / inhibited I petrified I reserved I reticent /
sclf-conscious / shrinking violet / standoffish I timid I
walllower
Extrovert
assert ivc I bold I gregari ous / I ife of the party I open/
outgoing /sociable I social butrerfly / talk a bluc strc;i k
Pessi mist
gloomy / ki ll joy / ncgative / whiny
Optimist
open/ Pollyanna / positive / upbeat
38 GRAMMAR
2 , page 61
Thc Palo Alto Shyness Clinic was founded by Dr. Philip
N
Zimbardo, who is i sor al Stanford Univcrsit in Palo
Alto, California. The clinic provides group and individual
1
thcrapy for people who are tr in to overcomc Ion lin
N
and shvncss. Thc clinic, which is currentl dire ted b
psychologist Dr. Lvnn l lcndcrson, uses a specialized
trcatment model called thc Social Fitncss Modcl that trains
1
people in social skills in much the same way that eo
N
most of which can be ovt:rcomc must be explored in a
supportive, positive, environmcnl.
PRONUNCIATION
1, page 62
l. We discovcrcd that about 40 pcrcent of ali Americans
label thc111selves as currently shy.
2. Over thc past l O ycars. that figure has increased t o

about 48 percenl.
3. Do you find thcsc days that it's more difficult
-------
meeting people?

4. Two out of cvcry fiw people you mcct think of
......____
lhemselvcs as shy.
S. Thcrc are just many things in a
which lcad a lol of peoplc to be shy.
6. Children don't sec . . . don't have the opportunity to
......______...
scc thci r parcnts and relatives relating in a natural,
casy, friendly way.

7. When you're ata party, or just in a conversation with
someonc anywherc and you rccognize that they're shy,

what do you do to draw lhem out or try to makc
---..:..._
them more comfortable?
8. Admitting your shyness is really an important first
step because if you don't, people make
_./------------
misattributions.
---
2 , page 63
1. a 2. b 3. a 4. b
1, page 68
Left of Center
lf you want me
You can find me
Lcfl of center
Off of the strip
In the outskirts
In the fringcs
In the comer
Out of the grll2
Whcn 1 hcy ask me
"What are you looking at?"
1 always answer
1 think they know that
l'm looking at thcm
l think they think
1 must be out of touch
But l 'm only
l n the outskirts
And in thc fringcs
On the edge
And off the avenue
And i you wan t me
You can find me
Left of ccntcr
Wondering about you
1 think that somehow
Somewhere inside of us
Wc musl be similar
If not the same
So 1 continuc
To be wan ting you
Lcft of center
Againsl thc grain
If you want me
You can ind me
Left o center
Off of the strip
In thc outski rts
In the fringes
In the comer
Out o thc grip
When they ask me
"What are you looking at?"
1 always answcr
S. a 6. a
1 think they know that
rm looking al them
1 think they think
l must be out of touch
But I'm only
In the outskirts
And in the fringes
On the edge
And off the avenue
And if you want me
You can find me
Left of center
Wondering about you
Wondering about you
2 , page 69
l. b 2. a 3. c
UNIT4
4. a 5. e
2 , page 74
l. h 4. d 7. e 10. f
2. i 5. j 8. g 11. k
3. e 6. b 9. 1 12. a
I. Connectors are people who know a lot of people, are
extraordinarily social, and can spread ideas to a lot of
pcoplc they know.
2. Mavcns are people who have specialized knowledge.
Thcy are experts in a particular field.
3. Salesmen are people who are incredibly persuasive.
LIST EN FOR DETAILS, pages 75-76
l. F; They are transmitted by a small number of
exceptional people.
2. T
3. F; Only a few recognize betwccn 120 and 130 names.
4. T
5. T
6. T
7. F; She is nota professional critic. She is justa maven.
8. F; Many are filled with friends of Ariel's, but not
Gladwell's.
9. T
10. T
11. T
12. T
136 Student Book Answer Key
MAKE INFERENCES, pages 76- 77
Excerpt One
l. b
Exce r pt Two
2. d
Exce rpt T hree
3. c
Excerpt Fo ur
4. b
28 LISTENING TWO
1, pages 78- 79
l. b 4. e 7. c
2. e 5. b 8. b
3. a 6. e 9. c
STEP 1: Organize, pages 80- 8 1
The Law of the Few
A connector calls the maven to ask about a new restaurant.
The connector tell s a salcsperson and many other people
about a restaurant.
The salesperson tells a few people, including another
connector, about the new restaurant.
The restaurant quickly becomes a very popular.
The city sanitation department cleans up the garbage and
graffiti.
The poi ice arrest people for jumping turnstiles and other
minor crimes.
Criminals understand that someone is paying attention to
the subway.
The number of serious crimes drops dramatically.
REVIEW, page 83
NOUN VERB ADJECTIVE
transmit transmittable
generation generated
consumption consume
pro file profiled
root
contagion
trigger triggered
vandal vandalized
mcss messy
immun ity/ immuni zation immunize
infection infected/
infectious
EXPAND
1, page 84
Metaphors Related to Illness
Band-Aid solution
be immune toan idea
contagious idea
infected
a social epidemic
viral marketing
Metaphors Related to Water or Weather
fl oat an idea
a flood of ideas
make a splash
a ripple effect
swim against the tiede
thc tied is turning
wavc
CREATE, pages 86-88
2. contagious
3. transmit
4. viral marketing
5. comearound
9. sneezers
10. ripple effect
11. lrigger
12. infec ted
6. get a hold of 13. went through the roof
7. epidcmic 14. "ideavirus"
8. immune 15. wcnt a long way
38 GRAMMAR
2, pages 90-9 1
l. so 5. so 9. So 13. su ch
2. that 6. that 10. that 14. that
3. su ch 7. 50 JI. su ch 15. so
4. that 8. that 12. that 16. that
3, pages 91-92
1. such popular shocs that
2. so few ... that
3. such a powerful too! that
4. so anonymous that
5. such an influential theory that
6. so contagious that
7. such a fa ilure that
8. so strongly ... that
PRONUNCIATION
1, page 93
l. a. sensitvity
b. criminlity
2. a. energtic
b. fantstic
3. a. transmssion
b. organiztion
4. a. finncial
b. arti fcial
5. a. lgica!
b. msical
2, page 93
l. a. ble
2. a. invte
3. a. prsident
4. a. ctegory
3, page 93
l. b. possiblity
c. publcity
2. a. invittion
b. inocuJtion
c. compliction
3 a. presidntial
b. beneficia)
c. offtcial
4. a. categrica!
b. chatic
c. symblic
UNIT 5
c. responsibllity
d. populrity
c. realstic
d. apologtic
c. decs ion
d. documenttion
c. commrcial
d. influntial
c. crtica!
d. theortical
b. pssible c. pblic
b. inculate c. cmplicate
b. bnefit c. ffice
b. chos c. symbol
1, pages 101-102
a. 5 d. 2 g. 8 j. 9
b. 1 e. 6 h. 7 k. 4
c. l2 f. 3 i. 11 l. 10
LISTEN FOR MAIN IDEAS,pages 103- 104
Part One
2. Feng shui is important in Asia. Lagatrec doesn't know
if knowledge of feng shui exists in Scandinavia, but
clean dcsigns therc may reflect feog shui.
3. He uses feng shui to design and build his buildings.
4. Her home office is arranged according to feng shui.
PartTwo
s. Mirrors are not desirable in the bedroom, but they
are tcrriftc in every other room.
6. She likcs it and says it works and, at the very least, it
couldn't hurt.
7. Everyone has experienccd good fcng shui.
LISTEN FOR DETAILS,pages 104-105
Part One
l. lt sounds so superstitious.
2. The threc examplcs are: the architecture ofbuildings,
how staircases go up, how buildings are aligned.
3. Norway and lreland. Her name is Scandinavian
bccausc she was named after a Norwegian opera
singer, but she identifies as lrish.
4, Having an arrow (the one-way street sign) pointing
at your house is unfavorable feng shui.
s. She would have had her back to thc door and anyone
who carne into her office could surpri se her. That is
bad fcng shui.
6. Feng shui has bcnefited her designs. She has a better
loor plan than shc would have had if she had
designed her office herself.
138 Student BookAnswer Key
PartTwo
7. Mirrors could sea re you if you wake up at night or
mirrors could also frighten your spirit.
8. They reflect ch'i; they help chi'i circulare; in thc
dining room or kitchen, mirrors can double your
abundance bccause everything appears twice.
9. She was also skepticaJ.
Jo. She wouJd tell them that shc didn't believe in feng
shui but that they shouldn't tell anyone.
11. Anytime you walk into a room, you get an i n ~ t i n t i v
feeling about whether you feel good about being
therc or not.
Answers will vory. Suggested onswers:
Excerpt One
1. only a supcrstition
2. silly and ignorant
ExcerptTwo
3. feng shui is popular and respected in the United
States since Donald Trnmp is a wealthy and well-
known businessman
4. nota fcng shui expcrt; Thomson is being sarcastic
ExcerptThree
s. She didn't want anyone to know that perhaps she
didn't bclieve in feng shui entirely, but she was also
perhaps a bit embarrassed by her growing interest in
it.
28 LISTENINGTWO, pages 106-107
Area of Life: ;..;. M:.: o"'"' ne;:.. y...._ __
Wood
Early Summer
Fish Ponds
Color: .... Pu=r-" p=le.__ __
Number: _4 ____ r
Area of Life: Growth
Health
Vitality
Youth
Color: t
Number: 3
Area of Life: Knowledge
Mental Ability
Acuteness ofThinking
Scholarly Success
Color: Turguoise
Number: _s ______ _
Bagua Chart
Area of Life: :..; fa:;. m:.:.: e=----
Fire
Birds
Summer
Color. "" R"" ed=---- -
Number: .... 9 ___ _
t
SOUTH
Steve's Desk
Writers' Desks
DDD
DDD
NORTH
t
Area of Llfe: Career, Business Success
Water
Tortoise
Winter
Color: ....
Number: -'-1_______ _
Area of Life: Relationships
Marriage
Partnership
Motherhood
Color: __ _
Number: _2 ___ _
Area of Life: Children & Family
Metal
Tiger
Autumn
Color: .:..W:..:.h;.:.;it:.:e___ _
Number: -'-7_ ____ _
Area of Lite: Travel & Friends
Metal
Late Fall
Hobbies
Color: Gray, Black
Number: ;:::; 6 _____ _
REVIEW, pages 108-1 09
l.
l.
NOUN VF.RB
ali gnment align
digression digrcss
governmenl govern
quotation quote
ADJECT!VE
abundant
a cu te
frowned upon
govern ing
quotabl e
schol asti c /
scholarly
Student Book Answer Key
2. sensation l. sen se
2. sensitize sensible I sensitive
/ sensuous
l. skeptic
2. skepticism
transcendence transcendental
vitality vitalize
anecdotal
EXPAND,pages 109-111
l. got into 9. hard-bitten
2. at hean 10. hu ge
3. sharp 11. rise or fall
4. make a move 12. scared the heck out of
s. in the midst of 13. keep out
6. talked ... into 14. peppier
7. work around 15. caught off guard
8. clcan 16. can't hurt
38 GRAMMAR
2 , page 11 3
1. Plus/ In addition / On top of that
2. So/ As a result
3. But / However
4. In addit ion I On top of that
S. So/ As a result
6. Plus/ In addit ion / On top of that
7. So/ As a result
PRONUNCIATION
1, page 115
2. Of course
3. Well,
4. And
5. Actually,
6. Anyway,
2, page 115
B: Actually
A: Well / Plus
8: So
UNIT 6
7.
8.
9.
10.
And then,
Howcvcr,
Now,
But
IC BACKGROUNDANDVOCABULARY,
pages 1 24-126
a. 2 d. 11 g. 6 j. 9 m. 1
b. 5 e. 3 h. 13 k. 7 n. 8
c. 14 f. 12 i . 10 l. 4
1. d 3. a 5. e
2. e 4. e 6. b
1 40 Student Book Answer Key
1. The prophets of the old Testament
2. A break from our attachment to material things
3. Although fasting can be stressful, being able co
endure a fast can make you stronger spiritually
4. The first Sunday of every month
5. They give it to poor people
6. From sunrise ro sunset during the month of
Ramadan
7. For spiritual well-being
8. Most people don't haves time ro withdraw from their
hectic lives
Excerpt One
l. c
2. a
3. b
ExcerptTwo
4. a
s. b
ExcerptThree
6. b
7. c
LISTENING TWO, pages 129- 130
l. a, e 3. b, d
2. c,d,e 4. a,b
Spiritual Goals Personal
.
fostcr humili ty skip meals
and gratitude
.
replenish spirituality withdraw from
hectic life
5. a, b, e, f
Communal
give money
to the hungry
spiri rual discipline chanting / praying help the sick
less materialistic
REVIEW,pages 13 1-1 33
a. 14 d. 7 g. 6
b. 12 e. 4 h.
c. 3 f. 2 .. 13
EXPAND, pages 133-134
l. disagreeing with
2. not undersranding
3. problem or diffi culty
4. positions in society
j. 9
k. LO
l. 5
5. in cxtremely difficult situations
6. personal distress
7. peacefulness
8. stuck in the same place
9. understand something
10. agree
help refugees
m. 11
n. 8

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find silver lining

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