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Part Three. Questions 23-30
23. How should you stand when giving a presentation? A keep your knees straight B keep your head still C keep your feet apart 24. What happens if you stick your neck forwards? A your throat will get sore B your voice will sound strange C your head will feet light 25. What should you do if you are nervous? A examine your feelings B make detailed notes C go for a message 26. What can you do to make your presentation sound more interesting? A speak loudly and clearly B sound enthusiastic C ask the audience questions 27. Which body type might an audience find irritating? A passive B aggressive C assertive 28. What is characteristic of an aggressive body type? A playing with hair B swinging leg C clear voice 29. What should you avoid doing before a presentation? A drinking coffee B eating too much C smoking 30. If you have a cold, remember to A clear your throat before speaking. B use your tongue and lips more. C drink small amounts of alcohol.
Unit 20. Robert T. Kiyosaki’s Cashflow Quadrant
As a devout global financial literacy advocate, Kiyosaki has been a staunch proponent of entrepreneurship, business education, investing, and that comprehensive financial literacy concepts should be taught in schools around the world.
(from Wikipedia)
Track 1(41:49)
I. Introduction
Compare it with the cartoon “Pablo and Bruno: the Parable of the Pipeline”. What is the moral of these two stories? II. Why don’t you get a job?
III. What are the differences?
Track 2 (37:39)
Track 3 (39:43)
List 7 levels of investors.
What advice do financial advisors give depending on the kind of investors?
What differentiates people on the left side from the right side of the quadrant taking into account this definition?
Track 4 (37:56)
Listen to track 4. Summarize the information you will hear writing a paragraph of 200-250 words.
Unit 1 1.1 Introductory lecture Note-taking is a common practice at colleges and universities where English is the language of instruction. Taking notes on lectures is an accepted part of European and American college scene. It is quite usual to see college students entering the class carrying notebooks in which to take notes on material presented there. Taking notes while listening to a lecture benefits students in several ways. First, the notes provide a record of the information discussed by the professor in class, information that the professor believes is especially important for students to learn. Very often the professor points out or highlights certain information contained in an assignment which the students have to read outside class. It is important to have this highlighted information available to study before an examination. So, in many ways, your class notebook stores the information as a computer does. It holds the information for you until you need it for study or review. This is often called the "recording and storing information" function of note-taking. It is one of the important reasons for learning to take good notes on lectures. Another advantage of taking notes while listening in class is that it forces you to pay closer attention to the class lecture or discussion. If you listen passively to a professor who is talking on and on for an hour or so, your mind will often wander and your attention lessen. You are sitting in class and listening, but that may be all you are doing; however, when you listen actively — that is, when you are listening and taking notes on what you are listening to — you have to pay more careful and constant attention to what is being said. This is because you are trying to transform what you hear into an understandable, abbreviated written form. As a foreign student, you may find it very difficult to listen and write notes in English at the same time. It is difficult at first, but you will learn how to do so with practice. You may be afraid you will forget what you are listening to because you are listening and writing at the same time, but the studies of researchers such as Andrea Weiland and Steven Kingsbury, and David Berliner, on the value of note-taking in learning lecture material have shown that learners remember information they have reproduced in some note form much better than lecture information they have listened to but did not take down in a note form. So doing two things at the same time — listening and taking notes — is better than doing one thing at a time. We do not say it is easier; we say it is better. Of course, there is no one method of taking notes that is best for everybody. Note-taking is an individual thing, and you must develop a method that works for you. With practice, you will develop your own system. Now, how do you begin to learn to take good lecture notes in English? First, of course, you must know English well enough to understand what the professor is saying. Then you must pick out the most important points of the information presented. After that, you must quickly write down these main points in your notebook. You may ask how you do all this at once, and in a foreign language. Practice will help you develop this ability. Remember, just as it takes time and exposure to learn a foreign language, it also takes time and practice to learn how to take notes in that foreign language. Now, let's talk about what note-taking is really all about. It is extremely important in note-taking to know what you need to write down and what you don't need to write down. You should write down only the most important words; the words that carry the most information; words like nouns, verbs, numbers, statistics, dates, and names of places and people. We call these words content words. In general, you don't need to write down articles, such as the, an, and so forth, and most prepositions, unless they signal an important time change. For example, you would have to note the prepositions in the expression, "before 1950" and "after World War II." Prepositions and articles are called structure words. In lecture note-taking, you must also learn to ignore, or not to write down, information that is repeated by the lecturer. A professor will often repeat the same information with different words. It is good to hear the information presented in two ways, but it is not a good idea to write down the repeated information. Remember, write down only the information-carrying or content words, and ignore repeated items. As for selecting the most important words, how do you determine what the most important words are? Listen to the following piece of information: "The President of the United States arrived back in Washington, D.Ñ. late in the evening of Monday, July 6th. His trip took him to the Middle Eastern country of Saudi Arabia where he took part in several meetings about the price of oil and world-wide inflation." It is quite obvious that you cannot write down every word that you just heard. Not only would it be impossible to do so, but also it would not be necessary. The entire message can be reduced to the following key words: President United States arrived D.C. Monday July 6. Trip Saudi Arabia meetings about price oil world inflation. Notice that the pronouns, articles, most prepositions, and obvious words have been omitted in the written form. This is very important to do when you are taking notes because you don't have the time to write down every word that you hear. Now, let's consider that same message again: President United States arrived D.C. Monday July 6. Trip Saudi Arabia meetings about price oil world inflation. It would take quite a while to get even key or content words down on paper just as they are. What can be done to shorten the time it takes to write down these key words? You can use abbreviations and symbols. Take a minute to note the abbreviations and symbols we have used for the same message: Pres. U.S. arriv. D.C. Mon. 7/6 . Trip - S.A. meetings re pr. oil + world infl. Notice the symbol "re". It is a common symbol for the prepositions about and concerning. There are several common symbols that can be used effectively in taking notes. Other such symbols are the "plus" sign (+) or the "and" sign (&). You may want to develop your own set of symbols to use when taking notes. The only requirements are that the symbols make sense to you and that you use them consistently.
1.5 Sentences from college lectures:
1. The Nineteenth Amendment to the U.S. Constitution gave women the right to vote, beginning with the elections of 1920. 19 Ò women vote/1920 2. In a suspension bridge, there are two towers with one or more flexible cables firmly attached at each end. Suspension = 2 towers w/flex cables @ ends 3. A perennial is any plant that continues to grow for more than two years, as for example, trees and shrubs. Perennial = plant 2+ yrs ex. Trees, shrubs 4. Famous for innovations in punctuation, typography, and language, Edward Estlin Cummings, known to us as e.e. cummings, published his collected poems in 1954. ee. cummings Ò innovations punctuation, typo, language 1954 poems 5. Absolute zero, the temperature at which all substances have zero thermal energy, and thus the lowest possible temperatures, is unattainable in practice. absolute zero = temp. all substances 0 thermal energy Ò lowest temps 6. Because Columbus, Ohio, is considered a typical metropolitan area, it is often used for market research to test new products. Columbus, O = typical metro Ò market research new products 7. The cacao bean was cultivated by the Aztecs not only to drink but also as currency in their society. cocao bean Ñ Aztecs = currency 8. The blue whale is the largest known animal, reaching a length of more than one hundred feet, which is five times its size at birth. Blue whale = largest animal 100' = 5x birth size 9. Ontario is the heartland of Canada, both geographically, and, I would say, historically as well. Ontario = heartland Canada geograph + hist 10. Nuclear particles called hadrons, which include the proton and neutron, are made from quarks – very odd particles that have a slight electrical charge but that cannot exist alone in nature. nuclear particles = hadrons = proton + neutron Ñ quarks = particles slight electric charge 0 nature
Unit 2 2.1 The ideas may be:
2.2 Four passages on the topic “Food”:
1. In the 16the century, a famous Spanish explorer, Hernan Cortes, brought chocolate back from the Americas to Spain. Drinking chocolate soon became very popular in Europe. Three hundred years later, a scientist in Holland learned how to make chocolate into candy. Today chocolate is one of the most popular and best-loved foods in the world.
(from Abbs, B, Barker, C, Freebairn, I and Wilson, J (2008) Postcards 2 (2nd edn), Teacher’s Edition, Pearson Education, page 14)
2. MALE: How much rice do you buy each week? FEMALE: I usually buy two kilos of rice. MALE: And how many tomatoes do you eat? FEMALE: About six. MALE: How much coffee do you buy? FEMALE: I buy about 250 grammes of coffee? MALE: How many pineapples do you get? FEMALE: Oh, only one.
(from Foley, M and Hall, D (2005) Total English Elementary, Pearson Education, page 152)
3. Q: Is it true, Lisa, that you always have bacon and eggs for breakfast? LISA: Well, it used to be true, but it isn’t true any more. People often have toast and cereal, jam, yoghurt, things like that, but not many have time to cook bacon and eggs. It’s only in hotels when you get bacon and eggs — what we call a cooked breakfast or an English breakfast. (from Greenall, S (1997) Reward Elementary, Heinemann, page 117)
4. I: Michael, you’ve had the opportunity to taste some of the more unusual dishes from around the world. Can you tell us something about them, and in particular, what they taste like? M: Yes, well, I’ve just come back from Thailand and in the winter, sackloads of grasshoppers and locusts are brought into Bangkok from the countryside because the Thais love them. They make a really crisp and tasty snack. In fact, fried grasshoppers are tasty to most people, provided they don’t know what they’re eating. They eat crickets in parts of North America, and they taste just the same. I: Hmmm. I’m not sure I’d like to eat insects. (from Kay, S and Jones, V (2000) Inside Out Intermediate, Macmillan Heinemann, page 156)
2.4 Five passages:
1. WOMAN 1: Your, um, your tapas meal ... was it with sort of Spanish friends - is that why you went for tapas or was it just for... WOMAN 2: Um, we were in Camden - it was one of those moments where you think where shall we go, what shall we do? And I’ve just got this thing about tapas. WOMAN 1: I just wondered because I know that Amy sometimes goes for sort of special, you know, sort of Argentinian things ... with her Arg ... she gets a group of people who’ve got Argentinian connections - who either come from there or studied there and and they go for Argentinian meals, so ... WOMAN 2: Well, I just always go for tapas and my friend who I was with, he doesn’t actually like tapas … WOMAN 1:So you just made him eat it! Oh, so nice! WOMAN 2: And he just kind of watched, but, you know, I said WOMAN 1:Did he not eat anything? WOMAN 2: Hmm, meatballs ... and that’s all. And I was like getting in there, really enjoying it. I just love the fact that you go in, you look at a menu, and you can choose so many different things ... rather than making one decision ... WOMAN 1:And it’s OK if there are vegetarians with you or people who ... vegans or... ’cos they can just choose, right... WOMAN 2: Exactly. WOMAN 1:But how can you not like tapas? That’s like not liking Italian food or something ... it’s just. WOMAN 2: I know. It’s like bog standard, basic food ...
2. With regard to professional development for teachers, we often talk about the three Cs. The first of these is courses. In order to get qualified to become a teacher, we usually need to take a course of study. These vary in length and type. Some may last a week; others take place over several years. The second C is conferences. Attending conferences is a great way to hear about new developments in the profession and meet colleagues. Presenting at conferences is another good way to develop your knowledge of the field and to share your ideas. The third C is perhaps the most important: colleagues. Unlike conferences and courses, our relationships with colleagues last for the whole of our working life. We can learn so much by talking, observing and being observed by them. These are the three topics I will be discussing today.
3. MAN:Hiya. WAITRESS :Hiya. MAN:Could I have, um, a a cup of tea and, um, er, a slice of cake? WAITRESS:Yes. MAN:Oh, er, no could I have, er, a coffee ... and, er, a cheese sandwich? WAITRESS:Cheese sandwich. So you want coffee, tea and cheese sandwich, yeah? MAN:Um, yeah, er, a coffee, a tea, a cheese sandwich and a slice of cake. WAITRESS:Could I have one tea and one coffee, please? Anything else? MAN:Um ... Oh, I don’t know. Er, no, no, I think that’s it. Yeah. WAITRESS:That’s £3.50 altogether, please. MAN:Thanks. WAITRESS:Thank you. Your change. MAN:Thanks a lot. WAITRESS :Thanks. MAN:Cheers.
4. A:Excuse me, can you tell me the way to the nearest post office? B: Yes, it’s not too far. You need to go left here. A:OK, go left. B:Then go to the end of the street. A:OK. B:And you’ll find it on the right, opposite the bank. You can’t miss it. A:OK, so I need to go left, go to the end of the street and it’s opposite the bank. B:That’s right. A:Thank you very much. B:You’re welcome.
5. TEACHER:OK, listen up, everybody. I’d like you to open your books at page 52, get into pairs and we’re going to be looking at three questions, and I want you to look at each of these questions and discuss it with your partners and, er ... settle down, I haven’t finished, settle down, now. Yes, I want you to get into pairs ... no, sit over there. Yes, right now, what have I just said?
2.5 Possible solutions:
1. I suggested that he simply count slowly to three after hearing the end of the question. He tried this and our work together was over.
2. I suggested he prepare himself very thoroughly before listening. I told him to read the stories in his own language first, which was Italian. This way, he would already know the content and the names of the people involved. I also told him to read the story in English before listening. This would give him a good idea about what vocabulary he could expect to hear. Finally, I told him to simplify his expectations. Instead of thinking about what he couldn’t understand, I tried to get him to think about everything he did understand.
3. I observed her doing a practice test, and realised she was writing full sentences to answer the early questions. This meant she was missing the rest of the passage because she couldn’t write and listen at the same time. I taught her to write notes for the answers and to concentrate on listening rather than writing. In the end, she passed her exam.
Unit 3
3.1
3.2 1. waste 2. sole 3. pane 4. heir 5. allowed 6. practice 7. through, phase 8. peel
3.3 Possible answers:
Note: Most sentences in 'real' English avoid using homophones as they are confusing.
3.4
1. You're too young to smoke.
This is a play on words on the two meanings of smoke - to smoke a cigarette and a fire or chimney smokes (i.e give out smoke).
2. I think I'm going down with something.
This is a play on words on two meanings of going down. There is the literal meaning go down (descend) and then there is the expression, 'go down with an illness', which means be at the start of an attack of that illness.
3. Let's play draughts.
This is a play on words on the two meanings of draughts. One is the game played with round counters and a chess board and the other is a current of air as in 'There's a terrible draught coming from under the door'.
4. He wanted to draw the curtains.
This is a play on words on two meanings of draw. The first means make a picture and the second means pull.
5. Because it's full of dates.
This is a play on words on the two meanings of dates. One refers to 1066, 1892 and all that and the other to a sweet fruit coming from a kind of palm tree or to an evening spent together by two people (usually romantic).
6. Because it's got a tender behind.
This is a play on words on two meanings of two words - tender and behind. Tender can mean either susceptible to pain, or a wagon for fuel and water behind a steam locomotive. Behind is normally, of course, a preposition but it can also be an informal noun meaning 'bottom', as in the part of the body that a person sits on.
7. A nervous wreck.
A wreck is a boat or ship that, for example, hits a rock and sinks to the bottom of the sea. A nervous wreck, however, is an expression commonly used to describe someone who is extremely nervous.
3.5 1. we’d / weed 2. beet / beat 3. night / knight 4. aunt / ant 5. crews / cruise 6. band / banned 7. they’re / there 8. fit / feet 9. pail / pale 10. cent / scent
Unit 4
4.2 b) 1c, 2a, 3a, 4b, 5c, 6a, 7b, 8d, 9a, 10d c) 1a, 2a, 3c, 4d, 5c, 6a, 7a, 8b, 9d, 10a
Unit 5 5.1 Multiple-choice Questions:
True-False Statements: 1. F It is 217 miles long 2. F It is four to eighteen miles wide. 3. T 4. F The north rim gets twenty-six inches of rain, while the south rim gets sixteen inches. 5. T 6. F There is along record of geologic (not geographic) change in the walls of the Grand Canyon. 7. T 8. F They were guided by Hopi Indians. 9. F They saw it in 1540 – which is in the sixteenth (not the fifteenth) century. 10. T 11. T 12. F He established the Grand Canyon National Park in the early twentieth century – in 1919.
Unit 7
7.1
Multiple-choice Questions:
True-False Statements:
1. T 2. T 3. F The Irish continually rebelled against the English down through the ages. 4. F The Irish suffered from economic exploitation, and religious and political persecution. 5. F The failure of the potato crop brought starvation to those who remained in Ireland. 6. T 7. T . 8. T 9. F The government prints all its documents in both English and Irish. 10. F Newspaper articles are printed in both English and Irish today. 11. F It has been spoken in Ireland for over a thousand years – it has been spoken in one form or another for more thantwo thousand years.
Unit 8
8.2
Multiple-Choice Questions
True-False Statements
l. T 2. F The Suez Canal is longer than the Panama Canal. 3. T 4. T 5. F They indicated pessimism about the possibility. 6. T 7. T 8. T 9. F Thousands of workers died during construction. This must have disrupted the work. 10. F The Canal was a profitable investment for the U.S. Notice the amount of revenue that is received in one year in tolls. 11. T 12. F Each lock is seventy feet deep or twenty-one meters deep. 13. F The larger ships will not be able to pass through, but smaller ships should still be able to sail through. 14. F By the year 2000, Panama will be in full control.
Unit 10
10.1
Multiple-Choice Questions
True-False Statements
1. F They built the most powerful empire in what is today Mexico. 2. T 3. F They believed in offering human sacrifices to their gods. 4. NG Nowhere in the lecture is it mentioned where the prisoners were housed. 5. T 6. T 7. F If the Spaniards had killed most of the Indians they met, they would have had no allies. 8. T One can assume this because they were so surprised to see white, bearded men. 9. T Erroneously = mistakenly. Cortes was no god. 10. F Montezuma sent gold and silver to the Spaniards. 11. F They rebelled seven months later. 12. T 13. NG One might imagine that he did, but there is no way of knowing whether he did or did not receive good treatment from the Spaniards. 14. F Military superiority benefited the cause of the Spaniards. 15. F He was immobilized with fear that Cortes was a god, so he did nothing at first. 16. F They had never seen guns or horses before. 17. T One can assume so since the Aztecs captured area Indians and used them for sacrifices. 18. T This is no doubt why she could negotiate between the Spaniards, the area Indians, and the Aztecs. 19. F The small band of 553 Europeans had grown to a fighting force of more than 75,000 fighting men. Many area Indians fought against the Aztecs. 20. NG This is nowhere stated or implied in the lecture information. Unit11
11.1 Multiple–Choice Questions
True–False Statements
1. NG We are told where he spent his childhood, but nothing about whether it was a happy or unhappy one. 2. F He first studied Arabic when he was in college in England. 3. T Wales; France; England. 4. T 5. T 6. NG Very little is said about Feisal, and nothing is said about what he did after the war. 7. T 8. F He was not able to do so. 9. T 10. T 11. NG We are told nothing about Lawrence's co–workers in the Colonial Office. 12. F He was a deeply disappointed and frustrated man. 13. F He sought seclusion and anonymity after the war. 14. NG We are told that he had a motorcycle accident, but not given the details of the accident. 15. T 16. F A pseudonym is a name adopted by one who wishes to hide his or her identity. The lecturer does not indicate what pseudonym Lawrence adopted. 17. F Lawrence was a living legend of his time.
Unit 15 15.1
Multiple-Choice Questions
True-False Statements
l. T 2. F Kennedy's murder took place in the fall of 1963. 3. NG The lecturer did not touch upon this point. 4. F The lecturer stated that "although Kennedy was young, well-educated, and rich, things did not always go smoothly for him." 5. NG It was mentioned that his newborn son died, but no date for the death was given. 6. F Kennedy apparently spent very little time talking to even his closest advisers about how he made final decisions. 7. F Kennedy had such a keen (acute) sense of history, but he was really quite disorderly about keeping records of what influenced and led up to his political decisions. 8. T 9. T 10. T 11. F The "New Frontier" refers to Kennedy's administration, his term in office. 12. T "Senior citizens" are people over sixty-five years of age. 13. T . 14. T 15. F Kennedy is famous for the remark that Americans should not ask what their country can do for them, but what they can do for their country. This is just the opposite of the remark in the true-false statement.
Unit 17 17.1 b) An anecdote
After a ten-hour journey from London I was really happy to have arrived at my host family’s house in Colombia. They were extremely friendly even though I spoke only a little Spanish, and they plied me with lemonade and made me comfortable. After a while, the mother asked me: “Estas casado?” I thought she was asking me if I was tired, so I said: “Si, un poco,” which means, “yes, a little”. Suddenly everyone laughed. Later I found out that “casado” means “married”, and “cansado” means “tired”. So she’d asked me if I was married and I’d said: “Oh, a little”! (from Clare, A and Wilson, J (2007) Total English Advanced Workbook, Pearson Education, page 12)
A joke
A couple owned a cat, but the man hated it. So one day he decided to get rid of it. He drove ten blocks and threw the cat out of the car window. But when he got home, there the cat was, lying on the doormat. So the next day he drove twenty blocks and threw the cat into a river. But, on entering his driveway, the cat was there again, fast asleep by the door. So the next day he drove fifteen blocks, took a left, took a right, went down the motorway, crossed a couple of bridges and threw the cat into a large hole in the ground. After driving a while, he called his wife. “Is the cat there?” he asked. “Yes,” she said. “Why do you ask?” “OK, put the cat on the phone. I’m lost and I need directions home.” (from Clare, A and Wilson, J (2007) Total English Advanced Workbook, Pearson Education, page 24)
17.2
b) “My Blackberry Is Not Working” script
Student 1 (Customer): I bought something from you last week, and I'm very disappointed. Student 2 (Shop-assistant): Oh yeah? What's the problem? Student 1: Yeah, well, my blackberry is not working. Student 2: What's the matter, it run out of juice? Student 1: No, no, it's completely frozen! [knocking on table] Student 2: Oh, yeah, I can see that. I tell you what: let's try it on orange. Student 1: That's got a few black spots, you see... Student 2: Oh, dear, yes. Sorry about that. Student 1: Well, is there anything I can do to get my blackberry working? Student 2: Well, could be an application issue. Where'd you store that blackberry? Student 1: Well, it was on my desktop. Student 2: Well, you could try using a mouse to drag the blackberry to the trash. Then after you've done that, you might wanna launch the blackberry from the desktop. Student 1: Well, I've already tried that a few times. I mean, all it did was mess up windows. Student 2: [clears throat] Well, it might be worth waiting a couple of weeks. They've got the latest blackberries coming in then. Student 1: Well, could you give me a date? Student 2: Certainly. Student 1: Let me put that date in my diary. Student 2: Anything else I can help you with? Student 1: Yes, yes. I've also got a problem, to be honest, with my apple. Student 2: Oh, dear, oh, dear. That is an old apple, isn't it? Student 1: Yeah. Student 2: When'd you buy that? Student 1: Last week. Student 2: Last week? They've brought out two new apples since then! What's the problem with it? Student 1: Well, I tried to put my dongle in it... and it won't fit. Student 2: Oh, yeah. And how big's your dongle? Student 1: Well, I don't know much about these things, but my wife's seen a few dongles in her time... and she says a little bit on the small side. Student 2: Well, I'm afraid there's not a lot I can do about that. Tell you what: let me try booting it. Now it's crashed. Anything else I can help you with? Student 1: Well, funnily enough, yes. My grandson's birthday's soon. Student 2: Oh, yeah. Student 1: Now, he's already got an apple and a blackberry. I mean, have you got anything else that he might just like? Student 2: Well, we're doing a special offer on these. I mean, I can't make head or tail of them, but the kids seem to like them. Student 1: Oh yeah? Student 2: "Eggs box," £3.60.
17.3
a) “Anything You Can Do”
ANNIE: Anything you can do I can do better. FRANK: Anything you can be I can be greater. FRANK: I can shoot a partridge with a single cartridge. FRANK: Any note you can reach I can go higher. FRANK: Anything you can say I can say softer. FRANK: I can drink my liquor faster than a flicker. FRANK: Any note you can hold I can hold longer. FRANK: Anything you can say I can say faster. FRANK: I can jump a hurdle. FRANK: Anything you can sing I can sing sweeter.
b) “Lodi”
Just about a year ago Things got bad and things got worse I rode in on the Greyhound Ran out of time and money The man from the magazine I came into town a one night stand If I only had a dollar
Oh, Lord, stuck in old Lodi again
Unit 18
Track 8
THE CHOICE by Jim Martin
To be brief and brilliant Or long-lasting and dull, To be soft and supple Or hard and rigid, To be warm and caring Or cold and indifferent, To be alive and embrace life fully Or to exist and dread living, To be courageous with life taking each day as it comes, Or cowardly And plan each move of each day of our lives in the name of security, To be in the driver’s seat of our life with the vehicle of self under control, Or a frustrated and pessimistic passenger in the hands of a reckless, unknown, unseen driver, To be who we are, Or to be who we are told we must be, To be as we perceive ourselves, Or as others perceive us, To be the unique individualistic self-determining entity that we are, Or to be a victim at the mercy of the immortal snatcher of self worth? The choice? The choice is simple – you choose!
Possible solutions
Case Study A
As in most real-life situations, there is no easy answer to this situation. There are a couple of points that should be dealt with right away. Throughout this program it has been emphasized that assertiveness is a choice (you choose when and where to be assertive) and that every battle does not need to be fought. By the same token, not every dialogue needs to be turned into a battle. And that's where you, as the customer service manager, made your first mistake. Even though you may have provided the best solution to a problem (borrowing the sales fax machine), you did it in a way that alienated the sales manager, a person whose cooperation you need. Now, if borrowing the sales department's fax is the best solution, what would have been a better way to handle the request? (Remember, you stand up for your own rights, but also respect the rights of others.) Are there mutual benefits here that would be served by a compromise? Does the sharing of the fax machine benefit you, the sales manager and the company? Is there a way to guide the sales manager to this conclusion? How would you incorporate your declarations and "I" statements? And in preparing for this confrontation, how could you physically and mentally prepare yourself so as not to allow it to expand (the ACID process)?
Case Study B
The response to this case study will really depend on the individuals involved, and there is no way to predict how their personalities and interrelationships will be played out. That, of course, will vary from situation to situation. What will remain the same is the choice of "guiding" the others involved. It's clear that Holly wants the new position. However, she (and by extension, her immediate family) must consider all the facts. Is this dream promotion really all that it seems? Is this "dream" still the one she is looking for? What are the unspoken negatives? If Holly is sure of her choice, how can she guide the rest of her family to this same decision?
Unit 19
TOEFL
Listening 1.
1. d 2. c 3. b 4. d 5. a
Listening 2.
6. d 7. a 8. a 9. c 10. c 11. a, b, d — yes; c, e — no
Listening 3.
12. b 13. d 14. a 15. b 16. d 17. b
Listening 4.
18. b 19. a 20. b 21. c 22. a
IELTS
Section 1.
1. 14 Hill Road 2. between 9 and 9.30 / 9-9.30 3. 1 year 4. intermediate 5. North-West 6. vegetarian 7. (a)(real) garden 8. (the) only guest 9. 100 10. 23rd March / Monday 23rd March
Section 2.
11. King Street 12. central 13. half (an) hour / 30 minutes 14. refreshments 15. 10.15 16. Advance 17. (seat) reservations 18-20. CDG
Section 3.
21. attitude(s) 22. gender (sex) 23. creativity 24. A 25. B 26. A 27. B 28. culture 29. profit(s) 30. stress/strain
Section 4.
31. feed 32. in either order: metal, leather 33. restrictions 34. ships 35. England 36. built 37. poverty 38-40. in any order: CEF
BEC
Appendix 1 CD Tracklist
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Robert Toru Kiyosaki (born April 8, 1947) is an American investor, businessman, self-help author, motivational speaker, financial literacy activist, and occasional financial commentator. Kiyosaki is perhaps best known for his Rich Dad Poor Dad series of motivational books and other material published under the Rich Dad brand. He has written over 15 books which have combined sales of over 26 million copies. Although beginning as a self-publisher, he was subsequently published by Warner Books, a division of Hachette Book Group USA. His new books appear under the Rich Dad Press imprint. Three of his books, Rich Dad Poor Dad, Rich Dad's CASHFLOW Quadrant, and Rich Dad's Guide to Investing, have been on number one on the top 10 best-seller lists simultaneously on The Wall Street Journal, USA Today and the New York Times. Rich Kid Smart Kid was published in 2001, with the intent to help parents teach their children financial concepts. He has created three "Cashflow" board and software games for adults and children and has a series of "Rich Dad" CDs and disks.
Recording Scripts and Answer Key