LECTURE READY Strategies for Academic Listening, Note-taking, and Discussion Laurie Frazier = Shalle Leeming SERIES DIRECTORS Peg Sarosy = Kathy SherakLECTURE READY Strategies for Academic Listening, Note-taking, and Discussion Authors Laurie Frazier University of Minnesota Shalle Leeming Academy of Art University, San Francisco Series Directors Peg Sarosy American Language Institute ‘San Francisco State University Kathy Sherak ‘American Language Institute San Francisco State UniversityOXFORD ACKNOWLEDGMENTS ‘UNIVERSE PRRs ‘luton: Karen Mince: 12,47, 78,101 186 Madison Avenue Neve York NY IODIG USA abohe Great Clarendon tree Photo Bat inc: David Young Wolf 2a. soda}: Michael Newman: 2 (Orford Ox eDP UK (sneaker, 69; Colin Young: Wolf 2 (skateboard Jeff Greenberg 3: Bi ‘Oxford University Pres isa department of the University of Oxford. ‘Bachman, 100: Spender Grant 56 computer ches, bomb detecting lefurchers the University objective of excellence in researc, scolaahip, robot Mark Richards: 6 (fingerprint cognition); Myrleen Ferguson and education by publishing worldvide in (Cotes 57 Bl Aron 8s: Agefota Stock Raymond Forbes: 2 (Pod). ‘Oxford New York ‘Ry Moreh, 6 (Asan family Jul De Souter fr OUP: 2 (detergent) ‘tn Ge Drm ging {rman Dg Vn: 0; Creatas 4: aan: 6 (ain pur Madcié Melbourne, Mexico Cy Nairb ‘aly Photodisc: 76 Master Artige Photo: 24 ay: PHOTOTARE ar nee Inc 46; Felix tenswon: 9; Gey images: APP. 56. Tx 68 Black family) Withers in Enquirer conceming ‘eproduction outsde the scope ofthe above shoul! be sent othe ELT Rights Deparment, Oxford University Pres at the address above. ‘You must ot creulate his book in ay ocherbinng cover and you mustimpose this same condion on any acqlre. ‘Any websites refered to inthis publication are inthe public domain and ‘her adreses are provided by Oxford University Pres for infomation only. (Oxord Univesry Pres scams any responsibilty forte conte Bective Pblither Jane Aitchison Senioe Aouisitions Bator: Peto Along Bator Dena Daniet Associate Bator: Sot Alan Walle ‘Ar Director: Ma Brit Hagsted Design Projet Manager: Nicolet Barolint (Cover Design by Dead and Company Senior Ar or: Jal deSouter Production Manager Shanta Persaud Production Controller: Robin Roberson sadent Book IsBN13:9780 19409714 Student Bok pack (US. sles only) 1spn13:978 0194417167Introduction Lecture Ready: Strategies for Academic Listening, ‘Note-taking, and Discussion trains students for academic success. Lecture Ready 3 is intended for students at the high- intermediate to advanced level Students learn how to listen to lectures and take notes effectively, and to communicate with other students in group discussions. Through the use of engaging lectures presented via DVD, students experience the demands and atmosphere of a real college classroom. This preparation enables students to enter a college or university armed with the strategies they need to listen, take notes, and discuss ideas independently and confidently. Thoroughly Integrated Academic Listening and Speaking In college and university settings, students not only listen to lectures but also discuss the ideas in the Jecture with classmates and the instructor, draw- ing on the knowledge gained through listening. By integrating academic listening and speaking. this book enriches the training for academic readiness. Students also learn key vocabulary selected from the Academic Word List. Vocabulary is first pre- sented in context in a reading passage then practiced throughout the listening and speaking process. A Focus on Strategies Jn order become proficient listeners and speakers, students need strategies that will help them meet their istening and speaking challenges in and beyond the Janguage classroom. Listening to isolated listening ‘exercises provides only limited instruction: students need to leam a process for each stage of listening. Similarly, rather than simply speaking and being eval- ‘uated in response to a question, students need to learn the language and strategies for successfully engaging in classroom discussions—strategies that they can apply throughout their academic career. Introduction In Lecture Ready, students learn and practice a variety of listening, note-taking, and discussion strategies before they watch an actual lecture and Participate in an extended class discussion about the ideas in the lecture. Students learn two types of listening strategie + strategies for independently preparing for each stage of the listening process—before a lecture, during a lecture, and after a lecture + strategies for recognizing “lecture language"— the discourse markers, speech features, and lexical bundles that lecturers across disciplines commonly use to guide students in taking in information Note-taking strategies focus the students” atten- tion on the accurate and concise recording of material delivered during a lecture. They learn that effective note-taking is the comerstone of effective studying. ‘Students also learn discussion strategies. These strategies clue students in to university classroom expectations for participation, They also allow stu- dents to practice the language necessary for becoming an active member of a classroom discussion. Academic Readiness Lecture Ready prepares students for the challenges of academic work by training them in effective study habits. Each chapter focuses on strategies that ‘maximize student achievement at each stage of the lesson. Students prepare for a lecture by reading some- thing on a relevant topic in one of a variety of formats. ‘The readings introduce vocabulary important for stu- dents’ understanding of the main lecture material. Before watching the lecture, students review what they already know on the topic and make predictions. During the lecture, students listen actively and take notes (aided by a structure in the earlier chapters, tunaided in the later chapters). After thelecture, students solidify their understanding by using their notes to review and summarize the lecture, ‘The last step is discussion, Students participate in small group discussions, drawing on the informa tion presented in the lecture. Visual Listening Materials: Lectures on DVD During an academic lecture, listeners comprehend by making sense of what they hear and what they see. Visual cues such as gestures, movement, and board work are an integral part of the spoken mes- sage, Without these visual cues, effective listening is challenging for even the most accomplished student. Lecture Ready allows students to fully engage in the lecture experience by watching each chapter's cen- terpiece lecture on DVD. ‘The lectures present facts and research findings as well as their implications. The lectures also feature all the characteristics of true academic lectures: natural language, pauses, backtracking, false starts, recapping, filler words, stalling, and other hallmarks of one-way ‘communication. All lectures feature the “lecture language” presented and practiced in each chapter. Engaging Content In Lecture Ready, students learn about and discuss ‘content from a variety of academic fields—topics that speak to the world they live in. The ten center- piece lectures contain the type of material found in introductory university courses in five academic content areas: business, media studies, science, psychology, and humanities. Chapter topics are designed to appeal to a wide range of student back- ‘grounds and are conducive to class discussions that draw on multiple perspectives. Positive Results ‘Students are more competent and confident when they learn how to listen and how to discuss ideas using proven strategies for academic success. With Lecture Ready, students lear these strategies explic- itly, helping them understand and adopt effective techniques for academic progress. Students also gain ‘a familiarity with the vocabulary, lecture language, ‘and atmosphere of a real classroom. Lecture Ready: Strategies for Academic Listening, Note-taking, and Discussion enables students to make the transition from textbook lessons to successful encounters with real life academic lectures and discussions. Organization of the Book Lecture Ready 3: Strategies for Academic Listening, Note-taking, and Discussion contains five units with two chapters in each unit, Each unit focuses on one field of academic study. Each chapter is built around allecture from a typical course within the field. In each chapter, students are presented with and prac- tice listening, note-taking, and discussion strategies. Chapters consist of the following components: + Build Background Knowledge Think about the topic, reading passage, vocabulary work, review + Prepare to Listen and Take Notes Listening strategy, lecture language, practice lecture (listening strategy practice), note- taking strategy, note-taking strategy practice + Listen and Take Notes Predictions, lecture, comprehension, summarizing + Discuss the Issues Discussion strategy, strategy practice, discussion IntroductionAcknowledgements We would like to express our appreciation to everyone who helped and supported us during the writing of this book. First, we would like to thank the editorial team at Oxford, with special thanks to Dena Daniel and Pietro Alongi, for their guidance, feedback, and encouragement. We would also like to thank Kathy Sherak and Peg Sarosy for design- ing the book and guiding us through the process. It ‘was a pleasure to reconnect and collaborate with the excellent teacher trainers at the American Language Institute at San Francisco State University. Thanks also to Moya Brennan, Barbara Mattingly, and ‘Adrianne Ochoa for reviewing lecture content. Shalle would like to thank her colleagues in the ARC/ESL departments at the Academy of Art University in San Francisco for their ideas and encouragement, especially Kate Griffeath, Jennifer Russell, Bob McDonald, Natasha Haugnes, Kevin Forman, and Marian Shaffner, who facilitated the flexibility she needed to take on this project. She would like to thank Robin Mills for sharing her expertise and insight into the publishing world. Shalle would also like to thank her father Pete, sister Elaine, and brother Dan, for sharing various holidays and family events with Lecture Ready 3 topic evelopment and rewrites. Finally, Shalle would like to thank her Berkeley family—Ellen, Michael, Jakob, and Zelie—for their unflagging interest and encouragement, and for not saying “Peterman” to her as much as she deserved. Laurie would like to thank her students and colleagues at the University of Minnesota Center for ‘Teaching and Learning Services, especially Kathleen O'Donovan, whose thoughtfulness, creativity, and enthusiasm have been both a support and an inspiration. She would also like to thank Andrea, Cyndy, Karen, and Pam for listening and sharing their insights along the way. And a big thanks goes to her family, especially Dewey, Stefan, and her mother Merrilyn, for all their patience and support throughout this project. Introduction Lecture Ready Program ‘The Lecture Ready program consists of three components: Student book contains the readings, strategy explanations, and exercises for the Lecture Ready program. @ Aaudio program (CDs or cassettes) contains the audio-only targeted lecture language exercises necessary to each chapter. These exercises are marked with the audio icon. [1 Video program (DVD or VHS) contains the centerpiece lectures for each chapter and the lecture language exercise for Chapter 8 (visuel cues). These exercises are marked with the video icon.Contents Introduction... 2-00 Author acknowledgements To the student UNIT1 ‘Chapter 1_ New Trends in Marketing Research. BUSINESS Reading: “Talking o Your Target Marke: Focus Groups” eit Practice Lecture Lecture Chapter 2 Business Ethics... Reading: “The Enron Scandal” Practice Lecture : Lecture UNIT 2 Chapter 3_Trends In Children’s Media Use. m MEDIA STUDIES paar pay 3 Ci Lecture sasenda nds as anisace cone toaes dae el una eaneaD) Chapter 4 The Changing Music Industy.... 0. cs0..cccscssveseussvsesesessree Reading: "Iles rpey andthe Mes Buses osc Eines Practice Lecure..... : Lecture. UNIT3 ‘Chapter 5 The Placebo Effect. SCIENCE Resting“ What I Honesty ie Lecture. ee Lecture ‘Chapter 6 Intelligent Machines. Reading: “Artificial ices". Pratie Lecture Lecture a UNIT 4 Chapter 7 Slog Relationships PSYCHOLOGY Reading: “Twin Stes”... page 67 Pract Chapter 8 Multiple inteligences Reaing: “Intelligent Test Practice Lecure Lecture UNITS: Chapter 9 The Art of Graffiti. . [ART & DESIGN Beading: “Vana or AN? ne Lecture . ‘Chapter 10 Design Basics ae mates 100 Reating: “Design Basics—Line” 101 Sto S106 Teacher’ Notes, About the Authors =I vi ContentsUstening Strategies Recognize lecture language that introduces the topic and presents a lecture plan \Note-taking Strategies Organize your notes by outlining Discussion Strategies [Express your ideas during a discussion [Recognize lecture language that signals a ‘ew idea ora transition 10 a new idea in aleture Use symbols and abbreviations ‘Ask for clarification and elaboration during a discussion ‘Revognize leeture language for generalizations and support Practice noting key words in a leewure Give your opinion and ask forthe cpiaions of others during a discussion Recognize lecture language that signals repetition of information for clarification ‘oremphasis Use a splt-page format organize your notes [Express interest and ask far elaboration during a discussion Recognize lecture language that signals ‘causes and effects "Note causes and effec ‘Agree and disagree during a discussion Recognize lecture language that helps you predict causes and effets Use arrows to show the relationship between causes and effects ‘Learn to compromise and reach a| ‘consensus during a discussion Recognize lecture language that signals ‘comparisons and contrasts Note comparisons and contrasts ‘Expand on your own ideas during a discussion Recognize non-verbal signals that indicate when information is important ‘Represent information in lst form Keep the diseussion on topic Recognize lecture language that signals definition Review and practice all note-taking strategies Indicate to others when you are preparing to speak or pausing to collect ‘your thoughts Recognize lecture language that signals citations —paraphrases and quotations Review and practice all note-taking strategies ‘Support your ideas by paraphrasing and ‘quoting others ContentsTo the Student If you are planning to enter college or university for the first time, you face two equally big challenges: how to understand the amount of complex content in academic lectures, and how to communicate effectively with classmates and professors. Lecture Ready 3: Strategies for Academic Listening, Note-taking, and Discussion will help you face these challenges by giving you the strategies you need for success in your academic career. You will learn to do all the things that successful students do—listen actively to lectures, take effective notes, and participate confidently in discussions about the lecture with classmates. While learning these strategies, you will also learn and use common academic vocabulary as well as useful idioms. Lecture Ready presents lively and interesting lectures on DVD. These lectures are on a variety of topics from many different fields of study. The lectures were created to be just like the lectures that students encounter in a college or university. ‘What You Will Learn The listening strategies in Lecture Ready prepare you for each stage of the listening process. You will eam how to use the knowledge that you already have to prepare to take in new information. You will become familiar with lecture language, which will help you follow the ideas during a lecture. You will learn how to bring together all the information from a lecture so that you can better understand, remember, and use what you have learned. Listening strategies help you get the most out of a lecture. ‘The note-taking strategies focus on the way information can be represented on paper. You will learn about and practice useful methods for tak- ing effective notes during a lecture class. You can practice your new note-taking skills during the lecture, too. ‘The discussion strategies are meant to help you feel comfortable discussing information from the lecture with classmates. Many students feel uncertain about speaking in class because they are not sure ‘what to say, when to say it, or how to say it. With Lecture Ready, you can learn what professors expect from you and what you should deliver in return. ‘You will learn specific strategies to make you a ‘more confident speaker no matter what subject you are discussing. Have fun, and enjoy the academic experiences, challenges, and strategies that Lecture Ready has to offer. To the Studentbusiness \'biznos\ The study of making, buying, selling, or supplying goods or services for moneyChapter 1 | New Trends in Marketing Research CHAPTER GOALS Think about the topic ++ Leam about marketing research: different types and curren trends | = Leam a Listening Strategy: Recognize lecture language that introduces the topic and lecture plan | = Leam a Note-taking Strategy: Organize your notes by outlining | = Leam a Discussion Strategy: Express your ideas during a discussion Build Background Knowledge 1. Look at these products. Then answer the questions below in pairs. 1. Look at the list of factors to consider when purchasing a product. Which factors are most important when purchasing the items in the picture? a cost 4, how it looks, tastes, or smells b. health or safety ¢. the brand (company name) ¢. how well it works how it makes you feel 2, Imagine this situation. You are president of a chocolate company. Sales of your most popular chocolate bar have decreased sharply this year. You ‘want to find out what people think about your company and this product, ‘What are some ways you can do this? CChapter 1 New Trends in Marketing Research. Read this chapter from a marketing textbook on focus groups and how they are used in marketing research. Talking to Your Target Market: Focus Groups For years, marketing experts have used various methods to try to understand why consumers chose to buy certain products. How do shoppers differentiate one product from another? ‘What motivates a consumer to choose one brand over another? Marketing researchers want to ‘understand the decision making processes of ‘consumers. That information can help companies decide how to advertise a product or service; itcan also help them design new products or redesign existing products so that they will sell beter. In this chapter we will look at the focus ‘group, a type of group interview. It has become ‘one of the main marketing research tools to find ‘out how people in the target market feel about themselves and the particular brand, product, or service being researched. For a focus group, researchers usually find six to twelve volunteers from their target market and bring them together for one ortwo hours to answer uestions and talk about a product, service, or brand. A skilled discussion leader encourages free discussion but focuses the conversation on the product being researched. To do this, discussion leaders ask a lot of open-ended questions, not simple yesino or limited choice questions. Open- ended questions allow the group's participants Unit 1 Business to answer in their own words and in ways the discussion leader may not expect. Focus groups usualy star with general questions about proct type. For example, a focus group for the high school market could be asked, “Which ‘brands of athletic shoes are the most popular with ‘people at your school? Why?" Later they may be asked more specific questions about a particular brand, Discussion leaders may ask for opinions rectly with questions like, “Why do you buy [ike shoes?" Or they may try to get tates and beliefs more indirectly with a question lke, “What {do you think about people who wear Nike shoes?” ‘The focus group's answers to these questions tell researchers a lot about a brand's image—the way ‘people think about a brand and the people who use the brand, Ifa lt of kids in a school wear oe brand ‘of athletic shoe, this suggests thatthe brand's image jis youthful and popula. Focus groups allow researchers to talk directly with their target market to find out about their beliefs, attitudes, and feelings: however. there ‘are some difficulties in trying to find out what ‘motivates buying behavior with this method. Participants may not always tell the truth. They may avoid disagreeing with others in the group to appear more friendly and likable. They may ‘also lie to avoid embarrassment. ‘Another reason the results may be unreliable is that people are not always aware of what motivates their buying behavior. Some factors ‘are completely unconscious. In fact. a growing ody of psychological research suggests that most people will give rational reasons for their purchases when asked, but unconscious ‘emotional needs also influence many of their ‘buying decisions.Check your comprehension Discuss the reading Listening Strategy Review what you know 3. Answer the questions about the reading on page 3. Then discuss your answers with a partner. 1. Why do marketing experts want to learn about how people make buying decisions? 2. What is an “open-ended” question? Why do focus group discussion leaders ask this type of question? 3. Why are the opinions given in a focus group sometimes not helpful to marketers? 4. Match the words with their definitions. Look back at the reading on page 3 to check your answers. — 1.differentiate a, based on reasonable, logical thinking _— 2. motivate b. to have an effect on —— 3. brand . a picture; an opinion or concept of something — 4 target . to say or show something in an indirect way —— 5. image ¢. directed toward a particular group or person —— 6. suggest £. to understand the difference between similar things 7. unconscious —_g, to cause someone to want to do something. — 8. rational hh the name of a company's product _— 9.influence _i, not aware of oneself; not knowing 5. Discuss these questions in a small group. Share your answers with the class. 1. What do you think a business should be more concerned with: meeting consumers’ needs or making a profit? Why do you think so? 2.Choose a popular brand, for example, a brand of clothing, car, or food product. Discuss the target market, the kind of image the brand has, and how the company creates that image. ” Review What You Know To help you get ready to take in new information during the lecture, first think about what you already know about the topic. 6.With a partner, write down three things in your notebook that you have learned so far about marketing research. CChapter 1 New Trends in Marketing ResearchListening Strategy Topic lecture language Lecture plan language Unit 1 Business Prepare to Listen and Take Notes 1. To help you understand the listening strategy, discuss the situation below and answer the questions. If you arrive late to class and miss the beginning of the lecture, what information might you miss? Why is this information important? Recognize Lecture Language for Topic and Lecture Plan At the beginning of a lecture, a professor usually tells you the topic, or what the lecture is going to be about. A professor also usuelly gives students the lecture plan—a general overview of the material and how he or she plans to present it, ike a map of the lecture. Listen for the words and expressions that professors use to indicate the topic. Aso, lsten for the words and expressions that professors use to indicate the lecture plan. 2. Read the expressions that signal the topic of a lecture. Can you add others to the list? ‘Today we're going to talk about ... ‘What I want to discuss today is . . Today's topic is... We'll be looking at .. Tl give you an overview of... Last time we discussed . . ., and this week we're going to... In today’s class we'll focus on... . 3. Read the expressions that signal the plan of a lecture. Can you add others to the list? There are a few things we'll be covering today. ‘We'll start out with . .., and then look at . T'll be covering two areas in today’s lecture... . First, we'll look at..., then... and finally we'll move on to.4 Read this lecture introduction. Circle the topic. Then underline and label the lecture language that signals the topic and the lecture language that signals the lecture plan. Recognize lecture language Hi, everyone. Good moming. Last week, if you remember, we discussed advertising research—the different types, such as motivation research and studies of ad effective- ness, and the ret. You should have it in your notes, Well, this week we're going to talk about product research. There are a few different types, and we won't go into them all, but I'l be covering two areas that are the most popular—new product research, to see if people are interested in a new product that's being planned, and competitive product studies, products that compete with the product your company sells. The second one will be really useful for your final class project. : _ & 5 Listen to the introductions of three different lectures. First, listen to Usten for the topic each introduction and write down the topic lecture language and the and lecture plan topic. Then listen to each introduction again and write down the lecture language that signals a plan, and also the plan. 1. Topic lecture language: Topic: Plan lecture language: Plan: 2. Topic lecture language: Topic: Plan lecture language: Plan: AiMole lecture language: Topic: Plan lecture language: Plan:| Organize Your Notes by Outlining | Outlining is a way to visually represent the relationships between ideas. Space Note-taking Strategy and indentation show which ideas are main points and which are supporting ~ | points. Outlining can help you easily differentiate main points from supporting | points so that you can study more effectively. : 6. Look at one student's notes from a lecture on marketing research. With a Outline Partner, try to summarize the lecture from these notes. What kinds of market- ing research did the professor discuss? What support did the professor give? region eg. the midwest urban area city/suburb Demographic “ sex income education highest level achieved 7. Read this lecture transcript and take notes in outline form in your notebook. Marketing is a process that involves many strategies and activities. Today, I'm only going to talk about two parts—product and pricing. The first thing a business needs to decide is exactly what product, service, of idea its customers want to purchase. To do this, businesses need to determine their target market, or in other words, who will buy their product. Once a business understands the target market, it can develop its product to fit what the target market will buy. Second, after a business has developed a produc, it must decide how to price it. Ifa product is too expensive, consumers won't purchase it. Ifit is too cheap, the business won't make dit won’ Unit 1 Business 7Listen and Take Notes Predict To help you get ready for new information and to listen more actively, make a prediction about what the professor will discuss based on what you already know about the topic. ing Strategy as Before the lecture, think about everything you have learned and Make predictions discussed on the topic of marketing research. What do you expect to learn more about in the lecture? Write three predictions below. Compare your predictions with a partner. 1 2 3. sl 2. Now follow the lecture and take notes. Be sure to listen for the lecture Follow the lecture language that signals the topic and lecture plan. ep Why it developed: How it works: 8 CChapter 1. New Trends in Marketing ResearchHow well were you able to recognize the lecture language? Check the Assess your - statement that best describes you. Explain your answer. comprehension —— I was able to recognize when the lecturer said the topic and plan of the lecture. I didn’t recognize when the lecturer said the topic and plan of the lecture. 4. Use your notes to answer these questions. 1. How is neuromarketing research different from other marketing research? 2. Why do researchers care about which area of the brain is used when ooking at an advertisement or looking at a product? 3.In the study about cola taste tests, what were the results of the blind taste test? How did the results change when the brand names were given? 4. Why are some people concemed about the use of neuromarketing research? Assess Your Notes —————————)_| During a lecture, you can sometimes miss an important idea or piece of Note-taking Strategy || information. Compare notes with classmates in a study group after the lecture to check that your notes are complete. 5.Were you able to answer the questions in Exercise 4 using the Assess your notes information in your notes? Compare your notes with a few other students, Discuss the differences and help each other fill in any missing information—words, definitions, ideas. Complete your notes. Unit 1 Business 9Discuss the Issues Express Your Ideas Many professors in the U.S. will ask students questions during their lectures or in class discussions. Also, students are often expected to express their ideas Discussion Strategy — and opinions with a partner or in small groups. ‘Active participation in class shows that you are interested in and actively thinking about the course content. It can also help you learn and remember the new information presented in cass, 1. Read the expressions for expressing your ideas. Can you add others tc Express your the list? ideas I think/believe/feel . . Here are my two cents In my opinion, . . . What I'd like to say is... Here’s what I think... Personally, I think/feel .. . I'd like to say/add/mention . . In groups of four, read the questions and discuss them. Keep the Practice expressing conversation going until every student has had the chance to practice your ideas expressing his or her ideas. Use your own ideas or the ones given below. 1. Talk about some specific television ads that you like. Explain why you like them, Possible Ideas ‘The ads for this product always use good music. They are for products that I am interested in, My favorite celebrity is in the ads. 2. Talk about a new product you have recently bought. Why did you buy that particular product and that particular brand? Possible Ideas 00d price nice packaging celebrity advertising all my friends have it better quality than others 10 Chapter 1. New Trends in Marketing Research3. Discuss these ideas from the lecture with your classmates. Remember Discuss the ideas to use the phrases for expressing your ideas. in the lecture 1. Describe two print or television ads for similar products made by different companies. For example, compare ads for two different clothing stores, two different car insurance companies, or two different brands of shampoo. Based on the ads, what is the target audience for each product? Do you think they have the same target audience? Why ot why not? How do the ads appeal to their target audience(s)? 2. As science helps us better understand how people make decisions, this, information will most likely be used to sell products. What are the possible benefits of neuromarketing research for consumers? What are the possible negative consequences? 3, Imagine this situation. Your university has received funding from a political organization to conduct a “neuromarketing style” research study among students. Their goal is to see whether the techniques used for product marketing could also be useful in designing political campaigns. This has created a problem in the university community. Many people are opposed to the study because they feel this type of research is dangerous. They think the information gained from the study could be used to control people without them knowing it. Others feel this study is a ‘g00d opportunity for your university to earn money and for researchers to better understand how the human brain works. What do you think? Why? 4, Look back at your notes. What was another idea in the lecture that you found important and interesting? Tell the class why you think it is important or interesting and ask for their opinions. Unit 1 Business "Chapter 2 ~ Business Ethics CHAPTER GOALS) * Leam about business ethics | + Leama Listening Strategy: Recognize lecture language that signals a _ new idea or a transition to a new idea in a lecture | © Lear a Note-taking Strategy: Use symbols and abbreviations * Lear a Discussion Strategy: Ask for clarification and elaboration Build Background Knowledge tidak chewedie sagie, * TOet plee theneceeiacapenrions lao Hepa, local News | tite ® Arts | 8 | ‘Gusiness | State E dettetliesd na SS | WEDNESDAY, APRIL 10 wae The Daily Bulletin =: TES atv Morin Eton #2 Executives are found guilty of fraud Corporate scandal sends stock market prices down 1. Do you know about any cases of corporate crime? What are they? What happened? 2. How would you define “business ethics”? 2 Chapter 2 Business EthicsRead Unit 1 2, Read this article about Enron Corporation from a business magazine. The Enron Scandal Enron Corporation was founded in 1985 and quickly grew to become the world’s langest energy trader. By 2000, it was the seventh largest U.S. company, employing 21,000 people in over 40 countries and booking sales of more than $100 billion. Then, in December 2001, Enron went ‘bankrupt, eaving its employees and shareholders, as well as politicians and the general public, ‘wondering what had happened. It tums out that Enron filed, many say, because of “get-rich-quick” thinking on the part of the company’s executives. Reportedly, Enron executives made bad investments and borrowed millions of dollars to cover their losses. Then, it seems the accountants hid these losses and exaggerated the company’s profits. When asked questions about Enron's finances, its executives and accountants didn't explain what was going ‘on, Despite their silence, they continued to collect large salaries. In 2000, some top executives began to sell their own shares of Enron stock, their own investments in the company, though the company still seemed to be strong, To many people this was a sign that things were not going well and they began to lose confidence in the company. Investors began to sell their stock in Enron and lenders demanded payment of the hundreds of millions of dollars that Enron owed. Unable to pay these debts, Enron ‘declared bankrupicy and the company collapsed. In 2004, several Enron executives were arrested and charged with fraud and other corporate crimes Business related to the sudden failure ofthe company. Investors lost their money and employees lost not only their obs, but thousands also lost their retirement savings. For example, Bobby and Jerry Dotson were Enron employees whose retirement savings were based largely on Enron stocks. They lost most oftheir $15 nillin life savings when Enron folded. Many people are still wondering how this kind of corruption could have happened and who is to blame. Par of the blame goes to Enron’s accountants for not revealing the company’s financial troubles. In addition, the company’s board of directors did not pay enough attention to the way Enron did bosiness. Finally, the company’s executives showed lack of conscience by not being truthful about the company’s financial situation and by using their knowledge of the truth for their own benefit. The Enron scandal remains one of the most prominent cases of white-collar crime in recent years. In the end, it left many people questioning the honesty of corporate leaders and calling for new laws to demand greater accountability of corporate executives and accountants. Enron and other corporate scandals in the news have increased the public’s awareness of the Importance of business ethics and has prompted & demand for greater responsibility in our business leaders. Though a poor substitute for the savings and jobs lost due to corporate corruption, it is a significant step in the right directionCheck your comprehension Expand your vocabulary Discuss the reading Review what you know Baa “ 3. Answer the questions about the article on page 13. Then discuss your answers with a partner. 1. How would you describe Enron Corporation's performance for the first 15 years? 2, What caused Enron to collapse? 3. What was the result of Enron’s collapse? 4. Match the words with their definitions. Look back at the article on page 13 to check your answers, — 1. bankrupt ‘a. your own feeling about whether your actions are right or wrong — 2.shareholder _b. a person who owns stock (shares) in a company — 3. executive . not having enough money to pay your debts — 4: fraud 4. a person who has a high position in a business _— 5. corruption «. the expectation that you will be responsible for ‘your actions — 6. conscience _f. dishonest or illegal behavior, usually by people in official positions — 7. scandal g: the act of tricking or deceiving someone, usually to get money _— 8. accountability _h. an action, situation, or behavior that shocks people Cirele the phrase with a similar meaning to the underlined idiom. As a result of corporate corruption, four executives went to prison for white-collar crime. serious b. business related cc. violent 6. Discuss these questions in a small group. Share your answers with the class, 1. Who do you think is to blame for the collapse of Enron? What could have been done to prevent it? 2. Do you know about any cases of business fraud or corruption? Who was involved? What happened? 7. With a partner, write down three things in your notebook that you have learned so far about corporate corruption. Chapter 2 Business EthicsListening Strategy Transition lecture language Recognize lecture janguage Unit 1 Business Prepare to Listen and Take Notes Recognize Lecture Language for Transitions During a lecture, professors often signal when they are introducing or changing | topics or ideas. Listen for transtions—the words and expressions that professors use to indicate when they are moving to a new idea. 1. Read the expressions that signal a new idea or a transition to anew jea in a lecture. Can you add others to the list? Let me start with... Okay, let’s move on to... Let’s start by . . . Next, I'd like to discuss First we're going to look at. . . Let’s look at/take a look at. . . Now let’s talk about... . Now I want to discuss . Now that we've talked about __. let’s goon to . Another way that a professor can signal a transition is to ask a rhetorical question, Rhetorical questions are given for the purpose of preparing the listener for the answer. They are not questions that the professor wants students to answer. How can we explain this? Well, .. . ‘What does this all mean? Let’s look at... 2. Read the excerpt from a lecture about corporate respon: Underline the lecture language that signals a transition. One effect ofthe Enron scandal and other cases of corporate crime inthe US. was the passing ofthe Sarbanes-Oxley Act. Let's start by looking at the aim of this law. Basically, the goal of Sarbanes-Oxley is to improve the accountability of corporate executives to shareholders and to improve confidence in American companies. Now, let's take a look at some ofits requirements. One requirement is that companies establish independent audit committees—independent accountants who are required to report honestly about company finances. if you remember, accounting was a big problem in the Enron case. It also prohibits companies from making loans to their executives. On top ofthat, it protects whistleblowers—employees who report fraud within the company. Okay, so now that we know what Sarbanes-Oxley entails I'd lke to talk about the effect it’s had ‘on businesses. Many people agree that new regulations were necessary, but alot of businesses have complained that Sarbanes-Oxley is just too expensive to implement.th @ s.risten to the beginning of a lecture about the ethical behavior of men a and women executives. Then write T for true or F for false next to each ‘statement. — 1. Corporations with both men and women on the board of directors set the same ethical standards as corporations led by men only. — 2. Women commit more crimes that involve stealing from their employers. —— 3. Women tend to steal larger amounts of money over longer periods of time. @ 4. Listen to the lecture again. As you listen, write down the lecture Usten for language that signals a transition or a new idea. Then listen once more transitions and write down the idea that follows the transition. 1. New idea lecture language: New idea: 2. Transition lecture language: New idea: 3. Transition lecture language: New idea: 4, Transition lecture language: New idea: 5. Transition lecture language: New idea: 16 Chapter 2. Business Ethics| Use Symbols and Abbreviations Because professors often speak quickly, using symbols and abbreviations will help you keep up with the lecture. Use symbols and abbreviations in place of | full words and phrases in order to write down ideas more quickly. Note-taking Strategy =} 5. Look at these commonly used symbols and abbreviations. Can you Use symbols and think of any others? abbreviations = equals, is the same etc. and soon % percent eg. for example + and ie thatis too imp important 4 to go down, decrease, lower wih with f to go.up, increase, higher wiout without <__ isless than sb somebody, someone > ismore than sth something # number bit between 6. Think about the words that you might use to take notes in a lecture on business ethics. How could you abbreviate those words? company — co, 7. Read these sentences from a lecture on business ethics. Take notes in your notebook using symbols and abbreviations to represent words and ideas. Compare your notes with a partner, 1. A whistleblower is somcone who reports that his or her own company or business is doing something wrong or illegal. whistleblower = sb who reports own co/biz. for doing sth illegal 2. For example, Jeffrey Wigard and Cynthia Cooper are two executives who exposed corporate crimes. 3. Between 1993 and 2002, the number of workplace theft cases involving ‘women increased by 80.5 percent. 4, An auditor is someone who officially examines the tax records of a business or company—in other words, someone who is required to give an honest and independent report. Unit 1 Business 7Listen and Take Notes 1. Before the lecture, think about everything you have learned and discussed on the topic of corporate ethics. What do you expect to > ps learn more about in the lecture? Write three predictions below. Compare your predictions with a partner. 1 Make predictions 2. a Ql 2. Now follow the lecture and take notes using symbols and abbrevia- Follow the lecture tions to represent words and ideas. Remember to listen for the lecture > symbols p.17 language that signals a transition. Topic: a Goals of business ethics: Why people are concerned with business ethic Impact of corruption: How ethical work environments help businesses succeed: Things a company can do to promote ethics: 18 CChapter 2 Business EthicAssess your ‘comprehension Assess your notes » po Summarize the eeture Unit 1 Business 3. How well were you able to recognize the lecture language? Check the statement that best describes you. Explain your answer. I was able to recognize when the lecturer moved to a new idea a,all of the time b, most of the time. sometimes not often 4, Use your notes to answer these questions. 1. What is the goal of business ethics? 2. What are two examples of the impact of corruption on companies and the economy? 3. How can promoting business ethics help a company to succeed? 4, Name three things that can be done to encourage an ethical work environment. . Were you able to answer the questions in Exercise 4 using the information in your notes? Compare your notes with a few other students. Discuss the differences and help each other fill in any missing information. Complete your notes. ‘Summarize the Lecture ‘A good way to help remember the information in a lecture isto put the key ideas into your own words. This will also help you confirm that you understood the lecture and that your notes are complete. ‘As soon as possible after a lecture, put the key ideas into your own words and speak them out loud to a study partner or to yourself, 6. Work with a partner and take turns, Summarize the lecture out loud. Explain the main points of the lecture to your partner. Talk for 2-3 minutes only. Did you both understand all the points in the lecture? Did you both catch all the information?Discussion Strategy |- ‘Ask for clarification and elaboration Discuss the Issues | Ask for Clarification and Elaboration | Itis challenging to follow a classroom discussion, but students are expected | to take responsibility when they don’t understand what the professor or a classmate says. Politely ask for clarification when you don't understand | something, or ask for elaboration to find out more information that will help you understand the topic. 1. Read the expressions for asking for clarification. Can you add others to the list? Sorry, could you repeat that, please? Excuse me, could you say that again? Sorry, I didn’t catch that. Could you repeat it, please? Could you please say that a little more slowly/loudly? Could you explain that? What does mean? ‘What do you mean by » Could you go over again, please? I don’t get what you mean by 2. Read the expressions for asking for elaboration. Can you add others to the list? Excuse me, what is 2 How does that work? Why is that? Can you give me an example of that, please? Can you tell me more about ” Can you describe that for me? Chapter 2 Business Ethics3. In groups of four, do the activity below and discuss the questions. Practice asking for Keep the conversation going until every student has had a chance to Feblscresiag practice asking for clarification and elaboration. Think of a business you have worked in or would like to work in. * What kind of business is it? * What kind of work did/would you do? * How would you describe the work environment (office, retail store, etc.)? How would you describe your co-workers? * It what ways could your ethics be tested in this business? Use your imagination and think of some possible examples. 4. Discuss these ideas from the lecture with your classmates. Remember to use the phrases for asking for clarification and elaboration. 1, The lecture explains that the goal of business ethics is to consider the responsibilities a company has to its stakeholders (employees, share- holders, clients, community) while also making a profit. Do you agree ‘with this statement? If so, why? If not, what do you think the main goal of a business should be? Explain your answer. Discuss the ideas in the lecture 2. The lecture suggests that companies write a “code of ethics” for their employees to follow. Imagine you are the president of a company. What tules would you include in your code of ethics? What would you do to make your employees accountable? 3. Do you think that women are more ethical than men? Why or why not? 4, Look back at your notes. What was another idea in the lecture that you found important and interesting? Tell the class why you think itis important or interesting and ask for their opinions. Unit 1 Business aUnit Wrap-Up 1. Work in small groups. Do the activity described. Then write a short report on your experience and what you learned from it. Happy Cereal Company is introducing a new product—a cereal for children called Healthy Flakes. Healthy Flakes have lots of added vitamins, but also contain a lot of sugar. A community organization opposes the company’s use of neuromarketing to develop the advertising campaign to promote the cereal to children. They have arranged a meeting with company executives to discuss their concerns. Work in small groups with one or two people taking on each of the following roles: + Community leader: You are concerned about the negative health effects on children in the target market (children aged 5-8). + Business executive of the company: You need to maintain a commitment to ll stakeholders. You want to maximize profit for the company and. shareholders, but also protect the image of the company in the community. + Shareholders in company: You are concerned mostly with earning profits from your investment in the company. In groups, take tums playing the different roles. Be sure to show you are listening to the other groups by asking for clarification and elaboration. 2. Work in small groups or with a partner. Conduct a survey of employees outside of class to find out their ideas on ethics in the workplace. Use the questions below or create some of your own. Talk to at least five people, then compile your results and draw some conclusions. Share your conclusions with the class. 1. Do you think most company leaders want to do what is best for themselves, or what is best for their employees? 2, Do you think your business leader or president is honest? Do you think your supervisor is honest? Do you think most of your co-workers are honest? 3. Do you think women are more ethical at work than men? Unit 1 Businessunit MEDIA STUDIES media studies \'midio 'stadiz\ The study of the processes | OSE by which information is exchangedChapter 3 - Trends in Children's Media Use CHAPTER GOALS{~ + Leam about changes in media use in society Leam a Listening Strategy: Recognize lecture language for ___ generalizations and support * Leam a Note-taking Strategy: Practice noting key words in a lecture * Learn a Discussion Strategy: Give your opinion and ask for the opinions of others Build Background Knowledge 1. Read the results of this survey about media use among young people. Think about the topic" Then discuss the questions below in pairs. Which Media Young People Use Ina typical dey percentage of & to 18-year olds who ow 20% 0% os 0% 00% 1, How does your use of media compare to that of 8- to 18-year-olds in the study? 2. How has your use of media changed in the last five years? Why? 24 CChapter 3 Trends in Children’s Media Use2. Read this report from a consumer survey organization on the Read characteristics of today’s children. REPORT ‘The generation of children growing up today has the greatest variety of and access to media than any _generation before it, This has made it fundamentally different from past generations in many ways. Here are a few of the key differences: 17 Today's children understand and use visual images extremely effectively. but are less skilled at reading and writing texts. ‘Because today's children have more exposure and access to a greater variety of visual media, they spend less time acquiring knowledge by reading long texts. The constant presence of images (pictures and videos) have created students who are dependent on pictures and ‘moving images to help them learn. Though their text reading and writing ability may be underdeveloped. they are very good at understanding image-based visual information—an ‘important skill in our increasingly image-based world. 9 Today's children can quickly shift their attention from one task to another and do several tasks at one time. CCildren today are not at all afraid of technology. They use it with case and confidence. They are also comfortable with “multitasking”—doing many tasks or using two or more types of media concurrently. They can shift their focus from one area to another quickly. Some experts infer that these characteristics are having a negative effect on today’s children. Others believe these characteristics are natural adaptations to the requirements of their world. A short attention span may just show their ability to monitor and control an intensely media-rich environment. 1 Today's children are connected. ‘Communication technology today is oriented toward making social connections convenient for users, and today’s children are heavy users of this technology. They use text messaging, voice messaging, e-mail, and other electronic means to create strong social connections through constant communication. Consequently, when learning, kids today prefer socially oriented activities where they can work in teams or with classmates and friends. Today's children lke to learn by experience. ‘The current generation of schoolchildren would rather lear by discovering new things for themselves, For example, they are more likely to lear a new software program from experimenting and working with peers than from taking @ formal class or reading an instruction book. They approach new technology confidently because they have had so much exposure to different types of new technology in ther lifetime. ‘The quickly changing face of technology in the modern world has resulted in big changes. One ‘change is the decrease in some of the abilities that people once thought were extremely important to ‘a child's educational experience. It has also meant a huge increase in others. Some time is needed to s will have on society and future generations. ‘understand the effect these changing abil Unit 2. Media Studies 25— 3. Read these statements about the report on page 25. Then write T for Check your _ true or F for false next to each statement. Discuss your answers with a comprehension partner. _— 1. Young people today require more picture-based information to learn effectively. —— 2. Children spend less time interacting with other children because of increased use of media technology. ___ 3. The multitasking behavior of children probably only has negative effects. Match the words with their definitions. Look back at the report on Expand your age 25 to check your answers. vocabulary —— Leexposure ‘a, seeing or being in contact with something — text b. to reach a conclusion from the information you have — 3.constant ¢. existing or happening at the same time —— 4.confidence di happening or existing all the time — S.concurrently ¢. very strongly or seriously — 6. infer f. feeling sure of your own abilities or opinions —— T.intensely ge easy to use _— 8.convenient —_h, The main body of words in a printed or written document, article, book, etc. ircle the best definition of the underlined phrase. For students with a short attention span, lectures can sometimes feel boring. a, the amount of time you can b. the amount of tasks you have concentrate on something to do in a period of time 6. Discuss these questions in a small group. Share your answers with the Discuss the reading dass, 1. Do you think dependence on images and pictures will have a negative impact on future generations? 2. Do you think multitasking makes you work more or less efficiently? Why? : 7.With a partner, write down three things in your notebook that you ee what have learned so far about children’s media use. you know > pa 26 Chapter 3 Trends in Children's Media UsePrepare to Listen and Take Notes 1.To help you understand the listening strategy, discuss the situation below and answer the question. ‘You are listening to a long lecture with many ideas. How can you tell the general ideas from the specific examples and explanations that support them? | necsarae Lecire tnigarpe for Gonmeatcr tole wd support | Professors often support general ideas in their lectures with research, Listening Strategy observations, and stories. Sometimes the generalization comes before the — | supporting information; sometimes the supporting information leads to a | generalization. 2. Read the expressions that signal a generalization or support for the Generalizations and generalization. Can you add others to the list? support lecture language This leads us to believe... Thope you can see . . We can infer from this that. . . ‘What can we infer from this? . . . What can we conclude from this? ... This shows/proves/demonstrates that ... Let me back this up with a story/some findings. ... : 3. Read these excerpts from a lecture about multitasking. Underline the psec lecture lecture language that signals a generalization or supporting information. Excerpt 1 ‘There seems to be a connection between emotions and media use. Children who are unhappy use media more. Let me back this up with some findings. One study showed that 18% of young people who scored lowest on the happiness scale,... they were the students who reported themselves to be the least happy... they spent more time using ‘media than their happier peers. Excerpt 2 Only 5% of young people said that their parents had rules about the type of video games they can play. Even though there has been a lot of public controversy in the media about video game content... especially violence in video games... this leads us 10 believe that ths issue isnot of great importance to parents. Unit 2. Media Studies 7@® 4 tisten to the lecture about multitasking. Then write T for true or F for false next to each statement, Listen _— 1. When people change tasks often, they do them more slowly. — 2. Your brain works twice as hard when you are working on two different tasks at the same time. ‘Multitasking is an important skill in today's office workplace. @® 5.tisten to the lecture again. As you listen, write down the lecture language that signals a generalization or support. Then listen once more and write down the generalization or the support. 1. Lecture language: Generalization: 2. Lecture language: Generalization: 3. Lecture language: Generalization: 4, Lecture language: Support for generalization: 2B Chapter 3 Trends in Children’s Media UseNote Key Words When listening to a lecture, you don’t need to write every word you hear. The best note-takers focus on writing the key words (or important words) for understanding the ideas in the lecture, These are nouns, verbs, adjectives, and adverbs. The key words convey most of the meaning in a sentence. [Note-taking Strategy Read this excerpt from the transcript of the practice lecture and look at one student's notes. Then, with a partner, use the student's notes to summarize the excerpt without looking at the transcript. Note key words {tthe University of Michigan they conducted a study with math problems. They found that if students had to switch back and forth between different types of math problems, it took them longer to do them, If they could focus on one type at a time, they could do the problems more quickiy. What can we infer from this? Well, that we are less efficent When we multitask that when we focus on one activity a a time. U Michigan - study w/ math problems Found: if Ss switch b/t diff types probs, took > time if focus / type - faster Infer? multitask = we ef Acient 7. Read these sentences from the transcript of a lecture about communi- cation and technology. Take notes in your notebook using key words. 1. Because of the increased speed and availability of communication technology, young people today expect a quick answer or response to any ‘communication they send. Focus on key words 2. Another reason they expect a quick response is because they like to ‘multitask and they expect others to be doing the same. 3. If.a teenager waits 48 hours for a response, she may feel ignored. A middle-aged person may see this response time as quick. 4, Miscommunication between different age groups can easily happen because of different ideas about communication response time. Unit 2 Media Studies 29Listen and Take Notes 1. Before the lecture, think about everything you have learned and Make predictions discussed on the topic of children’s media use today. What do you Dos expect to learn more about in the lecture? Write three predictions below. Compare your predictions with a partner. 1. 2 3. [I 2. now follow the lecture and take notes, focusing on the most important, Follow the lecture words. Remember to listen for the lecture language that signals a D> key words, p.29 30 ‘Chapter 3 Trends in Children's Media UseAssess your comprehension Assess your notes > po Summarize the lecture > pig Unit2 Media Studies 3. How well were you able to recognize the lecture language? Circle the answer that best describes you. Explain your answer. I was able to recognize the lecture language a.allof the time —b. most of the time _¢. sometimes _—_d, not often 4, Use your notes to answer these questions. 1, What are three ways access to media has changed in the last 50 years? 2. Why did researchers infer that young people today do a lot of multitasking? 3. When a young person has access to media in her bedroom, how does that change her media use? 4, What are some of the negative effects of increased media use? What are some of the positive effects? 5.Were you able to answer the questions in Exercise 4 using the information in your notes? Were the key words enough to remind you of the main ideas? Compare your notes with a few other students. Discuss the differences and help each other fill in any missing information. Complete your notes. 6. Work with a partner and take turns. Review your notes from the lecture. Then explain the main points of the lecture to your partner. Talk for 2-3 minutes only. aDiscussion Strategy |}— Giving and asking for opinions 32 Discuss the Issues Give Your Opinion and Ask for the Opinions of Others There are often times when you would lke to offer your opinion during a | discussion. There are also times when it would be interesting or valuable to hear the opinions of others. Use expressions to show that you want to share your thoughts or want others to share thers. 1. Read the expressions for giving and asking for opi others to the list? Giving your opinion Tthink/feel . . In my opinion, ... It seems to me... To me,... In my experience, . . Asking for opinions What do you think about Alex, how do you feel about T'd like to hear what Alex has to say. Does anyone have an opinion on this? In your experience, [question] What's your take on this? Chapter 3 Trends in Children's Media UsePractice giving and asking for opinions Discuss the ideas in the lecture Unit 2. Media Studies 2. In groups of four, read the questions and discuss them. Keep the conversation going until every student has had a chance to practice giving and/or asking for an opinion. 1, Are strong reading skills as important today as they were for you or your parents? Why or why not? 2. Consider the following media activities: + watching video (television, DVD, satellite/cable) * listening to music (radio, CDs, MP3s) * Internet use (Web surfing, blogging, e-mail) + reading (books, magazines, newspapers) Which media activity is the most entertaining for you? Why” Which media activity is the most informative/educational? Why? 3. Discuss these ideas from the lecture with your classmates. Remember to use the phrases for giving and asking opinions. 1, How has your use of media changed in the last five years? Has this had a mostly positive or mostly negative effect on the following aspects of your li * social life school work + alone time = work * other: 2, Do you think the increase in the amount of multitasking that children do is more harmful or helpful in preparing them for the modern world? Explain, 3. When you were growing up, did your parents have rules about using. different types of media—TY, the Internet, radio, etc.? If so, what were the rules? Do you think these rules were appropriate? If not, why not? Do you think they should have had rules? What kind of rules would you make for your children? 4, Look back at your notes. What was another idea in the lecture that you found important and interesting? Tell the class why you think itis important or interesting and ask for their opinions.Chapter 4 |~ The Changing Music Industry CHAPTER GOALS || + Learn about how modem technology is changing the music industry | Learn a Listening Strategy: Recognize lecture language that signals repetition of information for clarification or emphasis * Learn a Note-taking Strategy: Use a split-page format to organize your notes * Learn a Discussion Strategy: Express interest and ask for elaboration during a discussion Build Background Knowledge Think about the topic _1- Look at the picture of someone using current technology to listen to music. Then discuss the questions below in pairs. 1, Where do you get the music you listen to? How do you listen to it? 2. Decide whether you agree or disagree with the following statement: Downloading music off the Internet without paying for it is no different from buying a used CD or copying a friend's CD. Explain your answer. 34 Chapter 4 The Changing Music Industry2. Read this excerpt from a textbook on business law. Intellectual Property and the Music Business ‘The idea that a person can own land, a house, and other possessions is aso as civilization itself. Some ofthe earliest texts from ancient cultures talk about laws related to ownership. (Owning an idea is a more recent invention. Inventors, designers painters, and musicians all have the legal right to make decisions about the use and sal oftheir creative work. We call this type of work intelectual property. Intellectual property rights related to music and other creative activities, such as books, films, and paintings, are called copyright. ‘There are a lot of questions related to copyright, especially now that so much cteative work involves new and innovative technologies. What can be owned? How long is itowned? How much effort should be used to enforce copyright laws and punish people who break those laws? With the general public there is lot of ‘confusion about what is and is not allowed under copyright lave. Recording a television program for later viewing is very common, ‘and most of us have loaned a DVD or a CD to 2 friond at one time or another. Most think this isa perfectly legal activity if you are not earning money from i, but some argue the opposite. People are confused, in part, because copyright laws related to new media technologies are unclear. Indeed, today there are many gray areas about what is actually legal and what would be considered copyright infringement. In the music industry, one of the more recent {soues is related to distribution. Sending and receiving music via the Internet, also known as file sharing, isa very common practice today, especially with teenagers and young adults. ‘Most ofthis activity, however, violates US. and other international agreements regarding intellectual property. Unit 2 Media Studies ‘Many people—most of them not in the ‘music business—believe that downloading and sharing creative works should not be illegal. They feel that strong copyright laws restrict the flow of ideas needed to encourage innovation. Most musicians, and the music companies that produce and promote their music, however, argue for stronger copyright laws. Music isa business, and they believe that they should be able to earn money from the products they create. They believe that every person who has a copy of the product—on a computer (MP3 files),on DVD, on CD, or any other format— should pay for it. To discourage music file sharing, the music industry is always looking for new security devices and technology to restr file sharing—legal or illegal file sharing, The ‘companies that produce this technology do not support the efforts of the music industry to protect copyright. They feel such devices will restrict the flow of information and limit technological development and innovation. Even some musicians are against restricting people from downloading and filesharing ‘music. They argue that filesharing helps new bands promote their music cheaply and easily. Established musicians, they claim, can continue to make money from live performances and by selling merchandise like t-shirts, posters, and. ‘other promotional items. Despite industry efforts to stop file sharing and illegal downloading, the fre flow of information seems to be the way of the future, and impossible to stop. In the years ahead, as the cyber age continues to democratize the making and distribution of music, issues surrounding copyright law will surely become increasingly complicated and hotly debated.3. Answer the questions about the reading on page 35. Then Check your _ answers with a partner. comprehension 1, Why are copyright laws unclear? 2, How does the music industry in general feel about downloading and file sharing? Why? 3. What are some of the arguments against restricting downloading? Who supports them? 4, Match the word with its definition. Look back at the reading on page onan 35 to check your answers. ad __ Linnovative _a. to limit the freedom, amount, size, etc., of something — Renforce . to break the law _— 3.infringement _¢, to advertise or make something known — 4.distribution _d. to allow everyone involved to participate equally — 5. violate ¢. the way of providing something to various people — 6. restrict f. using new ways of thinking _— 7. promote &; the illegal or unfair reduction of someone's rights —— 8.democratize _h, to make sure laws are followed and obeyed 5. Circle the phrase with a similar meaning to the underlined idiom. ‘As technology changes the music industry, there are many legal gray areas connected to music distribution. a. old ideas ‘b. unclear situations ¢. serious problems Discuss the reading 6. Discuss these questions in a small group. Share your answers with the class. 1. Some people think that if the cost of buying music (on CDs or down- loading) were lower, fewer people would download music without paying for it. Do you agree or disagree? Why? 2. How common is it for people you know (yourself, friends, family) to download music without paying for it? Do you fee! it is okay to: + borrow a CD from a friend and listen to it? + borrow a CD from a friend and copy it? * listen to music on the Internet? + download music off the Internet without paying for it? 7.With a partner, write down three things in your notebook that you Review what have learned so far about the way technology is changing the music you know industry. pa 36 CChapter 4 The Changing Music IndustryRepetition lecture language Recognize lecture language Unit2. Media Studies Listening Strategy Prepare to Listen and Take Notes 1.To help you understand the listening strategy, discuss the situation below and answer the question. While reviewing your notes after a lecture, you notice that there are several places where you wrote down the same idea twice, but in different words. How can you tell when the professor is repeating information? Recognize Lecture Language that Signals Repetition Ina lecture, not al information is new information. Sometimes a professor repeats a point using different words. This repetition is often used to clarify or ‘emphasize a point. Listen for expressions that signal repetition to help you identify important points and avoid writing the same idea twice. 2. Read the expressions that signal repetition for clarification or empha- sis. Can you add others to the list? In other words, Which is to say, ... ‘What I mean is... As Isaid, ... So, what I'm saying is... Let me restate that: . That is, .. Let me say that another way: 3. Read the excerpt from a lecture about copyright law. Underline and label the original phrase, the lecture language that signals the repetition, and the new phrase. ‘There have been many legal battles between m recent years. In 1984, the U.S. Supreme Court decided that Sony was not legally responsible forthe illegal uses of the video recorder they created. Which is to say, Sony, ‘or any company, is not to blame when people use its inventions to break the law, especially when there are many ways that the invention can be used legally. They said that it was true that many people use the video recorder to tape and distribute video illegally, but they also use it for activites that do not violate copyright law. So, in other words, people will use equipment for legal and illegal purposes, and the equipment ‘maker has no control over that. 37Listen Listen for repetition @ 4 tiston tothe lecture about copyright law. Then write for true o F for false next to each statement. __— 1. Everyone agrees strong copyright laws are good for society. —— 2. Copyright law was created so innovators would be financially motivated to create new things. —— 3. Today, copyright protection ends when the creator dies. @ 5. Listen to the lecture again. As you listen, write down the lecture language that signals repetition for clarification or emphasis. Then listen once more and write dawn the new way the professor makes the point. 1. Lecture language: Repeated point: 2. Lecture language: Repeated point: 3. Lecture language: Repeated point: 4, Lecture language: Repeated point: 5. Lecture language: Repeated point: Use a Split-Page Format The split page note-taking method is a useful way to arrange your notes so that you can easily review information later and study for exarns. Divide the page into two sections by drawing a line from top to bottom. On the right side, take notes as usual. Leave the left side blank. After the lecture, review your notes and write possible exam questions, reminders, and summaries in the blank space. (Be sure to review your notes within 24 hhours of the lecture) The information you write on the left side will help you when the time comes to study for exams. Chapter 4 The Changing Music IndustryUse a split-page format 6. Read the transcript from a lecture about some of the problems of copyright. Then look at one student's notes below. Write questions, comments, or anything you feel would be valuable later, on the right. ‘Compare your work with a partne ‘As you know, copyright law is about protecting “intellectual property”... it's about ‘ownership of creative products like music, erature, and art. And we know that in the US, the original amount of copyright... owmership time, ... was 17 years. Tis is the amount of time set down in the Constitution. Now, copyright applies to most creative Works for closer to 200 years. New legal gray areas have been created by new technology. These legal battles are being fought between media companies... ike music companies, film companies ... that sell creative products like music and films ... and tech and electronics companies that create and sell things like software and media players... ke VD players. The media companies want to protect copyright so they can make money. ‘They need these profits to pay the artists and continue to provide quality content. The tech and electronic companies feel they are being forced to create devices that restrict the easy sharing of information, and concem about copyright profits are restricting technological innovation. Review Notes from class What exactly is | Copyright (CR) copyright? = owning intellectual property (music, lit. Alm) Unit 2 Media Studies US: time. 1/7 —> ~200 years Laws: legal gray area 2 sides Media co's (film, music, ete) Want strong CR- ¢ for artists/make ee Tech/electronic co's (software, DVD makers, etc.) Want pa 3. Answer the questions about the reading on page 47. Then discuss your answers with a partner. 1. What is the main theory behind homeopathy’? 2. How are homeopathic remedies made? 3. Why do many scientists and doctors reject homeopathy’? 4. Match the words with their definitions. Look back at the reading on page 47 to check your answers. 1. prescribe a. preferring one side of an argument; not neutral — 2. associated with _ b. to notice something that is difficult to see, feel. etc. — 3.detect ¢. a study in which researchers test a treatment on volunteers and carefully monitor the effects — 4 analyze 4. something that happens or exists —— S.sham e. relating to how the bodies of living things work — 6.clinical trial to recommend a medicine or treatment _— 7-empirical not valid, not real —— 8.physiological _h, based on experiments or practical experience rather than ideas or theories — 9 phenomenon _ i. to be connected with something else —— 10. biased to look at the different parts of something carefully in order to try to understand it 5. Discuss these questions in a small group. Share your answers with the class. 1. Why do you think people used the common treatments of Hahnemann’ time if they were harmful? 2, Have you ever used homeopathy? If so, did it work for you? If not, would you consider using it? In what situations? Do you think homeopathy sham treatment? Why or why not? 6. With a partner, write down three things in your notebook that you have learned so far about homeopathy. Chapter 5 The Placebo EffectListening Strategy Cause and effect lecture language Recognize lecture language Unit 3 Science Prepare to Listen and Take Notes 1.To help you understand the listening strategy, discuss the situation below and answer the question. During a lecture, the professor talks about many causes and effects. What language signals would help show the connection between the ideas? Recognize Lecture Language for Cause and Effect Professors often explain things in terms of causes and effects. This isto help students understand the relationship between different ideas, events, or phenomena. | Listen for the expressions that professors use to signal causes and effects. 2. Read the words and expressions that signal causes and effects. Can you add others to the lists? Causes Effects What's the cause of this? Well... This leads to... Why is this? Well... Asaresult,... This comes from (the fact that)... One effect of this is. . This is due to... This produces/results in ... The reason(s) for this is Consequently. .. . (One explanation is After [cause]. then . . . Thi This came as a result of caused by... Because of [cause]. (then)... If [cause], then 3. Read the excerpt from a lecture on homeopathy. Underline and label the lecture language that signals cause and effect with C for cause or E for effect. Then, there was a doctor named Samuel Hahnemann who began to theory, which was based on three principles: the law of *similars,” the minimum dose, and the single remedy. The law of similars came as a result of Hahnemann’s observa- tions. He noticed that after taking a strong dose of the malaria treatment quinine, he developed symptoms similar to the symptoms of malaria. This led Hahnemann to believe that if a large amount of a substance causes symptoms in a healthy person, then smaller amounts of the same substance can treat those same symptoms in an ill person.: @ 4 .tisten to a tecture on alternative medicine. Then write T for True or stem: F for False next to each statement. 1. Alternative medicine includes conventional practices such as home- pathy, traditional Chinese medicine, and chiropractic medicine, __ 2. There has been a rising interest in alternative medicine in western countries in recent years. _— 3. Alternative remedies emphasize the use of chemical drugs. 4, “Integrative” medicine offers alternative medicine along with conventional medicine. . @ 5 tisten to the lecture again. As you listen, write down the lecture Listen for causes language that signals cause or effect. Then listen once more and and effects write down the actual cause or effect. Circle the correct label. 1. Lecture language Causeleffiect: 2. Lecture language: Cause/effiect: 3. Lecture language: Cause/effect: 4, Lecture language: Cause/effect: Cause/effect: _______ | Note Causes and Effects Note-taking Strategy |) When listening toa lecture in which causes and effects are presented, list the rear causes and effects separately under the idea, event, or phenomenon. 50 CChapter 5 The Placebo Effect6.Look at one student's notes from the practice lecture on alternative besafcceraeat medicine. Then answer the questions below. Possible Causes = people. aging: looking for ways to deal w/ long-term health probs. ~ recent trend —» natural products, “safer than chemicals” - people more. individualistic, not accept MDs; more. educated, want to make own decisions ~ immigration - East to West (eg. China); bring traditional med. Effects of Rising Int. in Alt Med ~ huge T in of people practicing alt. medicine: “integrative” medicine ~ Ttesting alt. meds. # holding to rules of evidence (eg, cin trials) 1, Did this student capture all the causes and effects in his notes? 2, How did he indicate the individual causes and effects” Are they clear enough? How would you do this? 7. Work with a partner. Take turns reading aloud this excerpt of a lecture about chiropractic medicine. While one of you reads, the other takes notes. Then switch roles. When you are finished, compare your notes. Did you catch all of the causes and effects? Chiropractic isa form of alternative medicine that focuses on the relationship between the body structure, ... mainly the spine, ... and overall health. Chiropractors try to prevent and treat health problems by adjusting the spine. Now, many medical doctors and scientists have dismissed chiropractic medicine as ineffective and even dangerous. ‘So why is this? One reason is that chiropractic adjustments can cause serious injures, ‘especially in the neck and back. Another criticism comes from the fact that some chiropractors extensively use x-ray photography, which can harm patients. Some medical doctors criticize chiropractic treatment because they believe it simply isn’t effective... itjust doesn’t work. Because ofthese criticisms, the American Medical ‘Association has consistently opposed the use of chiropractic treatment, and it remains a controversial issue in the medical community. Unit 3 ScienceListen and Take Notes ape 1. Before the lecture, think about everything you have learned and Make predictions discussed on the topic of alternative medicine. What do you expect to learn more about in the lecture? Write three predictions below. Compare your predictions with a partner. 1 2 3. > ps Foll ol 2. Now follow the lecture and take notes. Remember to listen for the ollow the lecture lecture language that signals causes and effects. > couseltioc 51 52 Chapter 5 The Placebo Effect3. How well were you able to recognize the lecture language? Circle the ‘Assess your statement that best describes you. Explain your answer. comprehension was able to recognize when the professor discussed causes or effect - a. all of the time b, some of the time ¢. none of the timed. not sure 4. Use your notes to answer these questions. 1. What is the placebo effect? How were placebos used in the past? How are they currently used? 2, What's the difference between a blind test and a double-blind test? 3. What are three possible causes of the placebo effect? 4, Describe the depression study. What did researchers find as a result of this study? 5. Were you able to answer the questions in Exercise 4 using the Assess your notes information in your notes? Compare your notes with a few other 29 students. Discuss the differences and help each other fill in any missing information. Complete your notes. — 6.Work with a partner and take turns. Review your nates from the Summarize the lecture. Then explain the main points of the lecture te your partner, lecture Talk for 2-3 minutes only. > p19 Unit 3. Science 53Discuss the Issues | ‘Agreeing and Disagreeing | During a group discussion, you can show your understanding of the topic and Discussion Strategy the ideas expressed by others by politely agreeing or disagreeing and adding — your own ideas. Agreeing with someone is a polite way to acknowledge a good point before you expand on it. A polite way to disagree is to acknowledge a point before you explain another view on the topic. Use expressions to politely agree or disagree with others in a discussion. 1. Read the expressions for agreeing and disagreeing. Can you add others = bole to the list? ' To agree with others Yes, yes, that’s true... That's a good point . .. Tagree with Tagree, and... I totally agree . I see your point She/he is right, T think you're right that... ‘To disagree with others 1 see your point, but... see what you mean, but I think . ‘That's a good point, but it seems to me that . . I'm sorry, but I have to disagree with you on that ... Yes, but I see it a different way . . Okay, but what about .. . ? But don't you think . 4 Chapter 5 The Placebo Effect,2. In groups of four, read the question and discuss it. Keep the conversation going until every student has had a chance to practice using the language for agreeing and disagreeing. ‘What do you think are the three most important considerations when choosing a medical treatment? Use the list below or come up with your own ideas, tis scientifically proven to work has few known side effects itis affordable _____ it has helped people you know ____ you understand how it works your doctor recommends it itis the most common treatment for your condition thas made you feel better before it is natural (doesn’t involve using chemical drugs) other: Practice agreeing and disagreeing 3. Discuss these ideas from the lecture with your classmates. Remember bees in to use the phrases for agreeing and disagreeing. 11, What do you think causes the placebo effect? Why? 2. Do you think it is ethical for doctors to prescribe placebos to their patients? Why or why not? How would you feel if you found out later that your doctor had given you a placebo? 3. The study mentioned in the lecture demonstrated that some people suffering from depression experienced physiological changes when given a placebo to treat their condition. Why do you think that happened? ‘What do you think is the best treatment for depression? 4, Look back at your notes. What was another idea in the lecture that you found important and interesting? Tell the class why you think it is important or interesting and ask for their opinions. Unit 3 Science 55Chapter 6 ~ Intelligent Machines CHAPTER GOALS! * Leam about antfical intelligence * Leam a Listening Strategy: Recognize lecture language that helps you predict causes and effects * Leam a Note-taking Strategy: Use arrows to indicate causes and effects * Leam a Discussion Strategy: Compromise and reach a consensus during a discussion Build Background Knowledge 1. Look at the pictures. Then discuss the questions below in pairs. Think about the topic 1. Describe the different machines. What do you think each is capable of doing? What do you think makes each one “intelligent”? 2. What do you think are the biggest challenges in developing intelligent machines? 56 Chapter 6 Intelligent MachinesRead icle from a science mag: artificial voices and how human psychology is now driving research. ine about the development of Artificial Voices People have attempted to simulate human ‘voices in machines for quite some time. In the {te 1700s, Hungarian scientist Wolfgang von Kempeten used whistles, resonance chambers, and other objects to create voice sounds for his “Speaking Machine.” With the rise of computers, scientists were able to create artificial voices bby storing and digitally processing real voice sounds. By the 1970s, these computer-gencrated voices were widely used. Although these early voices were understandable, they had a distinct ‘mechanical or “robotic” sound to them, (Coming up with more natural-sounding voices has been a challenge due to the complex ‘nature of language. To produce a natural- sounding voice, scientists need to simulate ‘not only the individual sounds of a language, ‘but also the volume, pitch, rhythm, and ‘tones that help to express meaning. Natural- sounding computer Voices are now used to provide information to people in a variety of applications, from automated phone lines to language learning programs. Many systems are also able to listen to users’ questions and statements and respond to them. ‘One good example of this comes from the BMW car company. BMW has programmed cars to both listen and speak to the driver. The car can give directions, provide wamings and information about traffic and safety conditions, and even control certain functions, such as raising or lowering the windows or playing ‘music. When BMW first released cars with a ‘computer-generated voice, many drivers ‘had a negative reaction to it because drivers ppereelved the voice as female. German drivers ‘were uncomfortable with a “female” voice siving directions, As a result, BMW recalled the cars and gave them “male” voices. ‘The reaction to the female voice was ‘emotional. It had no reasoning behind it. ‘Common sense says that the “gender” of the voice in the car shouldn't matter because drivers know that they are listening to a computer, not a person, But even without a visual representation of the voice, such as a male or female face, people reacted with the same stereotypes they ‘would apply 10a person. Studies have also shown that people react similarly to other aspects ‘of computer voices. such as the “personality” of the voice or its level of “politeness.” Researchers now know that voice interfaces are actually social interfaces: that is. people will react to a computer using the same rules and ‘expectations that they would apply to people. As ‘a result, designers of these systems consider not only the sounds of the voices they use. but also their psychological effect on users. Unit 3 Science 37Check your comprehension Expand your vocabulary Discuss the reading Review what you know ops 3. Answer the questions about the article on page 57. Then discuss your answers with a partner. 1. Why has it been challenging to create natural-sounding voices in machines? 2, What happened when BMW used a “female” voice to give directions in its cars? 3. What did scientists discover about how people react to computer voices? 4, Match the words to their definitions. Look back at the article on page 57 to check your answers. — L simulate — 2. process 3. complex 4. perceive 5. reasoning _— 6. common sense — 7. visual — 8. interface a. the way a computer program shows information to or receives information from a user b. the ability to make sensible decisions based on life experience, not schooling or training ‘c. connected with seeing . to use a computer or machine to change or ‘manipulate raw material ¢. to think of something in a particular way f. judgment or opinion based on logic or careful thought made up of many connected parts; complicated hh to create the effect or appearance of something else 5. Circle the phrase with a similar meaning to the underlined phrase. For years, scientists ha ve tried to come up with human-like machines. a understand b.create _c. advance the class. 6. Discuss these questions in a small group. Share your answers with 1. The reading mentions that German drivers preferred to get directions from a “male” artificial voice. What other types of information do you think people would prefer to receive from a male voice? What types of information would people prefer to get from a female voice? 2. What are some of the benefits of using computer-generated voices? What are some of the drawbacks? Do you think computer voices should be made to sound exactly like human voices? Why or why not? 7.With a partner, write down three things in your notebook that you have learned so far about artificial intelligence. Chapter 6 Intelliaent MachinesListening Strategy. |- Predict cause and effect Unit 3 Science Prepare to Listen and Take Notes | Predict Causes and Effects | Active listeners anticipate what they will hear next so that they can organize the information in their minds and their notes. In Chapter 5, you learned how | to recognize lecture language that signals cause and effect. in this chapter, you will practice using that knowledge to predict causes and effects in a lecture | Predict causes and effects to help you think about the relationships between ideas in a lecture while you listen. 1. Read the first part of each excerpt from a lecture on artificial voices. Underline the lecture language and label it C for cause or E for effect. Then make a prediction about what the professor might discuss next. Discuss your predictions with a partner. Excerpt 1 Scientists have developed machines that not only speak, but also listen and recognize human speech. This has led to... Prediction: Excerpt 2 But because cars can interact with drivers, scientists must consider. Prediction: 2. Read the second part of the excerpts above in the Answer Key. Did your predictions match the actual causes or effects? if not, were your predictions logical possibilities? Share your predictions with the class.Listen for causes and effects @ s.usten to four excerpts from a lecture on computer voices in cars. Follow these steps for each excerpt: AAs you listen, write down the lecture language for cause or effect. Pause the recording when you hear the tone. With the recording paused, circle what you expect the professor to give next: a cause or an effect. Then write a prediction about the information to come. Start the recording again and listen to the end of the excerpt. Write the actual cause or effect and check your prediction. - Lecture language: Causeleffect: Actual cause/effect: . Lecture language: Cause/effiect: Actual cause/effect: . Lecture language: Cause/effect: Actual cause/effect: |. Lecture language: Causeleffeect: Actual cause/effect: Chapter 6 Intelligent MachinesUse Arrows to Show the Relationship between Causes and Effects ‘One way to show the relationship between causes and effects in your notes is to use arrows. For clarity, an arrow should always point toward the effect. 4, Read these sentences from the lecture on computer voices in cars. Take Use arrows notes using arrows to show causes and effects. 1. The designers of the voice for BMW avoided having the car voice use the word “.? as in “I think you should slow down.” The reason for this ‘was that they didn’t want the car to sound like it was in charge. pea nae ele 2. People also expect the voice in a car to “match” their expectation of the voice’s personality. As a result, BMW chose a voice that was determined to sound friendly, but also very competent. 3. One problem with using voices in a car is that, due to the noisy environ- ‘ment of a car, the computer will often have difficulty understanding the driver. 4. The researchers found that drivers were not happy when the voice in the car accepted blame or blamed the driver for misunderstandings. Because of these findings, they chose language that did not include any blame. Unit3 Science 61Listen and Take Notes 1. Before the lecture, think about everything you have learned and Make predictions discussed on the topic of artificial intelligence. What do you expect > pe to learn more about in the lecture? Write three predictions below. Compare your predictions with a partner. 1 a 3. [21 2. now follow the lecture and take notes. Remember to try to predict Follow the lecture Coviets and effects: Fuse arows, p61 62 CChapter 6 Intelligent MachinesAssess your comprehension Assess your notes ono Summarize the lecture 7 p19 Unit 3 Science 3.How well were you able to predict causes and effects? Circle the statement that best describes you. Explain your answer. I was able to predict causes and effects a.all of the time b. some of the time c. none of the time da not sure 4.Use your notes to answer these questions. 1, What are the two main approaches to AI? Give examples of each. 2, What is the Turing test? What is the Total Turing Test? 3. What human-like skills would a machine have to have in order to pass the Turing test? 4, What are some of the ways that AI is currently in use? 5.Were you able to answer the questions in Exercise 4 using the information in your notes? Compare your notes with a few other students. Discuss the differences and help each other fill in any missing information. Complete your notes. 6.Work with a partner and take turns. Review your notes from the lecture. Then explain the main points of the lecture to your partner. Talk for 2-3 minutes only.Discussion Strategy Reach a compromise Practice reaching a ‘compromise Discuss the Issues Compromise and Reach a Consensus During group discussions, you often need to reach a consensus. In other words, you need to compromise with the other group members and come up with one idea or plan that represents the group. A compromise is something everyone can agree on, even though the individuals may disagree about some points. 1. Read the expressions for compromising and reaching a consensus. Can you add others to the list? ‘What's one idea we can all agree on? What do all our ideas have in common? So, can we all agree on... ? Can you live with this So, it sounds like we've decided 2. In groups of four, read the questions and discuss them. Keep the conversation going until every student has had a chance to practice using the language for reaching a compromise. 1, Imagine you are designing an intelligent machine for your own use. ‘What would your machine be like? Consider these questions: + What would it look like? + What would it sound like? + What would it be able to do? + Who would use it? + How much would it cost? Chapter 6 Intelligent MachinesDiscuss the ideas in the lecture Unit 3 Science 2, What do you think is the greatest benefit and the greatest risk associated with developing intelligent machines? Use your own ideas and opinions or the ones given below. Give examples for your choices, Possible benefits: providing companionship or entertainment for humans performing complicated tasks performing dangerous tasks performing boring tasks assisting humans in everyday tasks helping people learn Possible rist people losing their jobs to machines people having too much free time people being harmed by machines 3. Discuss these ideas from the lecture with your classmates. Try to reach a consensus, using the phrases for compromising. 1, What are the three most significant tasks or activities that a machine could never do better than a human? 2. What are the three most significant tasks or activities currently done by humans that should be done only by machines? 3. Imagine your class is responsible for giving a grant to a scientist who is trying to develop an intelligent machine. What conditions or require- ments would you attach to the money? 4, Look back at your notes. What was another idea in the lecture that you found important and interesting? Tell the class why you think it is important or interesting and ask for their opinions.Unit Wrap-Up 1. Go online and research an alternative or traditional medicine or treatment. Share your findings with the class. Include the following information: + How long has it been used? + Who uses it? How popular is + What types of illnesses or injuries + How does it work? + Have there been any scientific studies into its effectiveness? it used to treat? 2. Think of a robot or computer from a science fiction movie or novel that you find interesting. Bring a picture of it or a passage in which itis introduced to class and describe the robot or computer to your classmates. Include the following information in your description: + What is it capable of? + Would it pass the Turing Test? + Is it helpful or harmful to humans? ‘= If it were possible to create such a machine today, do you think it should ‘or should not be created? Why or why not? 3. Read the scenario below and do the activity as a class. ‘Imagine that researchers have developed a robot doctor, which they have named Dr. Bolts. In their studies, Dr. Bolts was able to diagnose patients accurately 95% of the time. The manufacturer wants to market Dr. Bolts to community clinics and hospitals as a money-saving investment. You and your class have been hired by the manufacturer to do a focus group on community reaction to Dr. Bolts. + Discuss the pros and cons of Dr. Bolts. Be prepared to support your arguments, * For the manufacturer, come up with a list of the three best aspects and three worst aspects of using Dr. Bolts in a real clinic or hospital. Be sure to use the language of compromise and consensus when appropriate. Unit 3 SciencePsycHOLOGY psychology \sai'kalod3i\ The scientific study of the mind and how it influences behavior| Sibling Relationships Chapter 7 | CHAPTER GOALS) Lear about sibling relationships and their possible effect on human development | Leama Listening Strategy: Recognize lecture language that signals comparisons and contrasts * Leam a Note-taking Strategy: Note comparisons and contrasts Lear a Discussion Strategy: Expand on your own ideas during a discussion Build Background Knowledge 1. Look at the pictures. Then discuss the questions below in pairs. Think about the topic 1. Think about the childhoods of the children in the photos. In what ways are they probably similar? How are they different? 2. Which children do you think will grow up to be the most successful?” Why? ‘3. What size family do you think is ideal? Why? 68 Chapter 7 Sibling Relationships2. Read this newspaper article about studies done with twins to deter- mine just how similar they really are. Twin Studies What determines the kind of person each of ‘us develops into over a lifetime? How much are ‘we influenced by our home environment, and ‘how much are we influenced by our genes? One ‘way that psychologists have tried to answer these questions is by studying twins: identical twins (coming from one fertilized egg, so sharing the ‘same genes) and fraternal twins (coming from different eggs. so sharing 50% oftheir genes). By ‘comparing these two groups. researchers hope to be able to estimate the influence of genes versus the influence of environment on the development cof many human traits, such as personality, talents, interests, and attitudes. - Paychologists from the University of Minnesota have conducted several diferent studies with over 8,000 pairs of twins and their families. To determine what accounts for differences between twins, they have compared identical twins who were raised together with ‘identical twins who were separated at birth and raised in different families, Their assumption is that any similarity in twins who are raised together can be attributed to both genes and environment, whereas similarities in twins raised apart are due only to genes, since they had different environments while growing up. ‘Their studies indicate that genes have about « Unit 4 Psychology ‘50% influence on our personalities. while our ‘environment accounts forthe other 50%, Researchers inthis study have also tried to ‘test the theory that we each develop a set of criteria for choosing a mate based on our genes ‘and our unique experiences growing up. To do this, researchers compared the spouses of male ‘identical twins who were raised together. They found thatthe spouses of these identical twins ‘were not much more similar to each other than ‘random pairs of people. They also found that two-thirds ofthe twins were “indifferent” to their twin's mate or “actively disliked” her. These results indicate that neither our genes nor our upbringing is a good predictor ofthe spouse we choose. Instead, researchers believe this choice appears to be random, and based more on whom ‘we are near when we are ready to fallin love. ‘Another question tis study has sought to answer is whether twins become more or less similar as they mature, They found that as ‘identical twins age, they become less similar in their physical appearance, but more similar in their abilities, such as mathematical skills. On the ‘other hand, as fraternal twins age they become les similar in these abilities. ‘Some psychologists are skeptical of twin studies. These crities question some of the assumptions made by twin researchers, such as the assumption that identical twins and fraternal ‘wins have similar environments, or that identical twins raised apart are raised in very different ‘environments. Some believe that even inthe same ‘environment, there can be disparities in the way this environment affects siblings. As a result, it is difficult to determine clearly how much of our personality is genetically inherited and how much is determined by our environment. | | | 2 69