UNIT 5 – LISTENING 1

“A Lifetime of Risks”

NOTE TAKING SHEET

Listen to a podcast about risk-taking at different stages of life and take notes below. You will answer the
questions using these notes. You will listen TWICE.

A Lifetime of Risks

Children

Risks:

Outcomes:

Teenagers:

Risks:

Outcomes:

Young Adults

Risks:

Outcomes:

Older adults in some countries

Risks:

Outcomes:

AFTER YOU HAVE LISTENED TO THE LECTURE TWICE AND TAKEN YOUR NOTES, GO TO YOUR Q SKILLS 3 BOOKS AND ANSWER
THE COMPREHENSION QUESTIONS ON PAGES 107-109 AND ANSWER THE FOLLOWING EXTRA COMPREHENSION QUESTIONS.

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 EXTRA COMPREHENSION QUESTIONS

1. What is the definition of taking risks according to Hannah?

a) a way to explore the world
b) a way to solve problems
c) a way to express ourselves

2. According to the podcast what does ‘’impulsive risk’’ mean?

a) taking too many risks
b) acting without thinking
c) thinking risks are unnecessary

3. Which of the positive risks below did Hanna NOT mention?

a) playing a sport
b) meeting new people
c) spending money

4. What do teenagers have to do in order to help their brains develop?

a) they have to take some risks
b) they have to be more careful
c) they have to stop taking risks

5. According to a research which of the information below is NOT true?

a) risk-taking declines with age, especially taking financial risks.
b) older people are much less likely to take risks with their money.
c) short people took more risks than tall people.

6. Why do people in countries such as Pakistan and Mali take more risks than other people?
a) because they are not responsible
b) because their lives are difficult
c) because they enjoy taking risks

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 UNIT 5 – LISTENING 1 – TRANSCRIPT
A Lifetime of Risks
Jake: Hey there. Welcome to It’s on Our Minds, a podcast about psychology and neuroscience1.
I’m Jake.
Hannah: And I’m Hannah.
Jake: And we’re both graduate students interested in all things related to our brains and our
behavior.
Hannah: Today, we’re talking about risk-taking over your lifetime2, including some pretty
interesting recent research that sheds some light on who takes more risks.
Jake: Hannah, your area of expertise is developmental psychology. What can you tell our
listeners about the risks we take as children and teenagers?
Hannah: Well, we usually think of adolescence3 as the time when people have the tendency to
take the most risks. However, even little children take risks. Taking risks is a way we
explore the world and discover what we can do. We’d never learn to walk if we didn’t risk
falling down. Younger children also take impulsive4 risks. This means they act without
thinking. For example, they might run into the street to get a ball, risking an accident.
As children become adolescents, they are less likely to take those impulsive risks, but
they are even more likely to want to discover what they can do.
When we’re teenagers, we look for experiences that are new to us—we’re basically
exploring the world of adulthood. Taking risks at this time prepares us to face challenges
as adults. We’re preparing to leave the safety of our home and family, which is a risk in
itself. Positive risk-taking, like playing a sport or meeting new people, has clear benefits
because we develop skills and friendships.
Jake: And brain research suggests that our adolescent brains are changing in a way that makes
taking risks more likely. Teenaged brains are more sensitive to interactions with peers or
other teenagers. When friends exclude5 us, our brains have a strong negative reaction.
This means we will do almost anything to be accepted. Also, a part of the brain called the
prefrontal cortex is still developing. This is the part of the brain that controls behavior,
that helps us use good judgment. This is why so many teenagers drive so fast. Their
brains have trouble judging the danger, and they get the excitement they want.
Hannah: And another factor is survival bias. I read somewhere that if we see the survival of people
who have done something risky, like driving fast, we think nothing bad will happen to us
either.

1
neuroscience: noun science that deals with the nervous system and the brain
2
lifetime: noun the period of time someone is alive
3
adolescence: noun the period of a person’s life between being a child and becoming an adult, between
the ages of about 13 and 17
4
impulsive: adjective likely to act suddenly and without thinking, done without careful thought
5
exclude: verb to leave someone or something out

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Jake: Teen brains are going through a lot of growth, but their hormones and emotional
development take over in some situations. And some of the risks they take to feel
something exciting or explore something new actually encourages their brains to form
more connections.
Hannah: So, in a way, they have to take some risks in order to help their brains develop, and once
developed, they’ll know enough to stop taking those risks.
Jake: Poor teenagers! It’s an endless cycle. Like when I exercise to lose weight but then need to
eat more.
Hannah: OK, so once these kids are young adults, what happens to their risk-taking? Researchers
have long thought that risk-taking declines with age, especially taking financial risks. One
study at the University of Bonn of 20,000 people found that older people are much less
likely to take risks with their money. In the same study, men took more risks than
women, and tall people took more risks than short ones. And a second study looked at
528 participants aged 18 to 93. It found that overall risk-taking decreases as we get older,
but it differs depending on the type of risk. For example, men become much less likely to
take financial risks as they enter old age, while women are less likely to take social risks.
And risk-taking in recreation, like skydiving 6or bungee jumping, declines sharply as
people move from young adulthood into middle age.
Jake: Which leads us to a third study conducted recently by researchers in Basel and Berlin.
They looked at information from 77 countries, a total of almost 150,000 people aged 15
to 99, 52 percent of whom were women. And it found the pattern you describe in most
countries, including Germany, the US, and Russia, but something different in other
countries.
Hannah: Right. In countries such as Pakistan, Mali, and Nigeria, both men and women generally
take more risks than people in countries like Germany and Russia, and they continue to
take risks throughout their lifetimes. In places where there are more challenges, including
economic difficulties, people are more willing to take risks. For example, they might
decide to move to a new city or country to find a better life.
Jake: So if our lives are difficult, we may take risks that other people wouldn’t?
Hannah: Exactly. No matter what our age, taking risks can offer new opportunities and help us
grow.

6
skydiving: noun a sport in which you jump from a plane and fall through the air before opening your
parachute

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 UNIT 5 – LISTENING 2
“Science on the Edge”

NOTE TAKING SHEET

Listen to a report on scientists with risky jobs and take notes below. You will answer the questions using
these notes. You will listen TWICE.

Science on the Edge

Paul Flaherty

Occupation:

Risk Taken:

Outcomes:

Tina Neal

Occupation:

Risk Taken:

Outcomes:

AFTER YOU HAVE LISTENED TO THE LECTURE TWICE AND TAKEN YOUR NOTES, GO TO YOUR Q SKILLS 3 BOOKS AND ANSWER
THE COMPREHENSION QUESTIONS ON PAGES 112 AND ANSWER THE FOLLOWING EXTRA COMPREHENSION QUESTIONS.

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 Extra Comprehension Questions

1. According to the audio what CANNOT be said about scientists?

a. they solve problems
b. they work so many hours
c. they explore mysteries

2. Which of the natural dangers below is NOT mentioned in the audio?

a. hurricanes
b. extreme climate
c. landslides

3. What do Paul Flaherty and his crew do in order to lower the level of risk?
a. they do not go on a mission
b. they ignore the risks
c. they identify the risks and rate them

4. Why do Tina Neal and her crew make the maps?

a. to mark the places they have been to
b. to locate areas where they can go
c. to warn the crew about dangerous places

5. Which transportation do they use to get to the volcanoes in Alaska?

a. helicopters, small airplanes and boats
b. helicopters, drones and ships
c. helicopters, sailing boats and lorries

6. According to Neal what can be said about volcanology?

a. volcanology does not have any risks
b. volcanology has more risks than other types of science
c. volcanology has the same amount of risks with other types of sciences

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 UNIT 5 – LISTENING 2 – TRANSCRIPT
Science on the Edge
Reporter:
Scientists often have a reputation for being intelligent, but not necessarily brave. You may picture
them in white coats in a lab somewhere, looking through microscopes or doing experiments with beakers
and tubes. But science, by its very nature, is about taking risks. Scientists solve problems, explore
mysteries, and investigate the world around us. While this sometimes takes them into a laboratory, it
often takes them out into the world, to the very edge of what is known. As a result, they often put
themselves at risk.
Think about the dangers the natural world poses—terrible storms like hurricanes and tornadoes,
extreme climate and terrain 7found in deserts or at the Arctic Circle, the shifting of the earth itself causing
earthquakes and erupting volcanoes. The more scientists can learn about these phenomena8, the better
they can make predictions and protect us.
Paul Flaherty is a flight meteorologist 9with the National Oceanic and Atmospheric
Administration’s Aircraft Operations Center at MacDill Air Force Base in Tampa, Florida. He often flies
aircrafts through a hurricane’s center, or eye wall. According to Flaherty, everyone on his crew
understands the risks that come with this job, but they know the information they are able to collect and
get to forecasters, researchers, and the public far outweighs 10the risks. As a meteorologist, he’s
fascinated with all types of weather, but fascination alone isn’t enough to allow you to keep taking risks.
On a previous trip in 2005, he and his crew tracked Hurricane Katrina for five nights before she made
landfall11. After seeing the damage Katrina caused firsthand, and after knowing his crew’s efforts played
a big role in getting over one million people out of harm’s way, he never again questioned why he takes
these risks. Every time he flies, the data collected helps researchers better understand these storms. He
says if he and his crew didn’t accept any risks in the air, the public would have more risks on the ground.
One way hurricane hunters lower their level of risk is by identifying risks, and rating them according to
how serious they are and how likely they are to happen. If a mission is too risky, they find another way to
get the information. One new invention that may help is the drone. A drone is a plane that flies itself. It
can fly longer than planes with crews, and this can help in studying storms.
Another scientist used to taking risks is Tina Neal, a volcanologist 12with the US Geological Survey
who is based in Alaska. Most people assume that the greatest risk to volcanologists is in working around
active volcanoes. Neal says that while that is dangerous at times, she has always erred on the side of
caution13. They spend a lot of time thinking about their safety working around an active volcano, even
making maps that locate areas where they can go and where they can land the helicopter. She thinks the
greater risks have to do with the environment and their mode of transportation. Especially in Alaska, they
face difficult and dangerous weather and bears, and they use helicopters, small airplanes, and sometimes
boats to get to the volcanoes. On a trip-by-trip basis, these are greater risks.

7
terrain: noun a type of land
8
phenomena: noun (pl.) things that happen or exist, often unusual
9
meteorologist: noun a person who studies the weather
10
outweigh: verb to be more important than something else
11
landfall: noun the place where a hurricane comes onto land from the ocean
12
volcanologist: noun a person who studies volcanos
13
err on the side of caution: verb phrase to be too careful rather than not careful enough

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 According to Neal, volcanology, especially the field part of the science, has more risks than other
types of science that are done in office or most lab settings. Taking risks is essential at times to getting the
job done. Her career in volcanology has been very rewarding. She thinks any job that allows her to
discover, travel, and help make the world a safer place is worth doing.
So science and risk-taking often go hand in hand. Many scientists continue to do research even
after they retire, often taking on new challenges. So even as they get older, scientists prove they can still
take risks.

UNIT 5 – VOCABULARY PRACTICE

Exercise 1. Replace the underlined words with words from the word bank that have the same
meaning. There are three words that you don’t need.

development discovery encouragement invention

investigation judgment reputation survival

1. Because of humans, the continuing life of many animal species is in doubt. survival
2. More research is required to ensure the growth of new medicines. development
3. We use our common sense to consider risks every day. judgment
4. Her creation is an app that helps workers in dangerous environments. invention
5. We all knew Ayman’s name as a skilled skateboarder. reputation

Exercise 2. Complete the sentences. Choose A, B, or C.

1. Successful risk-taking behavior __________ other people to try new things.
A. discovers
B. encourages
C. explores

2. Most professional road cyclists __________ from competition in their thirties.

A. retire
B. decline
C. prove

3. Drones can __________ hikers in trouble in difficult terrain.

A. solve
B. investigate
C. locate

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4. People have a __________ to assume that all teenagers like taking risks.
A. mystery
B. reputation
C. tendency

5. During her __________ attempt to win an Olympic medal, Tori injured her right leg.
A. previous
B. great
C. financial

Exercise 3. Complete the sentences with the correct form of the words in parentheses.
1. It is a proven fact that seat belts in vehicles save lives. (prove)
2. The robot went on a six-hour exploratory mission to the bottom of the ocean. (explore)
3. Marius wants to be a software developer and make new products for large companies. (develop)
4. Programming is a financially and mentally rewarding profession. (finance)

UNIT 5 – ADDITIONAL LISTENING PRACTICE

(You can find the audio on Student’s and Teacher’s Moodle)

Exercise 1. (AUDIO 5.1) In this section you will hear a lecture about risk and behavior. You will hear
the talk twice. Choose the correct answer.
1. According to the lecturer, teenagers __________.
A. do not take more risks than adults
B. are often seen as dangerous drivers
C. are more likely to take risks than adults

2. Most teenage deaths in the United States __________.

A. are due to illness
B. are linked to risky behaviours
C. are the result of driving

3. When humans are six years old __________.

A. our brains are almost the same size as an adult brain
B. our brains grow rapidly
C. 90% of brain development is complete

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4. The reward for risky behaviour is greater for teenagers because they __________.
A. are trying out new experiences
B. have more of a specific chemical in their brains
C. have fewer responsibilities in life

5. The players in the computer-game balloon study __________.

A. were aged 13 to 17
B. were given around 60 balloons
C. received 10 points for each balloon that exploded

6. The players who did not learn from their mistakes __________.
A. scored the fewest points
B. used their balloons very quickly
C. had different brain activity than the other players

7. The lecturer is certain that __________.

A. neuroscience is not the only explanation for teenagers’ behaviour.
B. the influence of friends is stronger than the influence of chemicals in the brain.
C. neuroscience explains risky behaviour.

8. Unlike the balloon study, the driving game study __________.

A. was very realistic
B. focused on teamwork
C. compared teenagers and adults at the same task

9. In the driving game study, when their friends were in the room __________.
A. only the younger teenagers changed their behaviour
B. the teenagers took more risks
C. all the groups behaved differently

10. The lecturer concludes that __________.

A. teenagers must be allowed to take risks
B. adults can learn from these studies to keep teenagers safe
C. adults and teenagers need to understand their differences

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Exercise 2. (AUDIO 5.2). Note-taking skill: Separating risks and outcomes
Listen to four people talking about cycling to work. Match each speaker to the correct risk or positive
outcome. There are four letters that you don’t need.

A. not fun in bad weather

B. risk of injury
1. Speaker 1 __G__ C. good exercise
2. Speaker 2 __H__ D. change clothes at work
3. Speaker 3 __E__ E. shorter journey time
4. Speaker 4 __B__ F. saves money
G. breathing pollution
H. too much exercise before work

Exercise 3. Listening Skill: Listening for different kinds of numbers

Listen to an excerpt from a lecture about cycling today. You will hear the excerpt twice. Complete the
paragraph with the numbers below. Four of them are extra.

1% nine out of 10 2015 half 80% of 60 three quarters 500

Denmark is a very bike-friendly country. In fact, (1) nine out of 10 Danish people own a bike. That’s much
more than the number of people who own a car. And nearly (2) half of all children in Denmark cycle to
school. In other parts of the world, cycling is far less common. For example, in the United States it is
estimated that less than (3) 1% of commuters cycle to work. However, a bike share scheme in Philadelphia
shows that change is possible. The scheme has (4) 500 bikes around the city. Since it was introduced,
commuting by bike in Philadelphia has increased quite significantly.

Exercise 4. Pronunciation Skill: Contraction of had

Listen to the sentences. Which contraction of had do you hear?

1. 3.
A. ’d A. ’d
B. hadn’t B. hadn’t
C. no contraction C. no contraction

2. 4.
A. ’d A. ’d
B. hadn’t B. hadn’t
C. no contraction C. no contraction

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 UNIT 5 – ADDITIONAL LISTENING PRACTICE / TRANSCRIPT
Exercise 1. (AUDIO 5.1)
Lecturer: Why do people take risks? For most people, there is a careful balance between the risk and
its outcome. However, for some people, that balance is different. For example, the stereotypical view that
teenagers take more risks than adults is in fact true. Humans really do have a tendency to try new and
risky behaviors at this time. A study by the National Center for Health Statistics found that around 70% of
teenage deaths in the United States were due to risk-related causes such as motor vehicle crashes and
accidental injuries.
Neuroscience—the study of the brain—teaches us that teenagers’ brains are still developing. Although
the human brain has reached 90% of its adult size by the age of six, the inside of the brain continues to
develop. It seems that some of these developments may explain risky behavior.
For example, when we do something exciting, our brains release a chemical called dopamine. This is the
chemical that makes you feel happy after a good meal, or when your favorite sports team wins. Several
studies have found that teenagers get more dopamine when they are involved in an exciting activity, such
as playing a video game. It is easy to see how this might cause an increase in risky behavior like driving
fast—it literally feels better when you are young. For some, this positive chemical outcome far outweighs
any sense of risk or responsibility.
Neuroscience also suggests that some teenagers do not learn from their mistakes. One study used a
simple video game involving balloons. 58 teenagers, aged 13 to 17, took part. On their screen, each player
saw a balloon, which got bigger as they pressed a key on the keyboard. As the balloon got bigger, the
player received points. But if the balloon got too big, it exploded and all the points were lost. The players
could store their points at any time and start again with a new balloon. They had 24 balloons in total. The
scientists wanted to know if the teenagers would learn from their mistakes. For example, would they press
the key fewer times after the balloon exploded? Or would they continue to risk all of their points? The
answer is that most players did change their behavior. However, some of the players continued to aim for
a high number of points, even if their balloons exploded. Most interestingly, teenagers who didn’t change
had a similar pattern of activity in their brains. They showed less activity in the pre-frontal cortex—the
part of the brain that controls how we make decisions.
So, our brains affect the amount of risk we take. But is this the whole story? Of course not. For example,
there are plenty of social reasons why teenagers take more risks than adults. Perhaps adults can see the
value of storing the points in the balloon study, because it is similar to the value of storing food or money
for a long-term goal. But a teenager values other things more highly, for example the opinion of their
friends.
In another computer game study, young teenagers, older teenagers, and adults were all given a simple
driving game to play. When they played it alone, all the groups showed very similar behavior. But the
results were very different when the game was played with two friends in the room. The younger
teenagers were much more likely to take driving risks in the game when their friends were watching. The
older teenagers also took more risks, although the results were less strong. The adults did not change
their behavior when their friends were in the room.

So, what can we learn from this in terms of keeping our teenagers safe? Perhaps adults can educate risk-
taking teens to think carefully about their past behavior before they act? Another approach is to allow
some risk-taking activity in a carefully controlled environment. Supervised climbing is a good example of

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a risk-controlled hobby which allows young people to test their bodies while staying safe. Finally, parents
may want to provide family rules for some friendship activities, in particular the number of teenagers in
a car when a young person is driving.

Exercise 2. (AUDIO 5.2)

Speaker 1: Many people think that cycling on busy roads is bad for your health because you breathe
in dirty air. In actual fact, the risk from air pollution is greater for car drivers.
Speaker 2: There is one person in my office who cycles to work. But he’s really fit. There are lots of
hills in this city and I don’t want to work so hard before I reach my desk.
Speaker 3: I cycle to work most days. It’s so much faster than taking the bus or driving, and that far
outweighs the problems.
Speaker 4: There aren’t many bike commuters in this city. One danger of this is that drivers are not
used to watching out for cyclists. You must wear a helmet, and cycle with care.

Exercise 3. (AUDIO 5.3)

Denmark has a very high level of participation in cycling. In fact, although four out of ten people own a
car, nine out of ten people own a bike. And nearly half of all children in Denmark cycle to school. Cycling
is far less common in the United States. For example, one recent survey stated that the number of
commuters cycling to work was less than one percent. Fears about safety are often given as a reason to
stay off a bike in American cities. However, there are ways to increase cycling participation. The city of
Philadelphia introduced a bike share scheme in 2015. The system has 500 bikes at around 60 bike stations
around the city. Since the bike share scheme began, commuting by bike has increased to around two and
a half percent.

Exercise 4. (AUDIO 5.4)

1. They hadn’t checked the weather forecast.

2. Had she missed the train?
3. After class I’d gone to the library.
4. They’d always hoped to return to Italy.

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 UNIT 5 – EXTRA SPEAKING ACTIVITY

Exercise 1. Speaking Skill: Giving a short presentation

One of the sentences is incorrect. Identify the incorrect sentence and write it correctly.
1.
I want to talk about underwater exploration.
My topic is underwater exploration.
This presentation is of underwater exploration.
Third sentence: This presentation is on ... / about ...

2.
I researched my options so then I knew the best choice.
Before I graduated, I’d decided this was the best option for me.
First, I did lots of career research.
First sentence: so that / so

3.
After then, I moved to Costa Rica to begin a new job.
Then, I got a new job and moved to Costa Rica.
By the time I moved to Costa Rica, I was ready for a new challenge.
First sentence: After that ...

4.
The move was necessary so that I could become a team leader.
I moved in order that lead my own team.
The reason I took this risk was to become a team leader.
Second sentence: ... in order to ... (“in order that” is correct English but requires different
surrounding grammar)

Exercise 2. Work with a partner. Compare the risks in these jobs. Number them in order of risk, from
most risky (1) to least risky (5):

• financial trader
• gymnast
• doctor
• soccer player
• business owner

Talk about the types of risk involved (i.e. social, physical, financial) and the possible positive and
negative outcomes. Make notes to prepare for the discussion. The discussion will last for 3–4
minutes.

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Exercise 3. Ask and answer the questions below with a partner or in groups of 3-4.

1. Do you think taking risks is important for personal growth? Why or why not?
2. Can you share an example of a risk you've taken in the past? What was the outcome?
3. How do you decide when it's worth taking a risk?
4. What are some common risks people take in their careers? Do you think these risks are
necessary for success?
5. Are there any risks you regret not taking? What held you back?
6. Do you believe that taking risks can lead to both positive and negative outcomes? Can you give
examples?
7. How do cultural or societal expectations influence people's willingness to take risks?
8. Do you think age plays a role in how willing people are to take risks? Why or why not?
9. What advice would you give to someone who is hesitant about taking a risk?
10. In what areas of life do you think it's most important to take risks? Why?
11. How do you prepare yourself mentally and emotionally before taking a risk?
12. Can taking too many risks be a bad thing? Why or why not?
13. How do you handle failure or setbacks that result from taking a risk?
14. Do you think technology and social media encourage people to take more risks? Why or why
not?
15. What role does courage play in taking risks? Can it be developed or learned?

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