OXFORD
5
THIRD EDITION
OXFORD IMPACT
EVALUATED
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Skills for Success ^
LISTENING AND SPEAKING
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Susan Earle - Carlin
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ONLINE
PRACTICE
PDF from sachtienganhhanoi.com
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5
THIRD EDITION
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CD
Success
for
Skills
LISTENING AND SPEAKING «
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Susan Earle - Carlin
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OXFORD
UNIVERSITY PRESS
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-
-
V
v
'
V
UNIT QUESTION
m
ftn & fiAS
How does language
affect who we are?
A. Discuss these questions with your classmates.
1. What difficulties might an English speaker visiting your home country
have while trying to communicate?
2. Do people who know two languages have different thoughts in each
language or just different words for them?
o
o
3. Look at the photo. What are the people using to communicate ?
What are other non-standard forms of communication?
^
05
B. Listen to The Q Classroom online. Then answer these questions.
1. Marcus and Felix believe that since language is tied to culture,
it makes up part of our identity. Do you agree or disagree ?
Give examples from your experience.
O)
2. Sophy talks about ways to show respect in English, such as not using
a lot of contractions. What other ways can you show respect when
talking in English ? How about in other languages that you know?
o
iQ PRACTICE Go to the online discussion board to discuss the
Unit Question with your classmates. Practice > Unit 1 > Activity 1
o
LL
Q
CL
.
OBJECTIVE
^
Listen to a radio interview with a neuroanatomist and an excerpt from the audiobook
of Hellen Keller ’s autobiography, The Story of My Life. Gather information and ideas to
develop a narrative about language challenges.
3
LISTENING
LISTENING 1
My Stroke of Insight
OBJECTIVE
You are going to listen to an interview with Dr. Jill Bolte Taylor, a doctor who studies the
nervous system (a neuroanatomist). After suffering a stroke — a burst blood vessel in
her brain — she wrote My Stroke of Insight: A Brain Scientist ’s Personal Journey. As you
listen, gather information and ideas about how language affects who we are.
(D
PREVIEW THE LISTENING
A. PREVIEW How do you think Dr. Bolte Taylor 's ability to think and
communicate was affected when she had a stroke? Check (/) your prediction.
o
(f
She could think using language, but could not speak.
>
E
o
She could not think or speak using language.
She could speak, but her words and thoughts were unclear.
B. VOCABULARY Read aloud these words from Listening 1. Check (/) the
ones you know. Use a dictionary to define any new or unknown words.
Then discuss with a partner how the words will relate to the unit.
boundary (n.) t
function ( n. ) % OPAL
recovery ( n.) ? OPAL
consciousness ( n.) ?
insight (n.) i OPAL
regain (v.) \
external (adj.) *£ OPAL
overall (adj.) % OPAL
structure ( n.) ? OPAL
fascinating (adj.)I
perception (n.) X OPAL
tranquil (adj.)
? Oxford 5000 words
OPAL Oxford Phrasal Academic Lexicon
IQ PRACMCE Go online to listen and practice your pronunciation.
Practice > Unit 1 > Activity 2
4 UNIT 1 How does language affect who we are?
LL
V
WORK WITH THE LISTENING
@
A. LISTEN AND TAKE NOTES Read the topics in the chart that introduce
important ideas. Listen to the interview and use the chart to take notes
on what Dr. Bolte Taylor says about them.
iQ RESOURCES Go online to download extra vocabulary support.
Resources > Extra Vocabulary > Unit 1
Introduction
Topics
Notes
o
o
———
O
1. The right hemisphere
and the big picture
a
03
2. The left hemisphere and
language
03
<D
Call-in Show
Topics
HHI
Notes
03
3. Memories and a sense of
identity
4. Stroke victims and
English speakers in
a foreign country
TIP FOR SUCCESS
Remember that main
ideas are always
complete sentences,
with a controlling
idea, while topics are
just the key words or
phrases that introduce
the subject.
(/)
E
o
LL
O
_
Q
B. RESTATE Use your notes to write the main ideas about each topic that
Dr. Bolte Taylor explains to her listeners. Compare your sentences with
a partner.
Introduction
1. The right hemisphere and the big picture
LISTENING 1 5
2. The left hemisphere and language
Call-in Show
3. Memories and a sense of identity
4. Stroke victims and English speakers in a foreign country
The right and left hemispheres
of the human brain
E
o
o
.
C. IDENTIFY Listen again Circle the answer that best completes each
statement.
o
03
Introduction
1. When Dr. Bolte Taylor had her stroke in 1996, she was working
at ( Harvard / Indiana ) University.
03
O)
2. Dr. Bolte Taylor describes her feeling during her stroke as one of
( peace and tranquility / panic and fear ) .
(D
3. The right hemisphere of the brain is concerned with
( overall perception / details ) .
o
4. The right and left hemispheres ( have to / don’t have to ) work
together for people to have a normal perspective.
5. During Dr. Bolte Taylor’s stroke, she lost use of the ( right / left ) hemisphere
of her brain.
Call-in Show
6. The behavioral psychologists mentioned by the caller believed
that language could be lost only if a person ( remained conscious /
lost consciousness ).
7. Dr. Bolte Taylor lost her perception of ( past and present / past and future ) .
8. When Dr. Bolte Taylor lost the basic human ability to use language, she
( no longer saw herself / still saw herself ) as a human being.
6 UNIT 1 How does language affect who we are?
03
(/)
£
LL
Q
0.
CRITICAL THINKING STRATEGY
Writing a summary
A summary is a condensed presentation of another writer or speaker’s text.
When you prepare a summary of a lecture, news report, or radio program,
you provide the source, topic, and main ideas. Summaries give the essential
information. They vary in length, but are always shorter than the original text.
Summarizing is an important critical thinking strategy in academics because
it shows that you have understood material you have read or listened to. You
can then condense and use the content for a specific purpose, such as an oral
report or a debate.
E
To write a summary:
o
• read or listen to the assignment a few times and take notes.
o
,
,
„
• write the name of the speaker or writer, the title of the piece, and where
t
you heard or read it.
o
• use your notes to restate the topic and main ideas. (According to Dr. BolteCT3
Taylor; the brain is... )
• include the source’s key points, but do not include extra details.
• organize your ideas in logical order.
• check to make sure your summary is written in your own words.
03
O)
• repeat the name of the person whose ideas you are summarizing a few Q
times. This makes it clear that you are reporting his or her ideas, not your
own. (Dr. Bolte Taylor also describes the ... )
• do not include your personal opinion or reaction; opinions and reactions
go in a response, not a summary.
(/)
iQ PRACTICE Go online to watch the Critical Thinking Video and check
your comprehension. Practice > Unit 1 > Activity 3
o
D. SYNTHESIZE Choose one of the four topics Dr. Bolte Taylor presents in her
introduction to the brain. Use your notes from Activities A and B to write a
Q
one -paragraph summary of that topic using the checklist above.
_
E. DISCUSS Read your summary to a partner who wrote on the same topic.
Discuss the strengths and weaknesses of your summaries using the
checklist above.
LISTENING 1
7
F. EVALUATE Circle the best answer for each question.
1. What main purpose did Dr. Bolte Taylor have for agreeing to a radio interview?
a. to help sell more copies of her book
b. to teach listeners about neuroanatomy
c. to explain the effects of a stroke
d . to raise money for brain research
2. Which phrase explains what Dr. Bolte Taylor was referring to when she said
“ that person went offline”?
a . her loss of the ability to use a computer
E
o
o
o
b. her loss of consciousness
c. her loss of the ability to use language
d . her loss of data connected to memories
3. Which quotation supports the concept that Dr. Bolte Taylor did not picture
herself as less than perfect?
03
a. “. . . I was now an infant in a woman’s body.”
b. “ . . there’s a whole part of us that is non-language . . .”
03
O)
c. “. . . I lost all of the consciousness of the language center.”
d.
ACADEMIC LANGUAGE
In academic speaking,
phrases so that
and in order to are
often used to show
cause and effect .
j OPAL
Oxford Phrasal Academic Lexicon
. . the rest of my left hemisphere was, was swimming in a pool of blood.”
.
G EXPLAIN Read the statements. Write whether you would use the left
hemisphere or right hemisphere of your brain. Explain your answer.
1. You call your friends by their names.
O
03
(/)
o
2. You go outside and think it’s cold .
LL
O
3. A picture reminds you of when you were younger.
4. You remember your home address.
5. You enjoy the movie you’re watching.
8 UNIT 1 How does language affect who we are ?
CL
Jb
H. VOCABULARY Here are some words from Listening 1. Read the
paragraphs. Then fill in the blanks with the correct words from the list .
boundary ( n. )
consciousness ( n.)
external (adj.)
VOCABULARY
SKILL REVIEW
Using new words after
you learn them will
help ensure that they
become part of your
active vocabulary.
regain (v.)
structure ( n. )
tranquil (adj.)
overall (odj. )
perception ( n. )
recovery ( n.)
fascinating (odj. )
function (n.)
insight (n. )
The brain is one of the most mysterious and
1
organs in the human body. It is studied by doctors called neurologists
E
o
into the way the brain works. First, they study the
and neuroanatomists, who hope to gain an understanding and
t
2
3
of the brain . It is divided into two equal sections called
hemispheres. One part, the cerebral cortex, coordinates what we think and
feel with what we see and our
part of the brain has a specific
of the outside world . Each
4
, and if injured , it may
5
03
CD
become unable to perform this role.
A stroke occurs when blood flow to part of the brain is cut off due to a
hemorrhage (heavy bleeding) ; this can result in an inability to speak or move.
Stroke victims sometimes lose
and later have no memory
6
CD
of what has happened . They may not be aware of
(/)
7
events or things around them . The line between what is real and unreal may
O
become unclear, and the inability to understand the
8
between the two may cause confusion. However, some patients experience
the opposite feeling. They may feel calm and
, as if they
9
are disconnected from the real world . For all stroke victims, their progress and
depend on the seriousness of the stroke. However, with
10
a lot of physical and speech therapy, patients can
ability to walk and communicate. Although the
_
11
their
survival
12
rate for stroke victims is not bad , 40 percent still have some resulting disability.
iQ PRACTICE Go online for more practice with the vocabulary.
Practice > Unit 1 > Activity 4
iQ PRACTICE Go online for additional listening and comprehension.
Practice > Unit 1 > Activity 5
LISTENING 1 9
V
^
V
A. EVALUATE Listen to the excerpts from Listening 1. Circle the best
inference for each one .
1. a. People have no idea how the brain works.
b. People don’t understand the exact functions of the different
parts of the brain.
2. a. A normal, healthy person uses both hemispheres of the brain.
b. Different people prefer to use different hemispheres of the brain.
3. a. Dr. Bolte Taylor found an advantage in the consequences/ effects of her stroke,
b. Dr. Bolte Taylor was very upset about losing some of her brain’s abilities.
4. a. Dr. Bolte Taylor feels that foreign tourists function somewhat as if they
were brain-damaged .
o
b . Dr. Bolte Taylor feels that foreign tourists make up for the lack of language
skills by increasing other communicative abilities.
05
B. CREATE Choose two topics below or use one of your own. Write a
sentence for each that does not state your ideas directly and would
require your listener to infer your meaning.
05
Q)
Your concerns about [ earning English
Your communication difficulties with grandparents
Q)
Your thoughts on teenage texting and online language
Your feelings about your language classes
Your fears about a miscommunication with a best friend
o
05
CO
1.
2.
e
LL
Q
CL
C. EVALUATE Work with a partner. Take turns reading the sentences about
your topic . Can your partner infer your meaning?
iQ PRACTICE Go online for more practice making inferences.
Practice > Unit 1 > Activity 6
LISTENING 1 11
NOTE-TAKING SKILL Organizing notes in chronological order using a timeline
In classes such as literature and history, reports or lectures often follow
chronological, or time, order. The title of Listening 2, “The Story of My Life,”
suggests that you will listen to part of an autobiography.
For information you expect to be given in chronological order, think about the
words you might hear the speaker use to indicate time order, such as:
before
then
later
at first
first, second, last
soon
during that time
in the beginning
on Monday
while
in 1954
after that
A good note-taking tool for a lecture that will present information
chronologically is a vertical or horizontal timeline. As you are listening, write
dates or time phrases on one side of the timeline. On the other side, write
corresponding key events and details. Remember you can always finish the
timeline later.
E
o
o
o
CD
@
A. IDENTIFY Listen to a lecture on early childhood language development.
Which set of words would you use in a timeline about this lecture?
Check (/ ) the best answer.
first year of language instruction, second year, third year, fourth year
CD
O)
0-12 months, 18 months, 24 months, 30 months
0
childhood , teenage years, adulthood
age 1, age 2, age 3, age 4
iji
O
CD
0
B. RESTATE Add the time words you chose in Activity A to the timeline below.
Then listen again and complete the timeline with the corresponding events
and details. Compare your answers with a partner.
o
children
learn words
from parents
iQ PRACTICE Go online for more practice organizing notes in chronological
order using a timeline. Practice > Unit 1 > Activity 7
12 UNIT 1 How does language affect who we are?
LISTENING 2
The Story of My Life
OBJECTIVE
You are going to listen to an excerpt from a reading of Hellen Keller ’s autobiography,
The Story of My Life. Helen Keller (1880 -1968) lost her sight and hearing from an
illness when she was 19 months old. She learned to communicate through hard work
with her teacher, Anne Sullivan. As you listen to the excerpt, gather information and
ideas about how language affects who we are.
(D
PREVIEW THE LISTENING
o
A. PREVIEW How do you predict that a child who lost her sight and hearing
at such a young age would try to communicate? Write your ideas below
.
o
Lt
o
Bo VOCABULARY Read aloud these words from Listening 2. Check (/) the
ones you know. Use a dictionary to define any new or unknown words.
Then discuss with a partner how the words will relate to the unit.
adequate (odj.) *£ OPAL
incident (n.) X
persist (v.) *£
fragment (n.) t
intense (adj. ) t
reveal (v. ) *£ OPAL
gesticulate (v.)
invariably (odv.)
sentiment ( n.) *£
outburst (n. )
tangible (odj. )
.
imitate (v )
Oxford 5000 words
OPAL Oxford Phrasal Academic Lexicon
iQ PRACTICE Go online to listen and practice your pronunciation.
Practice > Unit 1 > Activity 8
LISTENING 2 IB
WORK WITH THE LISTENING
^
A. LISTEN AND TAKE NOTES Listen to Helen Keller 's story. As you listen, add
main events from the story to the timeline. Then compare your timeline with
a partner
.
iQ RESOURCES Go online to download extra vocabulary support.
Resources > Extra Vocabulary > Unit 1
The first
months after
her illness ...
Early childhood
before her
teacher came ...
March 3rd,
1887
The morning \
after her teacher
came ...
/
The summer of
1887
•used signs to
communicate
( pull = come;
push = go)
• imitated acts
E
o
o
o
03
03
O)
Bo INTERPRET Read these descriptions of Helen Keller 's emotions during
periods of her childhood. Use your notes to number the described events in
chronological order from 1 (the earliest) to 7 (the last). Check your answers
with a partner.
Helen could make finger signs to spell many words but became impatient
because she didn’t understand how the actions connected with the words.
Helen used her hands, touched every object, and felt protected by her
mother who understood her crude signs to communicate.
o
Helen’s desire to communicate grew so strong that she was often angry and
had passionate outbursts.
LL
Helen began to grow confident as she explored with her hands and learned
CL
the names and uses for objects.
Helen was able to figure out what was going on around her and could imitate
actions, but she felt different from others.
Helen touched people’s lips and imitated their movements, but became
frustrated when it did not produce any result.
Helen felt free and hopeful once the mystery of language was revealed to
her, and she was eager to learn.
14 UNIT 1 How does language affect who we are?
TIP FOR SUCCESS
Over time, the meaning
of a word can change.
For example, the
original meaning of
the word dumb was
“ unable to speak,” but
now speech - impaired is
preferred. The common
meaning for dumb
today is “unintelligent.”
Check up -to - date
dictionaries and ask
your teacher if you are
confused about a word.
C„ IDENTIFY Read the lists of examples and descriptions from the audiobook
excerpt . Then listen again. Match the examples with the descriptions.
a. a doll
b. pushing someone to tell her to go
c. her teacher
d. the strength of the sun
f. her mother
g. breaking the doll
h. Helen’s saying “ She brought me my
hat, and I knew I was going out ”
e. water
1. an example of Helen’s simple “crude signs” to communicate
2. the person to whom Helen owed “all that was bright and good in
my long night”
E
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3. an example of Helen’s ability to figure out what was going on around her
4. the person “who had come to reveal all things to me, and , more than all
things else, to love me”
5. the way Helen knew that the “sweet southern spring” season had begun
6. the gift that “the little blind children at the Perkins Institution had sent”
7. the “living word” that “awakened [her] soul” and made Helen finally
realize what language was
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8. the action that Helen said made her feel satisfied and showed she knew
“ neither sorrow nor regret”
D. INFER Circle the best answers to these questions.
o
1. How would you describe Anne Sullivan’s teaching method ?
(f
05
a. She persisted in teaching Helen one word at a time until she learned it
correctly.
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b . She taught Helen in a traditional classroom/ style, but used her fingers to
LL
spell words.
c. She used Helen’s sense of smell to connect a word with an object.
d . She gave in to Helen’s anger by allowing her to play outside when she got
frustrated.
2. What is one point Helen Keller would probably NOT agree with?
a. Children who are deaf and blind can learn to communicate effectively.
b. Children who are deaf and blind are forever locked in a world of silence.
c. Children who are deaf and blind should be encouraged to face their
challenges.
d . Children who are deaf and blind need special teachers to acquire
language skills.
LISTENING 2 15
3. What can you infer from Keller’s words, “ . . the more I handled things and
learned their names and uses, the more joyous and confident grew my sense of
kinship with the rest of the world ”?
a . Learning how to use things made Keller happier.
b. Without words, Keller had felt separate from the world .
c. Confidence is not possible without language.
d . Her family was happy that Keller understood the names for things.
E. CATEGORIZE Read the statements. Write T (true) or F (false). Then correct
the false statements.
1. Helen Keller did not communicate with anyone until she met her teacher,
Anne Sullivan.
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2. Helen Keller knew she was different before she met Anne Sullivan.
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3. Anne Sullivan taught Helen Keller that everything has a name.
CD
4. Helen Keller never became frustrated after meeting Anne Sullivan.
0
5. Helen Keller called the day she met Anne Sullivan the most important day
of her life.
o
03
E
F. CREATE Work with a partner to create a conversation between two
people: Jill Bolte Taylor and Helen Keller; a student and Jill Bolte Taylor; or
a student and Helen Keller. Think about the questions they might have for
one another and the experiences they would like to share.
LL
.
O
.
G. VOCABULARY Here are some words from Listening 2 Read the sentences
Circle the answer that best matches the meaning of each bold word
.
1. Children learn to speak by imitating words and trying to sound like adults.
a. duplicating
b. ignoring
2. When we were trying to use our hands to communicate without language, we
found that the way we gesticulated did not always get the message across.
a . made signs
16 UNIT 1 How does language affect who we are?
b. complained loudly
3 . There were many incidents when it was clear that she could understand me,
even though she never said anything directly.
a. accidents
b. events
4 . The experience was so intense that it caused the woman to cry.
a. powerful
b. unexpected
5 . If you don’t feel your language skills are adequate for that job, then you
should not apply!
a. sufficient
b. not good enough
6 . Those who are bilingual invariably get jobs more easily and are grateful to
their parents for making them learn a second language.
a. only sometimes
E
o
o
b. almost always
7 . These passionate outbursts helped the little boy get his way because no one
could ignore the noise he made.
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a. quick explosions of feeling
05
b. loud sad songs
8. Without tangible evidence to support their theory, the researchers didn’t feel
confident publishing their study.
a . popular; widely accepted
b. clearly visible or concrete
9 . The answer to the mystery was not revealed until the last few pages of
the book.
a . explained; shown
(D
b. hidden; unknown
10 . If that annoying sound persists, I will have to complain to the neighbors.
I can’t sleep!
a . fades away
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b. keeps up
</)
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11. Because the stroke victim had lost some of her vision, she could only make out
fragments of the picture and had to connect the pieces in her mind .
a. little pieces
b. soft colors
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12 . There was no strong sentiment visible in the man’s face, no feeling of anger
or sorrow.
a. line
b. emotion
iQ PRACTICE Go online for more practice with the vocabulary.
Practice > Unit 1 > Activity 9
LISTENING 2 17
WORK WITH THE VIDEO
dementia (n.)
by brain disease
frail ( adj. ) weal
to illness or old
lack of skill or
to do a job or
minimize (v. ) to
make smaller
05
O)
Resources > Video > Unit 1 > Unit Video
.
B IDENTIFY Watch the video two or three times. Take notes in the chart.
Then use your notes to compare your ideas with a partner.
What do they see as the problem?
m
(D
How do they feel about it?
CO
C/)
Elderly
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Williams,
professor of
nursing
.
C„ EXTEND Work with a partner to discuss these questions
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Q
_
Q
1. Why do people talk to the elderly in a different way? How would you feel if you
were an elderly person in that situation?
2. Do adults talk to young children differently than they talk to adults or to the
elderly? If so, how?
3. If visitors to your home country speak to you in your native language, do you
speak to them differently than you would to a native speaker? If so, how?
4. An American expression is, “You can’t teach an old dog new tricks.” At the end
of the video, the reporter says, “Maybe it’s time to teach the young dogs new
tricks.” What do you think she means by this?
18 UNIT 1 How does language affect who we are?
SAY WHAT YOU THINK
SYNTHESIZE Think about the unit video, Listening 1, and Listening 2 as you
discuss these questions.
1. In what ways are the experiences and attitudes of Helen Keller, Jill Bolte
Taylor, and the elderly similar to those of a second language learner? In what
ways are they different?
2. What feelings might the elderly, Helen Keller, and Jill Bolte Taylor have in
common about the way others treat them?
VOCABULARY SKILL Negative prefixes
Knowledge of prefixes helps you expand your vocabulary. Here are prefixes that
are added to adjectives to give an opposite or negative meaning.
il- illegal
im- impossible
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in- incapable
ir- irregular
- un - unthinkable
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With il - , im- , and ir- , there are patterns, but also exceptions.
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Use il - for words that begin with /.
illegal, illogical ( but unlawful)
0
Use im- for words that begin with
p , m , and b .
impossible, immeasurable
( but unpopular)
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Use ir- for words that begin with r.
irrelevant, irregular (but unreliable)
05
The prefix dis- is the form that is most often used to form the negative of verbs,
though un- is also used .
dislike
undo
untie
disqualify
disobey
Q disagree
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Both dis- and un- are also used for participial adjectives.
undecided
unending
disappointing
dissatisfied
Q
CL
Ao APPLY Write the correct negative prefix on the line in front of the
adjectives.
1. Dr. Bolte Taylor said that she was able to enjoy the experience of being
connected from the left hemisphere of her brain.
2. Dr. Bolte Taylor told the caller she wasn’t
conscious even though she had
had a stroke.
LISTENING 2 19
TIP FOR SUCCESS
Although we rarely
stress prefixes, we
put strong secondary
stress on a prefix that
means not so it is
easy for a listener to
understand the negative
meaning (unimPORtant,
3. The caller was surprised that the neuroanatomist could get help in
spite of her
regular style of communicating.
4. A stroke victim who wasn’t a doctor like Bolte Taylor was could have been
aware of what was happening.
5. Organizations argue that those without experience with the blind are
sensitive to their needs.
disSATisfied).
6. Helen Keller was
patient with her teacher’s attempts to teach her
the difference between mug and water .
03
B. COMPOSE Write sentences to describe Helen Keller and Jill Bolte Taylor
and their experiences. Use one of these adjectives in a negative form in
each sentence. Compare sentences with a partner.
adequate
capable
comfortable
conscious
perfect
connected
measurable
possible
satisfied
Helen Keller 's earliest attempts to communicate were inadequate.
1.
2.
3.
4.
iQ PRACTICE Go online for more practice with negative prefixes.
Practice > Unit 1 > Activity 10
20 UNIT 1 How does language affect who we are?
tangible
usual
visible
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