Bi Contemporary Topics 21st Century Skills for Academic Success FOURTH EDITION with Essential Online Resources access code inside David Beglar Taine hg @ | eeevaseys Gas) Preece Sasa areyContemporary Topics 21% Century Skills for Academic Success FOURTH EDITIGN: David Beglar + Neil Murray Michael Rost SERIES EDITOR ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,Scope and Sequence fa attitudes COMMUNICATION [ued Bt) = expanding SEue ic) identity eerie inevitable orn phenomenon widespread Fy devote ty exhibit inconsistencies PsycHolocy ied redominant The Genius (ABM Scns underlying 3 acces PSC contribute generate coe — CEM oocoin potential 4 acquire BUSINESS diverse intelligence ‘occupation COM onontce eae A chemicals ern decade Ce toogme mlicit logical manipulate a atasy psychologist release retain ‘temporarily 6 attachment ANTHROPOLOGY, [ISAC invoke Creag psa prospective Bieri Cio Sequence markers to organize your notes Examples Key terms and definitions ‘Symbols a68) abbreviations Cause-and-effect relationships Usts Contractions Glides Thought groups Sounds influencing -s Sounds influencing -t Reduced words and disappearing sounds * Paraphrasing + Agreeing + Asking for clarification or confirmation * Offering a fact or example * Asking for clarification or confirmation * Asking for opinions or ideas + Keeping a discussion on topic + Asking for ‘opinions or ideas + Expressing an opinion + Expressing an opinion * Offering a fact or example * Getting a discussion started * Keeping a discussion on, topic + Offering a fact or example + Disagre * Asking for opinions or ideas + Trying to reach a Present about language after conducting effective research Present on giftedness while considering the audience Present on social networking after using various practice techniques Present on a core business skal, using ‘organization techniques Present on enhancing memory while connecting with the audience Present on a topic related to love, using presentation management techniquesContents SCOPE AND SEQUENCE iw ACKNOWLEDGMENTS vi INTRODUCTION vi LEARNING PATH : unira COMMUNICATION STUDIES Slang and Language Change 2 unin CHILD PSYCHOLOGY The Genius Within 2 ona SOCIOLOGY Online Communities 2 unin BUSINESS Core Business Skills 22 units COGNITIVE PSYCHOLOGY Memory 2 unis ANTHROPOLOGY / BIOLOGY The Science gffBve 32 e UNIT? @ TECHNOLOGY Artificial Intelligede>The Turning Point 62 unite POLITICAL SCIENCE Big Brother and the Surveillance Society 2 unis LINGUISTICS Animal Communication 22 uniri0 ECONOMICS ‘The Evolution of Money 82 unin. BIOLOGY The Fountain of Youth 102 uwir2 SOCIOLOGY Marriage 12 APPENDIX A: Academic Word List 12 APPENDIX B: Affix Charts 16 APPENDIX C: Student Presentation Evaluation Forms 27 ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,a rented Penta slave The Turning oun 8 rae Eerie? Creare ioral ead Eee 9 Ore cer eer) 10 Pent ad Searcy of Money n ETtrad See neny Cacti Pr] Errata Reet complex equivalent implication rationally reactionary reliable civil controversial security discrete distinct flexible {generation precise fandom ultimately abandon, abstract ‘currency ‘enormous initiative undergo accumulate benefit function plus supplement adulthood ‘confirm ‘couple matured norm. Organization Syllable stress Numbersand Key words in statistics thought groups Comparisons and Key word stress contrasts Notations Problem-solution Verb forms relationships Personal reactions Discourse to topics markers HQ PDF (No Waterr ), = Asking for ‘opinions or ideas *= Expressing an opinion * Offering a fact or example ‘Trying to reach a = Asking for ‘lariication or ‘confirmation * Expressing an. opinion * Expressing an opinion, * Agreeing * Asking for clarification or confirmation * Agreeing * Expressing an ‘opinion. += Offering a fact or example = Asking for clarification or confirmation + Asking for ‘opinions or ideas + Disagreeing + Offering an ‘example or idea + Expressing an ‘pinion + Paraphrasing Present on the advantages and disadvantages ofanew Al technology, working a8 part of ateam Present on the issues of surveillance and Drivacy, using a slideshow Present on the communication habits of an animal, using visual data Present on money and audience questions Present on slowing the aging process while creating group interactions Present on an aspect of, marriage and ask rhetorical questions Scope and Sequenceee Roe) Acknowledgments The series editor, authors, and publisher would like to thank the following consultants, reviewers, and teachers for offering their invaluable insights and suggestions for the fourth edition of the Contemporary Topics series. Kate Reynolds, University of Wisconsin-Eau Claire; Kathie Gerecke, North Shore Community College; Jeanne Dunnett, Central Connecticut State University; Linda Anderson, Washington University in St. Louis/Fontbonne University; Sande Wu, California State University, Fresno; Stephanie Landon, College of the Desert; Jungsook Kim, Jeungsang Language School; Jenny Oh Kim, Kangnamgu Daechidong; Patty Heiser, University of Washington; Carrie Barnard, Queens College; Lori D. Giles, University of Miami; Nancy H. Centers, Roger Williams University; Lyra Riabov, Southern New Hampshire University; Dr. Steven Gras, ESL Program, SUNY Plattsburgh; series consultants Jeanette Clement and Cynthia Lennox, Duquesne University New to this fourth edition, Essential Online Resources are available at www.pearsonelt.com/ contemporarytopics4e, using your access code. These resources include the following: + VIDEO: Watch the Lecture academic lecture videos, with r without Presentation Points, + AUDIO: Audio clips forall audo-based student Book activities aswell as Unit Tests and reat proved. (ye and vide eosin the student ook and Teaching Tips indicate which media jp@Sbded foreach activity) + STUDENT HOOK PRESENTATION SLIDES: Al units of the Stocent Book are available as Fewer es, alowing steno bevel ara ce + ISTERAGTIVE TESTS: Teachers Can administer the Unit Tests and Proficiency «PRINT RESOURCES: Traps@Vifs ofthe videos and lecture-speciic Coaching Tips (covering listening crit thinking, and note taking) are provided slong with Teaching and roiciency Assessments os are available, student discussion “ | Acknowledgments ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,Introduction ‘The Contemporary Topics series provides a comprehensive approach to developing 21" century academic skills—including listening, thinking, discussion, presentation, and study skills—in order to prepare students for participation in real-life academic and professional contexts. ‘The overriding principle of language and skill development in the Contemporary Topics series is engagement. Activities in each unit are carefully sequenced in a way that gives students increasing involvement and self-direction of their learning. Authentic, stimulating content is introduced and developed throughout each unit so that students experience the value of understanding and exchanging contemporary ideas in a range of academic fields. Contemporary Topics is intended to bridge the gap between language-focused and content- focused instruction, to ready students for genuine academic and professional contexts where they will be expected to participate fully. Each unit centers around a short academic lecture. Realistic preparation activities, focused listening tasks, personalized discussions, challenging tests, and authentic presentation assignments enable students to explore each topic deeply. The lecture topics are drawn from a range of academic disciplines, and the lectures themselves feature engaging instructors in a variety of settings including offices, lecture halls, and classrooms, many with live student audiences. In order to achieve the goals of content-based instruction, the Contemporary Topics series has developed an engaging nine-part learning methodology: ne @ Section 1: Connect to the Topic Estimated time: 15 minutes This opening section invites studensft0 activate what they already know about the unit topic by connecting the topic to thei® personal experiences and beliefs. Typically, students fill out a short survey and compar@answers with a partner. The students then listen to a short interview providing one expert View on the unit topic. The teacher then acts as a facilitator for students to share some of their initial ideas about the topic before they explore it further @ Section 2: Build Your Vocabulary Estimated time: 15 minutes ‘This section familiarizes students with some of the key content words and phrases used in the lecture, Each lecture targets 10-15 key words from the Academic Word List to ensure that students learn the core vocabulary needed for academic success. Students read and listen to the target words and phrases in context so that they can better prepare for the upcoming lecture, Students then work individually or with a partner to complete exercises to ensure an initial understanding of the target lexis of the unit. A supplementary pair-work activity enables students to focus on form as they are learning new words and coliocations. @ Section 3: Focus Your Attention Estimated time: 10 minutes In this section, students learn strategies for listening actively and taking clear notes. Because a major part of “active listening" involves a readiness to deal with comprehension difficulties, this section provides specific coaching tips to help students direct their attention and gain more control of how they listen. Introduction | wit ENGREADS.COM - Download HQ PDF (Ne-Watermarks), Audio, Presentation Tool,Tips include how to use signal words as organization cues, make lists, note definitions, link examples to main ideas, identify causes and effects, and separate points of view. A Try It section, based on a short audio extract, allows students to work on note-taking strategies before they get to the main lecture. Examples of actual notes are usually provided in this section to give students concrete “starter models” they can use in the classroom, @© Section 4: Watch the Lecture Estimated time: 20-30 minutes As the central section of each unit, Watch the Lecture allows for two full listening cycles, one to focus on “top-down listening” strategies (Listen for Main Ideas) and one to focus on ‘bottom-up listening” strategies (Listen for Details). In keeping with the principles of content-based instruction, students are provided with several layers of support. In the Think About It section, students are guided to activate concepts and vocabulary they have studied earlier in the unit, The lecture can be viewed as a video or just listened to on audio. The video version includes the speaker's Presentation Points. @ Section 5: Hear the Language Estimated time: 10 minutes This section focuses on “bottom-up” listening Strategies and pronunciation. In this section, students hear ten short extracts taken fromthe actual lecture and perform a noticing task. ‘The task helps students perceive sounsi@eductions and assimilations, learn to hear language as "thought groups” and pauses, andqpte in to function of stress and intonation, Students then work in pairs te{ptactice their pronunciation, adapting the phonology point that was learned in the “ettbine task © © Section 6: Talk About the Topic Estimated time: 15 minutes Here students gain valuable discussion skills as they talk about the content of the lectures, Discussion skills are an important part of academic success, and most students benefit from. structured practice with these skills. In this activity, students first listen to a short "model discussion” involving native and nonnative speakers, and identify the speaking strategies and gambits that are used. They then attempt to use some of those strategies in their own discussion groups. ‘The discussion strategies modeled and explained across the units include the following: + Agreeing * Keeping a discussion on topic + Asking for clarification or confirmation * Offering a fact or example + Asking for opinions or ideas * Trying to reach a consensus + Disagreeing + Paraphrasing + Expressing an opinion ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,Section 7: Review Your Notes Estimated time: 10 minutes Using notes for review and discussion is an important study skill that is developed in this section, Research has shown that the value of note-taking for memory building is realized primarily when note-takers review their notes and attempt to reconstruct the content. 1m this activity, students are guided in reviewing the content of the unit, clarifying concepts, and preparing for the Unit Test. Abbreviated examples of actual notes are provided tohelp students compare and improve their own note-taking skills @ Section 8: Take the Unit Test and Proficiency Assessment Estimated time: 15 minutes each ‘Taking the Unit Test completes the study cycle of the unit: preparation for the lecture, listening to the lecture, review of the content, and assessment. ‘The Unit Test, contained only in the Teacher's Pack, is administered by the teacher and then completed in class, using the accompanying audio. The tests in Contemporary Topics are intended to be challenging—to motivate students to learn the material thoroughly. The format feture an anewet eet with chniceg Fo question sti provided on mio only. Test-taking skills include verbatim recall) paraphrasing, inferencing, and synthesizing information from different parts of the lecture. ‘The Proficiency Assessment is an @uidio lecture and ten multiple-choice questions designed to give students practice veering ‘and taking standardized texts, too, found only in the Teacher's Pack and shld be administered by the teacher and completed in class using the accompanying aud g Section 9: Express Your Ideas Estimated time: Will vary by class size ‘This final section creates @ natural extension of the unit topic to areas that are relevant to students, Students go through a guided process of preparing, practicing, and presenting on a topic of personal interest, Students are also given guidance in listening to other students’ presentations and providing helpful feedback A supplementary Teacher's Pack (TP) contains teaching tips, transcripts, answer keys, tests, and teacher evaluation forms. We hope you will enjoy using this course, While the Contemporary Topics series provides an abundance of learning activities and media, the key to making the course work in ‘your classroom is student engagement and commitment. For content-based learning to be effective, students need to become active learners. This involves thinking critically, guessing, interacting, offering ideas, collaborating, questioning, and responding, The authors and editors of Contemporary Topics have created a rich framework for encouraging students to become active, successful learners. We hope that we have also provided you, the teacher, with tools for becoming an active guide to the students in their learning Michael Rost SeRIES EDITOR Introduction | te ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool, ...Learning Path ACTIVATION “"*" | Learning Path ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,PROCESSING*"**”"* ‘encourages anticipation of features an academic lecture and requires gist ‘and intensive. listening, and i active note-taking | features lecture extracts that demonstrate phonology points ‘prompts pronunciation practice ASSESSMENT “°°” provides opportunity to allows ‘demonstration of content mastery features model discussion and listening target provides tips for participating in a discussion provides speaking fand listening practice Tenures aor | Seicniccare| Sacre" | wainanign | Motes bteting Learning Path | a” ENGREADS.COM - Download HQ PDF {No Watermarks), Audio, Presentation Tool,NTR Slang and Language Change CONNECT to the topic Slang is an integral part of language in the 21st century. Young people in particular are highly creative in the way they invent and use new slang terms. Without an understanding of slang, communicating with those around us would be difficult. in fact, slang allows people to connect on a deeper level. That’s why people who are learning a new language often try to “pick up" a few slang terms early on—it helps them feel like authentic speakers of the language and part of their new second-language community. A THINK ABOUT IT List four more siang terms and their meanings. Work with a partner. Say each term in a sentence. Then have your partner guess.the meaning. Slang term Meaning © armeand an attractive person who age@ipanies somebody to public gatherings @ B TUNE IN Listen to an interview with language expert Dr. Anna Teesdale about the use of slang in school. Then decide if the statements are True or False, based on the interview. Compare answers with a partner. Explain what's untrue about the false statements. True a 4 The school in the story isa successful school 2 The school supports its students’ use of slang, 3 Slang is especially popular with the young, 4 Dr. Teesdale supports the use of slang. ae 5 Slang isa sign of a poor education, 6 Dr. Teesdale recommends that schools teach students slang, © PAIR WORK Do you think slang should be banned in schools? Why or why not? List five reasons to support your view. Then discuss with a partner. 2 pon | ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,eC Reed eee eee oLece nny recognize central ideas froma Perino ea aiid pe ees pores ee recognize and practice paraphasing teats Parasia Stare Pet ee een ed Peercnri treet BUILD your vocabulary @© A LISTEN The boldtaced words are from the unit lecture on slang and language change. Listen to each sentence. Then guess the meaning of the boldfaced word. Work with a partner. 1 Attitudes toward slang vary widely. While some people approve of it, others are neutral or disapprove of it strongly. 2 Language never stays the same for long; it’s constantly changing. 3 Slang helps us to construct friendships by showing others that we “speak their language" and are therefore part of their group. & 4 The world is continually evolving thanks to th€dévelopment of new and better technology. 5 Young people play an important role in exgehding language by adding a variety of slang and new meanings. 2 \ S 6 People often try to create an identify Yor themselves by wearing a particular style of clothing or speaking in a certain Way. 7 Many people think that a desire to be different is an inevitable part of teenage development, a natural phase teens can’t avoid. 8 Language is a fascinating and unique phenomenon. How human language distinguishes us from other animals has been studied for years. 9 For some people, teenagers’ use of slang and other forms of “bad” language reinforces the idea that they are rebellious and do not want to conform. 10 The use of slang was not always as widespread as itis today; nowadays most people use it quite freely. 3 construct friendships a ways of behaving fa search for personalities b create or build ¢ opinions and feelings ¢ understand the meaning of 2 constantly change 4 continually evolving a all the time a developing » unwillingly becoming worse ¢ without thinking © going out of fashion Serena cme | a ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,5 expanding language 8 a phenomenon a showing off a human characteristic b checking b remarkable thing ¢ increasing ¢ idea 6 create an identity 9 reinforces the idea a facial expression fa devalues quality that makes someone distinct supports ¢ sense of interest, creates, 7 an inevitable part 10 not as widespread as a unavoidable a important important popular difficult © common © PAIR WORK Cover Group A as your partner reads sentences 1-5. Listen and write th missing words in Group 8. Your partner corrects your answers. Switch roles for 6-10. GRouPA 1 People always try to adapt to their communities. 2 Slang breeds in groups who dont want tobe understood. 4 We show our beliefs by using particularlanguage 4 Stang th focus of lo ofanguaga esa 5 Many parents arent tn rane with thee teenagers ners 6 New language tends oe closely amocated with 650 7 Some slangis exclusive to particular communes eee 9 Language is crucial to our integration fat society. 10 Some social groups are made distinct by their unique use of language. Grours 1 People always try to adapt. their communities. 2 Slang breeds groups who don’t want to be understood. 3 We show our beliefs using particular language. 4 Slang is the focus alot of language research. 5 Many parents aren't in tune their teenagers’ interests. 6 New language tends to be closely associated youth. 7 Some slang is exclusive particular communities, 8 Experts language are often fascinated by slang. 9 Language is crucial to our integration society. 10 Some social groups are made distinct. their unique use of language ‘ an ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,FOCUS your atten Sequence Markers to Organize Your Notes Lecturers will often use sequence markers to signal when they are about to introduce the next point or part of a lecture or the next item in a list. Being able to identify these markers can help you distinguish different ideas and better organize your notes. ‘COMMONLY USED SEQUENCE MARKERS To start begin with Let's move on to First, ..; Second, ..; Third, Another point! idea Next. Last, Then Finally Moving on @© A TRY IT Listen to an excerpt from a lecture on language. What sequence markers do you hear? Take notes on the four reasons the speaker gives. Reasons people adjust the way they speak: 2) 2) 3) 4) B PAIR WORK Compare lists with a partner. rere ch 5 ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,@ © B LISTEN FOR MAIN IDEAS Close your book. Watch the WATCH the lecture A THINK ABOUT IT You are about to watch the unit lecture on slang. Why do you think people use slang? lecture and take notes. (© CHECK YOUR UNDERSTANDING Use your notes. Decide if the statements are T (true) or F (false), based on the lecture. Correct any false statements. _— 1 We cannot stop language change from happening. _— 2 Slang only breeds among deprived and secretive groups. _— 3 Slang takes away people's identity. 4 Well-educated, successful people rarely use slang — 5 Slang allows people to share experiences. Oo — 6 Stangis fun © & oi — 7 New technology has led toa decreggin the use of slang Ss Slang has not yet become the subject of serious academic study. o @ © DP LISTEN FOR DETAILS Close your book. Watch the lecture again. Add details to your notes and correct any mistakes. E CHECK YOUR UNDERSTANDING Use your notes. Choose the word or phrase that best completes each idea, based on the lecture. 1 Today the association of slang with underground groups is a weaker ¢ stronger b the same as before much stronger 2 One use of slang is to ___ understanding, a improve ¢ prevent b create check 3 People who are “out-group” are a excluded © opponents of slang b respected poor users of slang ‘ | unit ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,faker inbanguage eee » 4 Slang can give people status if they a know the latest slang terms ¢ avoid bad slang b use it frequently 4 iow how to use it a 5 81, Hayakawa desribesstangas “the poetry of exStjday . alow ¢ Ghiotions b ite &@ feelings and belets 6 One of the richest sources of slang todas —____ 2 love and romance new technology b expressions of like and dislike 2 d websites about slang 7 According to the lecture, slang considered taboo. a used tobe ¢ is still was never 4 is increasingly 8 People who dislike slang often associate it with groups who are and a uneducated / criminal ¢ impolite / uneducated b criminal / undesirable undesirable / uneducated 9 People who see themselves as “guardians” of a language feel that changes, make it a worse ¢ full of slang b better 4 more creative 10 The lecturer’s attitude toward language change is. a extremely negative ¢ neutral b negative 4d positive Slang and Language Change | 7 ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,HEAR the language Contractions In natural speech, itis often difficult to hear the boundaries between words. As a result, two ‘words may often sound like one word. This is especially true when we use contractions—for example, it's (itis), they're (they are), and here's (here is). In these shortened forms, the second word (is, are, i) can often be difficult to hear because itis usually said very quickly. EXAMPLES Study these examples: ‘Som going fo talk abit about what slang is. When you use slang well you show that you're in tune with the tmes—that you know whats culturally in fashion and youre part of. () A LISTEN Listen and complete the statements from the lecture. Write the contractions you hear. 41 The first thing to say about language change is ___ inevitable. 2___a definition you might want to jot down. 3 By using the slang associated with a particular social group, _____ staking a claim to membership of that group. 4 For example ifyou say to your frend, "My new sound ystems ely safe saying more than just “___-©_very good." s being replaced by newer woxtina phrases all the time. 6 And, like | said, you want to stay coal, got to keep up with the changes 7 But___ another catego . lang term really taken off recently, and the slang of new technology. 8 50, seen what slang is, who uses it and why, and what inspires it. 9 Butthat___mean everybody likes it. 40 As__tried to show, ___a fascinating social and linguistic phenomenon. |B PAIR WORK Practice saying the sentences with a partner. Focus on the contractions. UNIT ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,TALK about the topic Paraphrasing @ © A FOLLOW THE DISCUSSION watch as the students talk about slang. Then read each question and check (/) who answers it. Mig Manny Hannah River 41 "Well, he said that language change is inevitable, right?” o oO o.6U9g 2 “Is that how everyone took it?” oO Oo oO Oo 3 * If they can choose to change language by using slang, oO o 60 that means they can also choose not to use it, right?” Qo 4:°So, isn’t that a contradiction?” oo oud (© © ® LEARN THE STRATEGIES Watch the discussiog ain. Listen closely forthe comments Check () the discussion strategy the student uses. C> wa Asking for clarification Agreeing orconfirmation Paraphrasing 1 Mia: "Yeah, OK. So what's the confusion oO oOo Oo 2 Manny: "It’s a choice, you're saying, oO a (a 3 River: “What he meant was that language change will gd oO a happen generally oO oO Oo 5 River: “Make sense? oO a Discussion Strategy Paraphrasing is restating someone else's idea in your own words. Expressions such as He said and What she meant was... can be used to introduce a paraphrase. © TRY IT inasmall group, discuss one or more of these topics. Try to use the discussion strategies you have learned. * Do you think it’s possible to stop—or at least slow down—language change? + What changes have you noticed in the way language is used? ‘+ Why do some slang terms “hang around” for years while others don’t? Slang and Language Change | ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,REVIEW your notes REVIEW With a partner, review your notes from the lecture. Take turns explaining the ideas from the lecture. Try to use sequence markers like those in Focus Your Attention (p. 5). Then complete these notes together. | Slang || Def. of: Whe uses: Main function of 4 Personal benefits of using: 1) 2) || Attitudes toward: irLanguage.com © Now you are ready to take the Unit Test and the Proficiency Assessment. 100 punta | ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,EXPRESS your ideas Talking the Talk This unit has focused on slang, which is one colorful example of language change. How much do you use slang, and how has your language changed over time? TASK Research and give a short presentation on language. Keep the research strategies in mind as you prepare. Prepare 1 Choose one of these topics: How, over time, different slang words have been used to refer to the same object or idea ‘Two instances of language change (not slang) that have occurred in your own language and how you became aware of them ‘Some of the key causes of language change 2 As you research and prepare, try to apply the strategies for conducting effective research. ¢ Practice & 3 Practice your presentation with a partner. Listen teyolr ee Present < ene Evaluate 6 Use the Unit 1 Presentation Evaluation Form (in Appendix C) to think about how well your group members researched their presentations, 7 For each presentation, discuss your feedback with the presenter, Research and Presentation Strategies: Conducting effective research For any presentation to be successful, you need to prepare, One important ‘aspect of preparation is researching your topic effectively. Here are four strategies to remember: + Make sure you are completely clear about the focus of your presentation. Not only isit very difficult to prepare a presentation when the focus is unclear, it's also likely that the presentation will be confusing to your audience. * Locate material that is relevant to your topic. Today, especialy with the Internet, we have access to huge ‘amounts of information, and it can be ‘easy to see almost anything as relevant ‘and to lose sight of your main focus. Try to be discriminating, + As you read, scan for key words or concepts that relate strongly to your topic. This will help you identify ‘material that is likely to be relevant to your presentation. nce researched material with your own voice. Often the best, most ‘engaging and powerful presentations are those that mix the presenter's own ideas and opinions with those of other people, Slang and Language Change ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool, |"The Genius Within CONNECT to the topic Although there is no universally agreed-upon definition of what a gifted child is, all cultures recognize that some children are special. These children seem to have a natural talent that allows them to perform in ways that are far beyond their physical age. By the age of three or four, they may have an ear for music, a talent for drawing, or a flair for performing. In other cases, their gift becomes apparent when they begin school and surprise their teachers with their understanding of mathematics, science, or literature. A THINK ABOUT IT Take this survey about giftedness. Check (J) your responses and think of reasons or examples to support them. Then compare with a partner. + Many children are gifted. ci cabve aad oMatanesllaiicaee janie eee = tadai wal stand ape + Iv’s always an advantage to be gifted. @© B TUNE IN usten to an interview withthe father ofa gifted cil, Lionel Drscl. Then circle the best answer, based on the interview. Compare answers with apartne. 1 Gifted children can undermine parents’ relationships / confidence / happiness. 2 Driscol and his wife realized their daughter was gifted when she was eight /ffteen / eighteen months old 3 Marianne has difficulty studying / socializing / playing sports with other children 4 Asynchronous development is when a child's mental age and physical age mateh / don’t match. 5 Gifted children often don't sleep well because their brains are very active / uncontrolled / stressed. 6 Mensa has been a positive / negative experience for Marianne and her parents, PAIR WORK List at least three ways that children can be gifted. Pri ‘each. Then discuss with a partner. je an example for 2 | unit 2 ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,PCa Poet ent epee y restate the main ideas of a child Heber ecto factcheck statements about a Pearpner rnecs cere recognize and practice offering a poetry review with a partner to prepare Peet research and present on giftedness oeenrriistiee cad BUILD your vocabulary (@ A LISTEN The boldfaced words are from the unit lecture on gifted children. Listen to each sentence. Then choose the meaning of the boldfaced word, 1 Saki is unusually alert for a six-month-old baby. She seems to notice everything around her. ‘a behaving very stubbornly » smiling and laughing happily ¢ watching and listening carefully 2-Zoe has an aptitude for sports. She learns very quickly and very well a a special quality that makes other people like hex b a behavior intended to make other people lau ¢¢ a natural ability or skill oO ee 2 Carlos has devoted himself o learning hae play the cello a given afeling of great pleasure _ cS D asked strongly for something > geen eaneed panapeaeeenyllaceaeaticky a. seeneclhien eit cteeardioncy tent a young ge a cesar eonathtng oe ns ow nee t preusedieg negn news. ¢ oeomabiog wexernta peal 3 Children wich «good tain can rie tnmreacng ore a the ability to focus on one thing intensely D the ability to form creative ideas in your mind ¢ a work area that has many types of ols 6 7st seca taste tte ti esl. a two or more pieces of information that do not agree with one another b positive personal characteristics actions that are done to help others The Genius Within | 2 ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,7 Most children have a natural motivation to explore the world around them. ‘a an opinion about something ban action taken to deal with a problem eagerness and willingness to do something 8 A predominant characteristic of most children is that they are curious about the world, a more powerful than others b more harmful than others ¢ more controlling than others 9 One learning strategy that some talented children use is to do the same activity in several different ways. away of talking b a school where students are very physically active ¢ aplan used to achieve a goal 10 Once we discover the underlying principles of an event, we can understand why it happens. a mistaken or wrong b hidden and not easy to discover strange and unexpected B PAIR WORK With a partner, reorder the words to make complete sentences. Notice the boldfaced words. Then take turns saying the sentences. Review any words you don’t understand. 4 some een sche /fr/ hentai nae ing 5 Greta can writ interesting stories (because Snusually/of imagination /her/ creative a 7 intelligent cilren tend tobe (the /somewhat/about/ people / elite who they knoe 8 Most intelligent children are observant; (they / many / notice / about / details) their environment. 9 As children learn how the world works, (about / can / they / predictions / make) what will probably happen next. 10 Because they encourage deeper thinking, (are / than / strategies / some / effective / more / others) irLanguage.com “ | unin 2 ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,FOCUS your attention Examples Lecturers will sometimes give examples inorder to ilustrate a point. These examples are important because they make abstract ideas more concrete and understandable. They may also help you remember the abstract idea, WAYS LECTURERS MIGHT PRESENT AN EXAMPLE For example For instance ‘such as ‘An example ofthis is ‘One example would be Let me give you an example ofthis. @ A TRY IT Listen to an excerpt from a lecture on special talents. What phrases do you hear that introduce examples? Take notes on the examples you hear. Special talents Examples: B PAIR WORK Compare notes with a partner. ‘The Genius Within | 15 ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,WATCH the lecture A THINK ABOUT IT You are about to watch the unit lecture on gifted children. How do you think gifted children are identified? @ © B LISTEN FOR MAIN IDEAS Close your book. Watch the lecture and take notes. (© CHECK YOUR UNDERSTANDING Use your notes. Complete the main ideas, based on the lecture, 1 The first way gifted children are identified is that they show a enjoyment doing a skill b interest in a skill ¢ above-average ability 2 Some psychologists believe that___________is perhaps the best indicator of giftedness. a speed of learning quality of performance ¢ number of mistakes 3 Ore common personality chectareti of glted chine tte a cheerfulness oc b intensity ¢ verbal ability often —___ a @ B pesmi 5 Gifted children often don’t care about the __of the knowledge or skill that they are learning. a difficulty b usefulness © popularity 6 When studying something new, gifted children are very interested in a telling others what they have learned b the cause-and-effect relationship ¢ using their new knowledge 16 y unir2 | ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,LISTEN FOR DETAILS Close your book. Watch‘the lecture again. Add details to your notes and correct any mistakes. CHECK YOUR UNDERSTANDING: Use your notes. Decide if the statements are T (true) or F (false), based on the lecture: Correct any false statements. 1 Gifted children show strong ability in something, particularly considering their age. _ 2 Gifted children generally make the same number of mistakes as other children, —— 3 Many gifted children have difficulty concentrating for long periods of time. 4 Most gifted children have a great deal of mental energy, but normal levels of emotional energy. — 5 Gifted children notice many details about the things they are interested in, __ 6 Gifted children use their knowledge of underlying principles to make predictions. __ 7 Gifted children generally have very good learning strategies. The Genius within 47HEAR the language Glides In conversational speech, English speakers will often connect the final sound of one word to the initial sound of the following word. This typically introduces a linking sound, called a glide, such as the y sound in beyable (be able) and the w sound in dowit (doit). Glides such as these make speakers sound more fluent, but they can also make listening more difficult. ExamPLes Notice how the final sound of the fst underined word influences the ntl sound inthe next wor: (ted chidran eppeerlo be intensely cous about eer op i The have very good ering strategies tha we can lar tous, irLanguage.com @© A LISTEN Listen and complete the statements and questions from the lecture, Each sentence has a pair of words that is linked with a glide. Write the individual words. 1 Let me begin _____youte think about someone you believe is exceptionally talented. 2 Well, today I like to talk about children who are very talented, children often referred ed” 3 Now, how would—______________agifted chila? 411m sure thatyou knew some students exceptional talents. S 2 S Well, ..___ss_=_ these ideas make sense to you. iO 6 So when we == very young child who shows above-average atletic ably, f@kSample, we often concade that the child has an innate ability for sports. 7 When they do something, especially something they enjoy, they devote all their energy and determination 8 In other words, they want to know. principles and use those principles for making generalizations and predictions about the thing they are studying, 9 Gifted children are motivated, they are alert and observant, they concentrate intensely, they try —______________ cause-and-effect relationships, and they make an effort to think creatively. 10 How well could_______________tearn todo something if we approached it like I've just described? B PAIR WORK Practice saying each pair of linked words with a partner. Say them in isolation by pronouncing the glides. Then practice saying the complete sentence, focusing on the glides. Fn | unit 2 ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,TALK about the top’ Offering a Fact or Example @ © A FOLLOW THE DISCUSSION Watch as the students talk about the roles of practice and innate talent in genius. Then read each opinion and check (y) who agrees with it. More than ‘one student may agree. cin fore Yhinny Michael May — Qiang 1 The instructor didn’t emphasize the importance of innate talents enough, [] Oo Oo Oo 2 Mozart and Emily Dickinson were naturally talented. Oo ao a 3 Hard work is as important as innate abilities. oO oO 0 O @ © B LEARN THE STRATEGIES Watch the discussion again. Listen closely for the comments. ‘Check () the discussion strategy the student uses. lng for clarification Asking for opinions Offering a fact O yee Say oa oe ee ee A a = talent for music. Or Emily Dickinson and her o Qo o His father forced him.” o Qo 7 Discussion Strategy To bolster your idea or position on an issue, you can offer a fact or example as. support. Facts and examples—such as statistics, dates, and historic events—not only add richness to the discussion but also increase your credibility as a speaker. © TRY IT inasmall group, discuss one or more of these topics. Try to use the discussion strategies you have learned, * Do you agree with the 10,000-hour, 10-year rule of genius? + Qiang argues that innate talent is the most important part of genius. Do you agree? + How can people motivate themselves to practice a skill for many years? The Genius within | ” ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,REVIEW your notes REVIEW With a partner, review your notes from the lecture. Take turns explaining the ideas from the lecture, using the headings below to help you. Give examples as you discuss. Then complete these notes together. Main points regarding gifted children 3 Ways to identify 3 Common personality characteristics of 3 Learning strategies of TIP! Examples are important to write down. They make concepts ‘more concrete and easier to understand, © Now you are ready to take the Unit Test and the Proficiency Assessment. 200g uNiT2 | ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,EXPRESS your ideas Brilliant Minds ‘This unit has focused on gifted children, how they are identified, their personality characteristics, and how they approach learning. What aspect of giftedness is most interesting to you? TASK Research and give a short presentation on giftedness. Consider ‘your audience as you prepare. { Prepare 41 Choose one of these topics: Choose a gifted individual from history or a current child prodigy. Describe what is special about him or her and include any details of the person's childhood. ‘Think of a gifted or very talented person you've known. Talk about how his or her special ability impacted you. 2 As you prepare, consider your audience Practice has or has not considered the audience. Ask questions, & Present @ Evaluate 6 Use the Unit 2 Presentation Evaluation Form (in Appendix C) to think about how well your group members considered their audience. 7 For each presentation, discuss your feedback with the presenter, Research and Presentation Strategies: Considering your audience In order to give effective presentations, itis important to think carefully about your audience during the preparation stage. By tailoring your presentation to your audience, you can make it ‘more accessible and engaging, Accessible and ‘engaging presentations are more effective and have greater impact on the audience. Noting a ‘few key principles can help you think about your foes ‘when you prepare a presentation: Organize your ideas as logically as possible. A presentation that is coherent and hhas a logical flow to itis easier to understand. + Explain the structure of your presentation. This will give your audience an organizational “map” and help them to follow your presentation. + Understand your audience's knowledge land expectations. Identify any key terms and, ideas that will need explanation, and list three ‘things your audience is likely to want to know about the topic. Use these as a main focus as you plan your presentation + Decide how interactive you want your presentation to be. For an interactive resentation, prepare questions or statements such as: Please, fee! free to ask questions as we go along, Please, hold your questions and comments until the end, Has anyone ever met a gifted person? Does anyone know who this is? Are there are any questions or comments ‘about this point? The Genius within ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool, 1"SOCIOLOGY CONNECT Online communities have revolutionized the lives of millions of people. These are communities in which members interact primarily by using the Internet. For many people, online communities serve many purposes. They present the members with opportunities to communicate with like-minded people, chat with family members, express their views on topics that are meaningful to them, access rich sources of information, collaborate with people across the globe, play games, and move through virtual worlds. Online communities will be an important part of our personal and professional lives in the years to come. THINK ABOUT IT Take this survey about online communities. Check (J) your responses and think of reasons or examples to support them. Then compare with a partner. + People can strengthen friendships by communicatifig’énline. + We can learn a great deal by joining an online immunity. + Online communication is better than facesto-face communication. + Playing online games is 2 good use of time. * Joining a professional online community can help my career. @ B TUNE IN Listen to a conversation with entrepreneur and author Michael Petchko, talking about online communities. Then write brief answers to the questions, based on the conversation. Compare answers with a partner. 1 What short phrase summarizes what the conversation is about? 2 What does Petchko mean when he says “life is parallel"? 3 According to Petchko, how can people make a great profile? — 4 What are two ways to communicate with others that are mentioned in the conversation? 5. What is Petchko's opinion about being positive online? 6 Why does Petchko mention the Instagram hashtags? DISCUSS with a partner or in a small group, discuss ideas about how to create a strong online following. List at least three ideas. Then share with the class. 22g unis COM atermarks), Audio, Presentation Tool load HQ PDF (NPCN ane ee define key terms listed ina short talk ee ree rey ny eee Bese natin Cee ee) eae) Perera cere ea peer on er ee eats iar BUILD your vocabulary @ A LISTEN The boldfaced words are from the unit lecture on online communities. Listen and complete the definitions. 1 access: Access means to_____or. data. 2 business capital: Business capital is goods or money that is used to—___ other __ orcreate 3 contribute: Contribute means to give something such ag money or time to help 4 generate: Generate means to s6irething to 6 influence: Influence means that a person or thing. or —___in an important way. 7 investment: Investment is the money that is __to__ 8 obtain: Obtain means to get something, usually after —____ 9 potential: Potential means that there is a_____ that something will or in the future. 10 robust: Something that is robust is or Online Communities | a ENGREADS.COM - Download HQ PDF (No Watermarks), Audio, Presentation Tool,B TRY IT Study the words and definitions with a partner, and then test your partner. EXAMPLE ‘A: What does contribute mean? B: Contribute means that you give something such as money to help a person or an organization. Now take five words each and use them in simple sentences—one word per sentence. Check ‘each other's sentences, and then copy them so that you both have a complete set of ten. © PAIR WORK Cover Column A as your partner reads sentences 1-5. Listen and write the missing words in Column B. Switch roles for sentences 6-10. COLUMN A COLUMN 8 fluenced —__ 1 All aspects of our lives are influenced by 1 Allaspects of our lives art the people in our social networks. the people in our social networks. 2. People have an intense need for social 2. People have an intense need social interaction. interaction. 3. Social networking gives us a place to keep 3 Social networking gives us a place to keep up-to-date with one another. up-to-date ‘one another. 4 ‘The success of online crowdfunding reflects 4 ‘The success of online crowdfunding reflects the power of social networking social networking, Ste power " 5 Ifyou're involved ee ye probably exchangnginormation. _-

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