ПРИЛОЖЕНИЕ ДЛЯ САМОСТОЯТЕЛЬНОЙ РАБОТЫ К УЧЕБНОМУ ПОСОБИЮ « ENGLISH FOR SCIENCE STUDENTS »

ПРИЛОЖЕНИЕ ДЛЯ САМОСТОЯТЕЛЬНОЙ РАБОТЫ К УЧЕБНОМУ ПОСОБИЮ «ENGLISH FOR SCIENCE STUDENTS» СОСТАВИТЕЛИ: о.А. Обдалова, е.п. айлазян, с.к. гураль, т.а. шабунина, т.а. экклес Техническая реализация: С.Ю. Аверина 2010

ACADEMIC LISTENING Listening 1.Using Note-taking Symbols and Abbreviations Listening 2.Note-taking and Representing Relationships Listening 3.Milestones in Technology Listening 4.Cues for Recognizing a Process or Sequence of Event Listening 5.Making a Generalization and Proving Evidence Listening 6.Lecture “How to Deal with Stress” Listening 7.Lecture “Acid Rain” Listening 8.Lecture “Pheromones” Listening 9.Lecture “The Near Side of the Moon” Listening 10.Lecture “Drink your Green Tea” Listening11.Interview with an Internet Addiction Counselor Listening 12.A Debate: Is “Internet Addiction” a Real Illness? Listening 13.Interview with a Master Water Taster Listening 14.Song “Poison in the Well” Linking Listenings 13 & 14 Listening 15.Boosting Brain Power through Arts Listening 16. Music, Art and the Brain References

ACADEMIC LISTENING: Listening 1.Using Note-taking Symbols and Abbreviations Introduction to the topic Symbols can replace words that show relationships. For example, the dash (—) can symbolize the verb "was" or any other form of "to be.“ Example: Here are some other symbols that you might use: SYMBOLS John F. Kennedy was the 35th president of the United States. • Listen and Note • You will hear ten short statements. Take notes in as few words as possible. Use note-taking symbols and abbreviations where appropriate. When you have finished, compare your notes in small groups. • Example: • Lecturer: The demand for oil has increased greatly in the past 100years, so the price has also risen. • Notes: EXAMPLE NOTES AUDIOTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 2. Note-taking and Representing Relationships • Listen and Note • You will hear twelve short statements. Take informative notes in as few words as possible. Use symbols, abbreviations, key words, indentation, and connecting lines where appropriate. When you have finished, compare your notes in small groups. • Here are some symbols that you might use: SYMBOLS AUDIOTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 3. Milestones in Technology • Listen and Note • You will hear a lecture that spans millions of years in technology, highlighting milestone events and their dates. Complete the following CHART with the dates, technological breakthroughs, and locations (if mentioned). • Vocabulary Related to Inventions: • to discover to design to invent to devise to develop to patent patent innovation breakthrough AUDIOTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 4. Cues for Recognizing a Process or Sequence of Event • Listen and Note • You will hear four lecture excerpts that include descriptions of processes or sequences of events. First, read the information about each excerpt. Then, while listening to the excerpts, take notes in the spaces provided. • Example:Excerpt from a lecture by Carl Sagan on global community. • Excerpt from a lecture on human development. CHART 1 • Vocabulary: • embryo: an organism in the earliest stages of development, before it becomes a fetus • blood vessels: veins through which blood flows • Excerpt from a lecture on the spread of the plague. CHART 2 • Vocabulary: • plague: a deadly disease that spreads quickly epidemic: many cases of a disease that spreads quickly • pandemic: an epidemic spread over a very wide area outbreak: a sudden appearance of a disease • medieval times: A.D. 1000-1500, the Middle Ages • Excerpt from a lecture on library research. CHART 3 • Excerpt from a lecture on social psychology. CHART 4 • Vocabulary: • norm: an accepted or expected standard of behavior or thinking among a given group of people AUDIOTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 5. Making a Generalization and Proving Evidence • Listen and Note • You will hear three lecture excerpts containing generalizations and evidence. First, read the information about each excerpt. Then, while listening to the excerpts, take notes.. • Example:Excerpt from a lecture on how working outside the home affects women. • Excerpt from a lecture on memory-improving drugs. CHART 1 • Vocabulary: • maze: an enclosed system with many confusing pathways • Excerpt from a lecture on language learning. CHART 2 • Excerpt from a lecture on Asian-Pacific immigration to the United States. CHART 3 • Vocabulary: • heterogeneous: consisting of different kinds • dialect: a regional variety of a language AUDIOTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 6. Lecture “How to Deal with Stress” Preparing to listen Read the following summaries before the lecture begins. Then, listen to the lecture once without taking notes. After listening, circle the letter of the summary that most closely describes the lecture. The lecturer primarily compares the two types of stress: negative stress and positive stress. Then, the lecturer lists ways to deal with negative stress. The lecturer primarily talks about the health hazards associated with stress and lists the reasons why people should avoid stress. The lecturer defines stress and talks about two types of stress. Then, the lecturer focuses on the main part of the talk, which involves a list of ways that one can deal with stress appropriately. The lecturer states that stress is hazardous in itself and then provides evidence for that generalization. Finally, the lecturer lists ways to eliminate stress from one's life. • Organization • The lecture primarily demonstrates two organizational plans: defining a term and listing subtopics. The lecturer begins by defining stress, giving a simple definition, and then expanding that definition with additional details. The lecturer then lists five ways to deal with stress appropriately, giving examples or additional details about each way as needed. • Defining Vocabulary • Note-Taking Practice • Listen to the lecture a second time. Take notes using the following CHART. The comments in the left margin serve to remind you of the organization of the lecture. AUDIOTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 7. Lecture “Acid Rain” Preparing to listen Read the following questions before the lecture begins. Then, listen to the lecture once without taking notes. After listening, answer the questions. The lecturer's goal is to tell the audience about ____________________________________________. In order to do this, which of the following does the lecturer do? (Check all correct answers.) classifies the types of acid rain ________ defines acid rain ________ gives the causes of acid rain ________ gives the effects of acid rain ________ presents solutions to the problem of acid rain ________ compares and contrasts acid rain to other forms of pollution ________ AUDIOTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 8. Lecture “Pheromones” Preparing to listen Read the following questions before the lecture begins. Then, listen to the lecture once without taking notes. While listening, answer the questions. The lecturer's goal is to tell the audience about pheromones. In order to do this, the lecturer (check as many as are correct): defines the term pheromone. ___ shows the similarities and differences between pheromones and other forms of animal communication. ___ classifies the types of pheromones. ___ gives examples of different kinds of pheromones. ___ describes the chemical makeup of pheromones. ___ Which of the following are characteristics of pheromones? (Check as many as are appropriate.) Pheromones may be detected by the sense of smell or taste. ___ Pheromones may be detected by any species nearby. ___ Pheromones are very sensitive and only require small amounts to get a response. ___ Pheromones may be detected by the sense of touch. ___ Pheromones must be produced in great quantities in order to be effective. ___ Each particular species is responsive only to its own species' pheromones. ___ The pheromones of one species have no effect on members of other species. ___ There are two types of pheromones: primer pheromones and releaser pheromones. How do they differ? How many types of releaser pheromones does the speaker mention? AUDIOANSWER KEYTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 8. Lecture “Pheromones” • Organization • The lecture primarily demonstrates three organizational plans: defining a term, classifying, and exemplifying. The lecturer defines pheromone by giving a simple definition and then expanding it by adding characteristics of pheromones. The lecturer then classifies pheromones into two types, primer and releaser pheromones, and further classifies releaser pheromones into four types, giving additional definitions and examples for each one. • Defining Vocabulary • The following words and expressions were used in the lecture that you just heard. You may remember the contexts in which you heard them. You will hear an additional example of each word or expression in a new context. After listening, circle the letter of the definition that most closely matches what you think the word or expression means. • Note-Taking Practice • Listen to the lecture a second time. Take notes using the following CHART. The comments in the left margin serve to remind you of the organization of the lecture. AUDIOANSWER KEYTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 9. Lecture “The Near Side of the Moon” Preparing to listen Read the following questions before the lecture begins. Then, listen to the lecture once without taking notes. While listening, answer the questions. The primary purpose of the lecture is to defines the term pheromone. What are the two major types of surfaces of the near side of the moon? a. _____________________ b. _____________________ Which major type of surface is characterized as follows? Write a, or b in each of the spaces. fairly smooth ___ dominated by craters ___ made of valleys and basins filled with molten lava ___ contain areas of high concentration of mass (mascon) ___ appear as the lighter and brighter parts of photographs of the moon ___ In addition to discussing the geographic features of the moon (i.e., land formations) and the issue of water on the moon, the lecturer discusses two other major characteristics of the near side of the moon. What are they? a. _____________________ b. _____________________ AUDIOANSWER KEYTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 9. Lecture “The Near Side of the Moon” • Organization • The lecture primarily describes anobject by listing different features. While doing this, the lecturer compares and contrasts the moon's surface and the Earth's surfaces, classifies the surface types of the moon, and defines newterms. • Defining Vocabulary • The following words and expressions were used in the lecture that you just heard. You may remember the contexts in which you heard them. You will hear an additional example of each word or expression in a new context. After listening, circle the letter of the definition that most closely matches what you think the word or expression means. • Note-Taking Practice • Listen to the lecture a second time. Take notes using the following CHART. The comments in the left margin serve to remind you of the organization of the lecture. AUDIOANSWER KEYTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 10. Lecture “Drink your Green Tea” Preparing to listen Read the following sentences before the lecture begins. Then, listen to the lecture once without taking notes. After listening, circle the letters of the sentences that describe what the lecturer does. • provides evidence to support the idea that “drinking green tea is good for people”. • provides evidence to support the idea that “drinking green tea is hazardous to one's health ”. • talks about three different kinds of tea • talks about four different kinds of tea • describes the different processes used to manufacture each of the different kinds of tea • describes the process of brewing a good cup of tea Organization The lecture demonstrates three different organizational plans: describing a process, classifying, and making a generalization and providing evidence for that generalization. The lecturer begins by talking about the different types of tea. Then, the lecturer describes (and occasionally contrasts) the different processes for manufacturing those different types (including discussing the role of fermentation in the process). Finally, the lecturer provides evidence for the idea that "green tea is good for you.” to ferment: to change chemically when a substance causes complex organic compounds to split into relatively simple substances (e.g., yeast causes sugar to change to alcohol and carbon dioxide) AUDIOANSWER KEYTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 10. Lecture “Drink your Green Tea”” • Defining Vocabulary • The following words and expressions were used in the lecture that you just heard. You may remember the contexts in which you heard them. You will hear an additional example of each word or expression in a new context. After listening, circle the letter of the definition that most closely matches what you think the word or expression means. • In addition to these words, the lecturer also uses a number of terms for different diseases related to various parts of the body. Check the meanings of the following medical terms: lung cancer, stomach cancer, esophageal cancer (or cancer of the esophagus), cholesterol, tumor, dental cavity. • Note-Taking Practice • Listen to the lecture a second time. Take notes using the following CHART. The comments in the left margin serve to remind you of the organization of the lecture. • Review and revise your notes. Add information that you remember. If helpful, consider rewriting your notes. Make the relationship between ideas clear and make important ideas stand out. AUDIOANSWER KEYTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 11. Interview with an Internet Addiction Counselor • You will hear an unrehearsed telephone interview from the radio news broadcast Talk of the Nation: Science Friday. It aired on National Public Radio in the United States. Ira Flatow, the host of the show, interviews psychologist Dr. Jonathan Kandell of the University of Maryland. Kandell counsels students who spend too much time on-line. • Introducing the Topic • Work with a partner. Listen to the first 35 seconds of the interview. Then, on a separate piece of paper, write down three questions that you think Ira Flatow might ask Dr. Kandell, the counselor. • Listening for Main Ideas • Read the questions. Then listen to Part One of the interview and write short answers to the questions. Do the same for Part Two. Compare your answers with your partner's. • PART ONEPART TWO • Listening for Details • Read the questions. Listen to the entire news report again. Write short answers as you listen. Compare your answers with your partner's. • PART ONE PART TWO AUDIOTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 12. A Debate: Is “Internet Addiction” a Real Illness? • Expanding the Topic • Is it really possible to be addicted to the Internet? This is a topic of debate among professional psychologists. At a recent meeting of the National Psychological Association, Dr. Mary Turnbull, a well-known psychologist, argued that "Internet addiction" should be labeled as a true psychological disorder. Dr. Fred Banes, a psychiatrist from the University of Kansas, disagreed. He insists that the so-called Internet addiction is not a real illness. This debate is important because patients are eligible for certain kinds of treatment as well as payments by insurance companies for such treatment if a condition is termed a clinical illness. • Listen to the debate between Dr. Turnbull and Dr. Banes. Then listen again and list their main points in the chart below. • Dr. Fred Banes Dr. Mary Turnbull • 1. Internet addicts behave like any other obsessive people. 1. Internet addicts experience strong cravings • 2. ______________________________________ 2. ______________________________________ • 3. _____________________________________________ 3. ______________________________________ • 4. _____________________________________________ 4. ______________________________________ • Working with Words • Match the underlined words in the sentences with a similar expression from the list below. Write the corresponding letter in the blank. Then compare your answers with those of a partner. AUDIOTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 13. Interview with a Master Water Taster • Vocabulary for Comprehension • Complete the following sentences with an expression from the list below. Use appropriate forms of the words. • Introducing the Topic • You will hear an interview from the radio news broadcast Weekend Edition: Saturday, aired on National Public Radio in the United States. Susan Stamberg, the host of the show, interviews master water taster Arthur Von Wiesenberger, who runs water-tasting events to judge which U.S. city's tap water is the best. • A water taster primarily looks for the absence of things. Working with a partner, predict three things you do not want in your drinking water. Then listen to an excerpt from the interview to check your predictions. • Listening for Main Ideas • Look at the key phrases. Then listen to Part One of the interview. When you hear the key phrases, add information on the blank lines. Do the same for Part Two. Compare your answers with those of a partner. • Listening for Details • Read the statements. Listen to Part One of the interview again. Complete the statements with information from the tape. Do the same for Part Two. Then compare your answers with those of a partner. • PART ONE PART TWO • Listening between the Lines • Read the questions. Then listen to each of the following excerpts from the interview. Discuss your answers to the questions with a partner. AUDIOTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 14.Song “Poison in the Well” • Expanding the Topic • The song "Poison in the Well" is performed by the popular rock 'n' roll group 10,000 Maniacs. The song was written by Dennis Drew and sung by Natalie Merchant, the former lead singer of 10,000 Maniacs. • PART ONE: Listen to the song. Then listen again to each part and fill in the missing words. Compare your answers with those of a partner. • PART TWO: Read the lines from the song. Then circle the expression that best explains the line. • PART THREE: Discuss the following questions with a partner. Then share your reactions with the class. • "Poison in the Well" is a song that has a political message. What is the message? • How do you feel about using music to convey political ideas? • Is it an effective form of protest? Explain. AUDIOTRANSCRIPT Contents

ACADEMIC LISTENING: Linking Listenings 13 & 14 • Linking Listenings 13 and 14 • In a small group, discuss the following questions. • In Listening 13 about water tasting, Arthur Von Wiesenberger's tone is positive and upbeat. In Listening 14, Natalie Merchant's song "Poison in the Well" is serious and alarming. What is your reaction to the two selections and their different tones? • If you wanted to raise public awareness of the importance of safe drinking water, which selection would you choose? Why? Who would you select to be your spokesperson: Mr. Von Wiesenberger, or Natalie Merchant? • Exploring Language: Specialized Adjectives • Professional tasters like Arthur Von Wiesenberger use specialized adjectives to evaluate water, wine, beer, coffee, and other products. Look at this statement from Listening 13: • Some people found it to be lively and fresh-tasting; they said it had a good balance. • PART ONE: • Working with a partner, look at the list of specialized adjectives. Notice the positive (+) and negative (-) connotation of each word. On the chart that follows, categorize the words according to taste, aroma (smell), clarity, viscosity (density), and carbonation level (CO2). Some adjectives can be listed in more than one category. • PART TWO: • In this role play, work with a partner. Choose role A or B for the following situations and read only your role. • Working with Words • Working with a partner read the opinions of the people interviewed for the news article. Match the highlighted words with the similar expressions in the list that follows the news article and write the appropriate number in the blanks. Contents

ACADEMIC LISTENING: Listening 15.Boosting Brain Power through Arts Preparing to Listen Listen to the excerpt from a piano sonata by Mozart and discuss the following question. Scientists have discovered that listening to classical music, particularly music composed by Mozart, improves our ability to perform certain tasks. What skills or abilities (for example, drawing pictures) may be helped by listening to such music? Compare your ideas. Work in a small group and discuss your answers to the following questions. Think back. Did you have music and art lessons in primary and secondary school? How often? How important were they in the overall school program? Did you like them? Why or why not? Outside of school, what other music or art training have you had? What role do music and art play in your life today? Introducing the Topic You will hear an interview from the radio news program All Things Considered that airs on National Public Radio in the United States. The interviewer, Michelle Trudeau, says, “Just how music enhances mathematical skills is unknown.“ Working with a partner, brainstorm some answers to this question: Why do you think music may enhance mathematical skills? Make a brief list. Then listen to a small segment of the interview to check your answers. Listening for Main Ideas Read the questions. Then listen to Part One of the interview and circle the correct answers to the questions (PART ONE). Do the same for PART TWO. Compare your results with those of another student. AUDIOTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 16.Music, Art and the Brain Expanding the Topic In Listening One we learned that music enhances mathematical and spatial ability, as well as analytical skills. Michelle Trudeau reported that something neurological may happen in the brain to create this connection. In Listening Two, David Alpern and Warren Levinson, hosts of Newsweek on Air, a weekly radio broadcast, interview Sharon Begley, Newsweek magazine's science editor, about the relationship between music and art, and the brain. Listen to Part One of the interview. As you listen, take notes on a separate piece of paper about the ideas and examples expressed. Then rephrase the main idea in your own words. Do the same for Parts Two through Four. Share your summary statements with a partner. PART ONE Things a Baby Is Born With Example: beating heart Restate: Basically, Sharon Begley is saying that -------------------------------------------------------------- PART TWO The Relationship between Music and Math Restate: So, in short, _____________________ PART THREE Warren's and Sharon's Reactions to the Research Restate: In other words, Sharon and Warren feel that ________________________________________ PART FOUR Things to Do with Your Child Restate: In other words, Sharon suggests that ________________________________________ • Linking Listenings 15 and 16 AUDIOTRANSCRIPT Contents

ACADEMIC LISTENING: Listening 1-2.Symbols equal does not equal and is more than is less than money to go up; to increase to go down; to decrease leading to; heading toward therefore; so because inches feet; minutes degree at per approximately; circa since 1929 1929 and earlier century with without man; men woman; women for example (repeated words) number that is; in other words percent plus Contents

ACADEMIC LISTENING: Listening 1.Example Notes Contents

ACADEMIC LISTENING: Listening 3. Contents

ACADEMIC LISTENING: Listening 4.Example Contents

ACADEMIC LISTENING: Listening 4.Chart 1 Contents

ACADEMIC LISTENING: Listening 4.Audio Example Excerpt 1 Excerpt 2 Excerpt 3 Excerpt 4 Contents

ACADEMIC LISTENING: Listening 5.Example Contents

ACADEMIC LISTENING: Listening 5.Audio Example Excerpt 1 Excerpt 2 Excerpt 3 Contents

ACADEMIC LISTENING: Listening 6.Defining Vocabulary The following words and expressions were used in the lecture that you just heard. You may remember the contexts in which you heard them. You will hear an additional example of each word or expression in a new context. After listening, circle the letter of the definition that most closely matches what you think the word or expression means. • 1. virtually • rarely; almost never the case • more or less true in practical terms • ideally; as it would be in the ideal world • 2. immune • unaffected; invulnerable • affected; vulnerable • sickly; ill • 3. to adapt • to take for one's own • to raise another person's child • to adjust for a particular use • 4. incentive • a stressful position • something that motivates a person to act • a person who does not have feelings for others • 5. hazardous • unpleasant • unusual • dangerous • 6. to monitor • to protect • to check regularly • to harm or damage • 7. regardless of • in spite of; without concern about • because of; due to • next to; adjacent to • 8. out of one's hands • not in one's interest • not in one's field of vision • not in one's power • 9. inevitable • unable to be considered • unable to be enjoyed • unable to be avoided or prevented • 10. to pace • to adjust the speed or timing • to run a long-distance competition • to receive a prize Contents

ACADEMIC LISTENING: Listening 6.Note-Taking Practice Chart Contents

ACADEMIC LISTENING: Listening 8.Defining Vocabulary • 1. to emit • to smell something • to send out • to take responsibility for • 2. to evoke a response • to respond (to someone else) • to bring out a response (from someone else) • to refuse to respond • 3. physiological • related to biological processes • related to the mind • related to the science of physics • 4. mutually exclusive • occurring together • not occurring together • exchanging basic parts • 5. to disperse • to separate and move into various directions • to commit a crime; to perform an unlawful act • to give an order; to command • 6. to flee • to burn; to burst into flames • to live; to reside • to run away; to escape • 7. stimulant • a substance that helps one sleep • a substance that temporarily increases physiological • activity • a substance that one drinks • 8. to arouse • to scare away • to excite • to point out the direction • 9. terrestrial • related to land • related to water • related to air • 10. navigational guide • something that produces light • something that contains water • something that leads one on a particular path • to exhaust • to increase the use of • to use completely • to continue the use of • insecticide • something that produces light • something that contains water • something that leads one on a particular path Contents

ACADEMIC LISTENING: Listening 8.Answer Key to the Questions 1: a, c, d 2: a, c, f, g 3:Primer pheromones cause physiological changes and affect the organism's development and later behavior; releaser pheromones produce rapid and reversible responses. 4:four Contents

ACADEMIC LISTENING: Listening 8.Answer Key to Defining Vocabulary 1. b 2. b 3. a 4. b 5. a 6. c 7. b 8. b 9. a 10. c 11. b 12. b • to emit: The skunk emitted a smell that was so powerful that everyone had to leave. • to evoke a response: Her screams evoked an immediate response from her neighbors; they were at her door in seconds. • physiological: That drug causes physiological changes such as an increased heart rate and a tightening of the muscles. • mutually exclusive: The two types of pheromones — primer and releaser pheromones — have opposing characteristics. One is reversible and immediate; the other affects later behavior and development. Because of these opposing characteristics, pheromones can never be both at the same time. They are mutually exclusive categories. • to disperse: At the scene of the crime, people gathered to watch. The police told the crowd to disperse because they were afraid that someone would get hurt if so many people stayed around. • to flee: The house went up in flames and the residents had to flee with only the clothes they were wearing. There wasn't a moment to waste. • stimulant: Caffeine in coffee is a stimulant. I wouldn't advise drinking coffee close to bedtime. You'll have a hard time falling asleep. • to arouse: Snails emit a pheromone which sexually arouses immature snails. This pheromone ensures mating and thus the continuation of the species. • terrestrial: Humans are basically terrestrial creatures, while fish are aquatic. • navigational guide: Sailors often use the stars as navigational guides while they are sailing the oceans at night.The position of the stars gives them directional information. • to exhaust: Some geologists believe that if we continue with our present use of oil and gas, we may eventually exhaust our supply. • insecticide: Insecticides must be powerful enough to kill specific insects. This may be a problem, however, because they may be poisonous to other useful species of insects as well. Contents

ACADEMIC LISTENING: Listening 9.Defining Vocabulary • 1. firsthand knowledge • something learned through direct experience • something learned through reading or hearing • about another person's experience • something learned before other information • 2. perpetually • lasting forever • occurring seasonally • occurring frequently • 3. molten lava • a volcano • colored streams of water • melted rock coming from a break in a planet's surface • 4. to dominate • to exist in large numbers or as a major feature • to exist in small numbers or as a minor feature • to not exist at all • 5. unanimous • in complete agreement • having unknown views • in complete disagreement • 6. to be devoid (of something) • to have relatively few • to avoid • to have none • 7. to moderate • to make something less extreme • to make something warmer • to make something colder • 8. twilight • direct sunlight occurring around noon • the period of time during which the sky is lit, but • the sun has not yet risen over the horizon • the period of time during which the sky is lit, but the • sun has already set below the horizon • 9. dawn • direct sunlight occurring around noon • the period of time during which the sky is lit, but • the sun has not yet risen over the horizon • the period of time during which the sky is lit, but • the sun has already below the horizon • 10. to attribute • to regard as the cause • to regard as similar • to regard as unrelated • 11. slim chance • no possibility • low probability • good possibility Contents

ACADEMIC LISTENING: Listening 9.Answer Key to the Questions 1: describe the features of the near side of the moon 2: a. maria (lowlands) b. highlands; a, b, a, a, b 3:a. temperature b. lightness/darkness Contents

ACADEMIC LISTENING: Listening 9.Answer Key to Defining Vocabulary 1. a 2. a 3. c 4. a 5. a 6. c 7. a 8. c 9. b 10. a 11. b • firsthand knowledge: It's usually not enough for a child to be told that fire is hot. The child often needs to learn this firsthand—by going near the flame and feeling heat. This firsthand knowledge stays with the child for a long time because it was experienced directly. • perpetually: Certain parts of the world are perpetually frozen. Because the ground water never melts, the area cannot support trees. • molten lava: Pictures of a volcanic eruption often show red, yellow, and orange lines coming from the crater. These are actually streams of molten lava, melted rock which is so hot that it burns in theses colors. • to dominate: Skyscrapers dominate the New York City skyline. A two-story building is very hard to find there. • unanimous: The new law passed without a single vote in opposition. The decision was unanimous. • to be devoid (of something): Areas in which the ground is perpetually frozen are devoid of trees. Imagine what it's like to look at a landscape without trees. • to moderate: The atmosphere moderates the sun's influence on the earth's temperature. Without the atmosphere, there would be great temperature extremes depending on whether the sun was up or down. With the atmosphere, heat can be retained by the earth and thus warm die air even when the sun is down. • twilight: The best colors of the sunset are during twilight, the time when the sun is no longer on the horizon but the sky is still lit. • dawn: We got up at the crack of dawn. Although we couldn't see the sun yet, the sky was lit up. • to attribute: The well-known doctor attributed her success to her family's support for her work and education. • slim chance: She thought her chances were good to win that scholarship when she applied. However, she found out that there were 10,000 applicants and only two scholarships. Now, she realizes what a slim chance she has! Contents

ACADEMIC LISTENING: Listening 10.Answer Key to the Task a, c, e Contents

ACADEMIC LISTENING: Listening 10.Defining Vocabulary • 1. to hold in high esteem • to dislike and disdain • to respect and admire greatly • to be unavailable or exist in limited quantities • 2. steam • wrinkled clothing • a small body of water (e.g., a pond) • water in the form of a gas • 3. to roll • to prepare something sweet (e.g., a cake or pie) • to move a boat through water • to spread out flat and thin by using a tube-shaped object • 4. humid • dry (air or weather) • hot (air or weather) • damp (air or weather) • 5. to wither • to become smaller, less colorful, or less fresh • to smell good • to grow and produce blossoms • 6. incidence • disappearance • unusual nature • rate of occurrence • 7. to isolate • to keep apart; to separate from others • to make animals (especially horses) sick • to cool to almost freezing • 8. to inhibit • to hold back; to prevent • to live in a place; to reside • to move from one place to another • 9. toxicity • movement in and around • growth of life • level of poison • 10. stimulant • a substance that is heated and drunk • a substance that gives energy or encourages activity • a substance that decreases energy or discourages • activity ted Contents

ACADEMIC LISTENING: Listening 10.Answer Key to Defining Vocabulary 1. b 2. c 3. c 4. c 5. a 6. c 7. a 8. a 9. c 10. b • to hold in high esteem: Everyone holds that artist's work in very high esteem. The art critics are praising her new show and people are willing to pay quite a bit for her paintings. • steam: After my eight-hour plane ride, everything in my suitcases was wrinkled. I didn't have an iron, so I turned on the hot water in the shower and closed the bathroom door. I hung all my clothes in the bathroom. In about five minutes, the steam had removed all the wrinkles. • to roll: In order to make a good pie crust, take flour, water, and butter and make a dough. Then, use a rolling pin to roll the dough into a thin and even crust. • humid: In deserts, the climate is often hot and dry. However, in tropical areas, the climate is often hot and humid. • to wither: The roses were beautiful on the first day. However, by the third day, the leaves and some of the petals had withered and fallen off. • incidence: The incidence of serious car accidents has increased because of the greater number of cars on the road. • to isolate: One of the horses on the ranch seemed very sick, so the rancher isolated it until it got better. He kept it in a separate stable because he didn't want the other animals to get sick. • to inhibit: I don't like wearing high heels because they inhibit my ability to move about freely and easily. • toxicity: Those chemicals have a high level of toxicity. You should wear a mask when you use them so you don't breathe in poisonous fumes. • stimulant: Don't drink coffee before you go to bed. It's a stimulant and will keep you awake. Contents

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