ACADEMIC LISTENING AND SPEAKING
Answer Key and
Test Booklet
2
1
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.ii
Contents
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.ii
Answer Key
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Assessment Tests
Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Test 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Test 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Test 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Transcripts
Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Chapter 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Chapter 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Chapter 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Chapter 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
1
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Open Forum 1: Answer Key
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.1
Answer Key
CHAPTER
Communication
2 Listening Practice
B Listening for Main Ideas (p. 2)
b
C Listening for More Detail (p. 2)
1. b
4. a
2. b
5. a
3. c
6. c
E Focus on the Listening Skill
Exercise (p. 3)
Answers will vary.
Exercise 2 (p. 4)
2. Section B
3. Section C
4. Section D
Exercise 3 (p. 4)
1. Chapters 2 and 3
2. Chapter 5
3. Chapter 8
4. Chapter 10
3 Vocabulary
Exercise (p. 4)
They use the following verbs: talk, explained, say,
and told
Exercise 2 (p. 5)
1. b
4. b
2. a
5. b
3. b
6. a
4 Listening Practice
B Listening for Main Ideas (p. 6)
1. F
2. T
3. T
C Listening for More Detail (p. 6)
1. b
3. b
5. b
2. b
4. a
6. a
5 Pronunciation
Exercise (p. 7)
When you’re listening to people, it’s interesting to
pay attention to the gestures they’re using.
Exercise 2 (p. 7)
2. we’re
3. she’s
4. there’s
5. they’re
6. what’s
6 Speaking Skills
Exercise (p. 7)
She is describing a duplex and a kind of flower.
Exercise 2 (p. 7)
She uses all four of the strategies.
CHAPTER 2
Literature
2 Listening Practice
B Listening for Main Ideas (p. 10)
c
C Listening for More Detail (p. 10)
1. 65
2. they prefer to watch TV or listen to music
3. songs
4. listen to the songs and then read the books
5. wrote their own songs about a novel they had
read
6. performed a song she had written on the radio
3 Vocabulary
Exercise 2 (p. 2)
2. e
6. l
10.
b
3. i
7. j
11.
g
4. a
8. k
12.
d
5. h
9. f
Exercise 3 (p. 2)
Answers will vary.
2 Open Forum 1: Answer Key
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.2
4 Listening Practice
B Listening for Main Ideas (p. 13)
Answers may vary slightly.
1. The Joy Luck Club was important to Anne because
it was the first book she could identify with.
2. Catcher in the Rye was important to Cora because
she identified with the main character, and it
described her experience.
3. Treasure Island was important to Brent because
it appealed to his imagination and had good
pictures.
C Listening for More Detail (p. 13)
1. T
5. T
9. F
2. T
6. F
10. F
3. T
7. T
11. T
4. F
8. T
12. F
5 Pronunciation
Exercise 2 (p. 4)
1. We visited my grandparents in Brooklyn.
2. I found a great book.
3. There were pictures of pirates.
4. The illustrations were beautiful.
5. I read it on Sundays.
7 Speaking Skills
Exercise (p. 6)
2. e. Taking time to think
3. d. Expressing opinions
4. a. Asking for further information
5. c. Expressing interest
Exercise 2 (p. 6)
a. Asking for further information: Chapter 6
b. Asking for clarification: Chapter 3
c. Expressing interest: Chapter 7
d. Expressing opinions: Chapter 11
e. Taking time to think: Chapter 4
Exercise 3 (p. 6)
Answers will vary.
CHAPTER 3
Life Sciences
2 Listening Practice
B Listening for Main Ideas (p. 18)
1. T
2. F
3. T
C Listening for More Detail (p. 19)
1. a
4. a
7. a
2. b
5. b
8. b
3. b
6. b
3 Vocabulary
Exercise (p. 20)
The Mediterranean, The United States
Exercise 2 (p. 20)
2. b
5. c
8. h
3. i
6. g
9. e
4. d
7. a
Exercise 3 (p. 20)
Answers will vary.
4 Listening Practice
B Listening for Main Ideas (p. 22)
3. How the bee carries nectar
5. Bee communication
4. Structure of the hive
1. How many kinds of bees there are
2. How bees make honey
C Listening for More Detail (p. 22)
1. F
4. F
7. F
10. T
2. F
5. T
8. F
3. T
6. T
9. T
5 Pronunciation
Exercise 2 (p. 23)
2. the
5. it
8. of
3. of
6. and
9. in
4. it
7. a
10. the
6 Speaking Skills
Exercise (p. 23)
The students ask about how the worker bees carry
nectar to the hive, how many worker bees there are,
and the zoologist’s name.
Exercise 2 (p. 23)
The students use the following expressions: Can you
explain…?, How many…?, and Can you repeat…?
7 Speaking Practice (p. 24)
A 1. Africa
2. 1/12th of a teaspoon
3. two million
4. two pounds
5. 4000
Open Forum 1: Answer Key
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B 6. about one pound
7. 55,000
8. 50 and 100
9. 15 miles
10. red
CHAPTER 4
Psychology
2 Listening Practice
B Listening for Main Ideas (p. 27)
Examples of memory problems
What happens at Boot Camp for the Brain
Childhood memories
A research study
What other scientists think
Using memory to prepare for college exams
C Listening for More Detail (p. 28)
1. a
4. b
2. c
5. a
3. c
6. c
3 Vocabulary
Exercise (p. 29)
participate in
help (someone) with
worried about
optimistic about
interested in
surprised at
Exercise 2 (p. 30)
2. in
5. in
8. with
3. about
6. at
9. about
4. to
7. about
10. about
4 Listening Practice
B Listening for Main Ideas (p. 30)
3 Ways to improve memory
2 Forgetting names
4 Tip of the tongue syndrome
1 Stress and memory
C Listening for More Detail (p. 31)
Answers may vary slightly.
1. Worrying about your memory makes it more
difficult to remember things.
2. The main goal is to make the name as
memorable and meaningful as possible.
3. Imagine a man in a field wearing a large red hat
with the name “John” written on it.
4. You are more likely to remember it if it is silly or
outrageous.
5. You can work out your brain by doing puzzles,
like crossword puzzles and puzzles with
pictures.
6. The tip of the tongue syndrome is when you’re
trying to remember something and it’s very
close, but you just can’t seem to remember it.
7. She suggest that you talk around it; for example,
talk about the story and the characters in the movie.
8. It gives your brain time to work on it.
5 Pronunciation
Exercise (p. 32)
The prepositions in column 1 are stressed.
The prepositions in column 2 are unstressed.
6 Speaking Skills
Exercise (p. 32)
They are talking about a book and trying to
remember its title.
Exercise 2 (p. 32)
The speakers use the following expressions: Hmm…,
Let’s see…, Give me a second…, and It’s on the tip of my
tongue….
CHAPTER 5
Anthropology
2 Listening Practice
B Focus on the Listening Skill (p. 36)
✓
Anthropology is the study of humans now or
at any time in the past.
✓
The field of anthropology is generally
divided into four areas.
One area of study for cultural
anthropologists is the customs of groups of
people.
Dr. Tate studies early music in North
America.
✓
Dr. Tate suggests taking an introductory
course and talking to people to find out
about the field.
✓
Dr. Tate says an anthropologist is unlikely to
get rich, but that it’s a fascinating field.
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C Listening for More Detail (p. 37)
1. The ways of life, traditions, and customs of
different people
2. Human origins, genetics, and biological variation
3. People in the past
4. Language and the relationship between
language and culture
5. Early music in North America
6. He thinks there will be more sub-fields of study.
3 Vocabulary
Exercise (p. 37)
1. A professional is someone who works in a
profession.
2. An archaeologist is an expert in archaeology.
3. An actor is someone who acts on TV or in plays
or movies.
4. A musician is someone whose job is to play a
musical instrument.
5. A manager is a person who manages an
organization or part of an organization.
Exercise 2 (p. 38)
-ist: anthropologist, artist, archeologist
-ian: mathematician, politician, musician
-al: official, professional
-or: professor, director, actor
-er: employer, manager
Exercise 3 (p. 38)
1. mathematician
2. artist
3. director
4. employer
5. politician
6. professor
4 Listening Practice
B Listening for Main Ideas (p. 39)
1. She studies communities and people in the
same ways, no matter what the setting.
2. Answers will vary: An anthropologist may study
how workers interact in a factory or how people
use technology.
C Listening for More Detail (p. 39)
1. b
4. c
2. a
5. a
3. b
6. c
5 Pronunciation
Exercise 2 (p. 40)
1. biology
2. biologist
3. archaeology
4. archaeologist
5. corporation
6. observation
7. personality
8. quality
6 Speaking Skills
Exercise (p. 4)
They are discussing the fact that an anthropologist
is going to visit their office.
Exercise 2 (p. 4)
They use the following expressions: No, I said…, In
other words…, and I mean….
7 Speaking Practice
Exercise (p. 4)
Answers will vary.
Exercise 2 (p. 4)
Answers will vary.
CHAPTER 6
Money
1 Introducing the Topic
Exercise 3 (p. 43)
2. e
4. a
3. b
5. d
2 Listening Practice
B Listening for Main Ideas (p. 43)
1. A local currency is a system of money that is
issued and used in a local community.
2. Communities use local currencies to stimulate
the local economy and to keep money circulating
in the community.
C Listening for More Detail (p. 44)
1. A picture of a lake
2. Ten dollars
3. In businesses downtown and for local services
4. About 20,000 hours
5. More than 300
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6. Pay part of their employees’ salaries, pay for
local services, or cash in the money
7. Four
8. In Wilks we trust
D Focus on the Listening Skill
Exercise 2 (p. 45)
1. b
The next sentence says, “It goes back into the
community that way.”
Exercise 3 (p. 45)
1. a
2. b
3. a
3 Vocabulary
Exercise (p. 46)
2. rent
3. student loans
4. mortgage
5. lend
6. interest
7. owe
8. pay back
Exercise 2 (p. 47)
2. rent
3. payments
4. loan
5. bills
6. credit
7. interest
8. debt
9. paid back
10. borrowed
4 Listening Practice
B Listening for Main Ideas (p. 48)
✓
A common currency
✓
Examples of a common currency
How credit cards came about
✓
The first coins, banks, and paper money
✓
The gold standard
Investing in the stock market
C Listening for More Detail (p. 49)
1. a
4. b
7. b
2. b
5. a
8. b
3. a
6. b
D Working Out Unknown Vocabulary (p. 49)
1. a
3. b
5. a
2. b
4. a
6 Speaking Skills (p. 51)
They use the following expressions: What about…?,
Is that when…?, Could you tell us a little more about…?,
and Can you tell us about…?
CHAPTER 7
Health
2 Listening Practice
B Listening for Main Ideas (p. 53)
✓
Fidgeting can help you be in better shape.
Tapping your foot is an example of fidgeting.
✓
Researchers think people may be born with a
tendency to move or not move a lot.
✓
The people in the study wore special sensors
that measured movement.
The sensors took measurements every half
second.
C Listening for More Detail (p. 54)
1. c
3. a
5. b
2. b
4. c
6. a
D Focus on the Listening Skill
Exercise (p. 55)
1. speculative
2. speculative
3. speculative
4. fact
5. speculative
6. fact
Exercise 2 (p. 55)
1. The speaker says apparently.
2. The speaker says could.
3. The speaker says might.
4. The speaker doesn’t use any speculative
language.
5. The speaker says they think and may be.
6. The speaker doesn’t use any speculative
language.
3 Vocabulary
Exercise (p. 56)
Researchers have new information about staying in
shape. Almost any little movement could help you
stay fit and take off some unwanted pounds. You
don’t have to go out and run 10 miles! If you’re
on the sofa, just get up . That’s right, stand up
and stretch. If you do this several times a day, it will
help. If you feel more ambitious, turn off the TV,
6 Open Forum 1: Answer Key
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.6
put on your shoes and go out for a walk. Then
when you sit down to watch TV again, don’t
pick up the remote. In fact, throw it away .
That way you have to move to watch TV.
Exercise 2 (p. 56)
2. She picked them up.
3. He put it on before he went out.
4. Throw it away.
5. Don’t forget to turn them off when you leave.
6. Take them off when you come into the house,
please.
4 Listening Practice
B Listening for Main Ideas (p. 57)
b
C Listening for More Detail (p. 57)
Answers may vary slightly.
1. Robert Sapolsky came to conclusions about
human stress after working with animals and
studying primates in Africa for 20 years.
2. Stress that zebras might feel is caused by their
being hunted by other animals.
3. Baboons have more free time because they only
spend about four hours a day looking for food.
4. Some typical causes of stress in humans
mentioned are money and job worries.
5. Long-term stress in humans causes problems
because your body feels like it’s in an emergency
for a long time.
6. To deal with stress, Robert Sapolsky suggests
choosing a strategy that works for you.
D Working Out Unknown Vocabulary (p. 58)
1. a
2. b
3. b
4. a
5 Pronunciation
Exercise 2 (p. 59)
The second version shows interest with intonation.
The first version sounds less interested.
6 Speaking Skills
Exercise (p. 59)
They are discussing a book about stress and how to
deal with it.
Exercise 2 (p. 59)
They use the following expressions: Really? and That
sounds interesting.
CHAPTER 8
Social Studies
2 Listening Practice
B Listening for Main Ideas (p. 62)
1. less
2. less
3. less
C Listening for More Detail (p. 62)
1. b
3. a
5. a
2. c
4. c
D Focus on the Listening Skill (p. 63)
1. a
3. a
5. a
2. c
4. b
3 Vocabulary
Exercise 2 (p. 65)
fell: went down or decreased
rise: an increase
approximately: about or around
steadily: in an even or regular way
peak: the highest point
leveled off: reached and stayed at the same level
Exercise 3 (p. 65)
1. increased
2. steadily
3. reaching a peak
4. fell
5. leveling off
6. approximately
4 Listening Practice
B Listening for Main Ideas (p. 66)
knowing your neighbors
✓
attending a church, mosque, or synagogue
attending local events
✓
reading or listening to the news
volunteering
getting together with friends and family
C Listening for More Detail (p. 67)
Answers may vary slightly.
Kevin
1. about 10
2. once
3. yes
4. sometimes
5. no
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6. all the time
7. once a week
Lorraine
1. 7
2. 3-4 times
3. yes
4. yes
5. yes
6. once a year
7. couple of times a week
Jay
1. 1
2. once
3. no
4. no
5. no
6. occasionally
7. almost every night
5 Pronunciation
Exercise (p. 67)
c
The speaker is talking about her parents and
brothers, so the pronoun must be the plural “them.”
Exercise 2 (p. 68)
1. you
2. them
3. her
4. it
5. him
6 Speaking Skills
Exercise (p. 68)
The people respond by saying more than yes or
no. They explain their answers, and this makes
them sound more interested. It also makes their
responses more informative and helpful.
Exercise 2 (p. 68)
Answers will vary.
CHAPTER 9
Earth Science
2 Listening Practice
B Listening for Main Ideas (p. 71)
a
C Listening for More Detail (p. 71)
Answers may vary slightly.
1. It seems like you’ll get wetter if you walk in the
rain because you will be in the rain longer.
2. You might get wetter when you run because the
rain hits the front of your body more.
3. Wind could make a difference because it blows
rain at you.
4. If you run in a light rain without wind, you stay
16% drier.
5. If you run in a heavy rain with a lot of wind, you
stay 40 to 44% drier.
6. Two scientists found this difference by weighing
their clothes after one walked and the other ran
in the rain.
D Focus on the Listening Skill
Exercise (p. 72)
4 They waited for a rainstorm.
7 Other people were interested in the results.
1 They decided to do an experiment.
6 They weighed their clothes to find out how
much water was absorbed.
3 They measured a track outside their office.
5 One man walked around the track, and one man
ran around it.
2 They bought identical clothes.
Exercise 2 (p. 72)
✓
First,
✓
Then,
After that,
✓
After (they finished),
✓
In the end,
Finally,
3 Vocabulary
Exercise (p. 73)
I think it makes sense to run in the rain.
How did they do the research?
Wind makes a difference in the calculation.
Two scientists in North Carolina decided to do an
experiment.
Exercise 2 (p. 73)
make: a decision, a list, a living, a meal, a mistake,
money, a profit
do: business, housework, a job, the shopping,
someone a favor
Exercise 3 (p. 73)
1. make
2. make
3. make
4. does
8 Open Forum 1: Answer Key
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.8
5. make
6. do
7. make
8. makes
4 Listening Practice
B Listening for Main Ideas (p. 75)
3 Rain barrels to collect water for gardens
1 Residents who built a water system for their town
2 Large ponds that use algae to clean waste water
C Listening for More Detail (p. 75)
1. F (They had no water system in the town of San
Elizario.)
2. F (A typical family might have two buckets of
water a day for the whole family.)
3. F (The water authorities said they would build
the system, but they never did.)
4. T
5. T
6. F (The Calcutta Wetlands are on the edge of
Calcutta.)
7. F (The water in the ponds is not clean enough to
drink, but people can eat the fish that live there.)
8. T
9. T
10. F (The Vancouver project is important because
it makes people more aware of wasteful water
practices.)
D Working out Unknown Vocabulary (p. 75)
1. a
3. b
5. a
2. b
4. b
5 Pronunciation
Exercise 2 (p. 77)
1. She has overseen many projects around the
world.
2. Vancouver is a city that gets a lot of rain.
3. Calcutta is in India.
4. I think it’s an important issue.
6 Speaking Skills
Exercise (p. 77)
1. .3%
Exercise 2 (p. 77)
2. 2.5%
3. 3/4, 68.9%
4. 30.8%, 1/3
CHAPTER 0
History
2 Listening Practice
B Listening for Main Ideas (p. 80)
2 The first people to come to North America
3 Leif Erikson
1 Christopher Columbus
4 Zheng He
C Listening for More Detail (p. 80)
1. F
4. T
7. T
2. F
5. F
8. F
3. T
6. T
D Focus on the Listening Skill
Exercise (p. 8)
1. a
2. b
3. c
Exercise 2 (p. 8)
Answers may vary slightly.
1. The Chinese
2. They had large treasure ships that carried
many sailors.
3. The Chinese had large treasure ships that
carried a lot of sailors.
3 Vocabulary
Exercise (p. 82)
2. turned out:
a
7. got together:
b
3. came in:
c
8. looked up:
g
4. got to:
f
9. found out:
d
5. went back:
h
10. went over:
i
6. went through:
j
Exercise 2 (p. 82)
The separable multi-word verb is look up.
Exercise 3 (p. 83)
2. found out
6. go back
3. got together
7. turned out
4. went over
8. got to
5. set out
4 Listening Practice
B Listening for Main Ideas (p. 84)
4 The “kissing post”
2 The dining hall
5 Researching your family background
1 Arriving at Ellis Island
3 The inspections
(
(
( (
(
(
(
(
(
(
(
Open Forum 1: Answer Key
9
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.9
C Listening for More Detail (p.84)
Answers will vary.
1. musical instruments, tea pots, earth, plants
2. paid for by the steamship companies, food was
good, food was strange to many, ice cream and
some fruits were new to many immigrants
3. illness, old people and children traveling alone,
held in the hospital, 20% held back, most
released after a day or two
4. waited in line for hours, crowded, hot, very loud,
many languages, inspectors asked questions like,
“Where do you come from?” and “Where are you
going?”
5. scene for family reunions, husbands and wives
met there, parents and kids met there
6. Her aunt used Ellis Island records (ship records);
she found out the name of her grandfather’s town
in Ireland; she visited the town and met a relative.
D Working Out Unknown Vocabulary (p. 84)
1. b
3. a
5. a
2. a
4. b
5 Pronunciation
Exercise (p. 85)
1. ’re OR are
3. were
’ll OR will
can
2. ’d OR would
4. was
were
’d OR would
’d OR had
CHAPTER
Math and Technology
2 Listening Practice
A Preparing to Listen (p. 88)
1. The next numbers in the sequence are 34, 55, 89…
B Listening for Main Ideas (p. 89)
5 Discovery of the Fibonacci sequence
4 The sequence in art and music
3 The sequence related to the human hand
1 Numbers in the sequence
2 The sequence in the natural world
C Focus on the Listening Skill (p. 90)
Answers will vary.
1. flowers, pinecones, seashells
2. 2 hands, 5 fingers, 3 knuckles
3. Leonardo da Vinci’s paintings
4. patterns in Bach’s music
D Listening for More Detail (p. 90)
1. T
4. T
7. F
2. F
5. T
8. T
3. F
6. F
3 Vocabulary
Exercise (p. 9)
Fascinated ( –ed) describes how the person feels.
Fascinating (–ing) describes what makes her feel this way.
Exercise 3 (p. 9)
1. interested
2. interesting
3. confusing
4. bored
5. intrigued
6. fascinating
7. exhausted
8. surprised
9. tired
4 Listening Practice
B Listening for Main Ideas (p. 92)
3 Human computers in World War I and World
War II
5 A book about human computers
1 A mathematical model of the orbit of Halley’s
comet
4 The kind of people who worked as human
computers
2 Division of labor
C Listening for More Detail (p. 93)
Answers may vary slightly.
1. The history of the development of the computer
2. Three
3. For five months
4. He hired eighty human computers to do the
calculations.
5. Six years
6. Calculations for maps and weapons
7. They were not math experts. They were often poor
and couldn’t find other work. Many were women.
8. He found out that his grandmother had gotten a
degree in mathematics in 1920.
5 Pronunciation
Exercise (p. 94)
1, 2, 4
0 Open Forum 1: Answer Key
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.10
6 Speaking Skills
Exercise (p. 94)
They are discussing whether the computer is the
most important invention of the 20th century.
Exercise 2 (p. 94)
They use the following expressions: I think…, I’m not sure
I agree, Maybe, but…, I see your point, but…, and I agree….
CHAPTER 2
Law
1 Introducing the Topic
Exercise (p. 96)
In headline 6, a person has been found guilty.
Exercise 2 (p. 97)
2. offender
3. release
4. victim
5. pleads not guilty
6. convicted
2 Listening Practice
B Listening for Main Ideas (p. 98)
To punish the offender
✓
To make the offender take responsibility for
the crime
To keep the offender out of prison
To send the offender to prison
✓
To restore the victim of a crime
C Listening for More Detail (p. 98)
1. T
2. F (Restorative justice focuses on restoring the victim.)
3. T
4. T
5. F (Victims often feel less afraid after they meet
the offenders.)
6. T
7. F (Restorative justice is used in countries all over
the world.)
8. T
D Focus on the Listening Skill (p. 99)
2. c
But here’s the important point . . .
3. b
In particular . . .
4. c
One interesting point is . . .
3 Vocabulary
Exercise (p. 00)
Restorative justice is a different approach to the
traditional court system.
-al: traditional
-ent: different
-ive: restorative
Exercise 2 (p. 00)
2. current
3. political
Exercise 3 (p. 0)
4. alternative
5. effective
6. positive
7. criminal
8. violent
Exercise 4 (p. 0)
9. federal
10. legal
4 Listening Practice
B Listening for Main Ideas (p. 102)
1. b
2 b
C Listening for More Detail (p. 102)
1. c
4. b
7. a
2. c
5. b
8. c
3. a
6. c
D Working Out Unknown Vocabulary (p. 103)
1. a
3. b
2. b
4. a
5 Pronunciation
Exercise 2 (p. 04)
1. What did Patty find on the curb?
2. How did she know it was valuable?
3. How much was it worth?
4. What was the problem in Andrew’s house?
5. What should Andrew do?
6 Speaking Skills
Exercise (p. 04)
The speakers use the following expressions: I
mean…, And so you want to know…, You’re saying…,
and You said that….
Open Forum 1: Answer Key
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.11
TEST
Chapters 1-3
Part
1. T
2. F
Part 2
3. a
6. b
9. a
4. b
7. a
10. a
5. b
8. a
TEST 2
Chapters 4-6
Part
1. b
2. b
Part 2
3. T
5. F
7. F
4. T
6. F
Part 3
8. b
9. a
10. a
TEST 3
Chapters 7-9
Part
1. b
2. a
Part 2
3. T
5. F
7. F
9. T
4. T
6. T
8. T
Part 3
10. a
11. b
12. a
TEST 4
Chapters 10-12
Part
1 How people first started to count
3 The concept of zero
4 The use of zero in Europe
2 Societies that don’t have numbers
Part 2
1. a
3. a
5. a
7. b
2. b
4. a
6. b
8. b
Part 3
9. b
11. a
10. a
12. a
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.12
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Name:
Date:
Score:
Test 1: Chapters 1–3
1. Read statements 1 and 2. Then listen
and write T for true or F for false for
each statement.
1. Nonverbal communication is
about more than gestures.
2. A nonverbal signal always has
only one meaning.
2. Now read questions 3-10. Then listen
again and choose the correct answer
for each question.
3. How near we sit or stand in
conversation
.
a. is an example of nonverbal
communication.
b. is not an example of nonverbal
communication
4. What are two examples of
paralanguage?
a. accent and the words you use
b. accent and tone of voice
5. Approximately how much
communication comes from nonverbal
signals?
a. more than 50 or 60 percent
b. less than 50 or 60 percent
6. The way a person shakes hands
.
a. always has the same meaning
b. can have different meanings
You are going to hear a radio interview with an expert on body language and nonverbal
communication. Before you listen, think about what you already know about body language
and nonverbal communication. What are some examples of it? How do you think it can affect
communication?
7. Arms crossed across the chest
.
a. can mean different things
b. means that someone is angry
8. What does it usually mean when you look into
the eyes of someone who is speaking?
a. You are interested.
b. You are not interested.
9. Nonverbal communication
.
a. is different in different cultures
b. may be different in different cultures, but
Ms. Young isn’t sure
10. Paying attention to nonverbal signals
.
a. can help communication
b. is too complicated to help communication
2 Open Forum 1: Assessment Tests
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.13
Open Forum 1: Assessment Tests
3
Name:
Date:
Score:
©
Oxford University Press Photocopiable
Test 2: Chapters 4–6
You are going to hear someone give advice to college students about managing money and
establishing a credit history. Before you listen, think of three pieces of advice that you might hear.
1. Read statements 1 and 2. Then
listen to the interview and choose
the correct answer to complete each
statement.
1. According to Karen Heller, many
students
.
a. spend too much money
b. have difficulty planning how to
spend their money
2. Karen says it’s important to
.
a. have at least one credit card
b. establish a good credit history
2. Now read statements 3-7. Then listen
to the interview again and write T for
true or F for false for each statement.
3. Many students aren’t used to
managing their own money.
4. Some students spend too much
because they misjudge how much
things will cost.
5. Students should not apply for
credit cards.
6. Your credit record shows how
much money you have in the
bank.
7. Only your credit card company
can look at your credit record.
3. Listen to the extracts from the
interview. Listen for the words in
italics. Choose the correct meaning for
each word.
8. A budget is probably
.
a. a type of checking account
b. a plan for how an amount of money
will be spent
9. The balance is probably
.
a. the money that you owe
b. a small payment
10. Debit cards are probably similar to
.
a. checks (the money comes out of your
checking account)
b. credit cards (the money is borrowed)
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.14
4 Open Forum 1: Assessment Tests
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Name:
Date:
Score:
Test 3: Chapters 7–9
1. Read statements 1 and 2. Then listen
to the news report and choose the
correct answer to complete each
statement.
1. New research shows that
.
a. men and women both look for social
contact to deal with stress
b. women are more likely than men to
look for social contact to deal with
stress
2. Until recently, medical research
.
a. mainly focused on men
b. focused on both men and women
2. Now read statements 3-9. Then listen
again and write T for true or F for
false for each statement.
3. Social contact includes contact with
friends, relatives, and children.
4. Stopping to ask for directions
when you’re lost is a kind of social
contact.
5. “Fight or flight” behavior means
that someone always acts
aggressively.
6. Men seem to have more serious
health problems than women as
the result of stress.
7. On average, women live six more
years than men.
8. Researchers looked at data from
studies on both humans and
animals.
9. Medical research that receives
money from the government must
represent both men and women.
Look at the title of the news report you are going to listen to: “Stressed Women Would Rather
Make Friends Than Fight.” What do you think the report might be about?
3. Listen to the extracts from the news
report. Listen for the words in italics.
Choose the correct meaning for each
word.
10. Implications probably means
.
a. the effects that something will have
in the future
b. the reasons for something
11. Funding probably means
.
a. ideas given for a project
b. money given for a project
12. To Broaden research studies probably
means
a. make them wider and include more
topics
b. cancel them
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.15
Open Forum 1: Assessment Tests
5
Name:
Date:
Score:
©
Oxford University Press Photocopiable
You are going to listen to a conversation about the history of numbers. What do you know about
mathematics in the past? How do you think people first started to count? What cultures do you
think produced great mathematicians?
Test 4: Chapters 10–12
1. Listen to the conversation. Then
number the topics in the order they
are discussed.
How people first started to count
The concept of zero
The use of zero in Europe
Societies that don’t have numbers
2. Now read questions 1–8. Listen to the
conversation again and choose the
correct answer for each question.
1. The first type of counting was probably
done by
.
a. making marks on bones
b. using small stones or beads
2. It was better to count using small stones
because
.
a. they were easy to find and to carry
around
b. people could use them to subtract as
well as add
3. Some societies don’t have words for
numbers because
.
a. exact numbers were never important
to them
b. they lived in cities
4. The symbols we use to count today
came from
.
a. India
b. Australia
5. The concept of zero originated in
.
a. India
b. North Africa
6. The discovery of zero was important
because
.
a. before that, people did not have a
symbol for “nothing”
b. it could be added to other numbers
to make them ten times larger or
smaller
7. Fibonacci discovered the new number
system in
.
a. India
b. North Africa
8. The Europeans adopted the new system
.
a. as soon as it was discovered
b. slowly
3. Listen to the extracts from the
conversation. Listen for the words in
italics. Choose the correct meaning for
each word.
9. Tokens are probably
.
a. a type of jewelry
b. small items that represent a certain
value
10. A breakthrough probably means
.
a. a development or an improvement
b. a problem
11. Originated probably means
.
a. began or started
b. changed
12. Convert probably means
.
a. change to a new system
b. move to a new place
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.16
6 Open Forum 1: Transcripts
Transcripts
CHAPTER
Communication
2 Listening Practice
B Listening for Main Ideas (p. 2)
A = Reporter, B = Joan Lee
A: Good morning and welcome to the show. Today’s
topic should be interesting to anyone who has ever
had to deal with a screaming and frustrated toddler!
Most children start to speak somewhere
around the age of two, but they often want to
communicate well before that. So some parents
are trying a new way to help their small children
communicate earlier: using sign language.
I’m watching a baby sign language class at
Parent’s Corner in Lower Manhattan, and I’m
talking to Joan Lee, who’s the director of the
program. Joan, good morning!
B: Good morning!
A: So these babies are learning sign language?
B: Well, we don’t…we’re not exactly teaching the
babies. We’re teaching the parents some basic
signs that they can use with their babies.
A: What kind of signs are you teaching them?
B: Well we start with signs for the most important
things in babies’ lives…signs for things like
“more,” “milk,” “up”…that kind of thing.
A: The things babies need to say!
B: Yes, exactly.
A: Where did the signs come from? Did you make
them up?
B: Oh no. Most of the signs are taken from ASL…
American Sign Language.
A: How old are the babies?
B: The youngest is four months, and the oldest is
about eighteen months.
A: That’s incredible! Now what are the advantages of
doing this?
B: Well, mainly it’s much easier for the parents,
and actually for the babies too, if they can
communicate. You can figure out what they want.
It’s very frustrating when your child is screaming
his head off and you don’t know what he’s…what
he wants.
Transcripts
A: I see. Where did this idea come from?
B: From watching deaf children. Some years ago,
researchers noticed that deaf children learn to use
hand signals earlier, much earlier, than hearing
children learn to speak. So they wondered if all
children could use hand signals before using
words. And it seems that they can.
A: Now that raises another question, though. How
do children move into speaking from this? I mean,
isn’t there a danger that they get so good at sign
language that they don’t speak?
B: No, actually the opposite seems to be true.
Signing…um using hand signals…may actually
help children develop language earlier.
A: That’s interesting.
B: There’s also some evidence that it raises children’s
intelligence. There was one test done where babies
that signed scored twelve points higher on an IQ
test than babies that didn’t.
A: That’s fascinating! If you would like to find out
some more information about using sign language
with babies, log on to our Web site at…
4 Listening Practice
B Listening for Main Ideas (p. 6)
Today I’m going to talk about gesture, and how we use
our hands when we talk. Most of what I’m going to say
is based on research done by Professor Susan Goldin-
Meadow. She’s written about her work in a book called
Hearing Gesture: How our hands help us think. It’s on your
book list.
Now, Professor Goldin-Meadow has spent a long time
studying gestures…and by that I mean the kind of
small little hand and eye movements that we use when
we talk. We usually don’t even notice how we’re using
our hands when we talk. But try talking without hands!
Our hands and our eyes and even how we move our
bodies, they all help us to communicate.
OK. The first point I’d like to make is that everybody
gestures, including even people who have been blind
from birth. So even someone who has never seen a
gesture will use their hands when they’re speaking. So
scientists have concluded that gesturing is not something
that we learn from other people. It’s something that we
do naturally, and that we’re all born with.
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.17
Open Forum 1: Transcripts
7
Now gestures usually support what we’re saying. For
example, I might say, “I’m going upstairs” and I might
point upwards with my hands at the same time. And
when we talk to each other we’re paying attention
to gestures as well, even though we don’t normally
realize it. Actually, sometimes the gestures give us extra
information. For example, if I say to you something like,
“Professor Clark is in her office,” and I point “down”
as I say it, you will automatically understand: “She’s in
her office, and her office is downstairs.” In fact you will
probably think that I said, “She’s downstairs,” where I
never actually said that! I just said it with my hands. But
you saw the gesture, so you think you heard it.
So usually there’s a correspondence, or a…a match…
between the gestures a person makes and what they
say in words. The words and the hand movements go
together. But sometimes, people use a gesture that
doesn’t match their words. that’s called a “mismatch”
and that’s very interesting, because it can show you
when someone doesn’t understand. Professor Goldin-
Meadow worked with children trying to do mathematical
problems, and she asked them to explain how they
worked out the answer…and she watched their hands.
She noticed that sometimes the hand movements would
be different from what the child was saying. And she
figured that that indicated where the child was confused.
It can tell you a lot about what’s going on in their heads.
Professor Goldin-Meadow believes that we actually use
our hands to help us think, and to help us put things
into words. I’m sure you’ve noticed that people use
more gestures when they have difficulty with language.
For example, when they’re speaking a foreign language,
or when they’re explaining something complicated, or
when they’re describing a painting, or something like
that. So it seems that gestures are an important step
between thinking and speaking…like a kind of bridge
between ideas and words.
So let’s summarize what I’ve said so far. Firstly,
everybody makes gestures—it seems to be an ability that
we’re born with. Second, gestures usually correspond to
language—the gestures go with what a person is saying.
When gestures don’t match the language, that can
indicate that someone is still working out a concept. And
finally, it seems that people actually use gestures to help
them think. OK, any questions so far?
5 Pronunciation
Exercise 2 (p. 7)
1. It’s something that we do naturally, and that
we’re all born with.
2. And when we talk to each other, we’re paying
attention to gestures as well.
3. You will automatically understand: “She’s in her
office, and her office is downstairs.”
4. So usually there’s a correspondence or a…a
match…between the gestures a person makes
and what they say in words.
5. People use more gestures when they have
difficulty with language. For example, when
they’re speaking a foreign language.
6. It can tell you a lot about what’s going on in
their heads.
6 Speaking Skill
Exercise (p. 7)
A = Woman, B = Man
A: I went to visit Alicia and Marina yesterday.
B: Oh, really?
A: Yes. They live in this great place.
B: They have their own house?
A: No, they have half of a house. You know, when
they live in half of it and someone else lives in
the other half. It’s a, what do you call it…a du-
…something.
B: A duplex?
A: A duplex! That’s it. And it’s really nice. They have a
garden in the back with lots of those flowers…you
know those purple ones. Oh, I can’t remember
what they’re called. You see them everywhere.
CHAPTER 2
Literature
2 Listening Practice
B Listening for Main Ideas (p. 10)
A: Host, B: Gwyneth Dunne
A: Good morning. The topic for today is literacy
and young people. Statistics show that a love of
reading has a big influence on children’s academic
success. The top two percent of students in the
country read for 65 minutes a day; the top ten
percent read for twenty minutes a day. In contrast,
the bottom 10 percent read for one-tenth of a
minute per day…that’s basically not at all.
Now the best way to improve students’ reading is to
get them to read more. But teachers will tell you that
motivating children to read can be difficult when
they prefer to watch television or listen to music.
Today we’re going to learn about an organization
that uses music to get students interested in
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.18
8 Open Forum 1: Transcripts
reading. And here to talk about it is Gwyneth
Dunne. Welcome to the studio.
B: Thank you.
A: Tell us about Artists for Literacy.
B: Well, we collect songs that have been inspired
by literature…for example, a song that has been
written about a character, or a situation in a
book…and then we make the song available to
teachers. There are a lot of popular songs that
have been inspired in one way or another by
literature.
A: Oh! Like The Beatles wrote “I am the Walrus.”
Wasn’t that inspired by a poem by Lewis Caroll?
B: Yes, it was, but also U2, Metallica, Sting…they all
wrote songs that were inspired by a novel, or a
story, or a poem that they had read. So we compile
CDs of songs inspired by literature and the artists
donate the songs. So, for example, we’ve got
Suzanne Vega’s song, “Calypso.” That was inspired
by Homer’s Odyssey. Bruce Springsteen’s song,
“The Ghost of Tom Joad”…that was inspired by a
Steinbeck novel.
A: And teachers use the music in the classroom. I
guess you’re looking at, what, middle school? high
school?
B: Both. Both middle and high school teachers use
them. Teachers in adult literacy programs use
them too, actually.
A: What do the teachers do with the CDs? How do
they use the songs?
B: They play the songs and they study the lyrics,
and that gives the students an idea of the plot, or
the story, or the characters that are in the book.
Sometimes there’s a video they can watch, and…
oh, we have interviews with the artists too, on our
Web site. It all helps to get students interested,
and then they’re more ready to read the book.
A: That sounds great! I guess reading is scary to a lot
of kids. But music isn’t.
B: Yeah. We also did a project where students read a
novel. And then they wrote and performed their
own songs about the story. So it works the other
way around too!
A: How did this organization come about?
B: Well, the founder of the organization, Deborah
Pardes, wrote a song that was inspired by the book
Angela’s Ashes, and she performed the song on the
radio. And after the performance, the radio station
got a lot of e-mails from listeners, asking about the
book. So she realized that listening to the song got
people interested in reading the book.
A: That’s an inspiring story. Gwyneth, thank you for
being with us today.
B: You’re welcome.
A: For more information about Artists for Literacy, go
to the Web site at…
4 Listening Practice
B Listening for Main Ideas (p. 13)
A = Anne, B = Brent, C = Cora
A: What are you reading?
B: The Bone-Setter’s Daughter.
A: That’s an Amy Tan book, isn’t it?
B: Yep.
A: Oh, I love Amy Tan! Have you read any of her
other books?
B: Yeah, most of them. I’ve read…
C: Which one was your favorite?
B: I don’t know. I like them all. This one’s pretty good.
A: The Joy Luck Club was a really important book for
me.
B: That’s the one about the mothers and their
daughters, isn’t it?
A: Yeah. I read it when I was about fifteen, and I
really identified with it! You know, when I was
growing up, I didn’t know very many other
Chinese Americans, and suddenly here was this
book and it was like the story of my life! Here at
last were some characters that I could identify
with! It was great!
A: Thing is, it actually got me interested in China…
really for the first time. My father was born there,
and he still has family over there, but he never
really spoke very much about it, and after I read
that book I started to get interested and I wanted
to know more. So I suddenly started asking my
parents all these questions, and I wanted to speak
more Chinese at home.
C: Wow.
A: Yeah, and then we went there on a vacation
shortly after that and it was like I discovered all
this family that we had over there. It was so cool.
C: All because of The Joy Luck Club.
A: Yes, it was, really, in a way.
B: Did you see the movie?
A: Oh yes, I did, and I loved the movie too.
C: I felt like that with The Catcher in the Rye.
A: Really?
C: Yes. I know it’s a really typical teenage book, that
everybody has to read in high school, but it was a
bit like what you felt. You know, you feel that no
one understands you, and suddenly you read a
book that just describes exactly your experience.
C: The kid in the story…what’s his name?
B: Holden Caulfield.
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.19
Open Forum 1: Transcripts
9
C: Holden Caulfield! That’s right. He was always
going on about other people being phony, because
adults just seemed so…what’s the word…so
insincere and …kind of…like dishonest or
something to him. That’s really how you feel at
that age, I think. At least that’s how I felt.
B: Did you read it in high school?
C: Yeah, and I remember it was the first time I ever
liked a book that I had to read for school! After
that, I actually got interested in English classes.
B: The first book that I remember was Treasure Island.
C: Treasure Island? Really?
B: Yeah. When I was little, we’d go to visit my
grandparents in Brooklyn…on Sundays…every
Sunday. And the adults would have a big lunch,
and talk, and I’d be really bored. But they had a
lot of books. So one day I started to look through
the books and I noticed Treasure Island because it
had these great pictures of pirates, and ships, and
desert islands. The illustrations were beautiful.
A: Yeah.
B: And then I started to read the story, and I was
hooked! And after that, I’d pull out that book
every Sunday and read it. It must have been at
least a year. When I was done I just started all
over again because it was quite difficult, so a year
later I understood a lot more. I can still see some
of those pictures.
C: I’ve never read…
B: It just really appealed to my imagination. For
years after that I used to play pirates and look for
buried treasure. That was all I wanted to do.
A: That’s why books are so great for kids. They open
up a whole world of possibilities to you.
5 Pronunciation
Exercise (p. 4)
1. I read a good book.
2. It was written by Amy Tan.
3. I was interested in China.
4. My father was born there.
Exercise 2 (p. 4)
1. We visited my grandparents in Brooklyn.
2. I found a great book.
3. There were pictures of pirates.
4. The illustrations were beautiful.
5. I read it on Sundays.
CHAPTER 3
Life Sciences
2 Listening Practice
B Listening for Main Ideas (p. 18)
A = Guide, B = Whole Group,
C = Group Member 1, D = Group Member 2
A: Hello, everyone. I know many of you have come
from far away to visit us here in Cornwall in
England, so welcome to the Eden Project!
To begin, let me give you a bit of background on
the project. Our aim is to take horticulture…the
science of growing fruits, plants, and flowers…and
blend it with art, science, and education. We also
work to find a balance between growing plants
for our needs and conserving land worldwide.
Overall, our aim is education…and not just
for people already interested in plants and
horticulture. We want to make plant-based issues
interesting to the ordinary person. We have
100,000 different plants here, and 5000 different
species of plant.
B: Wow. That’s amazing.
A: Yes, it is. Oh, I forgot to mention, feel free to ask
questions at any time.
OK, you can see that we have some amazing
gardens to walk around in. Three different areas
in fact, including the two biomes. The biomes are
the clear domes that you see from here. We’ll talk
about the different areas and then you can explore
on your own. If you move closer to the map, you’ll
be able to see better.
As you can see, we have three different areas with
different kinds of plants in each area: one is the
outdoor landscape, another is the warm temperate
biome, and then the third is the humid tropics
biome. Each biome has different sections with
different types or categories of plants, whether it
be plants for food, plants for use in making fiber…
clothes and things like that…and so on. There will
be signs giving you information on each section.
Let’s talk about the outdoor landscape first.
This has the natural landscapes and plants of
temperate regions. This is like our region of
Cornwall, like where we are now, and really most
of Britain, as well as parts of Russia and parts of
North and South America. This landscape will
continue to change over time, and, of course, the
plants here change with the seasons too. Oh,
it’s quite a long walk down to the end of this
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section, but there is a train that runs from here
at the Visitor Centre. Any questions? OK, let’s
go on to the warm temperate biome. You can see
it here on the map. Think of the regions of the
Mediterranean for this one, as well as parts of
South Africa, Australia, and some of California in
the United States. Plants in these regions have to
live in difficult conditions: very dry and usually
the soil isn’t very good.
C: So, would these plants include things like olive
trees and citrus fruits?
A: Yes, exactly. OK, let’s talk about the second biome.
This is the humid tropics biome. Think of tropical
regions such as West Africa, Malaysia and tropical
South America. It’s actually the largest biome in
the world and has over 1000 plant species in it.
And, of course, the temperatures are pretty warm
in there, so bear that in mind.
D: Can I ask how, or where, you got all these
different plants?
A: Yes, that’s a good question. First of all, they
weren’t taken from the wild and most of them
are not rare. Many were grown from seed in
our nursery here and others came from botanic
gardens or research centers around the world.
Also, we consulted with people from the different
regions represented here when we got plants. OK,
that’s all. Thanks for coming and enjoy exploring
the Eden Project! I’ll be around for a few minutes
if there are any more questions.
B: Thank you. That was great.
4 Listening Practice
B Listening for Main Ideas (p. 22)
A = Teacher, B = Student 1, C = Student 2, D = Student 3
A: Good afternoon. In today’s class we’re going to be
talking about bees. What do you know about bees?
OK, so you think you don’t know a lot. What,
could you repeat that?
B: All I know is that it hurts when they sting me.
A: Yes, it does hurt. And that’s what most of us think
about when we think about bees. But, in fact, bees
play an important role in nature. Did you know
that bees are mentioned in almost every religion
and literature of the world? Imagine. You probably
think of bees in warm places, but they actually
survive in all kinds of places: the Himalayas and
even in the Arctic tundra. So, they’ve been around
for a very long time and live in most parts of our
world. And, there isn’t just one kind of bee. Does
anyone want to guess how many different species
have been named? Yes?
C: Maybe a few hundred?
A: No, there are more than that. Any other guesses?
No? OK, there are 22,000 kinds of bees that have
been named. Yes, there are a lot of different kinds,
aren’t there?
Let’s talk about the kind of bee that makes honey,
the honeybee. Who knows how the honeybee
makes honey?
D: It starts with flowers, right? They go around to
different flowers and take the nectar, but I’m not
sure about the rest.
A: Yes, that’s right. A female worker bee goes around
to all different flowers and gathers nectar. Then, she
goes back to the hive—we’ll talk about the structure
of the hive in a minute. And, how is the nectar
changed to honey? Anyone? No? OK, the worker bee
passes the nectar on to another bee, and the nectar
gets passed from one bee to another. Each bee works
with it and gradually more and more moisture goes
out of the nectar. And finally, it’s stored on the comb.
And over time more nectar is gathered, more honey
made and added to the comb. Now, you know that
different honeys have different flavors. If you’ve
never thought about it before, you can probably
guess why. The bee picking up the nectar visits a lot
of flowers, and each different flower adds a different
flavor to the final product of honey.
C: Excuse me, can you explain how the worker bee
carries the nectar back to the hive?
A: Yes, good question. She carries it in a bag on her
stomach—not surprisingly called the honey sac.
When this bag is full, she returns to the hive with all
the nectar. Now, let’s talk about the structure of the
hive. There are three kinds of bees in the hive —the
female worker bees as we’ve talked about, then the
male bees, called drones, and then the queen. There
could be up to 200,000 worker bees in a hive, but
more typically there are more like 50,000. Then, there
are only a few hundred drones, and finally, there’s
only one queen per hive.
B: How many worker bees did you say?
A: There can be as many as…as 200,000, but there’s
more likely around 50,000. OK? Next let’s talk about
communication among bees It turns out that bees
can communicate to some extent They can actually let
other bees know about the location of food, not just
where it is, but how good it is and how much there is.
The bees do a kind of dance, moving around in the
air. It’s actually called a waggle dance because of the
way they move their bodies. Apparently, the size and
pattern of this movement is what gives the other bees
the information. An Austrian zoologist named Karl
von Frisch did experiments to learn about this.
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2
D: Can you repeat that zoologist’s name, please?
A: Yes, it’s Karl von Frisch.
D: Thank you.
A: OK, let’s look at some slides…
5 Pronunciation
Exercise 2 (P. 23)
It turns out that bees can communicate to some extent.
They can actually let other bees know about the
location of food, not just where it is, but how good it
is and how much there is. The bees do a kind of dance
moving around in the air.
6 Speaking Skills
Exercise (p. 23)
Can you explain how the worker bee carries the nectar
back to the hive?
How many worker bees did you say?
Can you repeat that zoologist’s name, please?
CHAPTER 4
Psychology
2 Listening Practice
B Listening for Main Ideas (p. 27)
Many people worry about memory loss. It’s normal to
lose memory as you get older. Iin fact, memory loss
can begin when someone is in their twenties. But how
much of your memory do you have to lose, and how
quickly does it have to happen? Research on the brain
and memory is a huge area these days. Doctors are
looking for ways to help people improve their memory
and possibly prevent loss.
Today on the show, we’re looking at one program to
help memory, called The Boot Camp for the Brain.
What’s The Boot Camp for the Brain? It’s a two-week
program developed by a psychiatrist named Gary Small.
His program combines four elements: a special diet,
daily physical activity, stress relieving exercises and,
of course, memory exercises. The memory exercises
take about 15 minutes a day. Dr. Small claims that this
combination can improve your brain’s function.
Michele Rubin is one of Dr. Small’s success stories. Rubin
is a 46-year-old mother of three teenagers. At the start
of the program, her memory tested as average for her
age. When she took memory tests after the program,
her memory was equal to a 20-year-old person. Rubin
says that a few years ago she started to feel that she
was forgetting things and that her memory was not
as good as it used to be. She says that the program
was life-changing. Since the program, in addition to
exercising more and improving her diet, she has started
using memory strategies, reading non-fiction and doing
crossword puzzles. She also helps her children with their
math homework as a way to work her brain.
Dr. Small says that he has evidence that the two-week
boot camp program does in fact change the brain. He did
a study with 17 volunteers. All of the volunteers had mild
memory complaints. Dr. Small randomly chose eight
people to participate in The Boot Camp for the Brain, and
the remaining nine people did nothing different.
They did brain scans on all 17 people before and after
the program. Dr. Small says that the eight people who
participated developed significantly more efficient brain
cell activity in a front part of the brain that controls
everyday memory tasks. The people who participated
also said that they felt less forgetful after the program.
Dr. Small emphasizes that this study was very small
and that a larger study is needed. But, he still feels that
the results are important. Other scientists say they are
cautiously optimistic about Small’s approach. They feel
more research is needed, but say it’s possible that The Boot
Camp for the Brain could delay serious memory problems.
Michele Rubin and many others who have participated
in the program believe that it has definitely helped
their memory.
So, if you’re worried about your memory, The Boot
Camp for the Brain might be worth looking into.
Tomorrow, we’re going to look at some other programs
and ideas for improving memory.
4 Listening Practice
B Listening for Main Ideas (p. 30)
A = Host, B = Dr. Phyllis Rae, C = Roberto, D = Tim,
E = Lily
A: Good morning and welcome to our show. Today
we’re talking about memory. Our guest is Dr.
Phyllis Rae. Dr. Rae has done quite a bit of
research on memory and how the brain works.
Hello and welcome, Dr. Rae.
B: Hi, thanks for having me.
A: Now, I’ll confess that I worry about my memory
sometimes and I’m pretty sure that some of our
listeners have similar worries, so I hope you can
give us some tips.
B: Well, I think I probably can. One thing that people
often don’t realize is that feeling anxious or
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worried about your memory will definitely have a
negative impact on your memory. So what I mean
is that if you’re feeling stressed out because, for
example, you always forget people’s names. Well,
the stress of worrying about it will actually make
it harder…harder to remember names.
A: Really? So, we should try not to worry about it so
much.
B: Exactly.
A: Well, we’re going to let our listeners get in on this
conversation. Let’s see what they want to know about
memory. First we have Roberto from Phoenix calling.
Hello, Roberto, what’s your question?
C: Hi! You mentioned forgetting people’s names.
I have a terrible problem with this. So, I’m
wondering if there are any little tricks that I can
use to help me remember.
B: Yes, there definitely are. With almost any trick or
technique, the goal is to make the name you’re
trying to remember as meaningful and memorable
as possible. Try to associate the name with an
image. Try to make the image as vivid as possible.
For example, if you meet someone named John
Hatfield, take a moment and come up with an
image. Let’s see, I might picture the man standing
in a field next to an enormous red hat, and the
name “John” is written in large letters on the hat.
You can picture anything that would be helpful, but
make it really memorable. Actually, the sillier it is,
the better, because you’re more likely to remember.
C: Thank you. That’s really helpful. I think having a
technique to use will help me feel less worried
about this too.
B: Good, so that will help with the stress factor we
talked about.
A: Thanks for calling, Roberto. Our next caller is Tim
calling from Boston. Hi, Tim.
D: Hi, this is a great topic.
A: Thanks.
B: Good.
D: My question is about whether we can improve our
memory or not. I’ve been hearing more and more
about exercises to strengthen the brain and things
like that these days. Well, It’s almost like people
are saying that we have to work out our brain in a
similar way to working out our bodies. Is this true?
Should I be trying to exercise my brain?
B: Great question. And, the answer is “Yes.” Research
is definitely showing that exercise for our brains is
beneficial. And yes, there is a parallel to exercise
for our bodies. You can almost think about it as if
the brain is a muscle and you have to work it to
strengthen it just as we do with muscles in our
bodies.
D: So, how do you give your brain a work out?
B: There are lots of ways. A lot of puzzles, for
example crossword puzzles, are good for your
brain. Puzzles that involve pictures and diagrams
are also good. And there are actually a lot of good
books available now with many different ideas on
how to give your brain a work out. I recommend
you find a book that looks interesting to you and
then do the exercises.
D: OK, I will. Thanks!
A: Thanks for the question.
B: I’d also like to add that giving the brain some
exercise is a good idea as you get older. Age
affects the brain just as it affects the body, so
regularly working out the brain can help it stay
healthy as you age.
A: That seems like good advice, especially since
we’re all getting older. OK, our next caller is Lily
from Chicago. Hello, Lily.
E: Hi! I think my memory is pretty good, but the thing
that drives me crazy is when I have something on
the tip of my tongue, but I just can’t remember it.
B: Ah, the tip of the tongue syndrome! When what
you’re trying to remember is so close, but you just
can’t think of it, and the harder you try, the worse
it gets, right?
E: Yes, exactly.
B: I’ve found the best approach is to talk around the
topic. For example, if you’re trying to remember
the name of a movie, talk about what the story is
about, who the characters are and so on. This gives
your brain time to work on it, and very often, if
you don’t push too hard, it will come back to you.
E: Thanks!
A: OK, it’s time for a break. We’ll come back in a
minute for more of your questions.
6 Speaking Skills
Exercise (p. 32)
A = Male 1, B = Male 2
A: What’s the name of that book you recommended
to me last week?
B: I don’t remember. Do you remember the title?
A: No, that’s why I’m asking. Let’s see, you said it was
an adventure story set in Alaska in the early 1900s.
B: Oh yes, now I remember. It’s called Northbound.
A: Yes, that’s it! Who’s the author?
B: Give me a second. It’s on the tip of my tongue…
A: Never mind. I can find it with the title. Thanks.
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23
CHAPTER 5
Anthropology
2 Listening Practice
B Focus on the Listening Skill (p. 36)
A = Interviewer, B = Anthropologist, Julian Tate
A: We’re continuing our series on career options today.
Each week, I’ve been asking people from different
professions to describe their field or job a little. Today,
I’m talking to Dr. Julian Tate, an anthropologist. Dr.
Tate, I’m wondering if we can begin with an
explanation, or definition, of anthropology. I’m not
sure everyone knows exactly what it is. Well, I’m
not sure I know.
B: Don’t worry, this is a question I’m asked a lot.
Basically, anthropology is the study of humans. And
that means humans now, in the present, or at any
time in the past. So, really, it’s a pretty broad field.
A: I’ll say. That does seem broad.
B: Yes, but, the field is typically divided into
four different areas of study. One is cultural
anthropology…this is the study of ways of life,
traditions, customs, etc. of different groups of people.
A: I think that’s probably what I imagined
anthropology to be about.
B: Yes, but as I mentioned, there are other areas. There’s
also physical or biological anthropology…which looks
at human origins, genetics, and biological variation.
Then, another area is archaeology.
A: Oh, archaeology is considered part of anthropology?
B: Yes, it generally is. It’s the study of humans in the
past, so…well… if you think of it that way, you can
see how it would fit in.
A: Yes, I see. And, what’s the last area of focus?
B: That’s linguistic anthropology. As you can probably
guess, this area focuses on language, and, of course,
the relationship between language and culture.
A: So there is really quite a lot of range in there.
B: Yes, there is.
A: And, what’s your area of specialty?
B: Well, I started out in cultural anthropology, a long
time ago! But then I actually moved into another
sub-category in anthropology: music. I study early
music in North America.
A: Oh, Really? Music is part of anthropology too?
B: Yes, if you think about it, music can be an
important part of people’s everyday life and it can
be very much related to their culture. I actually
think that the field of anthropology will continue
to broaden and expand. Human life is so rich and
varied that it seems logical that there will be more
sub-categories of study.
A: OK. Now, if one—or more—of our listeners think
they might be interested in anthropology, what do
you suggest they do?
B: Well, my suggestion would be to check at the
local college or university and see if they have
an anthropology program, and see what the
required classes are. As with any field of study,
it’s a good idea to take an introductory course to
find out if you really are interested in the field. So,
I’d suggest that. Then, I’d also suggest talking to
anyone you can find who’s in anthropology.
A: And, last question, can you make a good living in
anthropology?
B: Good question. It depends on your specialty and
what kind of job you get, but it’s pretty unlikely that
you’ll get rich! However, it’s a fascinating field, so
that’s why I’d recommend it. It’s always interesting.
4 Listening Practice
B Listening for Main Ideas (p. 39)
A = Molly, B = James, C = Sara
A: When you think of an anthropologist, you
probably think of someone who goes off to study a
community that is far away and often very remote.
That may have been true for anthropologists in
the past, but things are changing. Today, while you
still may find anthropologists who travel halfway
around the world for their work, you might also
be surprised to find one working just down the
hall in your office. James Wu has a report.
B: Thanks, Molly. Yes, it’s true, more and more
anthropologists are being hired to work in the
corporate world. It started out as an experiment
in a few major companies but now it’s become
a big trend. Companies use anthropologists to
understand their workers and customers better
and to help design products that work best for
their customers. So, how do the anthropologists
get this information? With detailed observation,
careful interviewing and clear documentation. In
other words, they use the same skills they would
use in a remote village in the middle of nowhere.
Now, I have Sara Patton here. She is an
anthropologist who has worked in a small Eskimo
village up near the Arctic Circle, and she now
works for a major telecommunications company.
Are they two very different jobs and situations or
not? Tell us about it, Sara.
C: Of course, there are some differences, but really,
the way I study people and communities is the
same, wherever it is. People often don’t realize
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24 Open Forum 1: Transcripts
that corporate settings are usually very complex—
really pretty much like a small community. I mean
that there are all different kinds of people with
different opinions and personalities who work—or
don’t work—together in different ways.
B: And, what is your job like in a company? What
exactly do you do?
C: Well, it depends on what the company needs
at a given time. I’ve been working on a major
project for a few months now, studying how
workers interact in the factory. It’s very interesting
because management tried to bring in a new
program to check quality, but it wasn’t working
very well. We’re not finished with the work yet,
but I think that a large part of the problem was
that management wasn’t paying attention to the
dynamics of this group. Some workers were upset
because they weren’t consulted about the change,
and then they influenced the other workers who
might have accepted this new program more easily.
Management had no idea what was going on. They
just knew the new program wasn’t accepted.
B: That’s interesting. What other kinds of work might
an anthropologist do in a corporate setting?
C: Let’s see. A colleague of mine, in another
company, looks at how people really use
technology. I mean he goes in and observes
them in their homes over a few days to see what
they really do with technology. I think this is an
example of how anthropology can really help
business. In the past, people might have just
asked people how they used e-mail or cell phones
or whatever. Now when you ask people how they
use something, they’ll give you an answer, but it
may not give a completely accurate picture.
B: You mean, for example, they might say they use e-
mail less than they really do or something like that?
C: Yes, exactly. And that’s where direct observation
can help.
B: OK, and then a company could use this information
as they improve old products or design new ones.
C: Yes. They might also look at a certain population.
For example, the focus might be on how teenagers
use home computers or something like that. And,
in that case the anthropologist might spend a lot
of time with teenagers.
B: I think I’d prefer the village near the Arctic
Circle! Seriously, this is all very interesting. Do
you expect this kind of work to continue to be
in demand?
C: Yes, definitely, I do. I think the business
world is only going to get more complex, not
less. And, as a result, I think companies will
continue to need people who are trained
to observe carefully. When I started out in
anthropology, I never planned to work in
the corporate world, but now that I’m here, I
expect to be here for a while.
B: Well, thank you very much for talking to us. Back
to you, Molly.
A: Thanks, James. I guess this means if we see
someone with a notebook in the back of the office
watching us carefully, we shouldn’t worry!
6 Speaking Skill
Exercise (p. 4)
A = Man, B = Woman
A: Someone told me there’s an anthropologist
coming to our office?
B: An archaeologist? Why would an archaeologist
come to our office?
A: No, I said an anthropologist.
B: Oh. Well, why an anthropologist?
A: I guess management wants them to observe things.
In other words, they’ll probably watch us a lot!
B: I wonder why…I mean, how can it help?
A: I don’t know, but whoever it is will be here on
Monday.
CHAPTER 6
Money
2 Listening Practice
B Listening for Main Ideas
A = Host, B = Tom, C = Adrienne Moore
A: Hello and welcome to this week’s edition of Your
Money or Your Life. First, we’re going to take a look
at a movement that is becoming popular in small
towns and communities across America, and that is
the trend towards local currencies. That’s right. Some
small towns are issuing their own banknotes that are
valid only in the local community. We have a report
from Tom, in Wilks, Nebraska. Tom?
B: Hi there. I’m here in Wilks, and with me
is Adrienne Moore, from the Chamber of
Commerce. Hello, Adrienne.
C: Hi.
B: Now, I’m holding a beautiful banknote. I just
bought this at City Hall. It feels just like a regular
dollar bill…but it’s blue! And it has a beautiful
picture of…I guess this is a lake?
C: Yes, that’s right. It’s Lake Washington, about five
miles from here. It’s done by a local artist.
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25
C: Now, on the note it says “One Hour.” One hour is
about ten dollars, is that correct?
C: That’s right.
B: What other notes are there?
C: There’s a one, a five, and a ten…plus a half hour,
and a quarter hour.
B: OK, so where can I spend this money?
C: You can use it just about everywhere—all the
businesses downtown: coffee shops, bookstores,
department stores. Plus you can use it for services:
building contractors, painters and decorators,
nanny services, artists, you name it!
B: They’ll accept this just as if it was a regular dollar,
or ten dollars?
C: That’s right. The money is legal tender wherever
it’s accepted.
B: And how much money is in circulation?
C: About twenty thousand hours so far.
B: Why did you decide to do this here in Wilks?
C: Well the idea is to stimulate the local economy
and to keep move…keep money moving around
the community. A lot of money was leaving
town because people were spending it in chain
stores that came from out of state. We wanted to
encourage shoppers to shop locally. And if you
use your own currency, that’s different from the
dollar, then it’s easier for people to see where
their money’s going.
B: How many businesses accept these?
C: Oh…more than three hundred. We publish a
newsletter and we list all the businesses that
accept the currency.
B: And what do the businesses do with the money? I
mean, can they cash it in or…?
C: Well, they can cash it in, but that’s not the objective!
What we want to do is to keep the currency in the
community. Employers use it to pay part of their
employees’ salaries. Or they pay for local services
with it. So you see, it re-circulates. It goes back into
the community that way.
C: The idea of a local currency is not new. Americans
have been doing it since before the American
Revolution. And it’s still popular. Apart from
Wilks, several other communities in the United
States have also issued their own currency. There
are Real Dollars in Lawrence, Kansas, Valley
Dollars in Greenfield, Massachusetts, Greenbacks
in Brooklyn, and in Canada they have Toronto
Dollars.
B: I see that on the back of the bills is written, “In
Wilks We Trust.” It’s really about trust in the
community, isn’t it? When you use these, you’re
trusting that they’ll keep their value, and that
people will continue to accept them.
C: I guess so, yes. We’re a very trusting community!
B: From Wilks, Nebraska, this is Tom Cohen, for WXBC.
D Focus on the Listening Skill
Exercise 3 (p. 45)
B = Tom, C = Adrienne Moore
Extract
B: They’ll accept this just as if it was a regular dollar,
or ten dollars?
C: That’s right. The money is legal tender wherever
it’s accepted.
Extract 2
Well the idea is to stimulate the local economy and
to keep move…keep money moving around the
community. A lot of money was leaving town because
people were spending it in chain stores that came from
out of state. We wanted to encourage shoppers to shop
locally.
Extract 3
Apart from Wilks, several other communities in the
United States have also issued their own currency.
There are Real Dollars in Lawrence, Kansas, Valley
Dollars in Greenfield, Massachusetts…
4 Listening Practice
B Listening for Main Ideas (p. 48)
A = Lecturer, B = Student 1, C = Student 2, D = Student 3
A: Today we’re going to talk about the history of
money and banking. First of all, does anyone
know how people shopped for the things they
needed before money was invented?
B: They traded things that they had for the things
they needed?
A: Right. One of the oldest types of trading between
people was barter: I give you this animal skin, you
give me that necklace. That’s a straight exchange.
But that system isn’t always very convenient. Why
do you think?
C: You have to have something that the other guy
wants, and he has to have something that you
want. And that doesn’t always happen.
A: Exactly. Let’s say you have lots of umbrellas,
and you want to exchange your umbrellas for
food. Well, if it’s not raining no one is going
to want your umbrellas. So you won’t be able
to eat because no one wants what you have to
rade. On the other hand, if you have umbrellas
to sell, and it’s a rainy day, well, everyone will
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.26
26 Open Forum 1: Transcripts
want your umbrellas. You’ll exchange all your
umbrellas for food, but then you’ll probably have
too much food. See what I mean? So what you
need, in that situation, is a common currency. A
common currency is something that is valuable
for everybody, no matter what the season is, and
preferably something that will last, that won’t
spoil. That way, you can sell your umbrellas in
the rainy season, get currency, and spend that
currency later when you need it. OK, now, what
kind of things did people use as currency before
they had money? Any ideas?
D: Beads, shells?
C: Jewelry?
A: Yes, exactly. Decorative objects: shells, beads, teeth
and feathers. They were all common currencies. Just
about anything can be a common currency, as long
as everyone in the community agrees that it has
value. The Chinese used metal tools, like spades and
knives. The Greeks used grain. They used grain in
England too. How can you tell? How can you tell
that the English used to use grain as money? What
is their money called?
B: Oh, the pound!
A: Exactly. The English pound used to refer to a
pound of grain.
D: What about coins? When did people start to use
coins?
A: The first coins appeared in about 600 BC in Lydia.
That’s about where Turkey is today. You also had
coins appearing in China at about the same time.
D: Is that when banks started up too?
A: Actually no. Banks came about later. The first banks
were actually warehouses, or depositories, for grain
or gold. Let’s use gold as an example. People would
keep their gold in this place—this warehouse—and
they’d get a receipt. The receipt said something like,
“You have so much gold on deposit with us.” That
receipt could then be used to get the gold out of
the warehouse. But eventually, when people had
to make payments or to pay debts or whatever,
instead of going all the way to the bank to get the
gold, they started to use the receipts instead. Every
receipt was connected to a certain amount of gold
in the bank. The banknote really meant, “If you
bring this to the bank, we’ll give you this amount
of gold, anytime you want.” And that’s how paper
money came about.
D: Isn’t it the same now? Don’t banknotes represent
an amount of gold that the country has? Could
you tell us a little more about that?
A: Yes, that was called the gold standard. That used
to be the case, but not anymore. At one time, every
dollar…represented an equivalent amount of real
gold from the US gold supply. But the US left the
gold standard in 1971. We don’t back our currency
with gold any more.
B: Can you tell us about that? What is our money
backed by now? I mean, where does the value
come from?
A: Nothing! Absolutely nothing backs our money,
except people’s trust in it. What keeps the value
of our money up is simply the fact that people
believe our money has value. So it does. Any other
questions before we move on?
D Working Out Unknown Vocabulary
Exercise (p. 49)
Extract
One of the oldest types of trading between people was
barter: I give you this animal skin, you give me that
necklace. That’s a straight exchange.
Extract 2
A common currency is something that is valuable
for everybody, no matter what the season is, and
preferably something that will last, that won’t spoil.
Extract 3
The Chinese used metal tools, like spades and knives.
Extract 4
The first banks were actually warehouses, or
depositories, for grain or gold. Let’s use gold as an
example. People would keep their gold in this place—
this warehouse—and they’d get a receipt.
Extract 5
The banknote really meant, “If you bring this to the
bank, we’ll give you this amount of gold, anytime you
want.” And that’s how paper money came about.
6 Speaking Skills
A = Lecturer, B = Student 1, D = Student 3
Exercise (p. 5)
Extract
A: The English pound used to refer to a pound of
grain.
D: What about coins? When did people start to use
coins?
A: The first coins appeared in about 600 BC in Lydia.
That’s about where Turkey is today. You also had
coins appearing in China at about the same time.
D: Is that when banks started up too?
A: Actually no. Banks came about later.
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.27
Open Forum 1: Transcripts
27
Extract 2
A: The banknote really meant, “If you bring this
to the bank, we’ll give you this amount of gold,
anytime you want.” And that’s how paper money
came about.
D: Isn’t it the same now? Don’t banknotes represent
an amount of gold that the country has? Could
you tell us a little more about that?
A: Yes, that was called the gold standard. That used
to be the case, but not anymore. At one time, every
dollar represented an equivalent amount of real
gold from the US gold supply. But the US left the
gold standard in 1971. We don’t back our currency
with gold any more.
B: Can you tell us about that? What is our money
backed by now? I mean, where does the value
come from?
A: Nothing! Absolutely nothing backs our money,
except people’s trust in it.
CHAPTER 7
Health
2 Listening Practice
B Listening for Main Ideas (p. 53)
A = Man, B = Woman
A: Hi!
B: Oh, hi! How’s it going?
A: Not bad. What are you doing?
B: I was just reading the paper while I was waiting.
A: Is there any interesting news?
B: Well, yeah I was reading about some new research
on physical fitness—how even little activities like
fidgeting can make you fitter.
A: Fidgeting? Really? So, if I tap my foot a lot or
move around in my chair, I’ll be in better shape?
B: Yes, seriously, it’s apparently true. There was a
research study…let me see where it was. Oh, yes
it was at the Mayo Clinic in Minnesota. Anyway,
they found that all kinds of minor everyday
activities like standing up to stretch or getting
off the sofa to change the TV channel and even
fidgeting could make a difference between being
thin or being overweight.
A: Maybe I should throw away the remote.
B: Well maybe, because if you have a remote control,
it keeps you from moving. They also found that
overweight people are less likely to fidget than
thin people, and that overweight people spend
at least two hours more each day just sitting still.
And, guess what, the extra activity of thinner
people might make a difference of something like
10 to 30 pounds in weight per year.
A: Wow! I’d better start fidgeting more!
B: No, you don’t have to worry about your weight.
A: But don’t some people just fidget more? Some
people seem like they’re more nervous than
others, or something.
B: Yeah. That’s another really interesting point from
this research: they think that people may be born
with a tendency to either be fidgety or not fidgety.
A: So, either you’re born to move around a lot or
you’re not? That’s kind of discouraging, isn’t it?
B: Well, you’d think so, but the lead researcher for the
project says that he doesn’t feel it is. He says that
the good thing is that you don’t necessarily have to
go out and run ten miles. Just any little movement
or activity could contribute to physical fitness.
A: OK, that’s good to remember. I’m curious, does
the article explain how they did this research?
B: Yes, in fact it does. The people in the study wore
special clothes that had sensors in them. The
sensors took measurements every half second.
There were twenty people in the study and they
wore the special clothes 24 hours a day for 10
days as they went about their daily routines. They
found through the sensors that thin people spent
at least 150 more minutes moving in some way
than the overweight people.
A: That’s so interesting. Hey, can I read the article?
B: Of course, here you go.
A: Wait, maybe I should stand up and stretch before
I read it.
B: Maybe you should!
D Focus on the Listening Skill
Exercise (p. 55)
1. Yes, seriously, it’s apparently true.
2. They found that all kinds of minor everyday
activities like standing up to stretch or getting
off the sofa to change the TV channel and even
fidgeting could make a difference between being
thin or being overweight.
3. The extra activity of thinner people might make
a difference of something like 10 to 30 pounds in
weight per year.
4. No, you don’t have to worry about your weight.
5. …they think that people may be born with a
tendency to either be fidgety or not fidgety
6. The people in the study wore special clothes that
had sensors in them.
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.28
28 Open Forum 1: Transcripts
4 Listening Practice
B Listening for Main Ideas (p. 57)
A = Kellie, B = Gordon
A: Let’s turn now to our book reviewer, Gordon Park.
Each week Gordon gives us suggestions for good
reading about health and wellbeing. What are you
going to tell us about this week, Gordon?
B: Hi Kellie. I want to talk about a book called Why
Zebras Don’t Get Ulcers by Robert Sapolsky. I’ll
explain the title in a minute, but the book is about
stress, and, well, I think stress is a topic that most
of us are concerned about.
A: Oh yes definitely. So, what does the author say
about it?
B: Well, basically that there are two different kinds of
stress. One kind is worse for you than the other. And
guess which kind of stress most people experience?
A: The bad kind!
B: Of course. Now, the author came to his conclusions
about stress as the result of working with animals.
Sapolsky is a professor of biology and neurology
who has spent about 20 years studying primates in
Africa—specifically baboons.
A: Baboons are a kind of monkey, right?
B: Yes, that’s right. So, Sapolsky studied stress in
animals and then he made some parallels to stress
in humans, and that’s what this book is about.
A: Interesting! First, tell us about stress in animals.
B: OK, remember the title of the book is Why Zebras
Don’t Get Ulcers. Now it’s interesting because
zebras might feel stress because they are being
hunted by another animal.
A: Obviously, that’s stressful.
B: Yes, but the interesting thing is that this kind
of stress is very immediate. It’s about living or
dying within the next few minutes; it’s not about
what’s going to happen in the next few weeks,
months, or years. But, Sapolsky compares this
type of stress that a zebra might experience
to the baboon’s situation, and it’s different.
Baboons only need to spend about four hours a
day searching for food, so Sapolsky argues that
this gives baboons a lot of free time to worry
and get stressed about things beyond immediate
needs and survival. So, you can see that this is a
different kind of stress.
A: Yes. So, our stress is more like the baboons’.
B: Exactly. A lot of our stress doesn’t come from
things that are essential for our immediate
survival. Usually it’s more long-term issues like
money and job worries. Our stress is much less
often about whether we’re going to live or die in
the next minute.
A: OK, but why is this more of a problem than a
zebra’s stress about the next two minutes?
B: Well, Sapolsky points out that it is important for
your body to react to an immediate crisis. You
know, if you had to run from danger, adrenaline
and stress hormones could save your life. The
problem comes if that reaction never gets turned
off. So if you’re worrying about long-term
problems, that means your body could feel like it’s
in an emergency state for a long period of time.
Over time, this kind of chronic stress weakens
the immune system, increases the risk of heart
disease, and makes depression more likely.
A: I see. So, can we do anything about this?
B: The author seems to think so. Some of the
strategies are ones that you may have heard about
before. For example, exercise and having a good
social support system with friends and family. It’s
interesting though, he points out that you need to
choose a strategy that works for you. For example,
if you really dislike exercise, then it probably
wouldn’t be a good idea to try that to relieve
stress because doing something you don’t enjoy
could cause more stress.
A: I like this idea. It sounds like you would
recommend this book.
B: Yes, definitely. It gives a lot of interesting and
useful information about stress, but the best part
is that the information is presented in a clear,
entertaining and often humorous way. You can
learn a lot from it, but it’s not boring.
A: OK, another good book to add to our reading list.
Thanks, Gordon.
D Working Out Unknown Vocabulary (p. 58)
Extract
He studied stress in animals, and then he made some
parallels to stress in humans, and that’s what this book
is about.
Extract 2
Baboons only need to spend about four hours a day
searching for food. So Sapolsky argues that this gives
baboons a lot of free time to worry about things
beyond immediate needs and survival.
Extract 3
So if you’re worrying about long-term problems, that
means your body could feel like it’s in an emergency
state for a long period of time. And then your body will
stop taking care of its everyday needs to stay healthy.
Over time, this kind of chronic stress weakens the
immune system, increases the risk of heart disease,
and makes depression more likely.
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.29
Open Forum 1: Transcripts
29
Extract 4
It gives a lot of interesting and useful information about
stress, but the best part is that the information is presented
in a clear, entertaining and often humorous way.
Pronunciation
Exercise (p. 59)
A = Kellie, B = Gordon
Extract
B: Yes, that right. So, Sapolsky studied stress in
animals, and then he made some parallels to
stress in humans, and that’s what this book is
about.
A: Interesting! First, tell us about stress in animals.
Extract 2
B: Over time, this kind of chronic stress weakens
the immune system, increases the risk of heart
disease, and makes depression more likely.
A: I see. So, can we do anything about this?
Exercise 2 (p. 59)
Interesting. First, tell us about stress in animals.
Interesting! First tell us about stress in animals.
6 Speaking Skills
Exercise (p.59)
A: I heard a radio program today about a book that
sounded interesting.
B: Really? What’s it about?
A: It’s about stress and how to deal with it.
B: That sounds interesting.
A: Yes, it does. I think I’m going to pick it up.
B: Well, let me know how it is, OK?
CHAPTER 8
Social Studies
2 Listening Practice
B Listening for Main Ideas (p. 62)
A = Host, B = David Lee
A: According to sociologists, American society has
changed dramatically over the last two generations.
Statistics show that we are much less involved in
our communities than we used to be, and here to
discuss what this might mean for our society is
sociologist David Lee. Welcome to the program.
B: Thank you.
A: First of all, can you summarize the issue for us?
B: Well, as you say, Americans—in the United States—
they are less involved in their communities than
they were in say, 1960. There’s less participation all
around. We get together a lot less, even with friends.
A: Can you give us some examples?
B: Well, one statistic that comes up a lot is
membership in the PTA: the National Parent
Teacher Association. In the 1950s, almost half
of parents with children under eighteen were
members of the PTA. They got together and
attended meetings and raised money for their
children’s schools. Well, membership in the
PTA went from fifty percent in the 1950s to
under twenty percent in 1995. And that’s just
one example. The number of people who attend
other kinds of public meetings—meetings about
local affairs, such as, I don’t know, improving bus
service, or crime in a neighborhood—has gone
down by about 60 per cent.
A: It’s like people are less interested in the community.
B: Yes, that’s what it looks like. There’s less interest
in the political process as well. Look at newspaper
readership, for example. Only about 25 percent of
people aged forty and under read a newspaper
every day. That contrasts with 80 percent of older
Americans. That’s a big difference.
A: It sure is. And what about the number of people
that vote? That’s down too, isn’t it?
B: Yes, voting is a really very basic measure of
political participation. And voting is way down. At
the turn of the century—I mean the last century,
so in 1900—about 85 percent of eligible adults
turned out to vote. In the last presidential election,
less than 50 percent turned out.
A: Yeah, I see the problem. But, you’re talking about
political involvement and involvement in local
organizations, but what about our social lives? You
mentioned that we socialize less as well?
B: Yes. We socialize less than we used to. In the
1950s, people had friends over to dinner more
often. They visited with their neighbors more
often. Generally, people seemed to have a much
better social life back then, than they do now!
A: That’s really interesting. So we’re becoming more
isolated from each other.
B: Yes.
A: But is this such a big deal? I mean, you might say,
“So what?” Are these kinds of social connections
between people really important? I mean, these
days, we have the telephone, we have the Internet…
B: Yes. The telephone has replaced face-to-face
contact a lot. But informal social connections are
actually very important.
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.30
30 Open Forum 1: Transcripts
A: Why?
B: There’s a high correlation between social
connections in a community and crime, for
example. The more people know one another’s
name in a community, the less crime there is.
A: I suppose that makes sense. Everybody knows
who you are.
B: Yep. And people living in communities where
there are a lot of social connections tend to live
longer. They have better health, and they’re
generally happier.
A: Wow. So I guess there is a need to make people
feel more connected to their communities. But
how would you do that?
B: That’s the million-dollar question! Well, one way
would be to encourage people to volunteer more.
Volunteering is a great way to get involved in the
world around you and build connections with
other people.
A: Maybe we should just all hold block parties and
get to know our neighbors!
B: Absolutely. Why not?
D Focus on the Listening Skill (p. 63)
See underlined extract from the interview above.
4 Listening Practice.
B Listening for Main Ideas (p. 66)
A = Interviewer, B = Kevin, C = Lorraine, D = Jay
A: Hi. We’re doing some research on social
involvement. We want to find out how involved
people are with their local communities. We’d like
to ask you a few questions. Do you have a minute?
B: Yes, OK. If it’s short.
A: It won’t take long. First, How many of your
neighbors’ first names do you know?
B: My neighbors? Oh, lots. Let me see… I’d say about
ten. Maybe more. I’ve been in my home for a long
time, so I know them all.
A: OK. How often do you attend parades or festivals?
B: Not often. I did when the kids were younger, but
now they’re not interested. Let’s say, once a year.
Maybe even less.
A: Do you volunteer?
B: Yeah. We do a lot of fund-raising for the local
hospital, for arts programs for kids and so on. My
wife is very involved in that. We do concerts at
Christmas, that kind of thing.
A: Do you sign petitions?
B: Sometimes, yes. But not often. I prefer to have
more information before I sign things.
A: Do you go to neighborhood meetings?
B: No, I’m afraid I don’t. I know I should, but, you
know, it’s always easier to do something else.
A: How often do you visit with friends and family?
B: Family, all the time. My sister lives across the
street, so we see her almost every day. I see my
dad a couple of times a week. He lives pretty
close.
A: What about friends?
B: We get together with friends about once a week.
We usually go out for dinner.
A: Hi, we’re doing a survey on social involvement—how
involved people are with their local communities.
Would you mind answering a few questions?
C: Not at all.
A: OK. Let’s see… First of all, how many of your
neighbors’ first names do you know?
C: First names? Let me see. There’s Don and Nancy,
and Jack and Barbara, and Lourdes, Sammy,
Gerry, and what’s her name…across the street.
That’s about it. How many is that? Seven? Eight?
A: Seven
C: There’s others that I see pretty often, but I don’t
know their names.
A: OK. That’s fine. How often do you attend parades
or festivals?
C: You mean in a year?
A: Yeah, let’s say in one year.
C: Well, we usually go to the Cinco de Mayo festival,
and the Fourth of July parade, then there’s usually
a music festival in the park in the summer. I’d say
we go to three or four every year.
A: OK. Do you volunteer?
C: Yes. I volunteer at my kid’s school. I’m in the PTA.
I edit their newspaper and we help them out with
maintenance work on weekends. That’s about all
we have time for.
A: Do you sign petitions?
C: Depends what they’re for! But, yes, if I agree with
the issue, I’ll sign a petition, yes.
A: What about neighborhood meetings?
C: Actually it’s funny you should ask that because
I just went to one last night! I went to a meeting
about improvements to the park down the street.
A: How often do you visit with your family?
C: Well, my parents and my brothers all live far away,
so we only get to see them once a year.
A: How often do you get together with friends?
C: I don’t know, probably a couple of times a week.
Maybe a bit more than that.
A: We’d just like to ask you a few questions.
D: OK.
A: How many of your neighbors’ first names do you
know?
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.31
Open Forum 1: Transcripts
3
D: Not many, because I just moved to this apartment.
There’s a guy next door, I think his name is Tom.
That’s all. I actually never see my neighbors.
A: How often do you attend parades or festivals?
D: Rarely. There’s a street festival in my
neighborhood in…every summer. I usually go to
that because I can’t avoid it. But, I don’t usually go
to things like that, no.
A: Do you volunteer?
D: No. I give blood at work, sometimes. Or, you
know, I might donate money or something, if
there’s a disaster. But I don’t volunteer anywhere.
I really don’t have time.
A: Do you sign petitions?
D: No. I won’t sign petitions because I don’t know
what they’re about. I vote. That’s how I make my
voice heard.
A: Do you go to neighborhood meetings?
D: Oh, no.
A: How often do you visit with friends and family?
D: Well, I see my mom once a month or so, and my
brother, he lives nearby, so I see him on special
occasions: Thanksgiving and Christmas, things
like that.
A: What about friends? How often do you see them?
D: Oh, I’d say almost every night. I go out with
friends or with people from work.
5 Pronunciation
Exercise (p. 67)
Well my parents and my brothers all live far away, so
we only get to see them once a year.
Exercise 2 (p. 67)
Extract
We’d like to ask you a few questions.
Extract 2
My neighbors? I know them all.
Extract 3
My sister lives across the street, so we see her almost
every day.
Extract 4
There’s a street festival in my neighborhood. I usually
go to that because I can’t avoid it.
Extract 5
He lives nearby so I see him on special occasions.
6 Speaking Skills
Exercise (p. 68)
A = Interviewer, B = Kevin, C = Lorraine
Extract
A: Do you go to neighborhood meetings?
B: No, I’m afraid I don’t. I know I should, but, you
know, it’s always easier to do something else.
Extract 2
A: OK. Do you volunteer?
C: Yes. I volunteer at my kid’s school. I’m in the PTA.
I edit their newspaper and we help them out with
maintenance work on weekends.
CHAPTER 9
Earth Science
2 Listening Practice
B Listening for Main Ideas (p. 71)
A = Female Newscaster, B = Male Newscaster
A: Well, here’s an interesting story. Have you ever
been caught in a rainstorm without an umbrella
and wondered how to stay driest? Should you run
or should you walk through the rain?
B: You mean, like if I’m in a parking lot, it’s raining
and I have to get to the building, will I get less wet
if I run versus if I walk?
A: Yes, that’s right.
B: I’ve always thought it made more sense to run.
A: Well, that seems to make sense. It seems like if
you’re out in the rain for a longer period of time
because you’re walking, you’ll get wetter. But, it’s
a little more complicated. When you run, rain hits
the front of your body more, so then you have to
calculate how much of your body is exposed and
for how much time.
B: I guess it is more complicated than it seems at first.
A: And then there’s wind. If it’s windy, it seems like
that would make a difference.
B: I hadn’t thought of that. If the wind is blowing
rain at you, then you’d probably get wetter.
A: Well, some scientists have spent a lot of time on
this question and they finally have an answer. If
you run in light rain without a lot of wind, you
stay, let’s see… 16% drier.
B: Only 16 %? I expected more benefit. Maybe it isn’t
worth the effort of running.
A: Maybe not, but there’s more benefit to running if it’s
a heavy rain, especially with a lot of wind. In those
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.32
32 Open Forum 1: Transcripts
conditions you stay 40 to 44% drier if you run.
B: OK, that’s better. So it’s worth running when
it’s windy.
A: Yes, and when the rain is heavy.
B: What I want to know is, how did they do this
research?
A: Well, at first they did equations to calculate the
different conditions in a rainstorm. Scientists
worked it out mathematically. But then, two
scientists in North Carolina decided to actually
do an experiment. First, they went out and
bought identical clothes—shirts, pants, and
hats—then they measured out a 100 meter
track outside their office building and waited
for a rain storm. When there was finally a good
rainstorm with wind, they went out and one man
walked around the track while the other ran.
After they finished, they weighed the clothes to
find out how much water had been absorbed,
and they found that the person who ran got less
wet. His clothes were 40% drier. You know, the
two scientists actually say that the experiment
was kind of a joke. They weren’t really taking
it seriously. But, in the end, other people were
interested in the results.
B: That’s interesting! Of course, if you just carry an
umbrella, you wouldn’t have to think about any
of this.
A: Yes, but who always remembers an umbrella?
D Focus on the Listening Skill
Exercise (p. 72)
See underlined extract from the conversation above.
3 Vocabulary
Exercise 2 (p. 73)
do business
do housework
do a job
do the shopping
do someone a favor
make a decision
make a list
make a living
make a meal
make a mistake
make money
make a profit
4 Listening Practice
B Listening for Main Ideas (p. 75)
A = Man, B = Regina Garcia
A: Good morning and welcome. It’s the final day
of our conference on water issues around the
world. In the past three days, we’ve heard many
lectures on water and its effect on all of our
lives, the importance of water, issues with water
use, problems with availability of water, and so
on. There’s been a lot to consider. This morning
our speaker is Dr. Regina Garcia. Dr. Garcia has
overseen many successful water projects around
the world. She is going to tell us about a few
interesting projects that are going on right now,
and then she will take some of your questions.
Welcome, Dr. Garcia.
B: Thank you very much. I’m very happy to be
here today. This conference has offered an
incredible opportunity for concerned people
to meet and exchange ideas on these important
issues.
There are many positive water projects in progress
around the world. I’m going to start with a quick
overview of a few examples and then later we’ll
consider them in detail.
The first is here in the United States, near El
Paso, Texas in a small town called San Elizario.
San Elizario is a very poor town, and until just
recently, the residents did not have a water system
in the town, so water for drinking, cooking, and
toilets was difficult to get. A family might typically
have two buckets of water a day to use. This was
for the entire family and would be used for both…
cooking and washing.
The water authorities had told the town
repeatedly that water and sewage systems
would be installed, but it never happened.
Finally, the women of the town had enough,
and they decided to do something about the
problem. They got together and built a water
system for themselves. Obviously, they had
to learn as they went along. But they built
things themselves and raised the money
throughout the project, and they did it. The lives
of the families in San Elizario have changed
enormously because they now have enough
water for everyday activities. People from
nearby towns that still don’t have water systems
have visited the town to get ideas about how
they might set up something similar. This is a
real success story.
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Open Forum 1: Transcripts
33
Another example of a successful project is in India—in
the city of Calcutta. Now, Calcutta is one of the most
populated and polluted areas in India, but on the edge
of the city there are some large ponds of sparkling
water called the Calcutta Wetlands. These wetlands
are made from the waste water of the city. The water
is not clean enough to drink, but it is clean enough for
fish to live in, and the fish provide food for people. The
wetlands also offer some natural scenery in the city.
So, how can dirty water, waste from the city, end up as
pond water that is healthy enough for fish to live in?
Well, it all has to do with algae, you know, seaweed
and tiny plants that live in the water. The algae actually
eat the waste, so eventually the water is changed into
cleaner water that fish can live in.
The person who figured out how this works and
developed the project believes that this simple water-
cleaning system could be used in other places. There is
no expensive technology involved. It’s just a matter of
understanding the eco-system and helping it along. So,
this fairly simple system of cleaning dirty water could
potentially be used anywhere in the world.
The last example is of a simple program in the city of
Vancouver, in British Columbia, Canada. There, the
city has designed and manufactured rain barrels for
residents of the cit. The residents use the rain barrels
to collect water to water their gardens. Now, this
may not seem like a particularly important project—
Vancouver is a city that gets a lot of rain, after all—but
I believe it is indeed important. The main idea behind
this program is to try to make people more aware of
wasteful water practices. Historically, people didn’t
feel that water conservation was important since the
city does in fact get a lot of rain. But, people use a lot
of water to irrigate their gardens during the summer,
so the city hopes that this simple program will make
people think a bit more about water use. I think this
type of program, where people in places that don’t
appear to have major water problems also learn about
water conservation, is becoming more important in
world-wide education about water use.
Now, I’ll take a minute to answer any questions so far
before we go into these programs in detail.
D Working Out Unknown Vocabulary (p. 75)
Extract
…so water for drinking, cooking, and toilets was difficult
to get. A family might typically have two buckets of water
a day to use. This would have been for the entire family
and would be used for both cooking and washing.
Extract 2
The water authorities had told the town repeatedly
that water and sewage systems would be installed, but
it never happened. Finally, the women of the town had
had enough, and they decided to do something about
the problem. They got together and built the system
for themselves.
Extract 3
People from nearby towns that still don’t have water
systems have visited the town to get ideas about how
they might set up something similar.
Extract 4
So, how can dirty water, waste from the city, end up as
pond water that is healthy enough for fish to live in?
Extract 5
But, people use a lot of water to irrigate their gardens
during the summer…
6 Speaking Skills
Exercise (p. 77)
Now, looking at the world’s water supply, 97.5 percent
of the supply is saltwater. Only 2.5 percent of the
water supply is freshwater. Of that freshwater, almost
three quarters—68.9 percent—is ice, in glaciers, 30.8
percent—that’s almost one third—is groundwater, and
then just 0.3 percent is in lakes and rivers.
CHAPTER 0
History
2 Listening Practice
B Listening for Main Ideas (p. 80)
A = Aidan, B = Sandra
A: Hi.
B: Hi.
A: Are you working on something?
B: Yeah, preparing a presentation for my History
class.
A: What’s it about?
B: It’s about the different people that “discovered”
America.
A: I thought Christopher Columbus discovered
America.
B: Well, not…
A: “In fourteen hundred and ninety two, Columbus
sailed the ocean blue.”
B: Yeah, well, he did. But it turns out that Columbus
wasn’t the first person to get to the New World at all.
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34 Open Forum 1: Transcripts
A: Was he the first European?
B: No, not even that.
A: Really? Sorry, I don’t mean to disturb you. Do you
want to work? I’ll go.
B: No, actually it’s OK! Actually, do you mind if I go
over the presentation with you? It would help a lot.
A: Oh, sure. No problem. Sounds really interesting.
B: Well, my first point is that the Europeans didn’t
really “discover” America anyway. The Native
Americans were already here, so if anyone really
discovered America, it was them.
A: But then where did they come from?
B: I’ll explain. It seems that the very first people to
come to the American continent came from Asia,
across the Bering Strait. They came in from the
North and moved down the American continent,
all the way down to South America. Those people
became the Native Americans, the Aztecs, the
Mayans and the Incas.
A: Really? I didn’t know that.
B: Well that was in pre-history, a long, long time ago.
But, then I’m going to talk about some of the other
explorers who reached the New World before
Columbus did.
A: I see.
B: I’m going to talk about two of them in particular.
A: OK.
B: Well, Leif Erickson was the most famous. He was
a Viking, probably from Norway. He colonized
Greenland. And then sometime in the 10th
century, he sailed from the southern tip of
Greenland to Newfoundland, five hundred years
before Columbus. There are remains of a Viking
settlement there—in Newfoundland I mean.
B: And what’s interesting is, Leif Erikson went to
the New World because he’d heard stories about
it. So it seems like people did know, or at least
they suspected, that there was land there, even as
early as the tenth century. In all of the Western
European countries, there were lots of myths and
stories about land in the West. It’s understandable
really, because, take Newfoundland, for example.
It’s not all that far from Western Europe.
A: I never realized that, but it makes sense.
B: But then apart from the Western Europeans, there
was the Chinese.
A: The Chinese? Really?
B: Yeah. The most famous Chinese explorer was
Zheng He. He was a very powerful commander
in the Chinese army, during the Ming dynasty. It
was the golden age of Chinese exploration—the
early fourteen-hundreds. The Chinese had these
beautiful, treasure ships. They were huge, much
larger and way more sophisticated than anything
in Europe at that time, about ten times the size of
Columbus’s ships. In one expedition they had like
three hundred ships and twenty eight thousand
men. Zheng He was in charge. He went all over
the Pacific, the Indian Ocean, the Persian Gulf,
Africa, opening up trade and taking treasure from
different places.
A: Really?
B: Yeah. It seems that he might have reached Australia
as well. And, well, some people believe that he got to
America in 1421, well before Columbus.
A: Wow! That’s really interesting. Sounds like a good
presentation.
B: Thank you. I need to get some pictures…
D Focus on the Listening Skill
Exercise (p. 8)
Well, Leif Erickson was the most famous. He was
a Viking, probably from Norway. He colonized
Greenland. And then sometime in the 10th century,
he sailed from the southern tip of Greenland to
Newfoundland, five hundred years before Columbus.
There are remains of a Viking settlement there—in
Newfoundland I mean.
Exercise 2 (p. 8)
The Chinese had these beautiful, treasure ships. They
were huge, much larger and way more sophisticated
than anything in Europe at the time, about ten times
the size of Columbus’s ships. In one expedition
they had like three hundred ships and twenty eight
thousand men.
4 Listening Practice
B Listening for Main Ideas (p. 84)
A = Arnie, B = Grace, C = Melissa
A: Our presentation is about Ellis Island. We went
there last week and took a tour, and we’re going
to describe some of the things that we found out.
First, Grace and I’ll talk about the process—what
it was like for immigrants to go through Ellis
Island—and then Melissa’s going to talk about
her family’s experience doing research into her
background. OK? So, let’s go to Grace first.
B: Hi. I’m going to talk about the first part of the
process of going through Ellis Island, the different
stages that the immigrants had to go through.
OK. First, one important thing to remember is
that Ellis Island was only used for the poorest
immigrants: the third class passengers. The first and
second class passengers were processed on the ship.
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Open Forum 1: Transcripts
35
Then they were taken to the docks, where they got
off, and then the ship would sail on to Ellis Island,
with the third class passengers still on board.
When they finally landed at Ellis Island, they’d
put on all the clothes they owned, because they
were allowed to bring in only one bag with their
possessions from the old country. People brought
in all kinds of things! Like, you would see musical
instruments, or samovars—pots for making tea.
Some people brought earth from the old country
too, or plants—vines for example, for growing
grapes.
Then the first place they got to was the dining
hall, where they were givena meal that…it was
paid for by the steamship companies. People who
came through Ellis Island always remember the
meal. The food was apparently quite good, but it
was also strange for many of them. Some people
had never tasted ice cream, or seen an orange or a
banana for example.
And then after that, the inspections began. And
Arnie is going to tell you about that part. Arnie?
A: Thank you. OK. After the meal, the passengers
would leave their bags and go up a staircase to the
Great Hall and, as they walked past, inspectors
would watch them carefully to see if they were
weak or sick. If someone was sick, they would
send them to the hospital—there was a hospital
on Ellis Island as well—until they got better. They
also detained children, young women and old
people traveling alone. About twenty percent of
people were held back, often for health reasons,
but most were released after a day or two, or
when someone came to pick them up.
In the Great Hall they waited in line for hours,
sometimes as long as five hours. They were
crowded together, and it was often very hot and
very loud—you can imagine—as many as two
thousand people, all talking in so many languages.
Then when they finally got to the top of the line,
the inspectors asked them questions like, “Where
do you come from?” and “Where are you going?”
“Is somebody waiting for you?” That kind of thing.
And there were social workers and interpreters
waiting with the inspectors, like, helping people
who needed to locate relatives, or whatever.
Once they got past that part—the questions—
people would go into one of three lanes behind
the inspectors. The first lane was for the detention
center, if you were being held back. The second
lane was for the railroad ticket office, for the train
station. And the third lane was down the stairs to
the area where people were waiting. There was
a post there that was called “The Kissing Post”
because that was the scene of so many reunions.
Husbands met their wives, and fathers met their
children they hadn’t seen in years. And then the
immigrants went off to start a new life.
So now I’m going to let Melissa talk about her
family’s experience tracing their ancestors.
C: Well, my great-grandfather came in from Ireland,
and my aunt Joan actually used Ellis Island
records to do research and find out where he
came from. So, I’m going to talk a bit about that.
Basically what they have at Ellis Island is the ship’s
records and the immigration information of every
arriving passenger, with like, the date that they came
in, their age, and the town they came from. So, if you
know, for example, your ancestor’s name, the year
they arrived, and where he or she came from, you
can look them up.
So that’s what we did. My aunt Joan wanted to
know more about her grandfather—my great
grandfather. He died before I was born, but,
apparently, he was a great musician. He’d play
the fiddle and sing at family events. Well, Joan
knew that he’d come from Cork, in Ireland, but
she didn’t know where in Cork, because he never
spoke about it.
So Joan went to the Ellis Island records, and she
found my great grandfather’s name, and it gave the
name of the town that he came from. So she went to
Ireland and visited the town a couple of years ago.
She got more information when she was there, and
eventually she found a living relative—a cousin—that
she didn’t know she had. It was great because she
had always wanted to know more about where their
grandfather had come from.
B: So, that’s all we have time for, but we hope that
you enjoyed our presentation. Thank you.
D Working Out Unknown Vocabulary (p. 84)
Extract
The first and second-class passengers were processed
on the ship. Then they were taken to the docks, where
they got off, and then the ship would sail on to Ellis
Island, with the third class passengers still on board.
Extract 2
Some people brought earth from the old country too,
or plants—vines for example, for growing grapes.
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36 Open Forum 1: Transcripts
Extract 3
As they walked past, inspectors would watch them
carefully to see if they were weak or sick. If someone
was sick, they would send them to the hospital—there
was a hospital on Ellis Island as well—until they got
better. They alsodetained children, young women, and
old people traveling alone.
Extract 4
My aunt Joan wanted to know more about her
grandfather—my great grandfather. He died before I
was born, but apparently he was a great musician. He
would play the fiddle and sing at family events.
Extract 5
So Joan went to the Ellis Island records, and she found
my great grandfather’s name, and it gave the name of
the town that he came from. So she went to Ireland and
visited the town a couple of years ago. She got more
information when she there, and eventually she found a
living relative—a cousin—that she didn’t know she had.
5 Pronunciation
Exercise (p. 85)
1. Our presentation is about Ellis Island. We went
there last week and took a tour, and we’re going
to describe some of the things that we found out.
First, Grace and I’ll talk about the process…
2. When they finally landed at Ellis Island, they’d
put on all the clothes they owned, because they
were allowed to bring in only one bag with their
possessions from the old country.
3. They were crowded together and it was often
very hot, and very loud. You can imagine…
4. He died before I was born, but, apparently, he
was a great musician. He’d play the fiddle and
sing at family events. Well, Joan knew that he’d
come from Cork, in Ireland…
CHAPTER
Math and Technology
2 Listening Practice
B Listening for Main Ideas (p. 89)
A = Host, B = Dr. James Quist
A: This is Pat Lee and you’re listening to Math
World. Now, here’s a question: Can you guess
how the human hand, the petals of certain kinds
of flowers, and even some famous paintings could
be related mathematically? Well, if you have no
idea, our question of the day, from listener Lucy
Warrick, in Rhode Island, will help you. Ms.
Warrick asks, “I’ve heard a lot about the Fibonacci
sequence lately. What exactly is it?”
For an answer, we contacted Professor of
Mathematics, Dr. James Quist. Hello, Dr. Quist.
Can you tell us a little about the Fibonacci
sequence to answer Ms. Warrick’s question?
B: Well, that’s a great question, especially since the
sequence is around us in so many forms, and
many people have no idea about it. It’s really very
intriguing once you’re aware of it.
First, what the sequence is. It’s a series of
numbers, and in the sequence, each number is
the sum of the preceding two numbers. In other
words, you add two numbers together to get the
next one. Let’s look at the start of it. The numbers
are one, one, two, three, five, and eight. So, if we
add the first two numbers—one and one—we get
two, which is the third number. Then, one and two
equal three, which is the fourth number. Then, two
and three equal five, which is the fifth number.
And so it continues.
A: So, let’s see…each number is the sum of the
previous two numbers, and the sequence can just
go on and on?
B: Yes, that’s right. And, what’s so amazing about
this is that the sequence shows up around us in
so many ways. It appears in the natural world.
Natural forms tend to reproduce the sequence. For
example, flowers, pinecones, or seashells. Look at
the petals on a flower. They’re more likely to be
five petals, than four. The spirals in a seashell also
involve numbers from the sequence. It’s not as
easy to see as with flowers, but the measurements
of the spiral are numbers of the sequence. Some
people even mention the human hand when
talking about the sequence. We have two hands,
each of these has five fingers, and each finger has
three parts separated by two knuckles. All of these
are numbers in the sequence. Maybe it’s just a
coincidence, or maybe not.
And, it’s not just in the natural world; it’s also in
the art world. It appears in a lot of art. Probably,
the most famous is in the work of Leonardo da
Vinci. You see a lot of spirals in his painting, and
spirals are the form most associated with the
Fibonacci sequence. It also appears in music. One
of Bach’s pieces is based on this sequence, in the
way the musical patterns repeat. Now, it’s not
clear whether Bach did this consciously or not.
A: Interesting. Who discovered all this?
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Open Forum 1: Transcripts
37
B: It was discovered by a mathematician in Italy
in the early 1200s. His name was Leonardo of
Pisa, but he called himself Fibonacci because
his father’s name was Bonacci. Anyway, he
was an extraordinary mathematician. He
actually introduced the decimal system to other
mathematicians of the time.
A: So mathematicians have known about the
sequence for a long time?
B: Yes. Now, your listener says that she’s heard a
lot lately about the Fibonacci sequence. It seems
like interest in this area kind of comes and goes
in popularity. Lately, it has been more popular.
I think it’s great. It’s fascinating, and if it gets
people interested in math and numbers, then all
the better.
A: It is fascinating. Thank you so much, Dr. Quist.
B: You’re welcome.
B Listening for Main Ideas (p. 92)
A = Lecturer, B = Student 1, C = Student 2
A: OK, so that’s some history in the development of
the computer. Next week we’ll be talking about
chapters 10 and 11 in your book, so please read
those. Are there any questions? Yes?
B: Thanks. I know that this might not be part of this
class, but I’m just wondering about before we had
computers. It seems like people must still have
needed to calculate things. How did they do it
before we had computers?
A: That’s an excellent question, and I’m happy to
answer it. It’s so interesting. Most of us don’t even
remember what life was like before computers
and technology became such a part of everyday
life. Computers have been with us for so long now
that many people—unfortunately not me—are
just too young to have experienced life before
computers. And many of us who are older have
simply forgotten what it was like. But, yes indeed,
humans had to work out large calculations before
computers…think of all the progress made in
astronomy for example…how did they do it? Well,
people did it. Before computers, people did the
computing. They were human computers—people
whose job it was to do large calculations.
An early example of human computers was
in the mid 1700s. A scientist wanted to make
a mathematical model of the orbit of Halley’s
Comet. You’ve heard of Halley’s Comet, right?
Anyway, this scientist got two of his friends
to help him, and they worked together,
doing calculations, for five months to make a
mathematical model of the orbit of the comet. This
is an early example of human computing.
Now, an interesting aspect of this is that
people quickly realized that dividing the
work—division of labor and specializing in
different tasks—was really important. They just
couldn’t do the work otherwise. For example,
a French civil engineer who lived in the late
1700s and early 1800s wanted to prepare
nineteen volumes—so that’s nineteen books—
of mathematical tables. He started with a small
group of mathematicians and they divided
the work into a series of different tasks. Then
he hired…I think eighty human computers to
do the work. It still took six years to complete
the work, but they got it done because they
divided the work up. Another example of the
work the human computers did was in the
First World War. Actually they were used in
both the First and Second World Wars. Both
sides in the war used human computers. They
used them to do calculations for maps and
weapons. Now, you’re probably thinking of
these human computers and imagining that
they were all talented and very good—good
at mathematics. One of the things I find most
interesting about this is that most of them were
not at all experts in math. Many of them only
had basic skills. A lot of them were very poor
and unable to find other work. Also, some of
you might be surprised to learn that a lot of
the human computers were women. In fact, one
of the group of three who calculated the orbit
of Halley’s Comet that I mentioned earlier,
well, one of the members of that group was a
woman. So, women were very much a part of
this work.
If you find this topic interesting, I’d recommend
a book called, When Computers Were Human
by…let me see… Yes, its Grier, David Alan Grier.
C: Could you repeat that please?
A: Yes, of course. The title is When Computers Were
Human and the author is David Alan Grier. The
book talks about all the examples I’ve given and
more, and it’s fascinating. He actually got into this
topic because he found out completely by chance
that his grandmother had gone to college around
1920 and received a degree in mathematics. No
one in the family knew about this, so he started
doing research, and that’s how he got into writing
the book. Oh, we’re definitely out of time! I’ll be
around for few minutes if there are any other
questions. Otherwise, see you next week.
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38 Open Forum 1: Transcripts
6 Speaking Skills
Exercise (p. 94)
A = Toby, B = Monica
A: I think the invention of the computer was the
most important event of the twentieth century.
B: You do? I’m not sure I agree. I mean, it was an
important invention, but…
A: But, how many of us can even imagine living
without it? Think of all the ways we use computers
every day. And, what about the Internet, which we
wouldn’t have without computers?
B: Well, maybe, but people did manage to live
without computers for quite a long time. And,
they made a lot of progress.
A: I see your point, but it was definitely an important
invention.
B: Yes, I agree with that.
CHAPTER 2
Law
2 Listening Practice
B Listening for Main Ideas (p. 98)
A = Radio Host, B = Robert Sherman
A: Nowadays it often seems like the traditional
approach to justice isn’t working. People who
are convicted of crimes go to prison, but when
they’re released, they often commit the same,
or worse, crimes all over again. Today we’re
going to hear about an alternative to prison
for dealing with crime. It’s called restorative
justice. My guest is Robert Sherman. Welcome
to the program.
B: Thank you.
A: First of all, what is restorative justice?
B: Well, it’s a different way of dealing with crime.
The word restorative comes from the verb to
restore, and the aim of restorative justice is
to restore those who have been injured—to
make things right for the victim and for the
community. So, rather than focusing on the
offender, and on likepunishing him or her,
restorative justice focuses on the crime. What
was done? Who was hurt by it? How can we
make it right? And then we get the offender
involved in making it right both for the victim
and for the community.
A: Can you give me an example?
B: Sure. Let’s say, for example, a couple of young
guys go out one night and go crazy. They break
into cars, throw rocks through windows, and cause
a lot of damage. They are arrested and they plead
guilty. But here’s the important point: instead of
going to prison, the boys meet with the victims
of the damage, face to face. They meet the people
whose cars and property they destroyed. They
have to apologize to each victim and offer to do
what they can to repair the damage. For example,
they might have to work for a time to pay for the
broken windows.
A: That’s a real old-fashioned way to deal with crime,
isn’t it? It’s like what my parents would have done!
B: Yes, it is. The main thing is to help the offender
realize what he did and to take responsibility
for causing it. And this is really important,
particularly with young people. Many people
working with young offenders will say this: “They
just don’t feel any responsibility.”
A: Now what about the victims? How does participating
in the restorative justice process affect them?
B: It’s often a positive experience, because it allows
them to give their side of the story. In particular,
it often helps victims feel less afraid. It helps to
meet the offender or offenders—to put a human
face on it.
A: And does this kind of approach help to reduce crime?
Does it stop people from committing crimes again?
B: It seems to, yes. There’s research that shows that
restorative justice is often more effective than the
traditional court process, particularly with young
offenders. They are less likely to repeat the crime,
and if they do get in trouble again, their crimes
are less serious.
A: Now, is restorative justice only used in the United
States? Is it an American thing?
B: Oh no! There are different kinds of programs
in different countries all over the world. One
interesting point is that in some places, restorative
justice programs are based on traditional systems
that the people have always used. Like, for example,
in New Zealand. They’re using a program called
community group conferencing. That’s something
that the Maori people—the original inhabitants of
New Zealand—have used for years.
A: Really?
B: Yes. Native Americans also had a similar way
of dealing with crime. So, although it’s a new
movement, it’s got old roots.
A: All right. Well, when we come back, we’ll be taking
some calls from listeners, and the number to call is…
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.39
Open Forum 1: Transcripts
39
D Focus on the Listening Skill (p. 99)
A = Radio Host, B = Robert Sherman
Extract
A: That’s a real old-fashioned way to deal with crime,
isn’t it? It’s like what my parents would have done!
B: Yes, it is. The main thing is to help the offender
realize what he did and to take responsibility for
causing it.
Extract 2
B: They break into cars, throw rocks through
windows, and cause a lot of damage. They are
arrested and they plead guilty. But here’s the
important point: instead of going to prison, the
boys meet with the victims of the damage, face
to face. They meet the people whose cars and
property they destroyed.
Extract 3
A: Now what about the victims? How does
participating in the restorative justice process
affect them?
B: It’s often a positive experience, because it allows
them to give their side of the story. In particular,
it often helps victims feel less afraid. It helps to
meet the offender or offenders—to put a human
face on it.
Extract 4
B: There are different kinds of programs in different
countries all over the world. One interesting point
is that in some places, restorative justice programs
are based on traditional systems that the people
have always used.
4 Listening Practice
B Listening for Main Ideas (p. 102)
A = Host, B = Patty, C = Sarah Cole, D = Andrew
A: Hello, and welcome to It’s the Law—the show
where listeners call in with legal questions. The
number to call is (1-800) 563-2677. Now, let’s
hear from our first caller, Patty of Santa Barbara,
California. Patty? You’re on the line.
B: Yes, I have a problem. I was walking past my
neighbor’s house a few months ago and there was
a bunch of stuff put out on the sidewalk in front of
the house, on the curb, with the trash. You know,
free stuff. I saw a piece of art that I liked, and it
was in good condition, so I picked it up and took
it home. It was an oil painting—a seascape—and it
was signed.
A: OK. Go on.
B: Well, a few weeks later I showed it to a friend
who knows something about art, and he saw the
signature, and he said, “Wait a minute! This was
painted by Walter Mitchell!” I did some research,
and apparently the artist is famous, and the
painting could be worth about as much as ten
thousand dollars.
A: Wow!
B: So my question is, did I steal this paining? I
mean, they threw it out, but now I know it’s worth
something, and I’m worried about it.
A: And so you want to know if you’re breaking the
law by keeping it?
B: Yes.
A: OK. Let’s ask our legal expert here, Sarah Cole.
Sarah, what do you think?
C: Well, I think there’s an ethical question here. But
there’s no legal issue. Legally, you can keep the
painting as long as it was definitely thrown away
by the owners. You’re saying it was in the trash?
B: Not in the trash, no, but it was next to the trash,
with a bunch of other stuff: old furniture and junk.
If no one had taken it, the trash collectors would
have thrown it in the garbage truck.
C: Looks like you were very lucky.
A: But wait a minute. You said there was an ethical
question?
C: Well I do think there’s an ethical aspect here. And
that is, you know who the original owners are. So
you could give the painting back to them.
A: But they threw it away. They didn’t want it.
C: Yes! But do you think they knew what it was
worth? And do you think they would have thrown
it out if they knew what it was worth?
B: I see your point.
C: So, legally, the painting is now Patty’s. But
ethically, I think the right thing to do would be to
return the picture. But it’s up to Patty.
A: So, it’s up to you, Patty. Not an easy decision to make.
B: No, it’s not easy at all. But thank you for the help.
A: All right. Andrew, from Portland, Maine, is on the
line. Andrew?
D: Yes. I have a problem. I’m renting a house with
two floors, and there’s a hole in the staircase.
A: A hole in the staircase? Indoors or outdoors?
D: It’s indoors, going up to the second floor.
C: How big is it?
D: Not very big, but you could put your foot through
it if you didn’t know it was there. I mean, we walk
around it, but I’m worried that if we have guests,
and someone doesn’t know about it…
A: So if someone gets hurt, would Andrew be held
liable. I mean, would he be responsible for the injury?
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.40
40 Open Forum 1: Transcripts
C: Well, there are definitely liability issues here.
Have you told the landlord about the hole?
D: Yes, I’ve talked to him about it.
C: How long ago did you tell him? And did you put it
in writing?
D: I’d say it was about a month ago, but not in
writing, no. I just told him about it.
C: OK. I’d say, well, here’s one thing you can do. You
need to put a warning sign on the stairs so that
people know to go around the hole. You are legally
obligated to warn visitors of dangers such as holes
in stairs, or broken windows, or whatever.
D: OK.
C: And then you need to notify your landlord again,
this time in writing. Tell him what you’ve told me,
and mention that you are worried about liability.
You don’t want to be held responsible if someone
gets injured.
A: Whose liability is it?
C: If the landlord was clearly told about the hole and
hasn’t done anything about it, then he is liable.
But you could be held liable if the landlord claims
you never told him about it. Or if someone said
they weren’t warned.
D: Thank you very much.
C: You’re welcome.
A: That’s all we have time for today. Next week, we look
at consumer law. What happens when you buy…
D Working Out Unknown Vocabulary (p. 103)
Extract
I was walking past my neighbor’s house a few months
ago, and there was a bunch of stuff put out on the
sidewalk in front of the house, on the curb, with the
trash. You know, free stuff.
Extract 2
So, legally, the painting is now Patty’s. But ethically,
I think the right thing to do would be to return the
picture.
Extract 3
You need to put a warning sign on the stairs so that
people know to go around the hole. You are legally
obligated to warn visitors of dangers such as holes in
stairs, or broken windows, or whatever.
Extract 4
And then you need to notify your landlord again, this
time in writing. Tell him what you’ve told me, and
mention that you are worried about liability. You don’t
want to be held responsible if someone gets injured.
5 Pronunciation
Exercise (p. 04)
1. How big is it?
2. How long ago did you tell him?
3. Whose liability is it?
Exercise 2 (p. 04)
1. What did Patty find on the curb?
2. How did she know it was valuable?
3. How much was it worth?
4. What was the problem in Andrew’s house?
5. What should Andrew do?
6 Speaking Skills
A = Host, B = Patty, C = Sarah Cole
Exercise (p. 04)
B: So my question is, did I steal this paining? I
mean, they threw it out, but now I know it’s worth
something, and I’m worried about it.
A: And so you want to know if you’re breaking the
law by keeping it?
B: Yes.
A: OK, let’s ask our legal expert here, Sarah Cole.
Sarah, what do you think?
C: Well, I think there’s an ethical question here. But
there’s no legal issue. Legally, you can keep the
painting as long as it was definitely thrown away
by the owners. You’re saying it was in the trash?
B: Not in the trash, no, but it was next to the trash,
with a bunch of other stuff: old furniture and junk.
If no one had taken it, the trash collectors would
have thrown it in the garbage truck.
C: Looks like you were very lucky.
A: But wait a minute. You said there was an ethical
question?
C: Well I do think there’s an ethical aspect here. And
that is, you know who the original owners are. So
you could give the painting back to them.
#609002 (OUP) Open Forum 1 Answer Key & Test Booklet p.41
1
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