Advanced 2
Sunday Tuesday 20:30-22:00
Your Last Visit: 09:08:23 PM Refresh the Page
The Messages by the Teacher:
Class Activity Grades:
78.0 متین رحیمیان86.0 علی رفیعی اصل
90.0 محمد وفائی زاده
81.0 رضا رحمانی
84.0 ایلیا عراقی
97.0 آرش مقدم فر
31.0 محمد یارمحمدی
79.0 عرفان عجمی
94.0 مهدی درویشی
94.0 محمد صادق سرباز
92.0 امیرعلی حسین زاده
94.0 علی امیدیان
25.0 صدرا رئیسی
71.0 امیرسجاد احمدی
83.0 رادین سعادتمندی
95.0 امیررضا وظیفه دوست
96.0 محمد بهراد معتمدی
98.0 کیا مرادیان
86.0 سامیار رحیم پور
83.0 امیراردلان محمدی
84.0 علی اکبر رجبی
88.0 امیرحسین شهابی
85.0 محمد پارسا نظری نژاد گیاشی
95-100 ⇨ Excellent
90-94 ⇨ Very Good
85-89 ⇨ Good
75-84 ⇨ Satisfactory
68-74 ⇨ Weak
25-67 ⇨ Very Weak
Detailed Report of Class Activity Grades:
4 ⇨ Good3 ⇨ OK
2 ⇨ Weak
1 ⇨ Not Ready
Student's ID Number: 9610030039
Name: متین رحیمیان
Listening: 3
Mean = 3.0
Speaking: 3
Mean = 3.0
Reading: 3
Mean = 3.0
Writing: 3
Mean = 3.0
Pronunciation: 3
Mean = 3.0
Grammar: 3
Mean = 3.0
Vocabulary: 4
Mean = 4.0
Orthography: 3
Mean = 3.0
Assignment: 3 3
Mean = 3.0
Rating Scale = 3.11
Total Score = 78.0
Student's ID Number: 9710050626
Name: علی رفیعی اصل
Listening: 4 4 4
Mean = 4.0
Speaking: 3 3 3 3
Mean = 3.0
Reading: 3 4
Mean = 3.5
Writing: 3 4
Mean = 3.5
Pronunciation: 3 4
Mean = 3.5
Grammar: 3
Mean = 3.0
Vocabulary: 3
Mean = 3.0
Orthography: 3 4
Mean = 3.5
Assignment: 4 4 4
Mean = 4.0
Rating Scale = 3.45
Total Score = 86.0
Student's ID Number: 9510050300
Name: محمد وفائی زاده
Listening: 4 4
Mean = 4.0
Speaking: 3 3 4
Mean = 3.33
Reading: 3 3 4
Mean = 3.33
Writing: 4
Mean = 4.0
Pronunciation: 3 3 3 3 3
Mean = 3.0
Grammar: 3 4
Mean = 3.5
Vocabulary: 4 4 3 3 4
Mean = 3.6
Orthography: 4 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.61
Total Score = 90.0
Student's ID Number: 9710050100
Name: رضا رحمانی
Listening: 3
Mean = 3.0
Speaking: 3 3
Mean = 3.0
Reading: 4 3 3 4
Mean = 3.5
Writing: 3
Mean = 3.0
Pronunciation: 4 4
Mean = 4.0
Grammar: 3 3
Mean = 3.0
Vocabulary: 4 4 4 3
Mean = 3.75
Orthography: 3
Mean = 3.0
Assignment: 1 4 4
Mean = 3.0
Rating Scale = 3.26
Total Score = 81.0
Student's ID Number: 9510050112
Name: ایلیا عراقی
Listening: 3
Mean = 3.0
Speaking: 4 3 3
Mean = 3.33
Reading: 4 3 3
Mean = 3.33
Writing: 3 4
Mean = 3.5
Pronunciation: 2 3 3 3
Mean = 2.75
Grammar: 4
Mean = 4.0
Vocabulary: 3 4 3 3 3
Mean = 3.2
Orthography: 3 4
Mean = 3.5
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.38
Total Score = 84.0
Student's ID Number: 9610080154
Name: آرش مقدم فر
Listening: 4
Mean = 4.0
Speaking: 4 4
Mean = 4.0
Reading: 4
Mean = 4.0
Writing: 3 4
Mean = 3.5
Pronunciation: 4
Mean = 4.0
Grammar: 4 4
Mean = 4.0
Vocabulary: 4 3 4
Mean = 3.67
Orthography: 3 4
Mean = 3.5
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.89
Total Score = 97.0
Student's ID Number: 9210170616
Name: محمد یارمحمدی
Listening: 1
Mean = 1.0
Speaking: 1
Mean = 1.0
Reading: 1
Mean = 1.0
Writing: 1
Mean = 1.0
Pronunciation: 1
Mean = 1.0
Grammar: 1
Mean = 1.0
Vocabulary: 3 1
Mean = 2.0
Orthography: 1
Mean = 1.0
Assignment: 2 2
Mean = 2.0
Rating Scale = 1.23
Total Score = 31.0
Student's ID Number: 9514260002
Name: عرفان عجمی
Listening: 3
Mean = 3.0
Speaking: 3
Mean = 3.0
Reading: 3 3 3
Mean = 3.0
Writing: 3
Mean = 3.0
Pronunciation: 3
Mean = 3.0
Grammar: 4
Mean = 4.0
Vocabulary: 3 3
Mean = 3.0
Orthography: 3
Mean = 3.0
Assignment: 3 4
Mean = 3.5
Rating Scale = 3.16
Total Score = 79.0
Student's ID Number: 9710150135
Name: مهدی درویشی
Listening: 4 4
Mean = 4.0
Speaking: 4 4 3 4
Mean = 3.75
Reading: 4 3 4
Mean = 3.67
Writing: 3 4
Mean = 3.5
Pronunciation: 4 3 4 3
Mean = 3.5
Grammar: 3 4 4
Mean = 3.67
Vocabulary: 4 3 4 4 4
Mean = 3.8
Orthography: 4 4
Mean = 4.0
Assignment: 4 4 4
Mean = 4.0
Rating Scale = 3.77
Total Score = 94.0
Student's ID Number: 9610150537
Name: محمد صادق سرباز
Listening: 4 4
Mean = 4.0
Speaking: 4 3 3
Mean = 3.33
Reading: 3 4 4 4
Mean = 3.75
Writing: 4 4
Mean = 4.0
Pronunciation: 3 4 4 3
Mean = 3.5
Grammar: 4 3 4 4
Mean = 3.75
Vocabulary: 4 3 4 4
Mean = 3.75
Orthography: 4 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.77
Total Score = 94.0
Student's ID Number: 9513090170
Name: امیرعلی حسین زاده
Listening: 4 3
Mean = 3.5
Speaking: 3 3 4
Mean = 3.33
Reading: 4 4 4
Mean = 4.0
Writing: 3 4
Mean = 3.5
Pronunciation: 4 4
Mean = 4.0
Grammar: 4 3
Mean = 3.5
Vocabulary: 4 3
Mean = 3.5
Orthography: 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.69
Total Score = 92.0
Student's ID Number: 9980160073
Name: علی امیدیان
Listening: 4 4 4
Mean = 4.0
Speaking: 4 4 3 4 3
Mean = 3.6
Reading: 4 4 4 4 3
Mean = 3.8
Writing: 4
Mean = 4.0
Pronunciation: 3 3 3
Mean = 3.0
Grammar: 3 4 4 3
Mean = 3.5
Vocabulary: 4 4 4 4 4
Mean = 4.0
Orthography: 4 4 4 4
Mean = 4.0
Assignment: 4 4 4 4 4
Mean = 4.0
Rating Scale = 3.76
Total Score = 94.0
Student's ID Number: 9315530066
Name: صدرا رئیسی
Listening: 1
Mean = 1.0
Speaking: 1
Mean = 1.0
Reading: 1
Mean = 1.0
Writing: 1
Mean = 1.0
Pronunciation: 1
Mean = 1.0
Grammar: 1
Mean = 1.0
Vocabulary: 1
Mean = 1.0
Orthography: 1
Mean = 1.0
Assignment: 1
Mean = 1.0
Rating Scale = 1.0
Total Score = 25.0
Student's ID Number: 9925229893
Name: امیرسجاد احمدی
Listening: 3
Mean = 3.0
Speaking: 3
Mean = 3.0
Reading: 1 1 1 3 3
Mean = 1.8
Writing: 3
Mean = 3.0
Pronunciation: 3
Mean = 3.0
Grammar: 3 3
Mean = 3.0
Vocabulary: 3 3
Mean = 3.0
Orthography: 3
Mean = 3.0
Assignment: 3
Mean = 3.0
Rating Scale = 2.83
Total Score = 71.0
Student's ID Number: 9613060070
Name: رادین سعادتمندی
Listening: 4
Mean = 4.0
Speaking: 3
Mean = 3.0
Reading: 3
Mean = 3.0
Writing: 3
Mean = 3.0
Pronunciation: 3
Mean = 3.0
Grammar: 4 3
Mean = 3.5
Vocabulary: 3
Mean = 3.0
Orthography: 3
Mean = 3.0
Assignment: 4
Mean = 4.0
Rating Scale = 3.31
Total Score = 83.0
Student's ID Number: 9819010046
Name: امیررضا وظیفه دوست
Listening: 4
Mean = 4.0
Speaking: 4 4 4
Mean = 4.0
Reading: 4 3 4
Mean = 3.67
Writing: 3
Mean = 3.0
Pronunciation: 4 3
Mean = 3.5
Grammar: 3 4 4
Mean = 3.67
Vocabulary: 4 4 4 4 4
Mean = 4.0
Orthography: 4
Mean = 4.0
Assignment: 4 4 4
Mean = 4.0
Rating Scale = 3.8
Total Score = 95.0
Student's ID Number: 9940052685
Name: محمد بهراد معتمدی
Listening: 4 4 4 4
Mean = 4.0
Speaking: 4 3 4 3
Mean = 3.5
Reading: 4 4 4
Mean = 4.0
Writing: 4
Mean = 4.0
Pronunciation: 4 4 4
Mean = 4.0
Grammar: 4 3
Mean = 3.5
Vocabulary: 3 4 4
Mean = 3.67
Orthography: 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.84
Total Score = 96.0
Student's ID Number: 9725020073
Name: کیا مرادیان
Listening: 4
Mean = 4.0
Speaking: 4 4 3 4
Mean = 3.75
Reading: 4 4 4
Mean = 4.0
Writing: 4
Mean = 4.0
Pronunciation: 4 4
Mean = 4.0
Grammar: 4 4
Mean = 4.0
Vocabulary: 4 3 4
Mean = 3.67
Orthography: 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.93
Total Score = 98.0
Student's ID Number: 9417340101
Name: سامیار رحیم پور
Listening: 3 4
Mean = 3.5
Speaking: 3 4 3 3 4
Mean = 3.4
Reading: 3 4 4
Mean = 3.67
Writing: 3 4
Mean = 3.5
Pronunciation: 3 3 3
Mean = 3.0
Grammar: 3 4 4 3 3
Mean = 3.4
Vocabulary: 2 4 3
Mean = 3.0
Orthography: 3 4
Mean = 3.5
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.45
Total Score = 86.0
Student's ID Number: 9614090058
Name: امیراردلان محمدی
Listening: 3 3
Mean = 3.0
Speaking: 4 3 3
Mean = 3.33
Reading: 3 3 3
Mean = 3.0
Writing: 3 4
Mean = 3.5
Pronunciation: 3 3 3 3
Mean = 3.0
Grammar: 3 3
Mean = 3.0
Vocabulary: 3 4 4 3 3
Mean = 3.4
Orthography: 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.31
Total Score = 83.0
Student's ID Number: 9413090357
Name: علی اکبر رجبی
Listening: 3
Mean = 3.0
Speaking: 4 4 3 3
Mean = 3.5
Reading: 4 3 3 3
Mean = 3.25
Writing: 3
Mean = 3.0
Pronunciation: 3 3 3
Mean = 3.0
Grammar: 4 4 3 3
Mean = 3.5
Vocabulary: 4 3 3 4 3
Mean = 3.4
Orthography: 3 4
Mean = 3.5
Assignment: 4 4 4
Mean = 4.0
Rating Scale = 3.35
Total Score = 84.0
Student's ID Number: 1400409121491
Name: امیرحسین شهابی
Listening: 4
Mean = 4.0
Speaking: 3 3 4
Mean = 3.33
Reading: 3 4 3
Mean = 3.33
Writing: 3 4
Mean = 3.5
Pronunciation: 3 3 4
Mean = 3.33
Grammar: 3 4
Mean = 3.5
Vocabulary: 4 3 3 3
Mean = 3.25
Orthography: 3 4
Mean = 3.5
Assignment: 4 4 4
Mean = 4.0
Rating Scale = 3.54
Total Score = 88.0
Student's ID Number: 9714150011
Name: محمد پارسا نظری نژاد گیاشی
Listening: 3 4
Mean = 3.5
Speaking: 4 3
Mean = 3.5
Reading: 4 3
Mean = 3.5
Writing: 3 4
Mean = 3.5
Pronunciation: 3 3
Mean = 3.0
Grammar: 3
Mean = 3.0
Vocabulary: 3 4
Mean = 3.5
Orthography: 3 4
Mean = 3.5
Assignment: 3 4
Mean = 3.5
Rating Scale = 3.4
Total Score = 85.0
Session 20
PROGRESS CHECK TWO
EXERCISE A1. self-discipline
2. self-defense
3. self-catering
4. self-centered
5. self-service
6. self-contained
7. self-employed
EXERCISE B
1. √
2. x (restricted to means not open to anyone else; this information is not given in a)
3. x (contributions and achievements are not the same)
4. √
5. x (a growing body of evidence is not the same as all the evidence)
6. √
7. √
EXERCISE C
1. in
2. by
3. for
4. on
5. off
6. out of
7. into
8. through
9. on
10. up
EXERCISE D
1. a. verbally b. verbal c. verbalize
2. a. acquiescently b. acquiesced c. acquiescence
3. a. intuitions b. intuitively c. intuitive
4. a. smug b. smugness c. smugly
5. a. devastated b. devastated c. devastatingly
6. a. allegations b. alleged c. alleged
7. a. enforced b. enforcement c. enforceable
EXERCISE E
1. events (football matches and horse races)
2. responsibilities (answering the phone and dealing with computer queries)
3. activities (housework, gardening)
4. factors (exercise and diet)
5. trends (the move toward ready -made meals and the increasing popularity of snack foods)
6. functions (breathing and digestion)
7. benefits (physical fitness and social contacts)
EXERCISE F
1. trains
2. solution
3. model
4. scale
5. reaction
6. issues
7. collection
EXERCISE G
1. and
2. but
3. or
4. or
5. to
6. or
7. and
✍Homework:
Progress Check 2Session 19
Workbook Unit Six
EXERCISE A1. T
2. F
3. F
4. T
5. T
6. F
7. T
8. F
EXERCISE B
1. manifested
2. clamored
3. regain
4. literacy
5. manual
6. erode
7. aspect
8. usurp
EXERCISE C
1. compulsive
2. pessimistic
3. compile
4. usurp
5. controversial
6. bizarre
7. manipulate
8. mistreat
EXERCISE D
mistreatment
manifestation
compilation/compiler
digestion
erosive
acquiescent
manipulative
stimulating
1. digestion
2. manipulative
3. manifestation
4. compilation
5. stimulate
6. acquiescent
7. erodes
8. mistreatment
EXERCISE E
1. to
2. on
3. about
4. in/to
5. into
6. to
7. on (=on the rise)
8. of
EXERCISE F
1. Contrast
2. Contrast
3. Time
4. Time
5. Contrast
6. Time
7. Time & contrast
8. Contrast
EXERCISE G
1. When a company fails to update its equipment, it often pays a price in the long run.
2. Women today have many more options open to them than ever before
3. Everybody knows his or her own strengths best.
4. All of the workers anticipate their summer vacation.
5. If the campers want to eat quickly, they should themselves.
6. This sort of bathing suit looks ridiculous on me.
7. The application says you must pay a registration fee of 35 dollars.
8. The doctor said that those types of diseases are rare here.
Unit 6: Mini-Listening
Things you learn from reading
1. You learn practical things like vocabulary
2. You learn someone else's point of view.
3. You can see what it would be like to be a different person.
4. You can learn about different cultures.
5. You learn different styles of writing.
6. You can be inspired by the characters.
7. You learn to develop your imagination.
8. You learn facts about different subjects.
TRANSCRIPT FOR MINI-LISTENING (TIME: 1':40")
Junko: Well, you know, there are the practical things—you know, you learn a better vocabulary, and you learn more. well, actually, I think the best thing you learn from literature is you learn someone else's point of view. For instance, if I read a book that's from a male viewpoint, then I learn more about the male viewpoint. Male ideas, male opinions.
Andy: Yeah, yeah. And I think it's more than that. Like when you read, you become another person, and you can see what it would be like to be in that situation.
Junko: Hm-mmm.
Andy: You know, it's a way to, like, try out being different people.
Junko: Right! Or if you read a book about someone from a different country, then you learn all about their culture and how they think about things. And, what else? Let's see ... well guess you learn different writing styles. I mean, it's not something that you really look for, but, you know, you pick it up along the way.
Andy: Yeah, yeah, you know, sometimes I'm, I'm reading a certain type of poem, and I think, wow, I like that! You know, I want to try that.
Junko: Hm-mmm.
Junko: Oh, definitely. And, you know, you can also be influenced or inspired by characters in literature. Even though they're not real people, some characters are so well developed that, you know, you just want to have them as your friend.
Andy: Ok. What else? Um. What about reading as an escape?
Junko: Oh, definitely. And, you know, it's healthy every now and then to escape.
Andy: Yeah. You know, I .1 also think that reading, to a certain degree ... It trains your mind to, you know, imagine. And I think because you have to do that, you get more involved in it, in general I think that reading in most cases engages you more than, say a movie. You learn to imagine from a book, not a movie.
Junko: Well, that's true. And, you know, I think I've learned most of my facts and history from literature.
Effect Paragraphs
Expressions Commonly Used in Effect Paragraphs:
as a result
consequently
therefore
hence
result in
lead to
contribute to
...
★Make-Up Class:
Friday (Azar 23)4:00 pm - 5:30 pm
✍Homework:
Workbook (Unit 6)Session 18
Unit 6, Reading
✍Homework:
The Summary of the Paragraphs in the Reading of Unit 6The Answers to the Questions on Pages 116-119
Session 17
Unit 6: ENHANCING YOUR VOCABULARY
1.1. e
2. i
3. j
4. f
5. g
6. a
7. h
8. c
9. d
10. b
2.
1. plot
2. thesis
3. discrimination
4. undergraduate
5. slavery
6. help out
7. make it
8. book club
9. beloved
10. haunted
Unit 6: Listening
LISTENING TASK 1
1. c
2. b
LISTENING TASK 2
1. F (She won the Nobel Prize in 1993.)
2. T
3. F (Not all her books are about slavery, like Beloved, but they're all about the effects of history on individual people.)
4. F (Sethe escapes from Kentucky to the North, Ohio, with her child.)
5. T
6. F (Sethe killed her older daughter herself.)
7. T
8. F (The novel-suggests. that Belove4is„the spirit of Sethe's dead daughter.)
9. T
10. T
(TRANSCRIPT: 5':42")
Sherrie: Thanks for letting us have our book club meeting at your house, Kim.
Kim: No problem, Sherrie! I'm glad you could all make it. Coffee, anyone? Pablo!?
Pablo: Yes, please, Kim. Great choice, of book this month?
Kim: You liked it?
Pablo: Absolutely! I'd never read anything by Toni Morrison before. Actually, I'd never even heard of her. Who is she?
Sherrie: I'm surprised you don't know her Pablo, she won the Nobel Prize for literature in... let me see ... 1993.
Kim: I also know that she's the most famous African — American novelist. We use a lot of her books at the university where I teach. The students like writing about her That's how I discovered Morrison. I wrote my senior thesis about her — you know; the major essay you sometimes have to write at the end of an undergraduate degree.
Pablo: What did you write about, Kim?
Kim: Mostly about this book that we read, Beloved. But I was really interested in her Nobel Prize. It was an unusual choice for the committee — an African — American woman. But they felt Morrison had played an important role in writing the history of black Americans. Not all her books are about slavery, like Beloved but they're all about the effects of history on individual people. It's a powerful idea.
Sherrie: I see what you mean in Beloved. The main character, Sethe, is literally haunted by her history.
Pablo: That's a great way to say it, Sherrie. Do you mean that Sethe thinks she sees ghosts? That's why she is haunted?
Sherrie: Actually, I was a bit confused by the story. Can we perhaps talk about the plot first? Sethe is an escaped black slave, right?
Kim: Yes, that's right. She was a slave in Kentucky, and then she escaped to the North, to Ohio, with her child. The main plot of the book takes place in 1873 after the end of slavery in the south of the U.S.
Sherrie: Okay, but aren’t there really two stories in this book?
Kim: Yes, there are. The second story happened twenty years earlier, when Sethe was still a slave in Kentucky. That story describes how she escaped from her slave owner.
Sherrie: Got it. But I was still confused about how many children she has. Can one of you help me out?
Kim: She has four children in total: Two sons, Howard-and-Bulgar; a daughter, Denver, who She’s living with in the Ohio part of the story; and another daughter who was older than Denver, but died. She didn't just die, though, Sethe killed her.
Sherrie: Killed her own daughter? Oh, I remember now. After she first escaped, her owner tried to bring her and her children back as slaves. And to stop him from getting that one child, she actually killed her.
Kim: Exactly. But she hadn't given that daughter a name, and when she buried the baby, she just had the word "Beloved" written on the gravestone.
Pablo: So, who is the character called Beloved?
Sherrie: Wait, that's the mysterious girl who shows up outside Sethe's house in 1873?
Pablo: Yeah. Is she the ghost of the dead baby? You're the expert, what do you think?
Kim: I'm no expert! And Morrison doesn't really tell us. But the book suggests that Beloved is the spirit of the dead daughter. That's why Sethe tries to explain to her why she had to kill the baby.
Pablo: You could say that slavery killed the baby.
Sherrie: Is that what Morrison said?
Kim: Not exactly. You know that when the Nobel Prize is presented, the winner gives a speech. Well, Morrison's speech is brilliant. She says that language cannot fully describe something as awful as slavery. Sometimes, you need silence as-well; She argues that literature should ask questions, but it should not give easy answers. At least, that's what I understand from her Nobel Acceptance speech.
Sherrie: So, that's why we're never really sure if Beloved is Seethe's dead daughter, or if she's just a lost young woman. Sometimes, the book was so realistic, I could see the events. But then there were some episodes that felt like a dream. It was very powerful.
Kim: I agree but I had a problem with the book I wanted more description of America after slavery, after the Civil War. I wanted to know more about Seth's life in Ohio. It sounded too easy to me. I had many questions about the society and discrimination and race at that time. Sherrie: I see what you mean. Morrison doesn't really say much about ordinary life in the 1870s. I think that's because the author wants to concentrate on the characters and their lives, not the world around them. We can't help feeling Sethe's pain.
Pablo: That's how I see it, too. Although Morrison said that language cannot fully express other people's pain, she can hint at it.
Kim: Okay, I can see that. Thanks So, what's next month's book?
✍Homework:
Enhancing Your Vocabulary (Pages 109 & 110)Session 16
Workbook: Unit Five
EXERCISE A1. c
2. d
3. a
4. a
5. c
6. b
7. b
8. d
EXERCISE B
1. bruise
2. abstain
3. crouched
4. vibes
5. onset
6. tackle
7. realm
8. hunch
EXERCISE C
1. narrow escape
2. abrupt departure
3. telltale signs
4. cognitive psychology
5. menacing clouds
6. acute pain
7. diagnostic tests
8. aberrant beliefs
EXERCISE D
1. abusive
2. preservative
3. perceptible
4. absorption
5. Adaptability
6. disclosure
7. diagnosis
8. skepticism
EXERCISE E
1. into
2. from
3. in
4. at
5. on
6. from
7. in
8. on
EXERCISE F
1. The building which was damaged by the earthquake was later demolished by the wrecking crew.
2. Jerry decided to quit school, which was a great disappointment to his parents.
3. Few people attended last night's meeting, which was a pity since several important matters were decided on.
4. The aims which the society is pursuing are praiseworthy.
5. The pipeline which carries the town's water supplies has been severed.
6. Robert has handed in his resignation, which was the best thing he could do in the circumstances.
7. Anna and Mathew spent the whole time arguing, which bitterly annoyed everyone.
8. Lighting bonfires at this time of the year is a tradition which goes back to the 17th century.
EXERCISE G
P 1. Doesn't change.
NP 2. Flour is used not only to bake cakes but also to make paste.
NP 3. Jamie hoped to fly to Columbus and to rent a car to use while she was there.
NP 4. Benjamin is the captain not only of the softball team but also of the baseball team.
NP 5. Charles gave thanks not only to his parents but also to his fellow students.
NP 6. The concept was loud, colorful, and crowded.
NP 7. Fruit grown either sheltered from sunlight or in a season of many rainy days will not have much vitamin C.
NP 8.A fanatic is neither moderate in his view not tolerant of other people's view.
Mini-Listening: Unit Five
TRANSCRIPT FOR MINI-LISTENING (TIME: 2':40")
Lucia: I have this recurring dream. I'm back in high school, and in my dream, the school looks mostly the same as it did, but much bigger. The weird thing is that although I'm now twenty years old, I had to go back to high school and study with all these fifteen-year-olds. It's very embarrassing. No one seems to notice that I'm much older and shouldn't be there in the first place. But still, it's very uncomfortable. I keep thinking, "What am I doing here?" Well, I think it must be a couple of weeks into school, and I've lost my class schedule. I start walking through the halls trying to find the main office. I can't find it. No matter how far, how many hallways, I just can't find it. I know I'm late for class, and this really worries me. Finally, I wind up in my math class, but it's almost over—so I've missed most of it, and I don't know what the homework is, and I think I've missed an important test, or something. Basically, that's the dream. I think I have that dream when I'm worried or overwhelmed about something that is happening in my life at the time.Rick: My name is Rick, and I sometimes have this dream, this bad dream. Really it's a nightmare. I'm in danger, but I'm not sure from what, and I can't move or scream or anything. I can feel something coming closer and closer to me, and, you know, it's really strange because usually in the dream I am exactly where I am in real life—like in my own bed in my bedroom— and everything is very realistic. The only part that is dreamlike is that I can't move. Sometimes I can't even open my eyes, or I can only open one eye. Usually I have to alert Someone, or possibly save someone, although the person often changes. Anyway, I can't do anything because I can't move. It's really terrifying. You know, I think the dream means that I'm feeling there's something in my life that I can't control, although. I SHOULD BE TO. Once I had the dream when one of my children was very sick, and I just felt completely helpless. I hate feeling that way.
Answer Key
Lucia
is back in high school; has lost her class schedule; can't find the main office; is late for class; doesn't know what homework she must do; misses an important test
She's worried or overwhelmed about something in her life.
Rick
is in danger but unable to move or scream; is in his own bed and senses something coming closer; needs to alert someone, but can't move
He's not in control of something (he once had a dream when one of his children was sick)
3.3 FOLLOW -UP
PAIR WORK1.
1. view
2. sight
3. sight
4. view/sight
5. sight
2.
1. at first sight
2. in full view
3. came into view/sight
4. out of sight
5. At the sight
GROUP WORK
1.
1. clank
2. sizzle
3. crack
4. thud
5. screech
6. creak
7. pop
8. rustle
9. hiss
10. swish
2.
1. thud
2. sizzling
3. crack
4. screeched
5. creaked
6. popping
7. clanked
8. blare
9. hiss
10. clink
Homework:
Workbook (Unit 5)Session 15
Unit 5, Reading
A => Mahdi DarvishiB => Radin Saadatmandi
C & D => Reza Rahmani
E => Mohammad Parsa Nazarinezhad
F => Amirali Hosseinzadeh
G => Iliya Eraghi
H & I => Amirhossein Shahabi
J => Aliakbar Rajabi
K => Mohammad Sadegh Sarbaz
Intuition
In a large, crowded hospital in Zimbabwe, a 30-year-old woman was lying on a gurney about to be wheeled into the operating room for minor gynecological surgery, when Rebecca Bingham, M.D., happened to walk by. Although she'd never seen the patient before - and knew nothing of her medical history - the doctor had a sudden sense of alarm. "I felt I should check her heart,"- says Dr. Bingham. She put her stethoscope to the woman's chest, and heard a murmur - abnormal blood flow through the heart, a possible sign of mitral stenosis, a heart condition that can cause serious complications if the person is anesthetized. Bingham alerted the surgeons, who canceled the operation to further evaluate the patient. Tests confirmed that she did, in fact, have the dangerous condition. An amazed surgeon asked Dr. Bingham why she had suspected the disorder. The family practitioner replied that it was "just a hunch."
stenosis = narrowing of the blood vessels
B
Psychologists like Timothy D. Wilson, Ph.D., professor at the University of Virginia, and author of Strangers to Ourselves, believe such hunches are prompts from the adaptive unconscious. This is not the Freudian realm of repressed memories and primitive emotions. The adaptive unconscious is a mechanism in the brain that processes an ocean of sensory information, sorting it, inferring causes, judging people, and influencing feelings and behavior - all without our conscious mind being aware. These hidden powers of perception, are what allow people to "see the invisible." In Bingham's case, clues lay under the surface of her conscious mind. Experience working in Africa had taught her that mitral stenosis was more common there than in the United States. In addition, something about the woman had drawn the doctor to her.
prompt = reminder; hint; clue
realm = zone; area; domain
C
Like Dr. Bingham, most of us have had remarkably accurate intuitions that seem to spring from nowhere. We call these mysterious flashes of insight hunches, gut feelings, animal instinct, ESP, or even a sixth sense. Some people dismiss them as lucky guesses. But Dr. Klein, a cognitive psychologist from Fairborn, Ohio, once a skeptic himself, no longer dismisses the power of intuition. He has studied people who have to make rapid, do-or-die decisions, such as firefighters, intensive-care nurses, and soldiers.
spring from = originate from
insight = deep understanding
dismiss = reject
skeptic = doubtful; in doubt
rapid = fast
D
In one case, Klein interviewed a fire lieutenant who described a sixth sense that saved his life and the lives of his men. A hose crew was inside a house battling a kitchen fire. But each time they doused the flames, the fire roared back with greater fury. And the room was extraordinarily hot for such an apparently minor fire. The lieutenant sensed danger and ordered his team out of the house. As they reached the street, the kitchen floor collapsed. If they had been inside, they would have plunged into the basement where the main fire raged. Analyzing this episode, Klein realized that what the lieutenant called ESP was actually the subconscious processing of memory and physical clues. The blaze didn't match the firefighter's expectations. Flames weren't quelled: the room was too hot—not the pattern of a kitchen fire. It set off alarm bells in the lieutenant's unconscious.
lieutenant = a middle-ranking officer
hose = a tube for carrying water
douse = put out; control
extraordinarily = unusually; abnormally
collapse = fall down
plunge = fall
blaze = fire; flame
quell = bring under control
E
Klein has heard hundreds of similar stories. Pilots, paramedics, nurses, and others reported that in many emergency situations they did not stop to weigh options or make conscious decisions. They leaped into action, following their gut instincts. But how could they tell if they were making the right move? "Intuition is actually a two-step linking and checking process. First, we rapidly sort memories, looking for a familiar pattern to guide us. Then as we follow the plan that worked in an earlier similar situation, our unconscious mind is vigilant for anything odd or unexpected," Klein explains. "We're constantly reading ourselves, checking for emotional or physical reactions, such as an uneasy feeling or increase in heart rate, that say, 'Watch out, you may be getting into trouble."'
paramedic = ambulance driver
vigilant = watchful
odd = strange; weird; unusual
F
Even when not in emergency mode, our internal radar is on alert for patterns that signal threat to ourselves or those we love. Leah Ingram's daughter, Annie, was a little tomboy who loved to roughhouse. It wasn't unusual for her to come home with cuts and bruises after playing with friends. But something about the five-year-old's recent behavior didn't feel right to her mother. One morning Annie complained that her stomach hurt, and she was too sick to go to school. "Normally, she loves school so much she'd go even on Saturday and Sunday, so my gut told me something was wrong," says Ingram. She sat Annie down for a talk. "I found out that a girl was bullying her." The bruises were not from play. Ingram called Annie's teacher, and the problem was resolved. Luckily, moms like Ingram are sensitive to the language of "gut communication."
tomboy = a girl who behaves like a boy
roughhouse = argue loudly
G
In fact, the term is more than a convenient figure of speech. A study by University of Iowa College of Medicine researchers revealed that our bodies are smarter than we think since one of the ways our intuition warns us of trouble is through physical sensations. The researchers lent volunteers $2,000 (in play money) and asked them to turn over cards from four decks, marked with sums the person had won or lost. Two of the decks offered larger wins and losses, but ultimately left players in the red, while the other two had smaller rewards and penalties, but resulted in a profit over time. After playing about 10 cards from one of the losing decks, subjects who were hooked up to skin sensors like those on a lie detector started getting bad vibes. By the time they'd played 50 cards, they began to avoid those decks, even though they couldn't explain why. But their skin was reacting with nonconscious signals, indicating that they sensed certain decks were losers. Yet it wasn't until they'd played an average of 80 cards that they could verbalize what their skin and subconscious mind knew. People with damage to the brain's prefrontal cortex—who were also part of this study—didn't have telltale skin changes and kept picking from bad decks even after they knew they were risky, suggesting that this region of the brain may be where our "gut" knowledge really originates.
term = word
figure of speech = literary device
deck = a group of cards
in the red = in debt
profit = financial gain
verbalize = put something into words
telltale = revealing
H
Learning to listen to your body's cues can have surprising payoffs. An unusual investment approach has helped a fund manager make billions: His back tells him when it's time to sell by acting up. "I used the onset of acute pain as a signal there was something wrong in my portfolio," he once explained. "I rely a great deal on animal instincts." What the financier's back might be reacting to is shifting market patterns that the intuitive part of his brain has absorbed. And how's his back doing? He had a few setbacks in 2000 when his hedge fund, along with many others, took a beating on high-tech stocks.
cue = prompt; clue; hint
payoff = reward
onset = beginning
acute = intense
financier = a person who is active in financial markets
I
Our sixth sense can also detect when a situation isn't as menacing as it seems. John Yarbrough was on patrol for the Los Angeles County Sheriff's Department when he pulled over a car for a routine traffic stop. As he approached the car, the teenage driver stepped out with a gun in his hand. "We were about six feet apart and I had a split second to judge his intentions. Logically, I should have shot him, but for some reason, I didn't." The officer's hunch was right: After a brief face-off, the youth dropped his weapon and surrendered peacefully.
menacing = threatening
face-off = an argument or a fight
J
Years later, Yarbrough, who now works as a criminal profiler, learned why he held his fire when self-preservation told him to shoot. While participating in a study conducted by Paul Ekman, Ph.D., author of Emotions Revealed, Yarbrough discovered that he had a gift for reading faces. This ability, which all of us have to some degree, stems from spotting "microexpressions." "These very intense bursts of emotion only last a quarter of a second but signal a person's true feelings even if he's trying to hide them." says Ekman. "If you distrust someone who is trying to sell you a house, it could be because when he said the roof didn't leak, you saw a microexpression of smugness at fooling you, or fear of being caught in a lie." While microexpressions and pattern recognition don't explain every hunch—some really do seem uncanny—scientists have given us reasons to trust our intuitions.
smugness = complacency, self-satisfaction
uncanny = unpleasant
K
Dr. Bingham thinks so: Her hunches have resulted in some amazing diagnoses, including detecting lung cancer in a patient who came in for a routine physical. "Though this woman didn't have obvious symptoms, I thought I ought to check her out with a chest X-ray." Bingham ordered a chest X-ray, which showed a very small, still treatable tumor. "Now I tell medical students that if they ever get a feeling that something is wrong with a patient, they should listen because it might save a life."
physical = medical examination
✍Homework:
★The Summary of each Paragraph in the Reading of Unit 5★The Answers to the Questions on Pages 98-101
Session 14
Unit 5, Listening
PREDICTING1. b
2. a
3. b
4. c
5. a
Unusual Behavior of Animals
- Elephants Hold Funerals: Elephants are known for their strong social bonds and have been observed mourning their dead in a ritualistic manner. They may lay their trunks over the body, cover it with leaves and branches, or stand nearby as if on guard.
- Octopuses Throw Things: Octopuses have been seen using their limbs to throw objects like sand, algae, and shells, possibly as a form of communication or to attack other octopuses.
- Ravens Mimic Wolves: Ravens can mimic a wolf's howl to attract them to potential prey. Once the wolves make a kill, the ravens then swoop in to steal some of the meat.
- Spiders Evade Cannibalism: Some male spiders have developed a way to catapult themselves away from females to avoid being eaten after mating.
- Vervet Monkeys Enjoy Alcohol: Vervet monkeys have shown a preference for alcohol and have been known to steal drinks from humans.
These behaviors are not just oddities; they serve specific purposes in the animals' lives, helping them survive, communicate, and adapt in their environments. It's a fascinating glimpse into the complexity of animal life!
ENHANCING YOUR VOCABULARY
1.1. d
2. g
3. e
4. f
5. h
6. i
7. b
8. j
9. c
10. a
2.
1. attuned
2. intrigued
3. sniff out
4. squawking
5. premonition
6. crouched
7. imminent
8. tipped off
9. Vibrations
10. tremor
TRANSCRIPT (TIME: 4':11")
Host: Welcome back. Last week, I received an interesting question via email from a listener, a pet owner, in San Francisco I was so intrigued by that email, in fact, that I had to call in our zoologist, friend, Frank Scurlock, to help us answer the question from our listener. Frank, how are you?
Mr.Scurlock: I'm doing well, It's good to see you.
Host: Same here. Well, our listener happens to be on the line, phoning in from California, so let's take her call. Hello, Carolyn, are you there?
Carolyn: Yes, I'm here. Hi.
Mr.Scurlock: Hi, Carolyn.
Host: Why don't you tell us what you emailed me last week?
Carolyn: Ok, I had a question about something a little weird — some strange behavior — I had noticed with my pets, my cats and my dog.
Mr.Scurlock: What's your question? And what did you observe?
Carolyn: I've heard that some animals can sense that an earthquake is coming before it happens. Is there any truth to that?
Mr. Scurlock: Ah, yes. Well, we believe there may well be truth to that. But before I explain, what did you observe?
Carolyn: Well we—my husband and I—have all noticed our pets act a certain way. It's kind of strange. All the animals, three cats and the dog, do the same thing at approximately the same time. They gather together and won't stand up—they sort of crouch down or lie flat in the center of the room. They'll stay there for around two minutes. If my husband and I are in another room, they'll come into the room where we are. It's as though they want to stick together or something. I've definitely seen them do that just before an earthquake, but we’ve also noticed it other times when we didn't feel any tremors. Oddly enough, though, we would sometimes hear on the news that next day that there had been a mild quake or some tremors. We would think: It's as if they knew the earthquake was coming.
Mr. Scurlock: What you've described sounds very normal. Your animals can sense that a quake is on its way. In fact, scientists are beginning to pay more attention to this kind of behavior by animals. And in some places—China for instance—they're counting on the unusual animal behavior to tip them off in advance that an earthquake is imminent.
Carolyn: How do they know, though?
Mr. Scurlock: Well, it's widely accepted that animals possess a finer sense of smell than we do. That's why some dogs are used in detective work, to sniff out drugs or bombs, or to find suspects. Many animals also have a heightened sense of hearing. Dogs, some birds, and elephants for example, can pick up infrasound—something that's too low for us to hear. In fact, manufacturers have taken advantage of these different abilities to hear sounds to invent high frequency whistles to call dogs but not disturb humans who can't hear sounds in that range. Some animals have amazing eyesight. For instance, cats, as you know, can see well in the dark—much better than we can. And that's not all. Experts claim that there are some other senses that we don't understand yet. And its mysterious senses like that which alert animals to trembling in the earth. This really isn't a new phenomenon. As far back as 400 years B.C., there were records of animal premonitions of earthquakes—squawking birds, for instance, that seemed to predict a coming quake. This seems to be the animals' way of sounding an alarm to some change they've detected. I think animals are more attuned to very subtle differences in their environment. Perhaps they hear or feel very small vibrations in the earth as it shifts—sounds and movement that we don't register.
Host: Well, Carolyn, thanks for the question. And thank you again to our guest Frank Scurlock.
LISTENING TASK 1
a. √
b. √
d. √
LISTENING TASK 2
1. Some animals crouch down or lie on the ground. Some birds make squawking sounds.
2. Very low sounds that humans can't hear. Dogs; some birds, and elephants can hear infrasound.
3. To sniff out drugs or bombs, or to find suspects.
4. High frequency whistles to call dogs but not disturb humans who can't hear sounds in that range.
5. Some animals have amazing eyesight. For instance, cats can see well in the dark.
6. As far back as 400 B.C.
Summary of the Radio Program
In a recent radio program, the host introduced a segment featuring zoologist Frank Scurlock to address a curious observation by a San Francisco pet owner named Carolyn. She phoned in to describe her pets’ peculiar behavior of crouching together before earthquakes, prompting a discussion on whether animals can predict such natural disasters. Mr. Scurlock confirmed that animals’ heightened senses, such as superior smell, hearing, and possibly other yet-to-be-understood senses, might enable them to detect imminent earthquakes. He cited historical observations and current practices in countries like China, where animal behavior is monitored for earthquake prediction. The conversation highlighted the possibility that animals perceive subtle environmental changes, like infrasound from the earth’s movements, which are imperceptible to humans. The program wrapped up with the host thanking Carolyn for her intriguing question and Mr. Scurlock for shedding light on the fascinating topic of animal sensory perception and earthquake detection.
✍Homework:
Enhancing Your Vocabulary (Pages 89 & 90)Session 13
Workbook: Unit Four
EXERCISE A1. d
2. f
3. a
4. h
5. b
6. i
7. c
8. e
EXERCISE B
1. impeccable
2. deem
3. fragments
4. tribute
5. tortuous
6. enforcement
7. transparent
8. smudge
EXERCISE C
1. Compulsory
2. Mercy
3. launched
4. casts
5. suspended
6. pleaded
7. capital
8. Community
EXERCISE D
1. collaborative
2. collaboration
3. coincidental
4. coincidence
5. victimized
6. victim
7. disposal
8. disposable
EXERCISE E
1. of
2. in
3. for
4. at
5. of
6. to
7. up
8. at/on
The Reduction of Adjective Clauses into Adjective Phrases
We can omit the relative pronoun of an adjective clause and its helping verb (if there is one) and use the present participle (verb + -ing) or the past participle (verb + -ed for regular verbs) of the main verb in order to convert the adjective clause into an adjective phrase.
Examples:
The man who was parking the car is my father.
The man parking the car is my father.
• who was parking the car => Adjective Clause
• parking the car => Adjective Phrase
The car which is parked in front of the house is my father’s.
The car parked in front of the house is my father’s.
• which is parked in front of the house => Adjective Clause
• parked in front of the house => Adjective Phrase
Point:
If we have only the verb “to be” in our adjective clause, we can reduce our adjective clause into a prepositional phrase instead of a phrase starting with a participle.
Example:
The basket which is on the table contains two loaves of bread.
The basket on the table contains two loaves of bread.
• which is on the table => Adjective Clause
• on the table => Prepositional Phrase Functioning as an Adjective Phrase
EXERCISE F
1. I have a message for people delayed by the traffic chaos.
2. Only a few of the movies shown at the Gray Theater are suitable for children.
3. Only a small fraction of the eggs laid by a fish actually hatch and survive to adulthood.
4. Arizona, once thought to be a useless desert, is today a rapidly growing industrial and agricultural state.
5. Few tourists ever see a jaguar, a spotted wild cat native to tropical America.
6. I was awakened by the sound of laughter coming from the room next door to mine at the motel.
7. Food passing from the mouth to the stomach goes through a tube called the esophagus.
8. Animals born in a zoo generally adjust to captivity better than those captured in the wild.
Parallel & Non-Parallel Structures
The words or phrases which we use inside a part of the sentence (like the subject, the object, or the subject complement) have to belong to the same grammatical category.
Point: If a part of the sentence is made up of several words or phrases which do not belong to the same category, that part of the sentence is considered as non-parallel.
Example 1:
Non-Parallel: Playing a musical instrument and to sing a song simultaneously is a very difficult task for many musicians.
The subject of the sentence is made up of two different grammatical categories: a gerund and an infinitive. Therefore, the subject of the sentence is non-parallel.
Parallel: Playing a musical instrument and singing a song simultaneously is a very difficult task for many musicians.
The subject of the sentence is made up of two gerunds, so it is parallel.
Example 2:
Non-Parallel: All the villagers were honest, hospitable, and they were kind.
The subject complement is made up of two adjectives and an independent clause. Therefore, it is non-parallel.
Parallel: All the villagers were honest, hospitable, and kind.
The subject complement is made up of three adjectives, so it is parallel.
EXERCISE G
1. Mr. Roberts found teaching in the classroom more inspiring than managing the school.
2. Reading the assignment and taking lecture notes are equally important.
3. She has to assume responsibility for her own decisions and (her own) duties.
4. The prime minister recommended an increase in taxes and (an increase) in several fees.
5. Mr. Roberts found teaching in the classroom more inspiring than managing the school.
6. Taking the oral examination is usually harder than writing the dissertation.
7. The conscientious objectors came to listen and (to) ask questions.
8. The new governor has already shown himself to be not only charming but also politically sophisticated.
Unit 4: Mini Listening
TRANSCRIPT FOR MINI-LISTENING (TIME: 1':30")
1. people using cellular phones in restaurants
Woman: |Cellular phone ringing| I hate it when people use cellular phones in restaurants.
Man: Me, too. It's so unnecessary. It's just showing off, really.
Woman: I agree. I think people with cell phones should be asked to leave them at the door— you know, like coats and umbrellas. They can always check their voice mail later to see if there are any messages.
Man: Exactly. That's a great idea.
2. car security alarms going off at night
Man: |Car alarm going off| I tell you another thing that drives me crazy—when people's car security alarms go off in the middle of the night.
Woman: Yeah. Don't you hate it when an alarm wakes you from a deep sleep? It's such an awful sound—and it just goes on and on!
Man: I think people who park regularly on the street ought to be required to let their neighbors know their license-plate number and their telephone number. Then if their alarm goes off, someone can call them to come down and turn it off.
Woman: Good idea. At least that way they'd be sure to get woken up, too.
3. telemarketing salespeople calling too often
Woman: |IPhone ringing| and I really hate it when people call me at home and try to sell me stuff.
Man: Me, too. I think the telephone companies should offer a service that automatically blocks telemarketing calls.
Woman: That's an interesting idea. That way, we might pay a little bit more, but we'd have peace.
Man: Right!
Solutions
1. People with cell phones should be asked to leave them at the door.
2. People who park regularly on the street ought to be required to let their neighbors know their license- plate number and their telephone number.
3. The telephone companies should offer a service that automatically blocks telemarketing calls.
✍Homework:
Workbook (Unit 4)Session 12
A & B => Amirali HosseinzadehC & D => Amirhossein Shahabi
E => Amirardalan Mohammadi
F => Amirreza Vazifehdoust
G & H => Aliakbar Rajabi
I => Ali Omidian
J => Kia Moradian
K => Mohammad Behrad Motamedi
Unit 4, Reading:
Fingerprints
For most of the century since it made its courtroom debut, fingerprinting has enjoyed an impeccable reputation for identifying criminals. What jury would acquit a suspect if his prints matched those found at the scene of a crime? It was thus understandable that when a speaker at a recent meeting on Science and the Law held in San Diego by America's Justice Department hinted that the technique might not deserve its aura of infallibility, a law enforcement agent in the audience was later overheard calling him an unprintable name.
debut = the first public appearance of a performer or sports player
impeccable = perfect; flawless; without any mistakes or faults
acquit = exonerate
hint = imply
aura (of something) = a feeling or particular quality that is very easy to notice and seems to surround a person or place
infallibility = the fact that somebody/something is never wrong or never fails
law enforcement agent = police officer or FBA agent
unprintable name = f word; swearing; curse; offensive word
B
Understandable, but not, says the speaker, Simon Cole, justified. For he is one of a small group of people that has started looking at the technique which, above all others, gave forensic science its scientific status. And, surprisingly, he has found it is scientifically and statistically wanting.
The Paraphrase of the Frist Sentence:
Simon Cole says, “It is understandable, but not justified.”
justified = reasonable
forensic = connected with the scientific tests used by the police when trying to solve a crime
wanting = not good enough
C
This is not to say that the world's prisons are full of innocent victims of dodgy evidence. But the fact is, according to Dr. Cole, who researched the subject at Cornell University, that fingerprinting has never been subjected to the scientific scrutiny required in a modern courtroom. And he thinks it should be.
dodgy = suspicious
scrutiny = careful study
D
Modern fingerprinting goes back to Francis Galton, a 19th-century British scientist who, ironically, helped pioneer the use of statistics. In 1892, Galton looked at the pattern of whorls, arches, and loops that make up fingerprints, and estimated that the chance of two prints matching at random was about one in 64 billion.
pioneer = to be the first person who does something
whorl = a pattern made by a curved line that forms a rough circle, with smaller circles inside bigger ones
arch /ɑːrtʃ/= anything that forms a curved shape at the top
E
That estimate, however, has never been backed up by any data. Besides, Galton was not really comparing whole prints. Instead, he identified places where the ridges of which fingerprints are composed, either end or split. These are now known as "points of similarity," or "Galton details," and if two prints have enough points in common, they are deemed to be identical. Galton's estimate relied on using every available point (there are generally between 35 and 50). Current practice, which varies widely from one place to another, has been to declare a match if there are somewhere between 8 and 16 points of similarity linking a point found at a crime scene and one taken from a suspect. Unfortunately, the validity of this process, and the number of points of similarity needed to make it statistically secure, have not been scientifically investigated. Nor has the alternative technique, recently introduced in England of relying on an examiner's overall impression of a match, without any attempt at quantification. That puts fingerprinting on shaky theoretical ground.
estimate = a judgement that you make without having the exact details or figures about the size, amount, cost, etc. of something
ridge = a raised line on the surface of something; the point where two sloping surfaces join
deem = consider
validity = being acceptable; acceptability
quantification = the act of describing or expressing something as an amount or a number
F
And two other things make the situation worse in practice. The first is that fingerprints found at crime scenes tend to be incomplete. What are being compared are thus not whole prints, but mere fragments. Nothing, not even Galton's original analysis, has anything to say about the likelihood of fragments of prints coinciding in different individuals. The second difficulty is that most fingerprint evidence found at the scene of a crime is "latent." In other words, it requires treatment with chemicals, or illumination with ultraviolet light, in order to make it visible enough to work with—and, even then, it is often indistinct. How valid it is to compare such filtered evidence with the clean crisp prints obtained from suspects in controlled conditions is another unexplored question.
scene = location
fragment = a part of the whole
coincide = to be the same or very similar
latent = hidden; not manifest
illumination = light or a place that light comes from
indistinct = vague; hazy; unclear
valid = acceptable
crisp = fresh and clean
G
The upshot is that, at least by comparison with the techniques used to process DNA evidence (which are often, in tribute to the awe in which the older technique is held, referred to as "DNA fingerprinting"), fingerprints look technically flawed. And lawyers—backed in America by a judgment made in 1993 that set standards for the admission of scientific evidence in court—are starting to notice.
upshot = outcome; final result
tribute = respect
flawed = problematic; containing errors; defective
H
The turning point was the case of Byron Mitchell, who allegedly drove the getaway car in a robbery carried out in Pennsylvania in 1991. In 1998, Mr. Mitchell appealed against his conviction. The case turned on two latent prints—one found on the getaway car's steering wheel and the other on its gear lever–that were said to link him to the crime. The details of the case are tortuous: Mr. Mitchell's conviction was upheld this year, but his lawyer Robert Epstein, another doubter of the value of fingerprints, is still trying to have it overturned.
turning point = an important development or change
appeal = to make a formal request to a court or to somebody in authority for a judgment or a decision to be changed
tortuous = complicated; complex
uphold = (especially of a court of law) to agree that a previous decision was correct or that a request is reasonable; approve of
overturn = to officially decide that a legal decision, etc. is not correct, and to make it no longer legally recognized
I
During the course of the trial, however, the Department of Justice did something that had never been done before. It carried out a rough and ready experiment to test the reliability of fingerprints. It did this by sending the latent prints, plus inked prints of Mr. Mitchell's fingers, to the laboratories of 53 state law enforcement agencies. Eight of the 35 agencies that responded were unable to find a match for one of the latent prints, and six failed to match the other—an average failure rate of 20%.
J
That is a shocking result. And confidence in the department's objective attitude to scientific evidence is not enhanced by its response to the first round of results. It slipped enlarged photographs of the latent prints and the prints from Mr. Mitchell into transparent plastic sleeves, and marked red dots on the sleeves to suggest which of Mr. Mitchell's prints matched the latent ones and where. When this "modified" evidence was sent back to the errant laboratories, most of the examiners took the hint and agreed that the prints did actually match, after all.
objective = unbiased; impartial
errant (adj.) = doing something that is wrong; not behaving in an acceptable way
K
This case, in Dr. Cole's view, casts serious, and for the first time, quantitative doubt on the reliability of fingerprints. More research would thus be welcome, and America's National Institute of Justice (an arm of the Department of Justice) is proposing to study the matter, and has made $500,000 available to do so. This is, in effect, an admission that fingerprinting as now practiced may not actually be reliable. In the meantime, the use of a technique that may have an error rate as high as 20% raises a lot of legal questions. If these are not answered soon, many more cases that turned on a few smudges left behind by a careless criminal or an innocent bystander are going to be dragged before the appeals courts.
Session 11
UNIT FOUR: LISTENING
ENHANCING YOUR VOCABULARY
1.1. f
2. h
3. j
4. a
5. b
6. i
7. c
8. e
9. d
10. g
2.
1. restored
2. victim
3. property
4. offenders
5. pleaded
6. inhabitants
7. convicted
8. justice
9. movements
10. alternative
TRANSCRIPT (TIME: 3:40")
Radio Host: 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.
Robert Sherman: Thank you.
Radio Host: First of all, what is restorative justice?
Robert Sherman: 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 like punishing 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.
Radio Host: Can you give me an example?
Robert Sherman: 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.
Radio Host: That's a real old-fashioned way to deal with crime, isn't it? It's like what my parents would have done!
Robert Sherman: 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.'
Radio Host: Now what about the victims? How does participating in the restorative justice process affect them?
Robert Sherman: It is 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.
Radio Host: And does this kind of approach help to reduce crime? Does it stop people from committing crimes again?
Robert Sherman: 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.
Radio Host: Now, is restorative justice only used in the United States? Is it an American thing? Robert Sherman: 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.
Radio Host: Really?
Robert Sherman: Yes. Native Americans also had a similar way of dealing with crime. So, although it's a new movement, it's got old roots.
Radio Host: All right. Well, when we come back, we'll be taking some calls from listeners, and the number to call is...
LISTENING TASK 1
……………….. 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.
LISTENING TASK 2
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.)
Summary of the Radio Program
The radio program discusses restorative justice, an alternative to traditional prison sentences for crimes. The key points are:Restorative Justice: It focuses on repairing harm caused by crime, emphasizing making things right for victims and the community rather than punishing offenders.
Example: Young offenders meet their victims face-to-face, apologize, and work to repair the damage they’ve caused, fostering responsibility and accountability.
Benefits for Victims: It allows victims to share their stories and often helps them feel less afraid by humanizing the offenders.
Effectiveness: Research suggests restorative justice can be more effective than traditional methods, especially with young offenders, reducing the likelihood and severity of reoffending.
Global Use: Restorative justice is not exclusive to the U.S. and is based on traditional practices in various cultures, such as the Maori in New Zealand and Native Americans.
The program aims to highlight how restorative justice can lead to better outcomes for both victims and offenders.
Follow-Up
Pe ⇨ abduction (kidnapping) ➨ abductor/kidnapperPr ⇨ arson ➨ arsonist
Pe ⇨ assault ➨ assaulter/assailant
Pr ⇨ trespassing ➨ trespasser
Pe ⇨ blackmail ➨ blackmailer
Pe ⇨ bribery ➨ bribe-taker
B ⇨ hacking ➨ hacker
Pe ⇨ drug dealing ➨ drug dealer
Pr ⇨ embezzlement ➨ embezzler
Pr ⇨ forgery ➨ forger
B ⇨ hijacking ➨ hijacker
Pe ⇨ libel ➨ Libler/liblist
Pr ⇨ looting ➨ looter
Pe ⇨ manslaughter ➨ killer
Pe ⇨ mercy killing (euthanasia) ➨ (sb who commits a mercy killing)
Pe ⇨ perjury ➨ perjurer
Pr ⇨ pilfering ➨ pilferer
Pe ⇨ stalking ➨ stalker
B ⇨ treason ➨ traitor
B ⇨ smuggling ➨ smuggler
✍Homework:
Enhancing Your Vocabulary (Page 72)Session 10
PROGRESS CHECK ONE
EXERCISE A1. emotion(s)
2. instinct
3. love
4. hope
5. excitement
6. hatred
EXERCISE B
1. powerful/strong emotion
2. deep/pent-up emotions
3. everlasting/true love
4. faint/slight hope
5. growing/mounting excitement
6. natural/basic instincts
7. bitter/intense hatred
EXERCISE C
1. between
2. into
3. in-over
4. In
5. in
6. into
7. by
8. through-to
9. to
10. in
EXERCISE D
1. a. recruiting/recruitment b. recruits c. recruited
2. a. myth b. mythic/mythical c. mythical/mythic
3. bewildered b. bewilderment c. bewildering
4. a. overwhelmed b. overwhelmingly c. overwhelming
5. a. repulsed b. repulsion c. repulsive
6. a. adapt b. adaptation c. adaptive
7. various b. varies c. variability
overwhelmingly = with majority; unanimously
EXERCISE E
1. un- 2. dis- 3. in- 4. im- 5. il- 6. ir- 7. non-
EXERCISE F
1. built / constructed
2. enterprises / schemes
3. obstacles / stumbling blocks
4. low-tech / unambitious
5. associations / organizations
6. abandon / desert
7. a high proportion of / the majority of
EXERCISE G
1. √
2. x (fluctuated—several changes; slight dip—one change)
3. x (recovered suggests they regained an earlier level; peak suggests this was the highest point they reached)
4. √
5. √
6. x (40% is under/almost half)
7. x (setting up does not include running costs)
EXERCISE H
1.
1. f
2. d
3. a
4. b
5. c
6. g
7. e
2.
1. multi- 2. auto- 3. anti- 4. mis- 5. over- 6. re- 7. under-
✍Homework:
Progress Check 1 (Pages 64-69)Session 9
Workbook (Unit Three)
1.e
2.h
3.a
4.b
5.f
6.c
7.d
8.g
EXERCISE B
1. romping
2. allegiance
3. unbearable
4. restricted
5. void
6. perseverance
7. coax
8. keen
EXERCISE C
1. problem
2. advice
3. solution
4. argument
5. opinion
6. attitude
7. response
8. character
EXERCISE D
confinement
revival
bewilderment
restoration
intrusive
restrictive
repulsive
contemplative
1. restrictive
2. contemplative
3. bewilderment
4. intrusive
5. restoration
6. repulsive
7. revival
8. confinement
EXERCISE E
1. between
2. in
3. into
4. of
5. at/on
6. of
7. to
8. of
EXERCISE F
1. Thinking that we had had an accident, she got very worried.
2. Not hearing what he said, I asked him to repeat it.
3. Opening the file, the detective took out a newspaper cutting.
4. Not being a lawyer, Joe can't give you the advice you are looking for.
5. Not knowing his phone number, we weren't able to call him.
6. Lacking the necessary qualifications, he was not considered for the job.
7. Not paying attention to where she was going, Helen bumped into an old lady.
8. Reading the paper last night, I saw an article on solar energy.
EXERCISE G
1. Hoping to see the news, I turned on the television set at eight o'clock.
2. After running over the hill, I could see the farm in the valley below.
3. Correct.
4. Working at the computer all night, I still did not complete the job.
5. Interested in my studies, I had no time for sports at college.
6. Correct.
7. When I was only eight years old, my parents took me to Europe.
8. While going for an interview, I remembered Sally's advice, so I stopped.
Unit 3: Mini Listening
TRANSCRIPT FOR MINI-LISTENING (TIME: 2':00)
Cristina: My parents had a big influence on me. I don't think I could say it was just my mother or my father—it was more like a combination of them both. My parents are so different. I learned from both of them.
My mother was very serious, and she worked really hard. She was one of the first women to work in the computer industry back in the fifties. You could say she was a working woman before it became fashionable. I learned a lot about trying my best. I guess she taught me that anything was possible.
From my father, I learned to laugh at life. He always used to say that if you waited long enough, a bad situation would change for the better. My parents used to have some interesting conversations, believe me! Somehow they always managed to get along, though.
Vince: Well, the first person I think of is my third-grade teacher. It's funny, isn't it? She made school fun, I'd had a real problem with school before that—I didn't like to go, I had trouble making friends. ... I wonder where she is now. Gosh, that was a long time ago! I also owe a lot to one of my high school teachers. He was really tough, but he taught me how to write well. That's a skill that's helped me in every single job I've had. I mean, at the time, I hated his class, but looking back I realized just how much it's helped me.
Brian: This is kind of different, but I've been most influenced by people who have made a change in society. I really respect those people who have spoken up about what they believed in. I've also been deeply affected by the words of people like Dr. Martin Luther King Jr. He tried to get people to work together—to accept each other whether they were black, white, or whatever.
Answer Key
Cristina ⇨ parents (mother and father)From her mother, she learned about trying her best. She also learned that anything was possible.
From her father, she learned not to take things too seriously and to laugh at life.
Vince ⇨ a third-grade teacher, a high school teacher
from his third-grade teacher, he learned to enjoy going to school and to have fun at school.
From his high school teacher, he learned to write well.
Brian ⇨ people who have changed society (e.g. Martin Luther King Jr.)
He learned to speak up for what he believes in and to accept and work with other people, regardless of their race.
Martin Luther King's Best Known Quotation
The most famous quotation attributed to Martin Luther King Jr. is from his iconic “I Have a Dream” speech, delivered during the March on Washington for Jobs and Freedom on August 28, 1963. The quote is:"I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin, but by the content of their character."
This powerful statement has become synonymous with the civil rights movement and Dr. King’s enduring legacy of advocating for equality and justice through nonviolent means.
Homework:
Workbook (Unit 3)Session 8
A => Iliya EraghiB => Mohammad Sadegh Sarbaz
C => MOhammad Vafayizadeh
D => Amirhossein Shahabi
E => Mohammad Parsa Nazarinezhad
F => Mahdi Darvishi
G => Ali Omidian
H => Mohammad Behrad Motamedi
I => Kia Moradian
J => Samyar Rahimpour
❌He recognize the dog is belong to Wilsons.
✔️He recognizes the dog belongs to the Wilsons.
✔️He recognized the dog belonged to the Wilsons.
❌After somebody come to visit the dog,...
✔️After somebody comes to visit the dog,...
Unit 3: Reading
✍Homework:
The Summary of each Paragraph in the Reading of Unit 3The Answers to the Questions on Pages 55 & 58
Session 7
Unit 3: ENHANCING YOUR VOCABULARY
1.1. f
2. i
3. h
4. a
5. g
6. b
7. j
8. d
9. c
10. e
2.
1. share
2. comes to
3. bark
4. charities
5. disabled
6. cope with
7. partially-sighted
8. dystrophy
9. condition
10. Porsches
yuppie, yuppy /ˈjʌp.i/ = a young person who lives in a city, earns a lot of money, and spends it doing fashionable things and buying expensive possessions
Unit 3: Listening
TRANSCRIPT (TIME: 5':30")
Host: A dog is a man's best friend, they say, and to thousands of blind and partially-sighted people. a Seeing-Eye Dog is essential for an independent life. But dogs can help other people, too. Today, we meet two very special dogs and their owners. I'm Suzie MacLeish and this is Suzie's Show. Hello everyone. Daniel seemed just like any other kid when he was born. But soon, his parents were worried. He couldn't sit up straight, and he didn't seem to be developing like their other children. So, they went to a specialist doctor and learned that Daniel has a form of muscular dystrophy. Muscular dystrophy is a disease in which the muscles of the body become weaker over time. Most people with this disease need a wheelchair because their arms and legs become very weak, and they have difficulty standing. Daniel's condition became worse and now, he needs help with every aspect of his life. But he has remained cheerful and independent, all thanks to his four-legged friend. Please welcome Daniel and his dog, Yogi. Daniel, Yogi, welcome to the show.Daniel: Thank you, Suzie. It's a pleasure to be here.
Host: Daniel, why don't you tell us a little about your condition?
Daniel: I have something called Duchenne's muscular dystrophy. That means that my muscles are very weak. I need help getting dressed and undressed, or moving around. As you can see, I need this wheelchair. My other wheelchair's a Porsche!
Host: I see you have a good sense of humor! Does this help you cope with your disability?
Daniel: Yes, sometimes I joke around, but things have been much better since we got Yogi. Yogi's my dog! I don't know how I could live without him.
Host: Now Yogi's not just any dog, is he?
Daniel: Oh no, Suzie, Yogi is a very special dog. I got him from a wonderful charity called Dogs for the Disabled. They train assistance dogs to help people with disabilities. They recently started training dogs for young adults, and I was so lucky to get one. I'm only the third teen in the country to be given an assistance dog.
Host: That's amazing! Daniel, how does Yogi help you?
Daniel: Yogi is so clever. He helps me get dressed in the morning. He can switch the light on and off. If I fall over, he makes a special bark so that my parents know they need to come and get me. At night, Yogi goes to bed at the same time as me, but if my blankets fall over, Yogi picks them up and makes sure I don't get cold. He's like another mother—except he won't tell me to stop watching TV!
Host: Dogs for the Disabled has trained over 280 dogs since 1988. Each client has their own story, just like Daniel. Let's meet another person who's benefited from a dog for the disabled. Please welcome Erica and her assistance dog, Muffin. Erica, Muffin, welcome to the show.
Erica: Thank you, Suzie. Sit, Muffin, sit! She's a bit excited by the bright lights.
Host: That's OK. Erica, would you tell us how you came to need an assistance dog?
Erica: Nearly ten years ago, I developed a rare brain virus.
Host: You were seriously ill and in the hospital, weren't you?
Erica: Yes, I was. I was taken to a wonderful hospital in Chicago where the doctors saved my life. And now, I can walk but not very well, my hands don't always work properly, and I don't have good balance.
Host: So you fall over a lot?
Erica: Not a lot, but if I can't hold on to something, I sometimes fall.
Host: How does Muffin help you?
Erica: Well, if I fall over, Muffin can actually help me to stand up, or she can get help.
Host: She helps you to stand up? But she's so small!
Erica: Yes, but she's very clever and very strong!
Host: How else has Muffin helped you live with your condition?
Erica: Muffin is always there. She's a great companion. When my husband is at work, I'm never alone because I have the dog. She's a friend. It's that simple.
Host: Daniel, do you think of Yogi as a friend?
Daniel: Yes, I do. He's patient and understanding, and makes me happy when I'm sad. I think that's what a friend should be. Also, I think Yogi has given me a lot of self-confidence. When I go out with Yogi, people don't avoid me anymore. They smile and play with the dog. I'm less alone in the world now...
Erica: I take Muffin everywhere! I have a good friend who doesn't like dogs very much, but even she likes Muffin now. Well, a little bit!
Host: Unfortunately, we're out of time. Daniel, Erica, thank you so much for sharing your stories with us today. You can find out more about Dogs for the Disabled by visiting their website, www.dogsforthedisabled.org. See you next time.
Summary of the Radio Program
The radio program "Suzie's Show" hosted by Suzie MacLeish featured two individuals, Daniel and Erica, who have been aided significantly by their assistance dogs, Yogi and Muffin, respectively. Daniel, who has Duchenne's muscular dystrophy, relies on Yogi for daily tasks and emergency alerts. Yogi's presence has also improved Daniel's social interactions and self-confidence. Erica, recovering from a rare brain virus, is supported by Muffin in mobility and companionship. Both stories highlight the impact of Dogs for the Disabled, a charity that trains assistance dogs for people with disabilities. The program emphasizes the dogs' role in fostering independence and companionship for their owners. "Dogs for the Disabled" has trained over 280 dogs since 1988, and more information about their work can be found on their website.Summary of the Radio Program in Simple English
"Suzie's Show," a radio program by Suzie MacLeish, talked about Daniel and Erica. They both get a lot of help from their service dogs, Yogi and Muffin. Daniel has a muscle condition and Yogi helps him with everyday things and to stay safe. Yogi also helps Daniel make friends and feel good about himself. Erica is getting better from a brain illness and Muffin helps her move around and keeps her company. Their stories show how the group "Dogs for the Disabled" is important because it trains dogs to help people with disabilities. The show tells us that these dogs help their owners be more independent and have good company. Since 1988, "Dogs for the Disabled" has trained more than 280 dogs. You can learn more about what they do on their website.LISTENING TASK 1
1. c2. b
LISTENING TASK 2
1. F (Daniel's parents didn't know about his problem. He seemed like any other kid when he was born.)2. F (Muscular dystrophy is a disease in which the muscles of the body become weak. In most people with this disease, arms and legs become very weak.)
3. T
4. T
5. F (His other wheelchair is a Porsche! It's actually a car.)
6. F (They recently started training dogs for young adults. Dogs for the Disabled has trained over 280 dogs since 1988.)
7. T
8. T
9. F (Her husband doesn't stay home with her all the time. When he's at work, she's never alone because she has the dog.)
10. T
How can robots in the future help the disabled?
Robots have the potential to significantly improve the lives of people with disabilities in various ways. Here are some of the advancements and possibilities:1. "Assistive Robots": These robots can help with daily tasks such as fetching items, opening doors, or personal care activities. For instance, the Stretch robot has been designed to be simple to use and gives users—and their caregivers—much-needed independence.
2. "Social Interaction": Avatar robots can enable people with disabilities who are unable to leave their homes to socialize and earn income. In Tokyo, OriHime robots are being used to help people interact in social settings.
3. "Mobility": Robotic exoskeletons could assist individuals who are paralyzed from the waist down to walk again. There are several models available, such as the Hybrid Assistive Limb (HAL) from Cyberdyne.
4. "Healthcare Assistance": Robots can also assist in healthcare settings, helping to lift patients, monitor their health, and provide companionship.
5. "Education": Social robots are being developed to interact with humans and can help teach social and educational skills to students with various disabilities.
6. "Self-Driving Cars": For those with mobility issues, self-driving cars can provide a means of transportation, allowing them to travel to appointments and social gatherings independently.
These are just a few examples of how robots can aid people with disabilities. The field of robotics is rapidly advancing, and the future holds even more promise for assistive technologies that can provide greater independence and quality of life.
✍Homework
Enhancing Your Vocabulary (Page 47)Session 6
WORKBOOK Unit Two
EXERCISE A1. partial
2. disobedient
3. entitle
4. grasp
5. abandon
6. security
7. feasible
8. rigid
EXERCISE B
1. ransom
2. affirmed
3. intrinsic
4. rhetoric
5. antipathy
6. charisma
7. dubious
8. constitutes
EXERCISE C
1. compulsory
2. severe
3. prosperous
4. stark
5. conscientious
6. maternity
7. extrinsic
8. prevalent
EXERCISE D
1. prosperity
2. mythical/mythic
3. persuasive
4. remedial
5. distinctive
6. corrosion
7. futility
8. abolition
EXERCISE E
1. in
2. of
3. to
4. to
5. out
6. from
7. to
8. out
own up to = admit, confess
hang => hung, hung
hang => hanged, hanged
Point: When "hang" means "suspend", it is used as an irregular verb, but when it means "execute", it is used as regular verb by adding -ed.
(In spite of & Despite) vs. (Although & Though & Even though)
Although = Though = Even though = Despite the fact that = In spite of the fact that
In spite of / Despite + Noun Phrase
Noun Phrase = Noun => an attempt
Noun Phrase = Adjective + Noun => a successful attempt
Noun Phrase = Gerund (Verb + -ing) Phrase => making an attempt
Examples:
Despite being tired, Tom stayed up late last night.
In spite of the high rate of inflation, the economy of our country is not growing.
Although / Though / Even though + Subject + Verb + ...
Examples:
Though Tom was tired, he stayed up late last night.
Although the rate of inflation is high in our country, the economy is not growing.
Point:
"Despite" and "In spite of" are used in adverbial phrases of contrast, but "Although", "Though", and "Even though" are used in adverbial clauses of contrast.
EXERCISE F
1. Although it was freezing cold, people were in T-shirts.
2. Despite an approaching storm, the two climbers continued their trek up the mountain.
3. Harriet didn't notice the sign, although it was right in front of her.
4. The villagers refuse to leave, although the threat to their food supply is serious.
5. Jerry continued to be denied a promotion despite having excellent skills in the job category they were trying to fill.
6. Although Bob is normally quite shy, he managed to give a great presentation at the board meeting.
7. Henry hates spending money despite being a millionaire.
8. Rose didn't feel any better despite having taken the pills.
Missing Subject:
❌ In this research have figured out fatty dairy products are beneficial for our heart.✔️ In this research, scientists have figured out fatty dairy products are beneficial for our heart.
✔️ This research has informed us fatty dairy products are beneficial for our heart.
Ambiguous Antecedent:
ambiguous = unclear; vagueantecedent = a word or phrase to which a pronoun or a possessive adjective refers
Robert told Jack that he was running out of fuel.
Who does the pronoun “he” refer to? Robert or Jack?
Probable Corrections:
Robert said that Jack was running out of fuel.
Robert warned Jack that Jack’s car was running out of fuel.
Using the Pronoun and the Antecedent Beside Each Other:
❌ Sally Smith, she is a professional photographer.✔️ Sally Smith is a professional photographer.
❌ The documentary, it teaches us how our body digests food.
✔️ The documentary teaches us how our body digests food.
EXERCISE G
1. This pamphlet says that campers should bring their own tents and blankets.
2. The report says that the number of science and engineering students seeking doctoral degrees has fallen 50 percent since the mid-sixties.
3. At the laboratory, the scientists said the research had run into serious difficulties.
4. Janice said that Janet's hair was too long.
5. I don't watch the 10 0'clock news anymore because the programs have become too boring.
6. The director was asked to bring back the biologist's microscope.
7. Margaret said that Sue needed to earn one thousand dollars during the summer.
8. The testing equipment, which was accidentally dropped onto the aquarium, was badly damaged.
Unit 2: Mini-Listening
TRANSCRIPT FOR MINI-LISTENING (TIME: 2':30")
Angela: Well, I guess I'd have to say that creativity is essential to my work. I'm an architect, and the creative part is trying to look at old things and make them look new. I mean, we recycle a lot of ideas and then adapt them to fit our needs. And we also have to keep on top of new trends: We have to know all about new building styles and efficient ways to use energy—you know, the kinds of things that homeowners worry about. No one wants a house that is heated inefficiently or looks old-fashioned. And we work long hours, but I must say, the job's pretty interesting. You never know what to expect next!Simon: Well, I have my own small business. I think all business owners, especially small business owners, have to be pretty creative. We have to do everything. I do the work, answer the phones, take care of the accounting... you know, there are so many potential problems, and there's no one else to turn to. I mean, I can't ask my boss for help—I am the boss! The hardest part is figuring out how to identify your customers. Who are they? Where are they? How can you get to them? You also need to think creatively about the competition. How can you make your business services more attractive than what the competition has to offer? Well, it's challenging, and I think it requires a lot of creativity.
Naomi'. an interior designer, so what I do is go into people's homes and create a suitable environment for them. You know—my clients—they don't know what they want, so I have to look at their homes and decide what would look best. Not every idea works in every home. You have to match the appropriate idea with the right place. After I come up with an idea, I present it to my client. Sometimes they don't like my first idea, and boy, that can be frustrating. You have to start all over again. So I need creativity to both come up with the ideas and to communicate them. Creativity also comes in handy when I want to convince a client that my idea is the best one. I don't always succeed, but I do manage to get my way a lot of the time.
Angela:
Architect
Creativity is important because she needs to make old things look new, recycle and adapt them, and keep on top of new trends.
Simon:
Small business owner
Creativity is important because he has to do everything: solve his problems alone, identify customers, and think about the competition.
Naomi:
Interior designer
Creativity is important because she has to look at homes and decide what looks best, match the appropriate idea to the right place, come up with new ideas, and communicate them.
Homework:
Workbook (Unit 2)Session 5
The Reading of Unit 2
A => Mahdi DarvishiB => Reza Rahmani
C => Amirreza Vazifehdoust
D => Ali Rafiee Asl
E => Mohammad Mehrad Motamedi
F => Aliakbar Rajabi
The Great Work Myth
AWork gets a terrible press. Pick up any newspaper on almost any day, and you'll read about how work is killing our marriages, generating stress, depriving children of "quality time," hollowing out local communities, and depressing us. Work has become the scapegoat for all our woes. The case against work is put in persuasive terms on an almost daily basis. There is only one problem with it: it's nonsense. For the truth is that, as far as work is concerned, we've never had it so good.
B
One survey shows that four out of ten British workers declare themselves "very satisfied" with their jobs—more than in France, Germany, Italy, or Spain. Average earnings have increased, a lot of firms offer longer maternity leave, a third of firms now offer sabbaticals, and two-thirds allow their staff to work from home some of the time. The rhetoric about longer working hours also needs to be put in perspective. The average working day has increased in length over the last two decades, but by just one minute and forty-two seconds.
C
Despite all the improvements in work over recent decades, there is still an ingrained attitude that happiness lies outside work, that we are waiting for the weekend. This idea that work is essentially bad for us has a long history. A Russian politician described workers being alienated from the product of their labor: "What, then, constitutes the alienation of labor?" he asked. "First, the fact that labor is external to the worker. i.e. it does not belong to his essential being; that in his work he does not affirm himself but denies himself; does not feel content but unhappy; does not develop his physical and mental energy but mortifies his body and ruins his mind." However, relentless negativity about work condemns us to precisely the sort of work that the Russian politician was trying to free us from 150 years ago. If we accept that work is dull and demeaning—a ransom paid for the hostage of our "free time"—then we are allowing alienation to remain.
D
Work is becoming too important for it to be of dubious quality. Work is a community, the place where we meet friends and form relationships, a provider of our social as well as our work life. One in three of us meets most of our friends through work, two-thirds of us have dated someone at work, and, according to a poll by recruitment consultancy Sanders and Sidney, a quarter of us meet our life partners there. Work is also becoming a more important indicator of identity. Family, class, region, and religion are now less robust indicators, and work is filling the gap, making it the most important fact about ourselves we mention when we meet people. "Work," as Albert Einstein said, "is the only thing that gives substance to life."
E
The shift of work toward the center of our lives demonstrates the futility of much of the current debates about "work-life balance." It is true that some people are working longer hours. Yet the idea that it is being forced upon us without our choice just doesn't stack up. Take the people working the greatest number of hours—more than sixty a week. Surveys show that they are the ones who say they like their jobs the most. This may seem surprising, until you reflect that people who like something might do more of it than people who do not. People who love their jobs own up to having a "work/life problem" because they put in more hours than they are strictly required to. In truth, they are simply made to feel as if they have a problem because of prevalent attitudes. Of course, this leaves open the question of who keeps the home fires burning and of the impact on children especially. It may be that people are choosing to invest less time and energy at home than others think they should, but, if these people get more out of their work than they do out of their home, then perhaps this is a clear and valid choice for people to be making.
F
Ultimately, our goal must be to begin seeing work as an intrinsic part of our life, rather than an adjunct to it. Theodore Zeldin, an Oxford don, has the right manifesto for the future of work: its abolition. But not in the way anti-work campaigners have in mind. “We should abolish work,”— he says. “By that I mean abolishing the distinction between work and leisure, one of the greatest mistakes of the last century, one that enables employers to keep workers in lousy jobs by granting them some leisure time. We should strive to be employed in such a way that we don't realize what we are doing is work.” Zeldin throws down the challenge for work in the twenty-first century. It is indeed time to abandon the notion of work as a down payment on life, but, before we can do so, all the modem myths about work will have to be exposed: the ones that continue to stereotype work as intrinsically sapping, demeaning, and corrosive. It is time to give work a break.
Summary of the Passage
The text "The Great Work Myth" challenges the negative perception of work, arguing that work conditions have improved significantly and that work is an integral part of life. It highlights that many workers are satisfied with their jobs, with benefits such as increased earnings, flexible work arrangements, and longer maternity leave. The text criticizes the ingrained belief that happiness is found outside of work and suggests that this mindset leads to the alienation described by a Russian politician 150 years ago. It emphasizes the social aspects of work, such as forming friendships and relationships, and notes that work has become a key part of our identity. The concept of "work-life balance" is questioned, with the observation that those who work longer hours often do so because they enjoy their work. The text concludes by proposing that we should view work as an intrinsic part of life and strive for a seamless integration of work and leisure, as advocated by Theodore Zeldin, who calls for the abolition of the distinction between the two. The ultimate goal is to redefine work so that it is not seen as a burden but as a fulfilling aspect of life.Summary of the Passage in Simple English
The article "The Great Work Myth" says that people think work is bad and makes us unhappy, but this isn't true. Nowadays, work is better than before. Many people like their jobs and get good things like more money and the chance to work from home. Work isn't just about making money; it's also where we make friends and even find love. Some people work a lot because they really enjoy their jobs. The article suggests we should stop thinking of work as something separate from our lives. Instead, we should enjoy work as much as we enjoy our free time. Theodore Zeldin believes we should not see work as a duty but as something we like to do. The main point is that work can be good and we should think of it as a happy part of our lives.Vocabulary
Scapegoat: A person or thing that is blamed for the wrongdoings, mistakes, or faults of others.Persuasive: Able to convince someone to do or believe something through reasoning or argument.
Ingrained: Firmly fixed or established; difficult to change.
Alienation: The feeling of being isolated or estranged from something.
Affirm: To state something as true; to assert positively.
Mortifies: Causes someone to feel embarrassed or ashamed.
Dubious: Hesitating or doubting; not to be relied upon.
Futility: Pointlessness or uselessness.
Abolish: Formally put an end to a system, practice, or institution.
Sapping: Gradually weakening or destroying someone’s strength or power.
Corrosive: Tending to cause corrosion, which means the destruction of materials by chemical reactions.
Source
The article titled “The Great Work Myth” appears to be from a column in The Guardian, written by Madeleine Bunting. It was published on May 17, 2001, and discusses the perception of work in society, arguing against the negative views commonly held about work and advocating for a more positive and integrated view of work in our lives.The Great Work Myth on the Website of Guardian
❌They want to born a baby.
✔️They want to give birth to a baby.
❌another statistics
✔️other statistics
❌lifes
✔️lives
Homework:
The Summary of the Reading in Unit 2The Answers to the Questions on Pages 36-39
Session 4
UNIT TWO
LISTENING: PREDICTING
1.* France
* The United States
* People in the United States receive fewer days of paid vacation than people in Germany and Italy. Paid vacation in the USA is almost half of that in Germany & Italy.
* Employees in the USA have to work harder than those in Europe and we can also conclude that there is more competition at workplace in the USA than in Europe.
Blue-collar workers do work needing strength or physical skill rather than office work.
White-collar jobs are mainly related to office work and require less physical activity.
A pink-collar job is one that is traditionally done by a woman.
2.
Blue-collar: plumber, washing machine repairman, builder, delivery van driver, electrician
White-collar: computer programmer, receptionist, teacher, clerk, architect, recruitment consultant, lawyer
3.
Pink-collar jobs: low-paid jobs of fairly low rank, for example in offices or restaurants, such as those of secretaries, waitresses, typists, clerks, etc. that are usually taken by women.
ENHANCING YOUR VOCABULARY
1.
1. i
2. c
3. e
4. f
5. h
6. j
7. d
8. g
9. b
10. a
2.
1. security
2. leave
3. in terms of
4. precisely
5. sector
6. legislation
7. union
8. On average
9. prosperous
10. comes/boils down to
LISTENING TASK 1
b. √d. √
LISTENING TASK 2
1. F (The difference is substantial and is getting bigger.)2. T
3. F
4. F (Europeans have more laws about leisure time.)
5. T
6. F (The majority of the employers stick to the standard two weeks. And something like twenty-two and a half million private sector employees don't get any paid vacation at all.)
7. T
8. 8. F (American workers have less job security.)
TRANSCRIPT (TIME: 4': 10")
OK, today we're going to look at the differences between the United States and Europe in terms of working hours and time off. As you've seen from the figures, there's a substantial difference. Europeans, on average, work less than we do in the United States. They have a shorter workweek and better, longer vacations, and this does not seem to be changing in the near future. I'm going to suggest two reasons for this, and then we'll open it up to discussion. OK, first I'd like to point out that it wasn't … it hasn't actually always been like this. In fact, it's a fairly recent trend. It was American companies that introduced the two-week vacation first. And the 40-hour workweek, in fact. Also, in the 1930s they introduced a 40-hcur week at Henry Ford's motor plants, and that was before, well, before most European countries. A lot of Europeans didn't get all Saturdays off until the 1960s or ... even the '70s. So it's only been in the last 30 or 40 years, in fact, that you see Europeans with ... passing us in terms of leisure time.So what happened to cause this? Well, there are two factors that I'd like to talk about, one to do with European attitudes, and the other to do with the American workplace. Oh, and when I say American here, I mean the United States. I'm not talking about Canada here. Anyway, first, the Europeans have legislation. They've introduced laws around leisure time. For example, in the 1990s the French government reduced the workweek to 35 hours. The European Union actually requires now four weeks paid leave every year for all employees. Many countries have more than that. Workers have bargained for five weeks, in countries like Germany and Italy. And that time is very important to European workers. If you ever go to Europe in August, you notice it immediately: almost everything is shut down, and everyone's on vacation.
Now if you look at the countries that have not had legislation, these are precisely the places where people tend to work longer hours. Britain is an example. They work longer hours there than in the rest of Europe. But they still work less—much less—than Americans do. They expect their four-week vacation in the summer, and if you took that away, people would get very upset.
Compare that to the United States. Well, here it's up to the employer to provide or not provide that vacation time. So while some employers do indeed provide excellent benefits of all kinds, including vacation time for their employees, the majority stick to the standard two weeks. And something like twenty-two and a half million private sector employees don't get any paid vacation at all.
Now let's turn to the other factor in all of this, and that's the American workplace. The situation here is that there's less job security and workplaces are more competitive. So companies can demand more. It's not unusual to see ... for companies to demand more than 50 hours a week from top people. And workers are afraid of losing their jobs, so they want the boss to see them working hard. So in some cases even though they're getting the vacation time, they don't ... they're not taking it. There's too much pressure, and that's happening at all income levels. European workers tend to have more job security.
So I've described the main reasons for the differences between Europe and the United States in terms of working hours and leisure time. But really what it really comes down to is, I think, the Europeans have made a choice. Both Europe and the United States have become more prosperous, but the Europeans have chosen to take their prosperity in time, whereas Americans seem to just want to work harder 2nd harder.
The Summary of the Lecture
The text discusses the differences in work hours and vacation time between the United States and Europe. It highlights that Europeans work fewer hours, have shorter workweeks, and longer vacations compared to Americans. This trend is relatively recent, with the U.S. initially leading in work-time reduction. However, European legislation has since mandated minimum vacation time, with some countries offering even more. In contrast, vacation time in the U.S. is at the discretion of employers, with many workers receiving only two weeks or none at all. The American workplace is characterized by less job security and higher competition, leading to longer work hours and unutilized vacation time. The summary concludes that Europeans have chosen to enjoy their prosperity through leisure time, while Americans tend to work more.Homework:
Enhancing Your Vocabulary => Page 30Session 3
WORKBOOK UNIT ONE
EXERCISE A1. F
2. T
3. T
4. T
5. F
6. F
7. T
8. T
EXERCISE B
1. nostalgic
2. sojourn
3. heighten
4. shuffled
5. symptom
6. blur
7. subsequent
8. swing
EXERCISE C
1. shuffle the cards
2. blow one's nose
3. undergo an operation
4. hug a friend
5. kick off one's shoes
6. submit a proposal
7. anticipate new problems
8. break for the door
EXERCISE D
1. alienated
2. alienation
3. irritatingly
4. irritation
5. variables
6. variably
7. assertive
8. assertion
EXERCISE E
1. from
2. To
3. with
4. on/over
5. for
6. With
7. in/with
8. to
Unit 1, Language Focus 2: Defining/Non-Defining Adjective Clauses (PDF)
EXERCISE F
1. D / No change.
2. ND / Only about 70 people live on Lundy Island, which lies off the coast of Devon.
3. ND / The new college, which cost $50 million to build, opens this week.
4. D / No change.
5. D / No change.
6. ND / I am having a visit from my favorite aunt, who lives in Rome.
7. D / No change.
8. ND / Marian Evans, who wrote under the name of George Eliot, was a great novelist.
Unit 1, Language Focus 3: Antecedent & Pronoun Agreement
EXERCISE G
1. he or she
2. her
3. their
4. their
5. his or her
6. his
7. their
8. himself or herself
Unit 1: Mini Listening
TRANSCRIPT FOR MINI-LISTENING (TIME: 2':48")
Andrew: When I was in college, I spent a semester studying in London. Even though we speak the same language, English people and Americans are very different. I guess I felt that Americans have a bad reputation. Some people think we're loud and that we speak our minds too much. So I tried to listen a bit more and not be so assertive, if that makes sense. I wanted to make a good impression. I shouldn't have worried about it, but I did. I loved the lifestyle there. Going out for afternoon tea was fun, and I really loved the old buildings. We don't have anything that old in the United States, so it was pretty amazing! The British also have a different sense of humor... I really like it. Their comedy shows on TV are really funny! I'd have to say my experience was a positive one overall. In fact, I'm saving up money so I can go back there again!Amy: I lived in Madrid for a whole year. And I have to be honest and say that at first, well I wasn't very happy. You see, I was homesick. I missed my family, and I just wanted to go home. Part of the problem was my Spanish. I couldn't communicate very well. But I love to eat! And that's what really saved me. You see, once I discovered tapas, ...oh, let me explain—tapas are these delicious appetizers you eat. So, I made some Spanish friends, and we'd go out to tapas bars. So, I got to eat a lot of delicious food, and of course, my Spanish improved dramatically as well. But there was one thing that was difficult to adjust to, and that was that dinner was always served at a late hour. I wasn't used to eating at eleven at night!
Layla: I came over to the U.S. from the Middle East. My family opened up a restaurant here. At first, I found it difficult. Everything seemed so different. Just using a pay phone, for example, or going to a doctor, was different. I was pretty overwhelmed. And I guess because I wasn't feeling comfortable, I tended to make friends only with people from my country, I felt like I was living in a bubble, separated from the Americans. But once I started feeling more confident about my English, I started meeting Americans. I found them very friendly and open, and it turned out to be very easy to make friends. But there was one thing about Americans that bothered me at first. I found it hard to get used to the way they talked so much about themselves. It took me a long time to understand that you were supposed to talk about yourself, too, because that is how people get to know one another. It's still hard for me to talk a lot about myself, but I'm getting better at it.
Andrew:
- tried to listen more and not be so assertive
- went out for afternoon tea
- enjoyed the old buildings
- watched comedy TV shows
- enjoyed British sense of humor
positive
positive
positive
positive
positive
Amy
- felt homesick and missed her family
- couldn't communicate well in Spanish
- went to tapas bars and made Spanish friends
-Spanish improved dramatically
- eating dinner late at night
negative
negative
positive
positive
negative
Layla
- everything seemed so different (e.g. using a pay phone or going to the doctor)
- overwhelmed and didn't feel comfortable
- made friends with only people from her own country
- started feeling more confident about her English
- started meeting Americans
- Americans talked about themselves too much learned to talk about herself
negative
negative
negative
positive
positive
negative
positive
Units 1 & 2: Writing (PDF)
Homework:
Workbook (Unit 1) => to be uploaded on eili.irSession 2
Unit 2: Reading (Audio File)
A & B => Arash Moghaddamfar
C & D => Amirreza Vazifedoust
E & F => Aliakbar Rajabi
G & H => Kia Moradian
I & J => Samyar Rahimpour
K => Ali Omidian
A
Someone who goes to stay in a foreign country, whether it is for a short time or forever, passes through several stages of adjusting to the newness of the culture. If the stay is going to be short, the person moves quickly through the stages. If the stay will be long, the stages last longer. Even children, who seem more adaptable than adults, go through the adjustment cycle, though they pass through it rather quickly.
B
The first stage of adjustment begins before the travelers even leave home. During this stage, they form ideas and images of what life in the new country will be like. In a way, they imagine themselves into the new way of life. It is a way to begin adjusting to the change.
C
In the second stage, which begins when the travelers arrive in the new country. everything is new and interesting. The travelers are in a heightened state of emotion, and their moods swing wildly up and down. While they are intensely aware of everything around them, they have no framework into which to put what they see and smell and hear. All their impressions tend to run together, or merge. Travelers at this stage are passive. They watch the inhabitants of their new land, but they do not join in. They are merely spectators.
D
As the travelers spend more time in the new country, the second stage gradually gives way to the third, or participation stage. During this stage, the travelers begin entering into the life of the new country. They are no longer spectators but begin taking part. And as they participate, difficulties arise. They make mistakes; they find it difficult to accomplish simple tasks in a new country with an unfamiliar language and customs.
E
This is the stage where there is the most variability. Some travelers find it challenging. They learn from their mistakes and gradually begin to feel more a part of the country. Others find the task of adjusting nearly overwhelming. But even those who find it difficult gradually—almost against their will—begin participating more and more.
F
As the travelers participate more in the life of the new country, they begin changing. What was strange becomes familiar. What was difficult becomes easy. What seemed impossible becomes possible. Bit by bit they leave behind some of the assumptions and behaviors and beliefs which were part of them in their native land and begin thinking and acting more like the inhabitants of the new country. They have entered the fourth, or culture shock, stage of adjustment.
G
By the fourth stage, the travelers are functioning well. The language is no longer the struggle it once was. The currency is no longer unfamiliar. They know what to expect and how to get what they want. And just at this time a strange thing happens. They begin to feel more alienated than they did when they first arrived. Though life has become easier and they are coping well, they become irritable. Some become depressed. What they once found exciting and interesting in the new country is now annoying or hateful. They no longer want to go out and explore their new surroundings. They withdraw into themselves. They are experiencing the classic symptoms of culture shock.
H
What has happened is that by adjusting to their new surroundings, they have lost their sense of self. In giving up a little of their old culture and taking on some of the new, the very foundations of their identity are threatened. It is a frightening experience, and they cope with their fear by withdrawing from the new culture and temporarily retreating back to being spectators. Some even find that they can no longer use the new language as well as they had only days or weeks before.
I
This stage, the culture shock stage, may be long or short, depending on the individual. Eventually, though, the travelers begin participating again in the culture, and they find to their amazement that they no longer feel so foreign. Out of the depression and sense of loss they experienced in the fourth stage comes real adjustment to the new land. They are less excited than they were in stage two, but their experiences are no longer a blur of heightened emotions and senses. They participate more than they did in stage three, but with less effort. In short, they have adapted to and become a part of their new country.
J
The final stage, the re-entry stage, occurs when or if the travelers return to their native lands. When they do, they find that they are not quite the same people as they were when they left. They have changed. Their values may be broader and more flexible. They have learned new and often better ways of being and thinking. Their friends and family seem slightly narrow and inflexible. Worse, their friends and family are only mildly interested in the exciting things that happened to them during their sojourn abroad. To their amazement, they feel just a little bit foreign in their own homeland.
K
Needless to say, personality differences influence the degree to which travelers go through these stages of adjustment. For some, the second stage is merely one of gentle interest in their new surroundings, while they experience culture shock only as mild listlessness or lack of interest in what is going on. Others feel the full force of each stage, going from excitement to despair, fully aware of the imbalance they experience as one stage gives way to another. Nevertheless, all travelers go through these stages of adjustment to a greater or lesser degree, and none return to their homes as quite the same people who left.
❌It's depend of their personality.
✔️It depends on their personality.
Homework:
The Summary of each Paragraph in the Reading of Unit 1 => to be presented in the classThe Answers to the Questions on Pages 16-19 => to be uploaded on eili.ir
Session 1
LISTENING
ENHANCING YOUR VOCABULARY
1.1. i
2. d
3. g
4. c
5. j
6. e
7. b
8. a
9. h
10. f
2.
1. a piece of cake
2. anticipated
3. break for
4. shuffled
5. frantically
6. consistently
7. squinted
8. kicked off
9. halting
10. alien
The Audio File of the Listening
TRANSCRIPT (TIME: 3:30")
I had just begun an appointment as a visiting professor of psychology at a university in Brazil near Rio de Janeiro. I arrived anxious to observe just what characteristics of this alien culture would require the greatest readjustment from me. From my past travel experiences, anticipated difficulties with such issues as language and privacy. But these turned out to be a piece of cake compared to the distress that Brazilians' ideas of time and punctuality caused me. My lessons began soon after arriving in Brazil. As I left home for my first day of teaching, I asked someone the time. It was 9:05 A.M., allowing me plenty of time to get to my ten- o'clock lecture. After what I judged to be half an hour, I glanced at a clock I was passing. It said 10:20. In panic, I broke for the classroom, followed by gentle calls of "Alo, professor!" from unhurried students, many of whom, I later realized, were my own. I arrived breathless— only to find an empty room. Frantically, I asked a passerby the time. "9:45" came the answer. But no, that couldn't be. I asked someone else. "9:55." Another squinted down at his watch and called out proudly, 'Exactly 9:43." The clock in a nearby office read 3:15. I had received my first two lessons about time and punctuality. Brazilian timepieces are consistently inaccurate, and nobody seemed to mind but me.My class was scheduled from 10 until noon. Many students came late. Several arrived after 10:30. A few showed up closer to ll. Two came after that. All of the latecomers wore the relaxed smiles I later came to enjoy. Each one greeted me, and although a few apologized briefly, none seemed terribly concerned about being late. They assumed that I understood. That Brazilians would arrive late was no surprise, although it was certainly a new personal experience to watch students casually enter a classroom more than one hour late for a two-hour class. The real surprise came at noon that first day, when the class came to a close.
Back home in California, I never need to look at a clock to know when the class hour is ending. The shuffling of books is accompanied by strained expressions screaming "I'm hungry, I'm thirsty, I've got to go to the bathroom, I'm going to suffocate if you keep us here one more second." The pain, I find, usually becomes unbearable at two minutes to the hour for undergraduates and at about five minutes to the hour for graduate students. But when noon arrived, only a few students left right away. Others slowly drifted out during the next 15 minutes, and some continued asking me questions long after that. Several remaining students kicked off their shoes at 12:30. I could not, with any honesty, say that this was due to my superb teaching style. I had, in fact, just spent two hours lecturing on statistics in halting Portuguese.
LISTENING TASK 1
1. What happened?A psychology professor whose class was scheduled from 10:00 until noon was very concerned about being on time, though most of the students were late and not concerned about being late.
2. Where did it happen?
Brazil
3. Who did this happen to?
A psychology professor
LISTENING TASK 2
1. c2. a
3. b
4. c
5. b
6. a
7. b
8. a
Summary
The text describes the author's experience with time and punctuality in Brazil, contrasting it with their expectations based on American culture. The author, a visiting professor, was initially distressed by the relaxed Brazilian attitudes towards time, as evidenced by inconsistent timekeeping and students' tardiness to class. Unlike in California, where students are eager to leave when class ends, Brazilian students were unhurried, with some staying well past the end of the lecture. This cultural difference in the perception of time was a significant adjustment for the author.Books
Download the Zipped File!Homework:
★The Vocabulary Exercises Preceding the Listening of each Unit★The Summary of Each Paragraph in the Reading
★The Answers to the Questions Following each Reading
★The Workbook Exercises for each Unit
★Progress Check 1 & 2
Point:
You should upload your homework on the website eili.ir through the student's panel.Point:
You are only supposed to upload your written homework. You present the oral homework (summaries) in the class after the teacher's request.Point:
Absent or present, you should upload your written homework on the website of the ILI.Point:
If for any reason you can't upload your homework on the website, you are expected to send it to the teacher through Telegram or Soroush Plus, but you are highly recommended to try the website in the first place.Introduction:
Mohammad RajabpurEmail: mr@anglophone.ir
Tel: 09900909701
Qualifications:
Master's Degree in Computational Linguistics from Sharif University of TechnologyMaster's Degree in English Language and Literature from Shahid Beheshti University
The Webpage of the Class:
anglophone.ir/classes/0311ad2The Webpage of Advanced 2:
anglophone.ir/ad2The Calendar of the ILI in the Spring Term of 1403
