Advanced 3
Sunday Tuesday 20:30-22:00
Your Last Visit: 01:09:13 AM Refresh the Page
The Messages by the Teacher:
Class Activity Grades
95-100 ⇨ Excellent90-94 ⇨ Very Good
85-89 ⇨ Good
80-84 ⇨ Average
75-79 ⇨ Below Average
70-74 ⇨ Weak
58-69 ⇨ Very Weak
25-57 ⇨ Failed
83.0 علی رفیعی اصل
98.0 محمد وفائی زاده
86.0 ایلیا عراقی
97.0 آرش مقدم فر
97.0 سیدکسری نصیری
84.0 امیرحسین شیخی مهرآبادی
82.0 عرفان عجمی
95.0 مهدی درویشی
91.0 محمد صادق سرباز
25.0 محمد طاها گرجی
88.0 مانی رستگار مقدم
100.0 سید محمد علی حسینی
92.0 دانیال بیرامی ایردموسی
94.0 علیرضا گودینی
100.0 فربد حسینی منش
80.0 رادین سعادتمندی
98.0 امیررضا وظیفه دوست
90.0 محمد بهراد معتمدی
100.0 کیا مرادیان
91.0 بهنیا قهرمانی
88.0 سامیار رحیم پور
86.0 سید امیرحسین طباطبائی زواره
89.0 علی اکبر رجبی
74.0 محمد پارسا نظری نژاد گیاشی
Detailed Class Activity Grades
4 ⇨ Good3 ⇨ OK
2 ⇨ Weak
1 ⇨ Not Ready
Student's ID Number: 9710050626
Name: علی رفیعی اصل
Listening: 3
Mean = 3.0
Speaking: 4 3 3
Mean = 3.33
Reading: 4 3 3
Mean = 3.33
Writing: 3
Mean = 3.0
Pronunciation: 3 3 4 3
Mean = 3.25
Grammar: 4
Mean = 4.0
Vocabulary: 2 3 3 4
Mean = 3.0
Orthography: 3
Mean = 3.0
Assignment: 4
Mean = 4.0
Rating Scale = 3.33
Total Score = 83.0
Student's ID Number: 9510050300
Name: محمد وفائی زاده
Listening: 4 4
Mean = 4.0
Speaking: 3 4 4 4 4
Mean = 3.8
Reading: 3 4 4 4 4
Mean = 3.8
Writing: 4 4 4 4
Mean = 4.0
Pronunciation: 4 3 4 4 4
Mean = 3.8
Grammar: 3 4 4 4 4
Mean = 3.8
Vocabulary: 4 4 4 4 4
Mean = 4.0
Orthography: 4 4 4
Mean = 4.0
Assignment: 4 4 4 4
Mean = 4.0
Rating Scale = 3.9
Total Score = 98.0
Student's ID Number: 9510050112
Name: ایلیا عراقی
Listening: 4 4 4
Mean = 4.0
Speaking: 3 3 3
Mean = 3.0
Reading: 3 3 3 3 4
Mean = 3.2
Writing: 3
Mean = 3.0
Pronunciation: 3 3 3
Mean = 3.0
Grammar: 4 4
Mean = 4.0
Vocabulary: 3 3 4 3
Mean = 3.25
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: 9610080154
Name: آرش مقدم فر
Listening: 4 4
Mean = 4.0
Speaking: 4 4 3 4 4
Mean = 3.8
Reading: 4 4 4 4
Mean = 4.0
Writing: 3 4 4
Mean = 3.67
Pronunciation: 4 3 4 4 3
Mean = 3.6
Grammar: 4 4 4
Mean = 4.0
Vocabulary: 4 4 4
Mean = 4.0
Orthography: 3 4 4
Mean = 3.67
Assignment: 4 4 4 4
Mean = 4.0
Rating Scale = 3.88
Total Score = 97.0
Student's ID Number: 9213003477
Name: سیدکسری نصیری
Listening: 4 4
Mean = 4.0
Speaking: 4 4 4
Mean = 4.0
Reading: 4 3 4 4
Mean = 3.75
Writing: 4
Mean = 4.0
Pronunciation: 4 4 3 4 4
Mean = 3.8
Grammar: 4 3 4 3 4
Mean = 3.6
Vocabulary: 4 3 4 4 4
Mean = 3.8
Orthography: 4 4 4
Mean = 4.0
Assignment: 4 4 4
Mean = 4.0
Rating Scale = 3.88
Total Score = 97.0
Student's ID Number: 9510150725
Name: امیرحسین شیخی مهرآبادی
Listening: 4 4
Mean = 4.0
Speaking: 2 3 3
Mean = 2.67
Reading: 2 4 3
Mean = 3.0
Writing: 3
Mean = 3.0
Pronunciation: 3 4
Mean = 3.5
Grammar: 3
Mean = 3.0
Vocabulary: 4 4 4
Mean = 4.0
Orthography: 3 4
Mean = 3.5
Assignment: 3 4
Mean = 3.5
Rating Scale = 3.35
Total Score = 84.0
Student's ID Number: 9514260002
Name: عرفان عجمی
Listening: 3 4
Mean = 3.5
Speaking: 3 4
Mean = 3.5
Reading: 1 1 1 4 4
Mean = 2.2
Writing: 3
Mean = 3.0
Pronunciation: 3 4
Mean = 3.5
Grammar: 3 4
Mean = 3.5
Vocabulary: 4 3 4
Mean = 3.67
Orthography: 3
Mean = 3.0
Assignment: 3 4
Mean = 3.5
Rating Scale = 3.26
Total Score = 82.0
Student's ID Number: 9710150135
Name: مهدی درویشی
Listening: 4 4
Mean = 4.0
Speaking: 4 4 4 4
Mean = 4.0
Reading: 4 3 4 4
Mean = 3.75
Writing: 3 4
Mean = 3.5
Pronunciation: 4 3 3 4 3
Mean = 3.4
Grammar: 3 4 4 4
Mean = 3.75
Vocabulary: 4 4 4 4 4
Mean = 4.0
Orthography: 3 4 3 4 4
Mean = 3.6
Assignment: 4 4 4
Mean = 4.0
Rating Scale = 3.81
Total Score = 95.0
Student's ID Number: 9610150537
Name: محمد صادق سرباز
Listening: 4
Mean = 4.0
Speaking: 3 3 4
Mean = 3.33
Reading: 3 3 3 4 4
Mean = 3.4
Writing: 3 4
Mean = 3.5
Pronunciation: 3 4 3 3 4
Mean = 3.4
Grammar: 3 4
Mean = 3.5
Vocabulary: 4 4 3 4 4
Mean = 3.8
Orthography: 3 4 4
Mean = 3.67
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.63
Total Score = 91.0
Student's ID Number: 9710360025
Name: محمد طاها گرجی
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: 9510990013
Name: مانی رستگار مقدم
Listening: 4
Mean = 4.0
Speaking: 4 3 4
Mean = 3.67
Reading: 4 3 3
Mean = 3.33
Writing: 3
Mean = 3.0
Pronunciation: 4 3 4
Mean = 3.67
Grammar: 3
Mean = 3.0
Vocabulary: 3 3 3 3 3
Mean = 3.0
Orthography: 3 4
Mean = 3.5
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.5
Total Score = 88.0
Student's ID Number: 9618110021
Name: سید محمد علی حسینی
Listening: 4 4
Mean = 4.0
Speaking: 4 4 4 4 4
Mean = 4.0
Reading: 4 4 4 4
Mean = 4.0
Writing: 4 4
Mean = 4.0
Pronunciation: 4 4 4 4 4
Mean = 4.0
Grammar: 4 4 4 4 4
Mean = 4.0
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 = 4.0
Total Score = 100.0
Student's ID Number: 9711110036
Name: دانیال بیرامی ایردموسی
Listening: 4 4 4
Mean = 4.0
Speaking: 4 3 4
Mean = 3.67
Reading: 1 4 1 4 4
Mean = 2.8
Writing: 3 4 4
Mean = 3.67
Pronunciation: 4 4 4
Mean = 4.0
Grammar: 3 4
Mean = 3.5
Vocabulary: 4 3 4 4 4
Mean = 3.8
Orthography: 3 4 4 4 4
Mean = 3.8
Assignment: 4 4 4
Mean = 4.0
Rating Scale = 3.67
Total Score = 92.0
Student's ID Number: 9511830234
Name: علیرضا گودینی
Listening: 4
Mean = 4.0
Speaking: 3
Mean = 3.0
Reading: 4 4 4 4
Mean = 4.0
Writing: 3 4
Mean = 3.5
Pronunciation: 4 3 4
Mean = 3.67
Grammar: 4
Mean = 4.0
Vocabulary: 4 3 3 4 4
Mean = 3.6
Orthography: 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.74
Total Score = 94.0
Student's ID Number: 9613060168
Name: فربد حسینی منش
Listening: 4 4 4 4 4
Mean = 4.0
Speaking: 4 4 4 4 4
Mean = 4.0
Reading: 4 4 4 4 4
Mean = 4.0
Writing: 4 4 4 4 4
Mean = 4.0
Pronunciation: 4 4 4 4 4
Mean = 4.0
Grammar: 4 4 4 4 4
Mean = 4.0
Vocabulary: 4 4 4 4 4
Mean = 4.0
Orthography: 4 4 4 4 4
Mean = 4.0
Assignment: 4 4 4 4 4
Mean = 4.0
Rating Scale = 4.0
Total Score = 100.0
Student's ID Number: 9613060070
Name: رادین سعادتمندی
Listening: 3
Mean = 3.0
Speaking: 3
Mean = 3.0
Reading: 3 4
Mean = 3.5
Writing: 3
Mean = 3.0
Pronunciation: 3 3 3
Mean = 3.0
Grammar: 3 4 4
Mean = 3.67
Vocabulary: 4 2 3 3
Mean = 3.0
Orthography: 3
Mean = 3.0
Assignment: 3 4
Mean = 3.5
Rating Scale = 3.2
Total Score = 80.0
Student's ID Number: 9819010046
Name: امیررضا وظیفه دوست
Listening: 4 4
Mean = 4.0
Speaking: 4 4 4
Mean = 4.0
Reading: 4 4 3 4 4
Mean = 3.8
Writing: 4 4
Mean = 4.0
Pronunciation: 4 4 4 4 3
Mean = 3.8
Grammar: 4 4 4 4
Mean = 4.0
Vocabulary: 4 3 4 4 4
Mean = 3.8
Orthography: 4 4 4
Mean = 4.0
Assignment: 4 4 4 4
Mean = 4.0
Rating Scale = 3.93
Total Score = 98.0
Student's ID Number: 9940052685
Name: محمد بهراد معتمدی
Listening: 3 3 4
Mean = 3.33
Speaking: 4 4 3 3 4
Mean = 3.6
Reading: 4 4 4 3 3
Mean = 3.6
Writing: 4 3
Mean = 3.5
Pronunciation: 4 4 4 3 4
Mean = 3.8
Grammar: 4 4
Mean = 4.0
Vocabulary: 3 3 4
Mean = 3.33
Orthography: 3 4
Mean = 3.5
Assignment: 4 4 4 3
Mean = 3.75
Rating Scale = 3.59
Total Score = 90.0
Student's ID Number: 9725020073
Name: کیا مرادیان
Listening: 4 4 4
Mean = 4.0
Speaking: 4 4 4 4 4
Mean = 4.0
Reading: 4 4 4 4
Mean = 4.0
Writing: 4 4
Mean = 4.0
Pronunciation: 4 4 4 4
Mean = 4.0
Grammar: 4 4 4
Mean = 4.0
Vocabulary: 4 4 4 4 4
Mean = 4.0
Orthography: 4 4
Mean = 4.0
Assignment: 4 4 4 4
Mean = 4.0
Rating Scale = 4.0
Total Score = 100.0
Student's ID Number: 9714060066
Name: بهنیا قهرمانی
Listening: 3 4 4
Mean = 3.67
Speaking: 3 4 4
Mean = 3.67
Reading: 1 4 4
Mean = 3.0
Writing: 3 4
Mean = 3.5
Pronunciation: 4 4 4
Mean = 4.0
Grammar: 3 4
Mean = 3.5
Vocabulary: 4 4 4
Mean = 4.0
Orthography: 3 4
Mean = 3.5
Assignment: 4 4 4
Mean = 4.0
Rating Scale = 3.64
Total Score = 91.0
Student's ID Number: 9417340101
Name: سامیار رحیم پور
Listening: 3 4 4
Mean = 3.67
Speaking: 3 4
Mean = 3.5
Reading: 3 4 3 4
Mean = 3.5
Writing: 3 4
Mean = 3.5
Pronunciation: 3 4 3 4 3
Mean = 3.4
Grammar: 3 4 4
Mean = 3.67
Vocabulary: 3 3
Mean = 3.0
Orthography: 3 4
Mean = 3.5
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.53
Total Score = 88.0
Student's ID Number: 9214080480
Name: سید امیرحسین طباطبائی زواره
Listening: 4
Mean = 4.0
Speaking: 3 4
Mean = 3.5
Reading: 2 3 4
Mean = 3.0
Writing: 3
Mean = 3.0
Pronunciation: 4
Mean = 4.0
Grammar: 3 4
Mean = 3.5
Vocabulary: 2 3 4
Mean = 3.0
Orthography: 3
Mean = 3.0
Assignment: 3 4
Mean = 3.5
Rating Scale = 3.42
Total Score = 86.0
Student's ID Number: 9413090357
Name: علی اکبر رجبی
Listening: 3 4
Mean = 3.5
Speaking: 4 3 3 3
Mean = 3.25
Reading: 4 4 4 3 4
Mean = 3.8
Writing: 3 4
Mean = 3.5
Pronunciation: 3 4 3 3 3
Mean = 3.2
Grammar: 4 4 4
Mean = 4.0
Vocabulary: 3 3 3 4 4
Mean = 3.4
Orthography: 3 4
Mean = 3.5
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.57
Total Score = 89.0
Student's ID Number: 9714150011
Name: محمد پارسا نظری نژاد گیاشی
Listening: 3
Mean = 3.0
Speaking: 3
Mean = 3.0
Reading: 4
Mean = 4.0
Writing: 3
Mean = 3.0
Pronunciation: 3
Mean = 3.0
Grammar: 3
Mean = 3.0
Vocabulary: 1 3
Mean = 2.0
Orthography: 3
Mean = 3.0
Assignment: 3 2
Mean = 2.5
Rating Scale = 2.97
Total Score = 74.0
Session 20
Unit 5: Writing (PDF)Unit 6: Writing (PDF)
PROGRESS CHECK TWO
EXERCISE A1. childproof
2. ovenproof
3. earthquake proof
4. shockproof
5. bulletproof
6. soundproof
7. recession-proof
8. idiot-proof/foolproof
9. shatterproof
10. waterproof
EXERCISE B
1. strictly-forbidden
2. fabulously wealthy
3 deeply shocked
4. unbelievably lucky
5 wholly convinced
6. ludicrously out-of-date
7. perfectly obvious
EXERCISE C
1. by
2. between
3. out of
4. off
5. on
6. with
7. for
8. through
9. with/at
10. on/upon
EXERCISE D
1. a. paradox b. paradoxically c. paradoxical
2. a. rival b. unrivalled c. rival
3. a. sedated b. sedate c. sedation
4. a. reminiscent b. reminiscing c. reminiscence
5. a. obligatory b. obliged c. obligation
6. a. poignantly b. poignant c. poignancy
7. a. diligent b. diligence c. diligently
EXERCISE E
1. c (Driving)
2. a (Walking)
3. a (Flying)
4. a (Sailing)
5. c (Riding)
6. c (Jumping)
7. b (Running)
EXERCISE F
1. comprehensible
2. controversial
3. ambivalent
4. dominant
5. pernicious
6. tantamount
7. Concurrent
EXERCISE G
1. √
2. x (a cube is three-dimensional, but a square is two-dimensional)
3. x (anecdotal evidence comes from what people say, not from actual research)
4. x (it is highly unlikely and it's quite possible have opposite meanings)
5. √
6. x (will definitely is different from are likely to)
7. x (an important influence is beneficial, unnecessary pressure is not)
EXERCISE H
1. e
2. i
3. g
4. f
5. h
6. a
7. b
8. c
9. j
10. d
✍Homework:
📖Progress Check 2Session 19
Workbook Unit Six
EXERCISE A1. peevish
2. naïve
3. finicky
4. rebellious
5. prudent
6. tactful
7. conscientious
8. mischievous
EXERCISE B
1. apiece
2. solace
3. morale
4. frail
5. rift
6. dwindled
7. latent
8. amicable
EXERCISE C
1. authoritarian
2. exuberant
3. conscientious
4. inquisitive
5. hostile
6. latent
7. crucial
8. mischievous
EXERCISE D
1. obsession
2. obsessive
3. prudently
4. prudence
5. reminiscing
6. reminiscent
7. rebellion
8. rebelliousness
EXERCISE E
1. apart
2. of
3. from
4. between
5. from
6. to
7. to
8. apart
Unit 6: Language Focus 2 (PDF)
EXERCISE F
1. The more thoroughly I thought about it, the angrier I became.
2. The faster she talked, the more confused I felt.
3. The later it got, the sillier he became.
4. The harder she studied, the more fluently she spoke.
5. The more often he waters his tomatoes, the bigger they get.
6. The louder (or more loudly) he barks, the faster I run.
7. The more profusely his friend apologized, the worse Bob felt.
8. The harder he tried, the better he performed.
EXERCISE G
1. The deadline for your project is May 18.
2. The thought of the exam is stressful for her.
3. The best place to study is our library.
4. Some people believe that astrology is a science.
5. We all need better organizational skills.
6. Mike is very handy mechanically.
7. She is cooking dinner.
8. The game will be canceled because of the rain.
MINI-LISTENING
Paul
family lives nearby
not close-knit
smaller family (three brothers)
rarely get together as a family
mother cooks meals at home
Andrea
family doesn't live nearby (inferred)
close-knit
larger family (six kids)
tries to get home as much as possible
family eats meals in restaurants
TRANSCRIPT FOR MINI-LISTENING (TIME: 1' 50")
Paul: So, Andrea, you going home for the holidays?Andrea: I sure am. I've booked a flight for tomorrow afternoon and I can't wait!
Paul: That sounds great.
Andrea: What about you? Going home, too?
Paul: I haven't decided yet. I'm still debating.
Andrea: Haven't decided? Oh, you're never going to get a flight out of here. I'm sure all the seats have been reserved by now. It's the holiday season, after all!
Paul: Well, it's not such a big deal for me. My family only lives about a hundred and fifty miles from here. I usually drive or take the train. It's a short trip.
Andrea: You don't sound very excited about it.
Paul: Well, we're not really a very close-knit family. I have three brothers, and they're spread out all over the place. One lives on the East Coast and the other on the West Coast. I even have a brother in Montreal!
Andrea: Oh, wow! What does he do?
Paul: Translation work. It's kind of strange, but we rarely get together as a family anymore. Andrea: Well, I try to get home as much as possible. We're a big family—there are six of us children—so it's always a lot of fun.
Paul: Six kids?
Andrea: Yep. And we're all really close. You should see it—most of us are married, too, so it makes for a very crowded house over the holidays.
Paul: I can imagine.
Andrea: Of course, there are too many people to cook dinner for. It's a real headache for my parents. So we end up going out to dinner a lot. It's pretty crazy.
Paul: Well, at my house my mother loves to cook. So, when all of us do get home—which isn't that often—she always cooks big, homemade meals. We have leftovers for days!
Unit 4: Writing (PDF)
Homework:
📖Workbook (Unit 6)Session 18
Unit 6: Reading
A => Seyed Amir Hossein TabatabaeeB => Kia Moradian
C => Arash Moghadamfar
D => Erfan Ajami
E => Iliya Eraghi
F => Danial Beirami
G => Mohammad Vafayizadeh
H => Seyed Mohammad Ali Hosseini
I => Aliakbar Rajabi
J => Samyar Rahimpour
K => Farbod Hosseinimanesh
L => Radin Saadatmandi
A
During childhood, sisters and brothers are a major part of each other's lives, for better or for worse. As adults they may drift apart as they become involved in their own careers, marriage, and families. But in later life, with retirement, an empty nest, and parents and sometimes spouses gone, brothers and sisters often turn back to each other for a special affinity and link to the past. "In the stressful, fast-paced world we live in, the sibling relationship becomes for many the only intimate connection that seems to last," says psychologist Michael Kahn of the University of Hartford. Friends and neighbors may move away, former co-workers are forgotten, marriages break up, but no matter what, our sisters and brothers remain our sisters and brothers.
spouse = /spaʊs/ husband or wife
sibling = sister or brother
intimate = close
affinity = link, bond, close relationship
empty nest = a family in which the children have grown up and no longer live with parents
empty nester noun [ C ] informal = someone whose children have grown up and no longer live at home
B
This late-life bond may be especially important to the "Baby Boom" generation now in adulthood, who average about two or three siblings apiece. High divorce rates and the decision by many couples to have only one or no children will force members of this generation to look to their brothers and sisters for support in old age. And, as psychologist Deborah Gold of the Duke Center for the Study of Aging and Human Development points out, "Since people are living longer and are healthier longer, they will be more capable of giving help." Critical events can bring siblings together or deepen an existing rift, according to a study by psychologists Helgola Ross and Joel Milgram of the University of Cincinnati. Parental sickness or death is a prime example. Ross and Milgram found that siblings immersed in rivalry and conflict were even more torn apart by the death or sickness of a parent. Those siblings who had been close since childhood became closer.
baby boom = a large increase in the number of babies born among a particular group of people during a particular time:
There was a baby boom in the UK and the US after the Second World War.
apiece = each
In good condition, dolls from this period sell for £500 apiece.
point out = indicate
rift = a large crack in the ground or in rock:
The stream had cut a deep rift in the rock.
rift = a serious disagreement that separates two people who have been friends and stops their friendship continuing:
The marriage caused a rift between the brothers and they didn't speak to each other for ten years.
immerse = to become completely involved in something:
She got some books out of the library and immersed herself in Jewish history and culture.
C
In a study of older people with sisters and brothers, Gold found about 20 percent said they were either hostile or indifferent toward their siblings. Reasons for the rifts ranged from inheritance disputes to animosity between spouses. But many of those who had poor relationships felt guilt and remorse. A man who hadn't spoken with his sister in 20 years described their estrangement as a "festering sore." Although most people in Ross and Milgram's study admitted to some lingering rivalry, it was rarely strong enough to end the relationship. Only 4 out of the 55 people they interviewed had completely broken with their siblings and only 1 of the 4 felt comfortable with the break, leaving the researchers to ask, "Is it psychologically impossible to disassociate oneself from one's siblings in the way one can forget old friends or even former mates?"
hostile adjective UK /ˈhɒs.taɪl/ US /ˈhɑː.stəl/ unfriendly and not liking something:
a hostile crowd
The president had a hostile reception in Ohio this morning.
animosity noun [ C or U ] UK /ˌæn.ɪˈmɒs.ə.ti/ US /ˌæn.əˈmɑː.sə.t̬i/ strong dislike, opposition, or anger:
Of course we're competitive, but there's no personal animosity between us.
In spite of his injuries, he bears no animosity towards his attackers.
The European Community helped France and Germany forget the old animosities between them.
remorse noun = regret
remorseful adjective = regretful
estrangement noun formal UK /ɪˈstreɪndʒ.mənt/ US /ɪˈstreɪndʒ.mənt/ [ C or U ] a period when you are estranged from someone (= no longer friendly with them), or the fact of no longer being friendly:
Their reunion followed a long estrangement.
He talked about his estrangement from his family.
fester verb [ I ] UK /ˈfes.tər/ US /ˈfes.tɚ/ If a cut or other injury festers, it becomes infected and produces pus:
a festering sore
sore noun [ C ] UK /sɔːr/ US /sɔːr/ a painful area on the surface of a body, especially an infected area:
The poor dog's back was covered with sores.
lingering adjective [ before noun ] UK /ˈlɪŋ.ɡər.ɪŋ/ US /ˈlɪŋ.ɡɚ.ɪŋ/ lasting a long time:
She gave him a long, lingering kiss.
She says she stopped seeing him, but I still have lingering doubts.
The defeat ends any lingering hopes she might have had of winning the championship.
disassociate yourself/somebody from somebody/something /ˌdɪsəˈsəʊsieɪt/, /ˌdɪsəˈsəʊʃieɪt/ to say or do something to show that you are not connected with or do not support somebody/something; to make it clear that something is not connected with a particular plan, action, etc.
D
As brothers and sisters advance into old age, "closeness increases and rivalry diminishes," explains Victor Cicirelli, a psychologist at Purdue University. Most of the elderly people he interviewed said they had supportive and amicable dealings and got along well or very well with their brothers and sisters. Only 4 percent got along poorly. Gold found that as people age, they often become more involved with and interested in their siblings. Fifty-three percent of those she interviewed said that contact with their sisters and brothers increased in late adulthood. With family and career obligations reduced, many said they had more time for each other. Others said they felt it was "time to heal wounds." A man who had recently reconciled with his brother told Gold, "There's something that lets older people put aside the bad deeds of the past and focus a little on what we need now...especially when it's brothers and sisters."
amicable /ˈæm.ɪ.kə.bəl/ = friendly
diminish = decrease
age = grow older
reconcile = become friendly with someone after an argument
E
Another reason for increased contact was anxiety about a sister's or brother's declining health. Many would call more often to "check in" and see how the other was doing. Men especially reported feeling increased responsibility for a sibling; women were more likely to cite emotional motivations such as feelings of empathy and security.
cite = mention
empathy noun [ U ] UK /ˈem.pə.θi/ US /ˈem.pə.θi/ the ability to share someone else's feelings or experiences by imagining what it would be like to be in that person's situation
F
Siblings also assume special importance as other sources of contact and support dwindle. "Each of us moves through life with a 'convoy' of people who supply comfort and nurturance," says psychologist Toni C. Antonucci of the University of Michigan. As we age, the size of the convoy gradually declines because of death, sickness, or moving. "Brothers and sisters who may not have been important convoy members earlier in life can become so in old age," Gold says. And they do more than fill in gaps. Many people told Gold that the loneliness they felt could not be satisfied by just anyone. They wanted a specific type of relationship, one that only someone who had shared their past could provide.
dwindle = decrease
convoy noun UK /ˈkɒn.vɔɪ/ US /ˈkɑːn.vɔɪ/ [ C ] a group of vehicles or ships that travel together, especially for protection:
A convoy of trucks containing supplies was sent to the famine area.
nurturance = emotional and physical nourishment and care given to someone
G
This far-reaching link to the past is a powerful bond between siblings in later life. "There's a review process we all go through in old age to resolve whether we are pleased with our lives," Gold explains. "A sibling can help retrieve a memory and validate our experiences. People have said to me, 'I can remember some with my spouse or with friends. But the only person who goes all the way back is my sister or brother.— Cicirelli agrees that reviewing the past together is a rewarding activity. "Siblings have a very important role in maintaining a connection to early life," he says. "Discussing the past evokes the warmth of early family life. It validates and clarifies events of the early years." Furthermore, he has found that encouraging depressed older people to reminisce with a sister or brother can improve their morale.
retrieve = get back
evoke = bring something to mind
reminisce verb [ I ] formal UK /ˌrem.ɪˈnɪs/ US /ˌrem.əˈnɪs/ to talk or write about past experiences that you remember with pleasure:
My grandfather used to reminisce about his years in the navy.
morale = spirits, mood
H
Some of the factors that affect how much contact siblings will have, such as how near they live, are obvious. Others are more unexpected—for example, whether there is a sister in the clan. Cicirelli found that elderly people most often feel closest to a sister and are more likely to keep in touch through her. According to Gold, sisters, by tradition, often assume a caretaking and kin-keeping role, especially after the death of their mother. "In many situations you see two brothers who don't talk to each other that much but keep track of each other through their sisters," she says. Researchers have found that the bond between sisters is the strongest, followed by the one between sisters and brothers, and, last, between brothers.
clan = tribe, a big family
kin = family member or relative
bond = close relationship, affinity
keep track (of someone/something) (idiom) to continue to be informed or know about someone or something:
My sister’s had so many jobs, I can’t keep track anymore.
I
Sisters and brothers who live near each other will, as a matter of course, see more of each other. But Cicirelli says that proximity is not crucial to a strong relationship later in life. "Because of multiple chronic illnesses, people in their 80s and 90s can't get together that easily. Even so, the sibling seems to evoke positive feelings based on the images or feelings inside." Gold's findings support this assertion. During a two-year period, contact among her respondents decreased slightly, but positive feelings increased. "Just the idea that the sibling is alive, that 'there is someone I can call,' is comforting."
as a matter of course (idiom) If something is done as a matter of course, it is a usual part of the way in which things are done and is not special:
Safety precautions are observed as a matter of course.
proximity = closeness
crucial = important
J
Although older people may find solace in the thought that their siblings are there if they need them, rarely do they call each other for help or offer each other instrumental support, such as loaning money, running errands or performing favors. "Even though you find siblings saying that they'd be glad to help each other and saying they would ask for help if necessary, rarely do they ask," Cicirelli points out.
solace = comfort
instrumental = important
K
Gold believes that there are several reasons siblings don't turn to each other more for instrumental help. First, since they are usually about the same age, they may be equally needy or frail. Another reason is that many people consider their siblings safety nets who will save them after every-thing else has failed. A son or daughter will almost always be turned to first. It's more acceptable in our society to look up or down the family ladder for help than sideways. Finally, siblings may not turn to each other for help because of latent rivalry. They may believe that if they need to call on a brother or sister, they are admitting that the other person is a success and "I am a failure." Almost all of the people in Gold's study said they would rather continue on their own than ask their sister or brother for help. But she found that a crisis beyond control would inspire "a 'rallying' of some or all siblings around the brother or sister in need."
frail = weak
latent = hidden, not manifest
rally = to bring or come together in order to provide support or make a shared effort:
African-American groups rallied around the president when he was under attack.
safety net = an arrangement that helps to prevent disaster if something goes wrong
a financial safety net
people who have fallen through the safety net and ended up homeless on the streets
safety net = a net placed below acrobats, etc. to catch them if they fall
L
Despite the quarreling and competition many people associate with the mere mention of their sisters and brothers, most of us. Gold says, will find "unexpected strengths in this relationship in later life."
mere = used to emphasize how strongly someone feels about something or how extreme a situation is:
The mere thought of it (= just thinking about it) makes me feel sick.
People became excited at the mere mention of his name.
the mere idea/possibility/prospect of something
A
When we are kids, we spend a lot of time with our sisters and brothers. Sometimes we get along, sometimes we don’t. When we grow up, we may not see them as much because we have our own jobs, partners, and children. But when we get old, we may lose our parents, partners, or children. Then we may want to be close to our sisters and brothers again. They understand us and share our memories. Psychologist Michael Kahn says that in this busy and hard world, many people only have their sisters and brothers as their true friends. Other people may leave us, but our sisters and brothers will always be our sisters and brothers.
B
When we are old, we may need our sisters and brothers more than ever. This is especially true for the “Baby Boom” generation, who are adults now and have about two or three sisters and brothers each. Many of them are divorced or have no children, so they will depend on their sisters and brothers for help when they are old. Psychologist Deborah Gold says that people are living longer and healthier, so they can help each other more. Sometimes, good or bad things happen that make sisters and brothers closer or farther apart. Psychologists Helgola Ross and Joel Milgram did a study about this. They found that when a parent got sick or died, sisters and brothers who fought a lot became even more distant. But sisters and brothers who were friends since they were kids became even closer.
C
Gold did a study on old people who had sisters or brothers. He found that about 1 out of 5 people did not like or care about their siblings. They had different reasons for not getting along, such as fighting over money or not liking each other’s partners. But many of them felt bad and sorry about their bad relationships. One man who had not talked to his sister for 20 years said it was like having a wound that never healed. Ross and Milgram also did a study on people and their siblings. Most of them said they still had some competition with their siblings, but it was not enough to make them stop talking. Only 4 out of the 55 people they talked to had cut off contact with their siblings and only 1 of them was okay with it. This made the researchers wonder, “Is it very hard to stop thinking about one’s siblings like one can stop thinking about old friends or ex-partners?”
D
Victor Cicirelli is a person who studies how people think and feel. He works at Purdue University. He talked to many old people who had sisters or brothers. Most of them said they had good and friendly relationships and liked their siblings a lot. Only a few of them did not like their siblings. Gold also did a study on old people and their siblings. He found that many old people became more interested in their sisters and brothers as they got older. More than half of the people he talked to said they talked to their siblings more often when they were old. They said they had less work and family things to do, so they had more time for each other. Some of them said they wanted to make up for the bad things that happened before. One man who had made peace with his brother told Gold, “Old people can forget the bad things they did and think more about what they need now…especially with their sisters and brothers.”
E
People talked to their sisters or brothers more when they were worried about their health. They called a lot to ask how they were. Men felt more like they had to take care of their siblings; women said they did it because they cared and felt safe with them.
F
Sisters and brothers become more important when we have less people to talk to and help us. “We all have a ‘group’ of people who make us feel good and take care of us,” says a scientist named Toni C. Antonucci from a big school in Michigan. When we get older, the group gets smaller because some people die, get sick, or move away. “Sisters and brothers who may not have been close to us before can become close to us when we are old,” Gold says. And they do more than just be there for us. Many people told Gold that they felt lonely and only a sister or brother who knew their past could make them feel better.
G
Having a sister or brother who remembers the same things from a long time ago makes you feel closer to them when you are old. Gold says that when we are old, we think about our lives and see if we are happy. A sister or brother can help us remember things and make us feel that we are not alone. Some people have told me, ‘I can remember some things with my partner or my friends. But the only one who knows everything about me is my sister or brother.’ Cicirelli also thinks that talking about the past with a sister or brother is good for us. He says that sisters and brothers help us stay in touch with our childhood. Talking about the past makes us feel the love of our family. It also helps us understand and remember what happened when we were young. He also says that talking to a sister or brother can make sad old people feel better.
H
Some things make it easier or harder for sisters and brothers to talk to each other, like how far they live. But some things are surprising, like having a sister in the family. Cicirelli learned that old people usually like their sisters the most and stay in touch with them. Gold says that sisters often take care of their family and keep them together, especially when their mom dies. She says that sometimes two brothers don’t talk much but know about each other from their sisters. Researchers have learned that sisters love each other the most, then sisters and brothers, and then brothers.
I
Sisters and brothers who live close by will see each other more often. But Cicirelli says that living close by is not very important for having a good relationship when you are old. “People who are very old have many health problems, so they can’t meet each other easily. But they still feel good when they think about their sister or brother.” Gold’s research agrees with this. For two years, she studied some people and saw that they talked to their sisters and brothers less, but they felt more happy. “They feel better just knowing that their sister or brother is alive, and that they can call them if they want.”
J
Older people may feel better when they think that their sisters and brothers are there for them, but they don’t ask each other for help very often or do things for each other, like giving money, doing chores or helping out. “You may hear sisters and brothers say that they are happy to help each other and that they would ask for help if they need it, but they hardly ever do,” Cicirelli says.
K
Gold thinks that brothers and sisters have many reasons for not helping each other more. One reason is that they are usually the same age, so they may both need help or be weak. Another reason is that many people think their brothers and sisters will help them only when no one else can. They will ask their children or parents for help first. In our society, it is more normal to ask for help from older or younger family members than from brothers and sisters. The last reason is that brothers and sisters may not want to help each other because of hidden competition. They may feel that if they ask for help from a brother or sister, they are saying that the other person is better and “I am worse.” Almost everyone in Gold’s study said they would rather do things by themselves than ask their brother or sister for help. But she saw that a big problem that they could not handle would make “a ‘group’ of some or all brothers and sisters around the brother or sister who needs help.”
L
Gold says that many people think of their brothers and sisters as people who fight and compete with them. But most of us will see that this relationship has “surprising good things” when we are older.
✍Homework:
🗣️The Summary of each Paragraph in the Reading of Unit 6📖The Answers to the Questions on Pages 114-117
Session 17
Unit 6: ENHANCING YOUR VOCABULARY
1.1. j
2. h
3. g
4. i
5. f
6. e
7. a
8. b
9. d
10. c
2.
1. take over
2. corporations
3. cleanliness
4. overseas
5. touring
6. Patterns
7. apply
8. covered
9. delightful
10. in-store
apparel = clothes of a particular type when they are being sold in a shop
merchandise = goods, commodities
promote = advertise, introduce
leaflet = a piece of paper that gives you information or advertises something
The Listening of Unit 6
LISTENING TASK 1
1. a2. a
LISTENING TASK 2
1. b2. a
3. a
4. c
5. b
6. b
7. a
8. b
9. c
TRANSCRIPT (TIME: 4' 28")
In-store host: Thank you all for coming this evening. As I'm sure you all know, our in-store guest today is Rachel Asher. Ms. Asher is currently touring the country promoting her new book Home Away from Home, based on her experiences raising small children while working for a US corporation overseas. Welcome!Rachel Asher (author): Thank you.
In-store host: Can you share with us an example of one of the stories you included in the book?
Rachel Asher: Certainly. One of my favorite stories occurred when my husband and I lived in Tokyo. It involves the Japanese custom of removing shoes when entering the home. We in the U.S., of course, are not normally in the practice of taking off our shoes every time we enter a house. Now...almost everyone in Japan and the United States knows about the other's customs, but that doesn't mean that your small children are prepared to deal with it...and more importantly, prepared to accept both traditions without judgment.
In-store host: Right. Go on.
Rachel Asher: Well, we let our five-year-old know that if she visited a Japanese home for a play date—as we certainly hoped she would—that she would need to remove her shoes, which she found delightful. After a few days at her international school, she was invited over to the home of a classmate. Now, before we left the States, I had just begun to teach my daughter that the floor was dirty—that she should not fall asleep on the floor, that it wasn't a place to eat, et cetera.
In-store host: So how did these two issues—her idea that the floor was a dirty place and the Japanese tradition of removing the shoes in the house—come together?
Rachel Asher: Well, we went to this home, and everything seemed great at the beginning. I sat down for tea with the girl's grandmother, who was a retired English teacher. A few minutes later, both girls re-appeared, and mine demanded to go home...and announced, to my horror, that this house and her friend were "dirty" and she couldn't stay. She and her new friend had been playing dolls, and the Japanese girl—Makiko—had gotten out her dollhouse ... and things were great...until bedtime. It was then that Makiko placed the family on the floor of their bedrooms.
In-store host: I think I see where this is going.
Rachel Asher: Exactly. My daughter, of course, announced that this was dirty, and that she wasn't going to sleep on the floor. Makiko said that this is how her family slept...and Susan told Makiko that her family was dirty...and Makiko responded that people who wear their shoes in the house were dirty ... and soon we had two very hurt and angry little girls.
In-store host: What happened next?
Rachel Asher: I immediately began to explain to Susan that she couldn't say things like that, but the grandmother interrupted, gently, and suggested that we listen to why the girls thought as they did. Luckily, the grandmother took over—never underestimate the wisdom of grandmothers and listened closely to what my daughter had to say. We realized that they hadn't thought through the reasoning behind the different traditions and ideas of cleanliness. My daughter hadn't considered the fact that because Japanese people don't wear shoes indoors, that their floors might not be as dirty. What I got from this—and what I encourage parents to apply—is that it isn't enough to be familiar with different customs...you need to talk with your children about how others think differently...and how those ways of thinking lead to different traditions and opinions. You can't cover every topic, but you can develop such open-minded patterns of thinking and listening in your children.
In-store host: And we can read this book to discover issues that other parents have dealt with, too.
Rachel Asher: Yes, you can.
In-store host: Well, let's take some questions and comments from our audience ...
Summary:
In the interview, Rachel Asher discusses her new book, Home Away from Home, which is based on her experiences raising children while working overseas. She shares a story about her family’s time in Tokyo, highlighting the cultural differences between the U.S. and Japan, particularly the custom of removing shoes indoors.
Rachel recounts an incident where her daughter, Susan, struggled with the Japanese tradition of sleeping on the floor, which clashed with her belief that floors are dirty. This led to a conflict with her Japanese friend, Makiko. The situation was resolved with the help of Makiko’s grandmother, who encouraged the children to understand each other’s perspectives.
Rachel emphasizes the importance of teaching children to appreciate and understand different customs and ways of thinking, rather than just being aware of them. This approach can help develop open-mindedness and better communication in children.
Homework:
📖Enhancing Your Vocabulary (Pages 105 & 106)Session 16
Workbook: Unit Five
EXERCISE A1. d
2. c
3. a
4. d
5. b
6. c
7. a
8. b
fragrance = a sweet or pleasant smell
balm /bɑːm/ = an oil that comes from particular tropical trees and is used especially to treat injuries or reduce pain
stale = no longer new or fresh, usually as a result of being kept for too long
antidote = a chemical, especially a drug, that limits the effects of a poison
contraband = goods that are brought into or taken out of the country secretly and illegally = smuggled goods
EXERCISE B
1. breakthrough
2. touchy
3. quackery
4. craving
5. ambivalent
6. embroider
7. induce
8. contradict
homeopathy /ˌhoʊ.miˈɑː.pə.θi/ = a system of treating diseases in which sick people are given very small amounts of natural substances that, in healthy people, would produce the same effects as the diseases produce
fertilizer = a natural or chemical substance that is spread on the land or given to plants, to make plants grow well
EXERCISE C
1. cucumber
2. congestion
3. earth
4. effect
5. transplants
6. lean
7. rotten
8. healing
EXERCISE D
1. herbalist
2. herbal
3. contradiction
4. contradictory
5. mobilized
6. mobility
7. mediators
8. mediation
mediation = the process of talking to two separate people or groups involved in a disagreement to try to help them to agree or find a solution to their problems
EXERCISE E
1. into
2. to
3. on/upon
4. to
5. of
6. on/upon
7. in
8. with
contravention = the act of doing something that a law or rule does not allow, or an instance of this
EXERCISE F
1. That pineapples don't grow on trees is a well-known fact.
2. Whether we go now or later doesn't really matter.
3. Why he resigned from the committee so unexpectedly has not been explained.
4. How she passed the test without being well-prepared is not clear.
5. Whether Nicole's father had been for or against their marriage was not clear.
6. Why the thieves took only one old computer is a mystery.
7. That he is suffering from emotional problems is apparent.
8. That the children would rather sit watching TV instead of playing outside is not surprising at all.
EXERCISE G
1. I (adviced ⇨ advised)
2. I (effect ⇨ affect)
3. C (no change)
4. C (no change)
5. I (except ⇨ accept)
6. C (no change)
7. I (capitol ⇨ capital)
8. I (counsel ⇨ council)
Unit 5: Mini-Listening
Problem / Best suggestion
1. How to overcome shyness:
See a therapist.
Get a self-help book.
Join a club.
2. How to stop biting your fingernails:
Solve the problem that makes you nervous.
Wear expensive bright red nail polish
Do something else when you're stressed out.
3. How to get in shape for summer:
Take a fast walk for at least an hour a day.
Get a personal trainer at a gym.
Ride a bicycle.
TRANSCRIPT FOR MINI-LISTENING (TIME: 2' 32")
1. How to overcome shyness
Man 1: Well I think if you're really shy, it might be a good idea to see a therapist or someone like that—you know, to get some professional help. You can't always change by yourself.
Woman: Or how about getting one of those self-help books from the library? I'm sure there are books around with lots of good suggestions that you can try.
Man 2: I think the best thing is to join a club and do activities where you have to meet and talk to different people. Like, if you join a theater group and work on putting on a play, you'll probably be able to overcome your shyness.
2. How to stop biting your fingernails
Man 1: I think biting your fingernails is just a sign of nervousness, so the first thing to do is to find out what's making you nervous. Once you've identified that problem and then solved it, the nail biting will disappear.
Woman: My sister used to bite her nails all the time, so she started wearing bright red nail polish. She bought the really expensive kind, so she felt that she had made an investment in quitting her bad habit. I think the polish made her think about what she was doing, too. Anyway, after a few months, it worked, and she has really nice nails now. I guess if you're a guy, it's a little more difficult, though.
Man 2: Maybe you can find something else to do when you're stressed out, like tapping your fingers or counting to 100. You have to try to transfer your habit into a different activity—one that doesn't cause such a problem.
3. How to get in shape for summer
Man 1: Getting in shape for summer can be easy. Just take a fairly fast walk for at least an hour a day. You'll be surprised at how much fat you can burn off just by walking every day.
Woman: I recommend getting a personal trainer at a gym. It's expensive, but a personal trainer can help you focus on what you really need to do and show you the best kinds of exercises to do to tighten up your tummy or whatever it is you want to tighten up.
Man 2: I think the best way to get in shape is by riding a bicycle to work or school. And on the weekends, go out for longer rides. It sounds easy, but actually, a good long bike ride can be even better for you than a workout at the gym.
✍Homework:
📖Workbook (Unit 5)Session 15
Unit 5: Reading
A => Mohammad Parsa NazarinezhadB => Behnia Ghahremani
C => Ilia Eraghi
D => Ali Rafiee
E => Mohammad Vafayizadeh
F => Mohammad Sadegh Sarbaz
G => Mani Restegar Moghaddam
H => Seyed Mohammad Ali Hosseini
I => Amir Reza Vazifehdoust
J => Samyar Rahimpour
The Whole Passage => Ali Akbar Rajabi
The Whole Passage => Mohammad Behrad Motamedi
Want to devise a new form of alternative medicine? No problem. Here's the recipe. Be warm, sympathetic, reassuring, and enthusiastic. Your treatment should involve physical contact, and each session with your patients should last at least half an hour. Encourage your patients to take an active part in their treatment and understand how their disorders relate to the rest of their lives. Tell them that their own bodies possess the true power to heal. Make them pay you out of their own pockets. Describe your treatment in familiar words, but embroidered with a hint of mysticism: energy fields, energy flows, energy blocks, meridians, forces, auras, rhythms, and the like. Refer to the knowledge of an earlier age: wisdom carelessly swept aside by the rise of blind, mechanistic science.
B
Oh, come off it, you're saying. Something invented off the top of your head couldn't possibly work, could it? Well yes, it could—and often well enough to earn you a living. A good living if you are sufficiently convincing, or, better still, really believe in your therapy. Many illnesses get better on their own, so if you are lucky and administer your treatment at just the right time, you'll get the credit. But that's only part of it. Some of the improvement really would be down to you. Your healing power would be the outcome of a paradoxical force that conventional medicine recognizes but remains oddly ambivalent about: the placebo effect.
C
Placebos are treatments that have no direct effect on the body, yet still work because the patient has faith in their power to heal. Most often the term refers to a dummy pill, but it applies just as much to any device or procedure, from a sticking plaster to a crystal to an operation. The existence of the placebo effect implies that even quackery may confer real benefits, which is why any mention of placebo is a touchy subject for many practitioners of complementary and alternative medicine, who are likely to regard it as tantamount to a charge of charlatanism. In fact, the placebo effect is a powerful part of all medical care, orthodox or otherwise, though its role is often neglected and misunderstood.
D
At one level, it should come as no surprise that our state of mind can influence our physiology: anger opens the superficial blood vessels of the face; sadness pumps the tear glands. But exactly how placebos work their medical magic is still largely unknown. Most of the scant research done so far has focused on the control of pain because it's one of the commonest complaints and lends itself to experimental study. Here, attention has turned to the endorphins, morphine-like neurochemicals known to help control pain.
E
That case has been strengthened by the recent work of Fabrizio Benedetti of the University of Turin, who showed that the placebo effect can be abolished by a drug, naloxone, which blocks the effects of endorphins. Benedetti induced pain in human volunteers by inflating a blood-pressure cuff on the forearm. He did this several times a day for several days, using morphine each time to control the pain. On the final day, without saying anything, he replaced the morphine with a saline solution. This still relieved the subjects' pain: a placebo effect. But when he added naloxone to the saline, the pain relief disappeared. Here was direct proof that placebo analgesia is mediated, at least in part, by these natural opiates. Still, no one knows how belief triggers endorphin release, or why most people can't achieve placebo pain relief simply by willing it.
F
Though scientists don't know exactly how placebos work, they have accumulated a fair bit of knowledge about how to trigger the effect. A London rheumatologist found, for example, that red dummy capsules made more effective painkillers than blue, green, or yellow ones. Research on American students revealed that blue pills make better sedatives than pink, a color more suitable for stimulants. Even branding can make a difference: if Aspro or Tylenol are what you like to take for a headache, their chemically identical generic equivalents may be less effective.
G
It matters, too, how the treatment is delivered. "Physicians who adopt a warm, friendly, and reassuring bedside manner," reports Edzard Ernst, professor of Complementary and Alternative Medicine at Exeter University, "are more effective than those whose consultations are formal and do not offer reassurance." Warm, friendly, and reassuring are also alternative medicine's strong suits, of course. Many of the ingredients of that opening recipe—the generous swathes of time, the strong hints of supernormal healing power—are just the kind of thing likely to impress patients. It's hardly surprising, then, that aromatherapists, acupuncturists, herbalists, etc. seem to be good at mobilizing the placebo effect.
H
The question is whether alternative medicine could be integrated into conventional medicine, as some would like, without losing much of its power. But for much of alternative medicine—especially techniques in which the placebo effect accounts for most or perhaps all the benefit—integration might well be counterproductive. After all, the value of alternative medicine depends partly on its unorthodoxy. "One intuitively feels that something exotic has a stronger placebo effect than something bog-standard. And some complementary therapists are very exotic," says Ernst.
I
Integration faces other obstacles, too. Doctors would face serious ethical dilemmas in recommending what they know to be placebo treatments to their patients. And complementary practitioners would likely be disparaged by their conventional counterparts, as they often are today. Integrated medicine "would have about as much validity as a hybrid of astronomy and astrology," wrote anesthetist Neville Goodman in the April newsletter of Health Watch.
J
Some would also point out that a professor of surgery with a confident manner, an expensive suit, and an international reputation who sees you privately and guarantees to solve your problem with a costly operation is still unrivaled as a source of placebo power. But most doctors are beaten hands down by countless alternative practitioners who might not know a lymphocyte from a lump of cheese. What they do know is how to make you feel better. And that's a big part of the battle.
New Words & Expressions
Adevise verb [ T ] /dɪˈvaɪz/ to invent a plan, system, object, etc., usually using your intelligence or imagination:
He's good at devising language games that you can play with students in class.
The cartoon characters Snoopy and Charlie Brown were devised by Charles M. Schultz.
aura noun [ C ] /ˈɔːr.ə/ a feeling or character that a person or place seems to have: The woods have an aura of mystery.
There's an aura of sadness about him.
embroider verb [ I or T ] /ɪmˈbrɔɪ.dɚ/ to decorate cloth or clothing with patterns or pictures consisting of stitches that are sewn directly onto the material: I am embroidering this picture for my mother.
embroider = to make a story more entertaining by adding imaginary details to it: Naturally, I embroidered the tale a little to make it more interesting.
mysticism noun [ U ] /ˈmɪs.tə.sɪ.zəm/ = the belief that there is hidden meaning in life or that each human being can unite with God
B
ambivalent adjective /æmˈbɪv.ə.lənt/ having two opposing feelings at the same time, or being uncertain about how you feel:
I felt very ambivalent about leaving home.
He has fairly ambivalent feelings towards his father.
an ambivalent attitude to exercise
placebo noun [ C ] /pləˈsiː.boʊ/ (plural placebos) a substance given to someone who is told that it is a particular medicine, either to make that person feel as if they are getting better or to compare the effect of the particular medicine when given to others:
She was only given a placebo, but she claimed she got better - that's the placebo effect.
C
term noun = a word or expression used in relation to a particular subject, often to describe something official or technical:
"Without let or hindrance" is a legal term that means "freely".
quackery noun [ U ] (disapproving) /ˈkwæk.ɚ.i/ = medical methods that do not work and are only intended to make money
tantamount adjective (formal) /ˈtæn.t̬ə.maʊnt/ tantamount to something = being almost the same or having the same effect as something, usually something bad:
Her refusal to answer was tantamount to an admission of guilt.
charlatan noun [ C ] disapproving /ˈʃɑːr.lə.t̬ən/ = a person who pretends to have skills or knowledge that they do not have, especially in medicine
charlatanism = the practice of being a charlatan
orthodox adjective /ˈɔːr.θə.dɑːks/ = (of beliefs, ideas, or activities) considered traditional, normal, and acceptable by most people:
orthodox treatment/methods
orthodox views/opinions
We would prefer a more orthodox approach/solution to the problem.
D
physiology noun [ U ] US /ˌfɪz.iˈɑː.lə.dʒi/ = (the scientific study of) the way in which the bodies of living things work
scant adjective [ before noun ] /skænt/ = very little and not enough:
He pays scant attention to the needs of his children.
scant regard for the truth
E
naloxone noun [ U ] MEDICAL specialized /nəˈlɑːk.soʊn/ a drug used to reduce or remove the effects of taking too much of an opioid drug (= morphine or a drug that resembles morphine)
saline noun [ U ] CHEMISTRY, MEDICAL specialized UK /ˈseɪ.laɪn/ US /ˈseɪ.liːn/ = a liquid mixture of salt and pure water, used to kill bacteria or to replace liquid lost from the body: a saline drip
analgesia noun [ U ] UK /ˌæn.əlˈdʒiː.zi.ə/ US /ˌæn.əlˈdʒiː.zi.ə/ an inability to feel pain:
Patients were monitored for postoperative analgesia.
It could not have been predicted that the substance would produce analgesia.
Addiction to analgesia is a common problem.
We discussed why and how analgesia should be given in childbirth.
opiate noun [ C ] UK /ˈəʊ.pi.ət/ US /ˈoʊ.pi.ət/ = a drug that contains opium, especially one that causes sleep
F
dummy noun [C] (NOT REAL) = something that is not real and is used for practice or to deceive: The device is not a real bomb but a dummy.
sedative noun [ C ] /ˈsed.ə.t̬ɪv/ = a drug used to calm a person or animal or to make them sleep
G
swathe noun (also swath) UK /sweɪð/ US /swɑθ/ [ S ] (literary) a large part of something that includes several different things:
These people represent a broad/wide swathe of public opinion.
aromatherapy noun [ U ] UK /əˌrəʊ.məˈθer.ə.pi/ US /əˌroʊ.məˈθer.ə.pi/ the treatment of worry or nervousness, or medical conditions that are not serious, by rubbing pleasant-smelling natural substances into the skin or breathing in their smell:
aromatherapy massage
aromatherapy oils
acupuncture noun [ U ] UK /ˈæk.jə.pʌŋk.tʃər/ US /ˈæk.jə.pʌŋk.tʃɚ/ a treatment for pain or illness in which thin needles are positioned just under the surface of the skin at special points around the body:
Acupuncture originated in China.
herbalist noun [ C ] UK /ˈhɜː.bəl.ɪst/ US /ˈɝː.bəl.ɪst/ = a person who grows or sells herbs for use as medicine
H
account for = explain
bog-standard adjective UK informal disapproving UK /ˌbɒɡˈstæn.dəd/ US /ˌbɑːɡˈstæn.dɚd/ completely ordinary, without anything special added:
My last car was just a bog-standard model.
I
disparage verb [ T ] UK /dɪˈspær.ɪdʒ/ US /dɪˈsper.ɪdʒ/ to criticize someone or something in a way that shows you do not respect or value him, her, or it:
The actor's work for charity has recently been disparaged in the press as an attempt to get publicity.
validity noun [ U ] UK /vəˈlɪd.ə.ti/ US /vəˈlɪd.ə.t̬i/ = the quality of being based on truth or reason, or of being able to be accepted:
This research seems to give/lend some validity to the theory that the drug might cause cancer.
Not for one moment did he doubt the validity of those ideas.
J
lymphocyte noun [ C ] BIOLOGY specialized UK /ˈlim.fə.saɪt/ US /ˈlim.fə.saɪt/ a type of white blood cell involved in fighting disease and infection in the body, some of which produce antibodies (= proteins that attack and kill harmful bacteria)
The Text in Simple English:
Do you want to make a new kind of healing method? It’s easy. Just follow these steps. Be kind, understanding, comforting, and excited. Your healing method should touch your patients, and each time you see them should be at least 30 minutes long. Make your patients do something in their healing process and help them see how their problems are connected to their lives. Tell them that they can heal themselves with their own bodies. Make them pay you with their own money. Use words that they know, but add some mystery to them: things like energy, flow, block, line, force, light, beat, and so on. Use the old wisdom that was forgotten when people started to trust only science.
B
You might think that a treatment you made up can’t work, right? But it can—and sometimes it can work so well that you can make money from it. Especially if you are good at persuading people, or if you really trust your treatment. Some diseases go away by themselves, so if you time your treatment well, people will think you cured them. But that’s not all. Some of the healing would be because of you. Your healing power would come from a strange thing that normal medicine knows about but doesn’t really like: the placebo effect.
C
Placebos are things that do not really treat your body, but they make you feel better because you believe they can help you. Sometimes they are fake pills, but they can also be other things like bandages, crystals, or surgeries. The placebo effect means that even fake things can have good results, but some people who do alternative medicine do not like to talk about it because they think it makes them look like cheats. Actually, the placebo effect is very important for all kinds of medicine, normal or not, but many people do not pay attention to it or do not understand it.
D
We all know that our feelings can affect our body: when we are angry, our face turns red; when we are sad, we cry. But we don’t know much about how fake medicines make us feel better. Most of the few studies done on this have looked at how to stop pain because it’s a very common problem and easy to test. In these studies, they found out that endorphins, chemicals in our brain that act like painkillers, play a role.
E
A new study by Fabrizio Benedetti from the University of Turin made the case stronger. He showed that a drug called naloxone can stop the placebo effect. The placebo effect is when you feel better because you think you got a medicine, even if you didn’t. Benedetti made some people feel pain by pumping air into a band around their arm. He did this many times for many days, and gave them morphine to make the pain go away. On the last day, he secretly gave them salt water instead of morphine. They still felt less pain: that was the placebo effect. But when he put naloxone in the salt water, the pain came back. This showed that the placebo effect works because of natural painkillers in our body. But we don’t know how thinking can make these painkillers come out, or why some people can’t make the pain go away by thinking.
F
Scientists are not sure how placebos work, but they have learned a lot about how to make them work better. A doctor in London saw that red fake pills helped with pain more than blue, green, or yellow ones. A study on American students showed that blue pills helped them sleep better than pink ones, which were good for making them more alert. Even the name of the pill can matter: if you prefer Aspro or Tylenol for a headache, they may work better than other pills that have the same ingredients.
G
How the treatment is given also matters. Edzard Ernst, a professor who studies different kinds of medicine at Exeter University, says that “doctors who are warm, friendly, and make their patients feel better” are more effective than those who are formal and do not comfort their patients. Warm, friendly, and comforting are also what alternative medicine does well, of course. Many things in that first recipe—the long time they spend, the strong hints of special healing power—are likely to make patients happy. So it is not surprising that people who do things like aromatherapy, acupuncture, herbs, and so on seem to be good at making the placebo effect happen.
H
Some people want to use both alternative medicine and regular medicine together. But this might not work well for many types of alternative medicine. This is because they work mostly or only by making people think they will get better. And people might think they will get better more if they use something different or strange. “We feel that something strange has more power to make us better than something normal. And some alternative healers are very strange,” says Ernst.
I
There are other problems with combining different kinds of medicine. Doctors would have a hard time telling their patients to use treatments that don’t really work. And people who do other kinds of medicine would probably be looked down on by regular doctors, like they are now. Mixing different kinds of medicine “would make no sense, like mixing science and superstition,” said Neville Goodman, a doctor who gives pain relief, in a magazine about health in April.
J
Some people say that a very good surgeon who dresses well, is famous around the world, and promises to fix your problem with an expensive surgery is the best way to make you feel better. But many other doctors lose to many different healers who may not know much about science. What they do know is how to make you happy. And that’s very important.
✍Homework:
🗣️The Summary of each Paragraph in the Reading of Unit 5📖The Answers to the Questions Following the Reading of Unit 5
Session 14
UNIT FIVE: ENHANCING YOUR VOCABULARY
1.1. d
2. g
3. f
4. c
5. h
6. i
7. j
8. a
9. e
10. h
2.
1. intense
2. block out
3. craves
4. toxicity
5. flavor
6. beforehand
7. concentrated
8. nutrients
9. antioxidants
10. citric acid
brief = inform or explain
fume = smoke or gas
🎧Unit 5: Listening
LISTENING TASK 1
a. √
b. √
d. √
f. √
LISTENING TASK 2
1. a
2. c
3. b
4. b
5. a
6. c
7. b
8. c
TRANSCRIPT (TIME: 5' 15")
For many years, scientists have believed in the "wisdom of the body," the idea that our bodies know what they need to stay healthy. So, by this theory, when we're hungry for a certain food, it's just our bodies letting us know that we need a specific nutrient. For example, you might crave steak because you need protein.
But this idea doesn't cover the reality of our eating habits. So much of what we love to eat— think of cookies or French fries—doesn't offer much nutrition. And many people don't like foods that offer lots of vitamins—think of spinach or broccoli. So, the idea that eating only supports life doesn't really offer a full explanation of our eating patterns.
For a long time, there was a lot about our eating habits that was not fully understood by scientists, but in the last few years, new studies have given researchers more information. One discovery is that humans are born loving sweetness. On its first day of life, a newborn baby will prefer sweetened drinks to unsweetened ones. Sugar can even block out pain. Doctors have found that babies won't mind the pain of a needle for an injection as much if they are given some sugar beforehand.
Then there are sour tastes. It's often surprising how much young children love sour flavors. Think of how many kinds of candy for children with really sour flavors there are: lemon, sour apple, and so on. Candy companies must have realized this a while ago, but it was only recently that science confirmed it. A study found that children between the ages of five and nine years old actually enjoy the flavor of concentrated citric acid, and citric acid makes things sour. In contrast, bitter flavors are mainly appreciated by older adults. Children and pregnant women usually dislike bitter tastes. This is probably because bitterness can be a sign of toxicity—that something could be harmful—which would be more important during times of growth and development.
However, as people get older, they often develop more of a taste for foods with a little bitterness. Scientists think this could make sense because foods like broccoli or dark chocolate—both of which have a slightly bitter flavor—usually also contain antioxidants that help fight diseases like cancer.
So there are similarities in taste preferences, but then why are our individual preferences so different? One explanation is that our preferences are shaped by our flavor experiences at a very early age, including before we're born. For example, one study found that if a pregnant woman drank carrot juice late in pregnancy, her six-month-old baby liked carrot-flavored cereal more than other six-month-old babies.
Another area of difference involves food cravings—intense and specific desires for a certain food. Scientists now believe these are also probably more related to childhood and culture than to some kind of biological need for vitamins.
A study by psychologists on three continents—in the countries of Egypt, Spain, and the United States—looked at cravings by both men and women. Before the study, one assumption was that women universally crave chocolate, however, while the study found that women often crave sweeter food than men, there were differences regarding chocolate. In Spain, both men and women were found to crave chocolate. But in Egypt, only six percent of women named chocolate as a favorite food. So a conclusion is that cravings are not universal or based on biology, but are more the result of our cultural experiences with food.
Now family and culture don't explain all of our individual differences in food preferences. Obviously, there are people who have dramatically different preferences from their parents. So there's still more to learn. Scientists are now paying a lot more attention to the psychology of food choice. They may find that what we think about food could turn out to be as important as what we actually put in our mouths and eat.
Summary:
For many years, scientists believed that our bodies naturally crave the nutrients we need, but this doesn’t fully explain our eating habits, as many people prefer less nutritious foods like cookies or French fries over vitamin-rich options like spinach. Recent studies reveal that humans are born with a preference for sweetness, which can even alleviate pain in newborns, and that children often enjoy sour flavors, while bitter tastes are generally disliked by children and pregnant women due to potential toxicity. As people age, they may develop a taste for slightly bitter foods, which often contain beneficial antioxidants. Individual taste preferences are shaped by early flavor experiences, even before birth, and food cravings are influenced more by cultural and childhood experiences than by biological needs. A study across Egypt, Spain, and the United States found that cravings, such as for chocolate, vary significantly by culture, indicating that they are not universal or purely biological. Additionally, family and culture don’t explain all individual differences in food preferences, as some people have dramatically different tastes from their parents. Scientists are now focusing more on the psychology of food choice, suggesting that our thoughts about food could be as important as what we actually eat.
1.3 FOLLOW-UP
PAIR WORK
1. toast
2. cake
3. sieve
4. cucumber
5. meat
6. salt
7. cakes
GROUP WORK
1.
1. weight
2. diet
3. food
4. meal
5. fruit
6. meat
7. salad
2.
Fruits
date
fig
nectarine
pomegranate
Herbs
dill
basil
sage
thyme
Spices
cinnamon
cumin
paprika
turmeric
Vegetables
shallot
radish /ˈræd.ɪʃ/
parsnip
turnip
In Iranian cuisine, several herbs are commonly used to add flavor and aroma to dishes. Some of the most popular ones include:
- "Dill": Often used in rice dishes and stews.
- "Mint": Commonly used in salads, yogurt dishes, and as a garnish.
- "Parsley": Used in a variety of dishes, including soups and stews.
- "Cilantro": Frequently added to soups, stews, and salads.
- "Basil": Used fresh in salads and as a garnish.
- "Chives": Often used in herb mixes and as a garnish.
- "Fenugreek": A key ingredient in the famous Persian herb stew, Ghormeh Sabzi.
- "Tarragon": Used in salads and as a seasoning for meats.
These herbs are integral to Persian cooking, providing the distinctive flavors that characterize many traditional dishes.
Here are the Persian equivalents of the herbs mentioned:
- "Dill": شوید (Shevid)
- "Mint": نعناع (Na'na)
- "Parsley": جعفری (Jafari)
- "Cilantro": گشنیز (Geshniz)
- "Basil": ریحان (Reyhan)
- "Chives": پیازچه (Piazche)
- "Fenugreek": شنبلیله (Shanbalileh)
- "Tarragon": ترخون (Tarkhoon)
These herbs are staples in many Persian dishes.
★Make-Up Class:
❖Thursday (Shahrivar 8)⏰8:30 p.m. - 10:00 p.m.
✍Homework:
📖Enhancing Your Vocabulary (Page 86)Session 13
Workbook: Unit Four
EXERCISE A1. b
2. c
3. a
4. d
5. b
6. c
7. a
8. d
EXERCISE B
1. advent
2. exotic
3. abuse
4. mentor
5. utilized
6. poignant
7. hallmark
8. muster
EXERCISE C
1. passion
2. occurrence
3. interval
4. impact
5. portion
6. status
7. cars
8. opportunity
EXERCISE D
1. covetous
2. inheritors
3. materialize
4. unstoppable
5. heighten
6. courteously
7. theoretically
8. negligence
EXERCISE E
1. for
2. in
3. between
4. to
5. of
6. with
7. to
8. from
EXERCISE F
1. Not for any amount of money will I eat kidneys.
2. Under no conditions does that restaurant permit smoking.
3. Not once has he said he was ever sorry.
4. Not for anything would I take that drug.
5. Never had she felt so insulted.
6. Under no circumstances will the teacher allow children to see that movie.
7. Not until recently did I realize the complexity of the health care dilemma.
8. In no way does it alter my opinion.
EXERCISE G
1. In July 1976, an employee of a cotton warehouse in Nzara, Sudan, suddenly suffered shock and died from uncontrollable hemorrhages.
2. Days later, two of the man's colleagues exhibited signs of ill health and quickly died of massive bleeding.
3. The disease raced through the villages, infecting and killing the people of Nzara.
4. Sick people went to the nearby hospital, which became heavily crowded.
5. Not understanding the deadly nature of the disease, hospital doctors and nurses contracted the disease as they examined patients.
6. Soon doctors and nurses began to die, along with the family members of the patients.
7. Suddenly the epidemic ended when the virus ran out of healthy people it could infect.
8. Medical experts saw the outbreak as greatly significant because it suggested that science had not conquered infectious disease.
Unit 4: Mini-Listening
Answer Key
1. Steve Jobs believed in technology.
2. He believed technology could be made available to everyone.
3. He believed technology could be used to better people's lives and as a tool for creativity.
TRANSCRIPT FOR MINI-LISTENING (TIME: 2' 40")
Lecturer: OK, let's talk a little bit today about Steve Jobs, founder of Apple Computer. Jobs, a college dropout. A dropout who then goes on to start a revolutionary computer company that changed the way the world perceived the computer and its role in society.
Steve Jobs believed—I should say strongly believed—that the computer should and would become a tool for the everyday person. In his own words he says, quote, "We started out to get a computer in the hands of everyday people, and we succeeded beyond our wildest dreams." And succeed he did. In 1977, the world's first mass-marketed personal computer—the Apple Il—came out. Hundreds and hundreds of thousands were sold. Other companies sprang up, and by 1985 there were 38 million computers in the world. In the year 2000, that number climbed to 557 million. In millions of homes across the globe we communicate by computer, we play games, we get and give information, we shop, we work, we organize our personal finances. All done on the personal everyday home computer.
Now, behind Jobs's belief that the computer should be made available to the everyday person was a true underlying belief in technology, that technology could be used to better our lives. The 70s saw a real revolution in technology, but people like Steve Jobs were motivated by more than just the need to be involved in the technological revolution. He wanted to shape it. Jobs believed that it was important to combine technology and art—to be creative. With this kind of thinking it's not too surprising to see why the Macintosh has become a favorite among artists, … uh … graphic designers, professionals in the publishing and video and animation industries. Jobs says, quote, "The Macintosh turned out so well because the people working on it were musicians, artists, poets, and historians who also happened to be excellent computer scientists."
So, Jobs believed in technology, he believed it could be made available to everyone, and he believed that it could be used as a tool for creativity. He was certainly a pioneer...
✍Homework:
📖Workbook => Unit 4Session 12
A => Mohammad VafayizadehB => Danial Beirami
C => Mohammad Sadegh Sarbaz
D => Alireza Godini
E => Seyed Kasra Nasiri
F => Kia Moradian
G => Mohammad Behrad Motamedi
H => Seyed Mohammad Ali Hosseini
I => Mahdi Darvishi
A
How a child prodigy comes by his preternatural ability is not something that has made much sense to scientists. Only recently has science begun to probe the cultural and biological roots of wunderkinder. New research is showing what scientists have long suspected: that the brains of very smart children appear to function in startlingly different ways from those of average kids. But the question on every parent's mind remains: Are prodigies born, or can prodigies be made? Is giftedness an accident of genetics, or can it be forged through environment—by parents, schools, and mentors?
B
This much is clear: ethnicity and geography are irrelevant. Prodigies can materialize anywhere, and Asia produces more than its share of the superprecocious. In the past, poverty, lack of education, and absence of opportunities meant their abilities may have gone undiscovered or undeveloped. But bigger incomes and the rise of an ambitious middle class have produced a boom in accomplished youngsters. A 1997 survey of 32 outstanding physics and chemistry students that was conducted by the National Taiwan Normal University found more than three-quarters of them were the eldest child in small, dual-income households—families with relatively high socio-economic status.
C
Strictly speaking, however, most of the smart kids in any given home or classroom are not prodigies, no matter how diligent or talented they may be. The standard definition of a prodigy is a child who by age 10 displays a mastery of a field usually undertaken only by adults. "I always say to parents, 'If you have to ask whether your child is a prodigy, then your child isn't one,'" says Ellen Winner, a psychologist in Boston and author of Gifted Children: Myths and Realities. Prodigies are, by this definition, exotic creatures whose standout accomplishments are obvious.
D
Abigail Sin who, at the age of 10, is Singapore's most celebrated young pianist, started reading at the age of 2, and for the past three years has been ranked among the top 1% in the city-state in an international math competition sponsored by Australia's University of New South Wales. She's smart, but it was only through her music that she qualified as a bona fide prodigy. The youngest Singaporean ever to obtain the coveted Associated Board of the Royal Schools of Music diploma in piano performance, Sin demonstrates one of the hallmark qualities of the breed: a single-minded drive to excel. Winner calls it a "rage to learn," which in Sin's case was manifest in her almost unstoppable urge to master the keyboard since she took her first lesson at the age of 5. "A lot of kids don't like to sit at the piano for hours," says her tutor, Benjamin Loh. "Abigail is different," practicing 25 hours on average a week. "She loves to play, and she learns extraordinarily fast." Her intensity is all the more obvious when she is compared with her twin brother, Josiah, who, like his sister, is good with numbers but doesn't share Abigail's passion for music. "She always practices the same stuff over and over again," he complains.
E
Where does the drive come from? Researchers are just beginning to understand that there are differences in the functioning of the brain's neural circuitry that appear to differentiate prodigies from their ordinary peers. Neuroscientists have learned more about human gray matter in the past 10 years than in all of previous medical history combined, partly due to the advent of sophisticated technology such as a functional magnetic resonance imaging (fMRI) scanner, which measures blood flow to different segments of the brain, revealing which parts "light up" during various mental activities. The only fMRI scanner in the Southern Hemisphere can be found in Melbourne, where American psychologist Michael O'Boyle has been scanning the brains of young people gifted in mathematics.
F
He's making some startling discoveries. O'Boyle found that, compared with aver-age kids, children with an aptitude for numbers show six to seven times more metabolic activity in the right side of their brains, an area known to mediate pattern recognition and spatial awareness—key abilities for math and music. Scans also showed heightened activity in the frontal lobes, believed to play a crucial "executive" role in coordinating thought and improving concentration. This region of the brain is virtually inactive in average children when doing the same tasks. Viewed with fMRI, "It's like the difference between a stoplight and a Christmas tree," says O'Boyle, the director of the University of Melbourne's Morgan Center, which researches the development of children who have high intellectual potential. "Not only do math-gifted kids have higher right-side processing power, but this power is also fine-tuned by frontal areas that enhance concentration. These kids are really locked on."
G
O'Boyle believes prodigies can also switch very efficiently between the brain's left and right hemispheres. utilizing other mental resources and perhaps even shutting down areas that produce random distractions. In short, while their brains aren't physically different from ordinary children's, prodigies seem to be able to focus better—to muster the mental resources necessary to solve problems and learn. "For the longest time, these kids' brains were considered the same as everyone else's; they just did twice as much, twice as fast," says O'Boyle. "It turns out those quantitative explanations don't fit. They're doing something qualitatively different." But are prodigies born different, gifted by genetic accident to be mentally more efficient? Or is the management of mental resources something that can be developed? Scientists aren't sure. Studies have shown that raw intelligence. as measured through IQ tests, is highly (though not completely) inheritable. But the connection between high intelligence and prodigious behavior is far from absolute.
H
With only sketchy evidence to rely on, researchers and other experts continue to debate the age-old "nature vs. nurture" question. "There is no inborn talent for music ability," Shinichi Suzuki, creator of the Suzuki Method of training young musicians, once declared. Even those who believe certain talents are innate agree that a child's upbringing has a big impact on whether a gift is developed or squashed. "Prodigies are half born, half made, and mostly discovered at an early age." says Wu Wutien, dean of the College of Education at the National Taiwan Normal University. The role adopted by parents is vital. According to psychologist Winner's research, the parents of gifted kids provide stimulating environments: their homes are often full of books: they read to their children at an early age: they take them on trips to museums and concerts. They do not talk down to their children, and they allow them a high degree of independence. And if their child shows talent, they will pull out all the stops to make sure it is encouraged.
I
Prodigies should not put away childish things simply because they perform as adults, say experts. "Children still need time to be children," says McCann of Flinders University. Violinist Yeou-Cheng Ma—the lesser-known older sister of cellist Yo-Yo—once poignantly remarked on her eight-hour-a-day practice sessions, "I traded my childhood for my good left hand." Even the devoted Singaporean pianist Sin sometimes wants a break from her beloved instrument. "Most of the time I enjoy practicing," she says, "but sometimes I only want to play with Jacky." Jacky is her 18-month-old Yorkshire terrier.
Homework:
The Answers to the Questions on Pages 73-76 => to be uploaded on eili.irThe Summary of each Paragraph in the Reading of Unit 4 => to be presented in the class
Session 11
UNIT FOUR: LISTENING
PREDICTING1. The number seven. "Behead" the s and you have "even."
2. An elephant has fleas, but a flea will never have an elephant.
3. A wet one.
4. One's nose.
5. A sponge.
6. Silence.
7. Time to get a new clock.
8. His fingers.
9. A hill is hard to go up, but a pill is hard to get down.
10. Your word
ENHANCING YOUR VOCABULARY
1.1. e
2. g
3. a
4. i
5. f
6. b
7. h
8. j
9. c
10. d
2.
1. appalling
2. paths
3. debate
4. live up to
5. orphanage
6. version
7. bossy
8. abused
9. affection
10. neglected
TRANSCRIPT (TIME: 6' 14")
Professor: Good afternoon, class. Our next topic is influences on personality development. There are many theories about personality development, but before we get into them, we need to ask a basic question: How much of our personality comes from our genes—nature? And how much from our environment (home, school, and friends)—what we call nurture? I have asked two students to debate this question: Which is most important for forming a child's personality, nature or nurture?Student 1: I'm going to argue that the answer is nature. In recent years, scientists have learned much more about our genes, the chemical instructions which control all aspects of the human body. We now know that there are personality genes. Your DNA, the total of all your genes, determines whether you will be shy or outgoing, optimistic or pessimistic, well-behaved or a troublemaker. There's no difference between personality and other characteristics, like eye color, hair color, or height. If your genes say you're going to be short, then no amount of nurture will make you a star basketball player.
Student 2: I agree that genes are clearly important, but I disagree with your idea that there is no difference between physical and psychological characteristics- The truth is that your personality is heavily determined by the environment. Let me give you a sad example. In the 1990s. many children in Romania were orphaned. After their parents died, they lived in appalling conditions in orphanages. They did not have enough to eat, they were often sick, and they were neglected. Worst of they received no love or affection from the staff. After they were rescued and adopted by loving families, they recovered physically but not emotionally. Psychologists have shown that children need an emotional connection very early in life in order to develop normally. It doesn't matter what your genes say if no one shows you any affection.
Student 1: That's a very extreme case. But let's say that you're right that early experiences play a role in personality development. Geneticists have shown that genes describe the possibilities and limits for each person. Not everyone will live up to their potential. For example, if you have a musical gene, but you never play an instrument, obviously you won't develop as a musician. Let me say one more thing about childhood: a child's "nature" can influence her "nurture." For example, if a child causes a lot of trouble and behaves badly, the parents will try to discipline or punish the child. I don't think you can say that the parents' behavior is responsible for the child's personality; the child's nature caused their behavior in the first place.
Student 2: That's very clever, but the fact is that good parenting can change a child's behavior and personality. Here's an example. What do you do if your child is hungry and wants food now? A geneticist would say that the child has a natural personality to be impatient and bossy. So, the parent should wait a short time before giving any food, and try to change the child's personality. However, researchers have found that it's better to feed the child immediately because you create a feeling of trust. It's important for children to trust their parents. When children have a strong sense of trust, they grow up to be more secure adults.
Student 1: But there is still a genetic influence. A recent university study found that there is a crime gene. If you have a certain gene, you are more likely to commit crimes as an adult. Now, not everyone with this gene becomes a criminal. However, if a child with this gene is abused, there is a very high connection with crime later in life. Clearly, the gene is activated by early experiences, but after that, nature directs your life.
Student 2: Your theory puts too much responsibility on the parents, and it does not allow children to change as they grow older. Not every abused child with that gene becomes a criminal. So, there must be other factors at work. Many researchers in human behavior have discovered developmental paths that most children follow. This means that there are stages in our development as we change from babies to children to young adults and adults. Our identity develops over time—it's not finished so early in life. In fact, in some models, an important part of personality development happens to teenagers and young adults—that's us!
Professor: Okay, thanks for presenting those arguments. As I'm sure you've seen, it's hard for most experts to accept a strong version of either the "nature" or "nurture" theory. That means, few people believe that our personality results from 100% genetics or 100% social environment. It is safe to say that our personality is formed by a combination of nature and nurture. Psychologists cannot ignore the results of genetic tests, but they should also not forget the remarkable human ability to change and adapt to circumstances.
Task 1
1. b
2. c
Task 2
1. c
2. b
3. a
4. c
5. b
6. a
7. c
8. b
9. c
Summary:
In a debate on personality development, the professor introduces the topic by questioning the influence of nature (genes) versus nurture (environment). Student 1 argues that genes are crucial, determining traits like shyness and behavior, similar to physical characteristics. Student 2 acknowledges the role of genes but emphasizes the environment's impact, citing Romanian orphans who struggled emotionally despite being adopted into loving families. Student 1 concedes that early experiences matter but insists genes set the limits and possibilities, suggesting a child's nature influences their nurture. Student 2 counters that good parenting can change a child's behavior, using the example of feeding a hungry child immediately to build trust. Finally, Student 1 mentions a study on a "crime gene," arguing that while early experiences activate certain genes, nature ultimately directs life. Student 2 responds that this theory places too much responsibility on parents and doesn't account for changes as children grow. She highlights developmental stages and the ongoing development of identity into young adulthood. The professor concludes by noting that most experts agree personality is shaped by both nature and nurture, emphasizing the importance of genetic tests and the human ability to adapt and change. The debate highlights the complex interplay between genetic predispositions and environmental influences in shaping personality.
✍Homework:
Enhancing Your Vocabulary => Page 65
Session 10
PROGRESS CHECK ONE
EXERCISE A1. control
2. show
3. lose
4. confront
EXERCISE B
1. vented his anger
2. control my temper (also: keep my temper)
3. confront their emotions
4. keep my temper (also: control my temper/anger)
5. expressing their anger (also: venting/releasing their anger)
6. suppress her feelings (also: repress her feelings)
7. loses her temper
make a scene = to behave in a loud, angry way in public
at the drop of a hat = immediately and without thinking about it
EXERCISE C
1. in
2. by
3. for
4. from
5. with
6. of
7. out of
8. at
9. for
10. for
drive = a planned effort to achieve or encourage something
make allowance for = to prepare for the possibility of
EXERCISE D
1. a. contemptuous b. contempt c. contemptible
2. a. diversified b. diversity c. diverse
3. a. conventional b. conventionally c. Convention
4. a. splendidly b. splendor c. splendid
5. a. restrictive b. restriction c. restrict
6. a. possession b. possesses c. possessive
7. a. justification b. justifiably c. justified
EXERCISE E
1. crowded with
2. aware of
3. responsible for
4. hooked on
5. famous for
6. chance of
7. approve of
EXERCISE F
1. unrequired
2. blind
3. gut
4. dull
5. long
6. slight
7. big
EXERCISE G
1. x (wound down does not mean the same as completed)
2. x (diminishing and escalation have opposite meanings)
3. √
4. √
5. x (low intensity is the opposite of vigorous/high)
6. √
7. √
EXERCISE H
number:bilateral
triangle
dioxide
monolog
against:
counterclockwise
counter-attack
contradict
negative:
disrespect
homeless
incomplete
greater than or too much:
outperform
superpower
hyperactive
overeat
small in size or too little:
substandard
minibus
microchip
underpaid
person:
trainee
chemist
musician
Homework:
Progress Check 1Session 9
Workbook Unit Three
EXERCISE A1. True
2. False
3. False
4. True
5. True
6. False
7. False
8. True
EXERCISE B
1. trivia
2. stature
3. superficial
4. tactile
5. precious
6. magnificent
7. mighty
8. vibrate
EXERCISE C
1. shaggy
2. contemporary
3. mighty
4. subtle
5. transparent
6. delicate
7. sympathetic
8. mortal
EXERCISE D
Noun Adjective
symbiotic
symmetrical/symmetric
splendid
symbolic
Verb Noun
conqueror/conquest
impairment
apprehension
intoxicant/intoxication
1. apprehension
2. symbiotic
3. symmetric(al)
4. impairment
5. conquest
6. splendid
7. symbolic
8. intoxicant
EXERCISE E
1. on (AmE)/ of (BrE)
2. to
3. of
4. of
5. in
6. to
7. with
8. into
Unit 3: Language Focus 2 (PDF)
EXERCISE F
1. Professor Smith treats his students as though they were children.
2. She behaves as if the world owed her a living.
3. My grandfather lives as though he would die tomorrow.
4. Ivan always talks as though he were addressing a public meeting.
5. Sally acts so arrogantly as if other people were idiots.
6. Richard treats his daughter as if she were a fragile doll.
7. He walks as if he had a wooden leg.
8. Tom behaves as though he were an authority on the subject.
Unit 3, Language Focus 3: Avoiding Wordiness (PDF)
EXERCISE G
1. I like art because it allows me to be creative.
2. Celia Gonzalez studies hard and gets good grades.
3. Ball State University provides a complete program of undergraduate and graduate studies.
4. When I study history, what interests me is learning about where events took place.
5. Every time I make plans, some surprise changes everything.
6. I would like to work for two or three years in business.
7. It will take me more than two years to complete my degree because I need to take several college prep classes.
8. My advisor recommended that I not take more than three classes each term because I have to work.
Unit 3: Mini Listening
1. What is the main reason that parents are learning to use sign language?
They want to help their babies to communicate.
2. Where is the interview taking place?
At a sign language class
3. In the sign language classes, who do the teachers teach signs to?
parents
4. What are most of the signs taken from?
Most of the signs are taken from ASL (American Sign Language).
5. How old are the babies in the sign language class?
They are different ages.
6. Why do parents like to use sign language?
Because it helps them understand what their children want.
7. What have researchers noticed about deaf children?
They learn to sign earlier than hearing children learn to speak.
8. How may sign language help children?
It helps them to speak earlier and become more intelligent.
TRANSCRIPT FOR MINI-LISTENING (TIME: 3' 22")
Reporter: Good morning and welcome to the show. Today's topic should be interesting to anyone who has ever had to deal with a screaming and frustrated toddler! Most children start to speak somewhere around the age of two, but they often want to communicate well before that. So some parents are trying a new way to help their small children communicate earlier: using sign language. I'm watching a baby sign language class at Parent's Corner in Lower Manhattan, and I'm talking to Joan Lee, who's the director of the program. Joan, good morning!Joan Lee: Good morning!
Reporter: So these babies are learning sign language?
Joan Lee: Well, we don't...we're not exactly teaching the babies. We're teaching the parents some basic signs that they can use with their babies.
Reporter: What kind of signs are you teaching them?
Joan Lee: Well, we start with signs for the most important things in babies' lives...signs for things like "more," "milk," "up" ...that kind of thing.
Reporter: The things babies need to say!
Joan Lee: Yes, exactly.
Reporter: Where did the signs come from? Did you make them up?
Joan Lee: Oh no. Most of the signs are taken from ASL. ..American Sign Language.
Reporter: How old are the babies?
Joan Lee: The youngest is four months, and the oldest is about eighteen months.
Reporter: That's incredible! Now what are the advantages of doing this?
Joan Lee: Well, mainly it's much easier for the parents, and actually for the babies too, if they can communicate. You can figure out what they want. It's very frustrating when your child is screaming his head off and you don't know what he's... what he wants.
Reporter: I see. Where did this idea come from?
Joan Lee: From watching deaf children. Some years ago, researchers noticed that deaf children learn to use hand signals earlier, much earlier, than hearing children learn to speak. So they wondered if all children could use hand signals before using words. And it seems that they can.
Reporter: Now that raises another question, though. How do children move into speaking from this? I mean, isn't there a danger that they get so good at sign language that they don't speak?
Joan Lee: No, actually the opposite seems to be true. Signing...um using hand signals...may actually help children develop language earlier.
Reporter: That's interesting.
Joan Lee: There's also some evidence that it raises children's intelligence. There was one test done where babies that signed scored twelve points higher on an IQ test than babies that didn't.
Reporter: That's fascinating! If you would like to find out some more information about using sign language with babies, log on to our website at…
Homework:
Workbook => Unit 3Session 8
Unit 3: Reading
A & B => Seyed Kasra NasiriC => Mohammad Behrad Motamedi
D => Mani Rastegar Moghaddam
E => Mahdi Darvishi
F => Kia Moradian
G => Ali Akbar Rajabi
H => Ali Rafiee Asl
I => Farbod Hosseini Manesh
J => Amir Reza Vazifehdoust
K => Arash Moghaddamfar
A
I have often thought it would be a blessing if each human being were stricken blind and deaf for a few days at some time during his early adult life. Darkness would make him more appreciative of sight; silence would teach him the joys of sound.
appreciative = thankful; grateful
joy = pleasure; happiness
B
Now and then I have tested my seeing friends to discover what they see. Recently I asked a friend, who had just returned from a long walk in the woods, what she had observed. "Nothing in particular," she replied. How was it possible, I asked myself, to walk for an hour through the woods and see nothing worthy of note? I who cannot see find hundreds of things to interest me through mere touch. I feel the delicate symmetry of a leaf. I pass my hands lovingly about the smooth skin of a silver birch, or the rough, shaggy bark of a pine. In spring I touch the branches of trees hopefully in search of a bud, the first sign of awakening Nature after her winter's sleep. Occasionally, if I am very fortunate, I place my hand gently on a small tree and feel the happy quiver of a bird in full song.
now and then = sometimes
woods = a small forest
mere = nothing more than; nothing more important than
The mere fact that Greene plays for the Yankees gives him a lot of visibility.
The city receives a mere 20% of the parking revenues.
delicate = small and having a beautiful shape or appearance
his delicate hands
symmetry = the exact match in size and shape between two halves, parts or sides of something
The trees break the symmetry of the painting.
birch = a tree with smooth, often white bark (= outer covering) and thin branches
shaggy = long and untidy
bark = the skin of a tree
bud = a small part of a plant, that develops into a flower or leaf
quiver = trembling
C
At times my heart cries out with longing to see all these things. If I can get so much pleasure from mere touch, how much more beauty must be revealed by sight. And I have imagined what I should most like to see if 1 were given the use of my eyes, say, for just three days. I should divide the period into three parts. On the first day, I should want to see the people whose kindness and companionship have made my life worth living. I do not know what it is to see into the heart of a friend through that "window of the soul," the eye. I can only "see" through my fingertips the outline of a face. I can detect laughter, sorrow, and many other obvious emotions. I know my friends from the feel of their faces. How much easier, how much more satisfying it is for you who can see to grasp quickly the essential qualities of another person by watching the subtleties of expression, the quiver of a muscle, the flutter of a hand. But does it ever occur to you to use your sight to see into the inner nature of a friend? Do not most of you seeing people grasp casually the outward features of a face and let it go at that? For instance, can you describe accurately the faces of five good friends? As an experiment, I have questioned husbands about the color of their wives' eyes, and often they express embarrassed confusion and admit that they do not know. Oh, the things that I should see if had the power of sight for just three days!
longing = desire; eagerness
companionship = the enjoyment of spending time with other people
grasp = understand
subtleties = the small but important details or aspects of something
She was too young to grasp the subtleties of the film.
expression = the look in someone’s face
express = say; state
D
The first day would be a busy one. I should call to me all my dear friends and look long into their faces, imprinting upon my mind the outward evidences of the beauty that is within them. I should let my eyes rest, too, on the face of a baby so that I could catch a vision of the eager, innocent beauty which precedes the individual's consciousness of the conflicts which life develops. I should like to see the books which have revealed to me the deepest channels of human life. And I should like to look into the loyal, trusting eyes of my dogs, the little Scottie and the stalwart Great Dane. In the afternoon, I should take a long walk in the woods and intoxicate my eyes on the beauties of the world of Nature. And I should pray for the glory of a colorful sunset. That night, I think, I should not be able to sleep.
imprint = to fix an event or experience so firmly in the memory that it cannot be forgotten although you do not try to remember it
That look of grief would be imprinted on her mind forever.
precede = to be or go before something or someone in time or space
Kofi Annan preceded Ban Ki-moon as the Secretary-General of the UN.
It would be helpful if you were to precede the report with an introduction.
stalwart = loyal
intoxicate = to make someone excited, happy, and slightly out of control
The plant has the power to heal or intoxicate.
It took surprisingly little drink to intoxicate him.
intoxicate = (of alcohol or drugs) to cause somebody to lose control of their behavior or their physical and mental abilities
Their music never fails to intoxicate me.
Just the names are enough to intoxicate: Monet, Picasso, Cézanne, Modigliani.
E
The next day, I should arise with the dawn and see the thrilling miracle by which night is transformed into day. I should behold with awe the magnificent panorama of light with which the sun awakens the sleeping earth. This day I should devote to a hasty glimpse of the world, past and present. I should want to see the pageant of man's progress, and so I should go to the museums. There my eyes would see the condensed history of the earth animals and the races of men pictured in their native environment: gigantic carcasses of dinosaurs and mastodons which roamed the earth before man appeared, with his tiny stature and powerful brain, to conquer the animal kingdom.
behold = to see or look at someone or something
The new bridge is an incredible sight to behold.
panorama /ˌpæn.əˈræm.ə/(American) /ˌpæn.ərˈɑː.mə/ (British) = a view of a wide area of land; vista
panorama = a description, study or set of pictures that presents all the different aspects or stages of a particular subject, event, etc.
pageant /ˈpædʒ.ənt/ = public show; beauty contest
condensed = concise; abridged
carcass = the dead body of an animal
mastodon /ˈmæs.tə.dɑːn/ = a large animal similar to an elephant, but with fur, that existed on the Earth until around 10,000 years ago
F
My next stop would be the Museum of Art. I know well through my hands the sculptured gods and goddesses of the ancient Nile land. I have felt copies of Parthenon friezes, and I have sensed the rhythmic beauty of charging Athenian warriors. The gnarled, bearded features of Homer are dear to me, for he, too, knew blindness. So on this, my second day, I should try to probe into the soul of man through his art. The things I knew through touch I should now see. More splendid still, the whole magnificent world of painting would be opened to me. I should be able to get only a superficial impression. Artists tell me that for a deep and true appreciation of art one must educate the eye. One must learn through experience to weigh the merits of line, of composition, of form, and color. If I had eyes, how happily would I embark on so fascinating a study!
Parthenon /ˈpɑːr.θə.nɑːn/ = a building that is part of the Acropolis (= the remains of an ancient Greek city in Athens), and that was a temple (= a place of worship) of the goddess Athena
friezes = a border that goes around the top of a room or building with pictures or carvings on it
charge = to move forward quickly and violently, especially towards something that has caused difficulty or anger
gnarled = rough; wrinkled
probe into = investigate
embark on = set off on a trip; start a journey
G
The evening of my second day, I should spend at a theater or at the movies. How I should like to see the fascinating figure of Hamlet, or the gusty Falstaff amid colorful Elizabethan trappings! I cannot enjoy the beauty of rhythmic movement except in a sphere restricted to the touch of my hands. I can vision only dimly the grace of a Pavlova, although I know something of the delight of rhythm, for often I can sense the beat of music as it vibrates through the dance floor. I can well imagine that cadenced motion must be one of the most pleasing sights in the world. I have been able to gather something of this by tracing with my fingers the lines in sculptured marble: if this static grace can be so lovely, how much more acute must be the thrill of seeing grace in motion.
Hamlet = a character in one of Shakespeare’s plays
Falstaff = a character in one of Shakespeare’s plays
gusty = windy
trappings = the possessions, clothes, etc. that are connected with a particular situation, job or social position
dimly = not clearly
grace = beauty; glory
Pavlova = a Russian ballet dancer
cadenced = rhythmic; harmonious
H
The following morning, I should again greet the dawn, anxious to discover new delights, new revelations of beauty. Today, this third day, I shall spend in the workaday world, amid the haunts of men going about the business of life. The city becomes my destination. First. I stand at a busy corner, merely looking at people trying by sight of them to understand something of their daily lives. I see smiles, and I am happy. I see serious determination, and I am proud. I see suffering, and I am compassionate. I stroll down Fifth Avenue. I throw my eyes out of focus so that I see no particular object but only a seething kaleidoscope of color. I am certain that the colors of women's dresses moving in a throng must be a gorgeous spectacle of which I should never tire. But perhaps if I had sight, I should be like most other women—too interested in styles to give much attention to the splendor of color in the mass. From Fifth Avenue I make a tour of the city—to the slums, to factories. to parks where children play. I take a stay-at-home trip abroad by visiting the foreign quarters. Always my eyes are open wide to all the sights of both happiness and misery so that I may probe deep and add to my understanding of how people work and live.
workaday = ordinary; not unusual
amid = between; among; in the middle of
haunt = a place often visited
This restaurant was one of our old haunts.
merely = just; only
determination = strong will
stroll = walk gently
kaleidoscope = a toy consisting of a tube that you look through with loose pieces of colored glass and mirrors at the end. When the tube is turned, the pieces of glass move and form different patterns
kaleidoscope = a situation, pattern, etc. containing a lot of different parts that are always changing
throng = crowd
spectacle = show; display
slum = the neighborhood of poor people
quarter = neighborhood; district; an area of a town where a particular group of people live or work or where a particular activity happens
This is the bustling commercial quarter of the city.
I
My third day of sight is drawing to an end. Perhaps there are many serious pursuits to which I should devote the few remaining hours, but I am afraid that on the evening of that last day I should again run away to the theater, to a hilariously funny play, so that I might appreciate the overtones of comedy in the human spirit. At midnight permanent night would close in on me again. Naturally in those three short days I should not have seen all I wanted to see. Only when darkness had again descended upon me should I realize how much I had left unseen.
pursuit = hobby = an activity that you spend time doing, usually when you are not working
hilariously = in a way that is extremely funny
overtones = an attitude or an emotion that is suggested and is not expressed in a direct way
descend = come down ≠ ascend = go up
J
Perhaps this short outline does not agree with the program you might set for yourself if you knew that you were about to be stricken blind. I am. however, sure that if you faced that fate, you would use your eyes as never before. Everything you saw would become dear to you. Your eyes would touch and embrace every object that came within your range of vision. Then, at last, you would really see, and a new world of beauty would open itself before you.
embrace = hug; hold sb/sth in your arms
K
I who am blind can give one hint to those who see: Use your eyes as if tomorrow you would be stricken blind. And the same method can be applied to the other senses. Hear the music of voices, the song of a bird, the mighty strains of an orchestra, as if you would be stricken deaf tomorrow. Touch each object as if tomorrow your tactile sense would fail. Smell the perfume of flowers; taste with relish each morsel, as if tomorrow you could never smell and taste again. Make the most of every sense: glory in all the facets of pleasure and beauty which the world reveals to you through the several means of contact which Nature provides. But of all the senses. I am sure that sight must be the most delightful.
hint = clue; tip; advice
tactile = related to the sense of touch
relish = pleasure
morsel = each bite of food; portion
facet = aspect; one part of a subject, situation, etc. that has many parts
She has so many facets to her personality.
Homework:
The Summary of each Paragraph in the Reading of Unit 3 => to be presented in the classThe Answers to the Questions on Pages 51-54 => to be uploaded on eili.ir
Session 7
ENHANCING YOUR VOCABULARY
1.1. j
2. g
3. e
4. h
5. d
6. a
7. i
8. b
9. c
10. f
2.
1. gems
2. refract
3. sermon
4. immoral
5. transparent
6. vicar
7. contemporary
8. precious
9. trivia
10. evolved
LISTENING TASK 1
a.✔️b.❌
c.✔️
d.❌
e.❌
LISTENING TASK 2
1. T2. F (Ancient Romans didn't exactly wear glasses. The Roman Emperor Nero used beryl to watch games.)
3. T
4. F ("Refract" means to change the direction of light.)
5. F (A convex lens curves upwards. The opposite, a concave lens, looks like a bowl.)
6. F (Now, glass is considered too dangerous, and most lenses are made from a plastic.)
7. T
8. T
9. F (There are special lenses that turn into sunglasses when it's bright outside.)
10. F (Bifocal lenses have two parts: the top part helps you see distances; the bottom part is for reading.)
Unit 4: Listening (Audio File)
TRANSCRIPT (TIME: 6' 20")
Librarian (Paul): Good evening, ladies and gentlemen and thanks for coming out to the library. This is the third in our series of lectures on the history of medical technology. It looks like more than half the people in this room are wearing tonight's topic, and so am I. I am of course talking about hairpieces. Only joking. That's next month. Our lecture this evening is on the development of eyeglasses and our guest is an ophthalmologist, that's an eye doctor for the rest of us at the University Hospital. Doctor Cooper, over to you.
Dr. Cooper: Thank you, Paul, for inviting me to talk to you about my favorite subject. These days, we take eyeglasses for granted. You go to the optician's or department store, you pick a pair of expensive frames off the shelf, and a few days later, you can see better. But the technology that goes into each pair of eyeglasses has been evolving since ancient times. Library patron: You mean the ancient Greeks and Romans wore glasses?
Dr. Cooper: No, not exactly. The earliest record of any experimentation with lenses goes back to ancient Rome. The Emperor Nero, to be exact. The story goes that Nero couldn't see the gladiator contests clearly. That was when two often two slaves or prisoners fought each other to death. Being the Roman Emperor, Nero had the best seat in the house, but according to a contemporary writer, he watched the games through beryl. That's b-e-r-y-l. Beryl is a transparent green stone—that means you can hold it up to your eye and see through it. It's similar to emerald, but it seems to work like a very simple lens. Interestingly, the word for eyeglasses in German, Brille, is derived from the word beryl. Nice piece of trivia, eh?
Library patron: I'm sorry, doctor, if this is an obvious question, but what exactly is the medical definition of a lens?
Dr. Cooper: No, that's a good question. A lens refracts light—refracts means it changes the direction. Your eye has a natural lens which directs light on to the back of the eye where the image is formed. If the lens isn't shaped right, or if the eye isn't exactly the right shape, then the light doesn't focus properly. A correcting lens—that's what doctors call eyeglasses and contact lenses—a correcting lens helps refract the light so that it forms a clearer image. The right piece of beryl could work, although the world would look a little green, but modern lenses are more effective. They're about as expensive as precious gems, though! Does that answer your question?
Library patron: Thank you, yes.
Dr. Cooper: After the Romans, the history books are quiet on the subject of correcting lenses until about 1280, when historians believe the first eyeglasses were made in Venice, Italy. It's not surprising that eyeglasses were invented in Venice because the city has always been famous for its glasses, and the first lenses were made from glass. Of course, now, glass is considered too dangerous, and most lenses are made from a plastic. Anyway, back to Venice. The first eyeglasses probably looked remarkably similar to modern spectacles. They consisted of two convex lenses attached to a frame.
Library patron: Sorry to interrupt, doctor, but what does convex mean?
Dr. Cooper: Convex is the shape of the lens. If you take your glasses and put them flat on the table, you'll probably see that the lens curves upwards—that's convex. The opposite, concave, looks like a bowl. But that's a physics lecture that I don't want to get into.
Library patron: Were eyeglasses quickly accepted when they appeared?
Dr. Cooper: Yes and no. There are two really fun documents from the early 14th century. Both of them are sermons—speeches given in churches. The first dates from 1305 in Pisa, another city in Italy. Brother Giordano da Rivolto loves his eyeglasses and says that they are one of the most useful inventions in history. However, over in England, a vicar called Cross disagreed. Cross means angry in British English, by the way! Reverend Cross called eyeglasses "immoral" "in a false and unusual fight." He seems to be afraid that because you see things quote: eyeglasses actually give you a different view of the world. Well, Brother Giordano won that fight and eyeglasses spread around the world. In fact, the technology hasn't changed all that much. We've gotten better at designing lenses to correct each individual patient's problem, and you can now buy lenses that turn into sunglasses when it's bright outside. The biggest development in eyeglasses, though, is probably the bifocal. Bifocal lenses have two parts: the top part helps you see distances; the bottom part is for reading.
Summary
In this lecture, Paul, the librarian, introduces the topic of eyeglasses and invites Dr. Cooper, an ophthalmologist, to speak. Dr. Cooper explains the history and development of eyeglasses, starting from ancient Rome with Emperor Nero using a transparent green stone called beryl to see better. She clarifies the medical definition of a lens and how it refracts light to form a clearer image. Dr. Cooper then discusses the invention of eyeglasses in Venice around 1280, noting that the first eyeglasses were made of glass and had convex lenses. She also explains the difference between convex and concave lenses. When asked if eyeglasses were quickly accepted, Dr. Cooper mentions two early 14th-century sermons. Brother Giordano da Rivolto from Pisa praised eyeglasses as one of the most useful inventions, while Reverend Cross in England condemned them as immoral. Despite this, eyeglasses spread worldwide. Dr. Cooper highlights advancements in lens design, including bifocals, which have two parts for distance and reading, and lenses that turn into sunglasses in bright light.
1.3 FOLLOW-UP
PAIR WORK
1.
1. death
2. life
3. life
4. life
5. death
6. life
7. death
8. death
9. death
10. life
2.
1. h
2. a
3. c
4. e
5. g
6. d
7. i
8. b
9. j
10. f
GROUP WORK
1.
1. b
2. d
3. f
4. g
5. h
6. a
7. e
8. c
2.
1. How's life?
2. a new life
3. save your life
4. risk their lives
5. a matter of life and death
6. Life's too short.
7. lost their lives
8. my social life
Homework:
Enhancing Your Vocabulary (Pages 43 & 44) => To be uploaded on eili.irSession 6
Workbook Unit Two
EXERCISE A1. c
2. a
3. a
4. b
5. d
6. d
7. b
8. c
EXERCISE B
1. plank
2. contours
3. mobility
4. detriment
5. merit
6. squeeze
7. genuine
8. erode
EXERCISE C
1. controversial issue
2. messy bedroom
3. bolster the economy
4. provoke hostility
5. numerical order
6. hoard food
7. ambitious businessman
8. squeeze a lemon
EXERCISE D
1. intimidation
2. Meritorious
3. vicious
4. allowance
5. contemptible
6. justifiable/justified
7. adversities
8. equalize
EXERCISE E
1. at
2. in
3. into
4. of
5. to
6. as
7. to
8. from
EXERCISE F
1. Here are the documents to which you referred.
2. Iranians have a culture of which they are proud.
3. I don't think there are any to whom we can award it.
4. This is a seminar in which we shall discuss nineteenth-century colonialism.
5. I'm afraid this is an obstacle around which we cannot get.
6. That's because she was a girl to whom nothing was ever denied.
7. Darwin was a scientist to whom we all owe a debt.
8. Apparently, he was a recluse about whom nothing is known.
EXERCISE G
1. The Academy of Motion Picture Arts and Sciences, a professional honorary organization, has some 6,000 members.
2. The Academy, a non-profit corporation, was organized in 1927.
3. The organization is best known for awarding the Academy Award of Merit, the Oscar, to directors, actors, writers, and technicians.
4. The Academy Award was designed by Cedric Gibbons, chief art director of MGM, in 1928.
5. Frederick Hope, Gibbons's assistant, designed the original black marble base.
6. The Academy Award, weighing almost nine pounds, is one of the most famous awards in the world.
7. There are many stories about how the Award began to be called Oscar, a nickname.
8. From 1942 to 1944, the Academy presented winners with Oscars made of plaster, a wartime substitute.
Unit 2: Mini-Listening
Answer Key
For a woman, a best friend is someone she can be close with and talk to. Women can talk in detail about everyday events in their lives. They share feelings and secrets.
For a man, talking is generally more straightforward; it's about giving and getting facts. Men generally base their friendships not on talking, but on doing.
Homework:
Workbook ➨ Unit 2Session 5
Unit 2, Reading:
A => MAHDI DARVISHIB => KIA MORADIAN
C => DANIAL BEIRAMI
D => MOHAMMADBEHRAD MOTAMEDI
E => SEYED MOHAMMADALI HOSSEINI
F => AMIRREZA VAZIFEHDOUST
G => BEHNIA GHAHREMANI
H => ILIYA ERAGHI
I => MANI RASTEGARMOGHADDAM
J => MOHAMMAD VAFAYIZAEH
K => ALIAKBAR RAJABI
A
It lifts hearts and lengthens lives. It has been hailed as the ultimate good by philosophers and promoted by major religions. The wondrous good in question is friendship. Aristotle's highest goal for men and the third plank of the French Revolution—liberty, equality, fraternity—friendship is as old as humanity and as important as love or justice. But while bookstore shelves groan with self-help books on finding the perfect partner and philosophical texts on the nature of freedom, friendship barely gets a mention among academics or policy-makers.
B
Friendship is the invisible thread running through society, yet its significance in our lives is, if anything increasing. While the claim that "friends are the new family" is an overstatement, it is certainly the case that friendships figure prominently in both the lives people actually lead and the ones to which they aspire. Some television series portray a world in which close friendships define the contours of the participants' lives: parents and children are allowed, at least, at best, walk-on parts.
C
One of the reasons why thinkers struggle to recognize this trend may be one of definition. After all, I am a friend to someone I have known and loved for twenty-five years. but I am also a "Friend of The Earth." Friendship is a slippery category. This, however, is where philosophers are supposed to help. Aristotle divided friendships into three types: friendships for usefulness, friendships for pleasure, and friendships of virtue.
D
The first kind of friend is the one who will get you a job or membership of an exclusive club; the second makes you laugh. But in both cases the point of the friendship is that they provide something of separate value to you. True friendship, the third kind, is valued for itself. There are few numerical limits on the first two kinds—I can have a vast business network and hundreds of agreeable acquaintances—but true friendship is, by definition, a limited field: if someone has many friends, they have none.
E
Virtuous friendship is long-term and committed and brings great psychological benefits, and there is plentiful research evidence showing that having at least one close friend is associated with a range of health benefits, from recovery times from cardiac illness to reduced incidence of mental health problems.
F
However, friendship is not always an unalloyed good. Its benefits are unevenly spread and its impact on traditional liberal values, such as equality, diversity, and mobility is mixed. The first problem is that men are worse at friendship than women. It is now widely acknowledged that women do more of the "social" work than men and have better-developed friendship skills, which leaves men at a disadvantage.
G
Secondly, friendship has political down-sides for governments committed to social inclusion: it is by definition, exclusive. People from a particular social class or educational background are highly likely to form friendships or romantic relationships. with people from the same background. Given that friends help each other, the danger is that the friendships of the affluent and successful hoard social advantage to the detriment of social mobility.
H
Friendship is seen—with some justification—as a private matter, but the strong links between friendship and other social goods—including better health, more effective careers, and higher life satisfaction—should be enough to merit greater attention from decision-makers. So what are the political implications of these observations? Perhaps the best politicians can aim for is not to make things worse for friendship. But political institutions can improve or worsen the conditions in which friendships are formed.
I
First of all, the issue of time needs to be considered. Friendship requires time to flourish: Aristotle reckoned one and a half bushels of salt needed to be consumed together before a friendship became solid. At the present time, many people regard non-working hours as family time, but little allowance is made for the time needed to build friendships. Ironically, for politicians to discourage people from working long hours could be counter-productive, since a third of us make most of our friends through work. What the decision-makers could do, however, is discourage the drive for commercial gain that squeezes conviviality out of the workplace.
J
There is also a case for encouraging spaces in which people from different backgrounds meet and interact in order to increase the chances of cross-class friendships. Given the increase in geographical inequality with rich people increasingly living in neighborhoods of rich people, only hospital wards and places of religious worship are sites of genuine social mixing.
K
Friendship is a virtue with some of the appearances of a social vice. It can promote or demote social mobility; underpin tolerance or bolster discrimination; erode or sustain hierarchies. Society could be composed of strong friendships between people of identical social backgrounds who treat everyone else with contempt, intolerance. or fear. The true test of the friendliness of a community is not simply the way its citizens treat their friends, but whether they behave generously toward the broader social world. We need not only the care of friends, but the kindness of strangers.
New Words & Expressions
Ahail = to publicly praise or show approval for a person or an achievement The conference was hailed as a great success.
Teenager Matt Brown is being hailed a hero for saving a young child from drowning.
promote = to encourage people to like, buy, use, do, or support something
Aristotle /ˈær.ə.stɑː.t̬əl/ = an ancient Greek philosopher (= a person who studies the meaning of life) and scientist
Most people, as Aristotle said, agree that happiness is the greatest practical good.
wondrous = wonderful
It was a wondrous thing to see the sea for the first time.
plank = an important principle on which the activities of a group, especially a political group, are based
Educational reform was one of the main planks of their election campaign.
The party's policy is based on five central planks.
fraternity = brotherhood
justice = fairness; the fair treatment of people
She spent her life fighting for social justice and equality for women.
barely = hardly ever; scarcely; rarely; occasionally
academic = someone who teaches at a college, or who studies as part of their job
B.
thread = string; a thin rope
significance = importance
overstatement = exaggeration
figure (verb) = to be part of a process, situation, etc. especially an important part My feelings about the matter didn't seem to figure at all.
The question of the peace settlement is likely to figure prominently in the talks.
Do I still figure in your plans?
prominently = noticeably
aspire = to have a strong desire to achieve or to become something
She aspired to a scientific career.
He aspired to be their next leader.
portray = show
contour /ˈkɑːn.tʊr/ = outline
She traced the contours of his face with her finger.
walk-on part = a secondary role
C.
struggle = to experience difficulty and make a very great effort in order to do something
slippery = (of a word, an idea, etc.) difficult to define (= to say what its meaning is) or to understand completely
Realism in art is a notoriously slippery term to define.
The lawyers argued that the word "intended" is a decidedly slippery one.
They agreed that finance is a particularly slippery domain.
virtue = a good moral quality in a person, or the general quality of being morally good
D.
exclusive = only to be used by one particular person or group; only given to one particular person or group
The hotel has exclusive access to the beach.
exclusive rights to televise the World Cup
His mother has told ‘The Times’ about his death in an exclusive interview (= not given to any other newspaper).
point = an opinion or fact that deserves to be considered seriously, or that other people agree is true
Yes, I can see your point/you've got a point there.
OK, you've made your point (= told us your opinion) - there's no need to go on about it.
agreeable = enjoyable; pleasant
acquaintance = a person whom you just know
E.
virtuous = morally right
cardiac = related to the heart
incidence = occurrence
F.
unalloyed = pure
mobility = the fact that it is easy for someone to change their situation, for example by doing different work, becoming part of a different social class, or moving to a different place
acknowledge = recognize; understand
G.
downside = disadvantage
given that = considering the fact that
affluent = rich and powerful
hoard = collect; gather
detriment = the act of causing harm or damage; something that causes harm or damage Wood accounts for 90% of energy production in some countries, with consequent environmental detriment.
Too many tests are a detriment to good education.
H.
justification = a good reason why something exists or is done
I can see no possible justification for any further tax increases.
I could find no real justification for the proposed reorganization.
He was getting angry—and with some justification.
She was arrested entirely without justification.
merit = deserve
He claims that their success was not merited.
The case does not merit further investigation.
institution = a large and important organization, such as a university or bank
I.
flourish /ˈflɝː.ɪʃ/ /ˈflʌr.ɪʃ/ = thrive; prosper
bushel = a unit for measuring grain and fruit (equal in volume to 8 gallons)
make allowance for = to prepare for the possibility of; consider
We should make allowance for bad weather and have plenty of umbrellas available.
counter-productive = having the opposite effect to the one that was intended
drive = an organized effort by a group of people to achieve something
conviviality = friendliness
J.
interact = communicate
Teachers have a limited amount of time to interact with each child.
He interacts very well with other children.
The only thing he interacts with is his computer!
genuine = real, original, authentic
K.
vice = a moral fault or weakness in someone's character
Greed, pride, envy, and lust are considered to be vices.
promote = increase; raise
demote = decrease; lower
underpin = support
bolster /ˈboʊl.stɚ/ = strengthen
hierarchy /ˈhaɪ.rɑːr.ki/ = a system in which people or things are arranged according to their importance
✍Homework:
The Summary of each Paragraph in the Reading of Unit 2The Follow-Up Questions on Pages 32-35
Session 4
Unit 2: ENHANCING YOUR VOCABULARY
1. 1. j 2. e 3. h 4. a 5. b 6. i 7. d 8. f 9. c 10. g 2. 1. ethic 2. peals 3. concrete 4. intimidated 5. prickliest 6. springs 7. all 8. call 9. into 10. accrued
Unit 2: Listening (Audio File)
LISTENING TASK 1
1. T
2. F (They met when the interviewer interviewed her for a teaching job.)
3. T
4. T
5. F (At first, Catherine didn't talk to her because she was just so intimidated by her coolness.)
LISTENING TASK 2
1. be/stay current with
2. talking
3. on the phone
4. write
5. throws a letter away
6. friends
7. e-mail
8. to call each other on things (to let one another know if they do something that upsets the other one)
9. that you care
10. support
11. adventure
12. friends
13. that we get to choose
TRANSCRIPT
PART ONE (TIME: 3' 40")
-Catherine, how long have we known each other?
-Let's see. We met when you interviewed me for a teaching job. Was it six, seven...maybe seven or eight years ago.
-Yeah, I guess so. Yeah, that's right.
-But we began to be friends... um... I think it...oh what...might have started...it was when I asked you a favor which was to help me give my cat, Sophie, a flea bath.
- Oh, yes.
- Yeah, that was...uh...that was hard for me. It was hard for me to ask that kind of a favor to someone I didn't know that well. 'Cause, you know, it did...seemed fairly bothersome, but it turned out to be kind of fun.
- Yeah, it was fun. I still have the scars.
- Oh, she had a lot of fleas on her.
-She had a lot of fleas on her, yeah. Well, we...um...yeah. And after that we started to be good friends...um... One thing that I have realized about you is that you have a lot of close friends from, you know, different periods in your life.
-Aha.
- How have your friendships gotten started?
- Umm, well I'd say that most of my friendships have sprung from some kind of a shared interest.
-You know, either at work or school or somewhere else.
- Aha.
-I have made a lot of friends at work. I value work a lot and I feel like I have a particular work ethic. And so if I'm working with other people who have the same work ethic, that for me is...is something very large that we have in common. It makes for...um...a good base for a possible friendship or sometimes it's just that I have some, I don't know, some sense of, "Yeah, this is a person that I'd like to get to know."
- Aha.
-Because I heard them make a remark that I thought was funny, or I observed them in some situation or we work well together, or we have some common interest.
- Um, you mentioned your friend Odette earlier. How did you two get to be friends?
- Oh...well, let's see. Um...l was going to graduate school and I was taking a course in linguistics and I noticed this other woman in the same class and I really liked the way she looked. The way, you know...and I remember thinking, "Oh, she's too cool. She would never want to be friends with someone like me." And I didn't talk to her 'cause I was just so intimidated by her coolness. Oh, gosh! And then I think what happened. We were in a study group together.
— Aha.
- And got a chance to talk. At some point she revealed to me that she'd thought I was too cool for her, too. And we ended up being great friends.
- Good.
- Oh, yeah, and we realized that neither of us was that cool, after all.
PART TWO (TIME: 4' 10")
- Catherine, you have quite a few long-distance friendships. How do you maintain them?
- Yeah, well, friendship is very important to me. Um, I think friendships need tending.
- Um hmm.
Yeah. I... I put a big value on being current with my friends, and that's something that's hard to do long distance.
- Um hmm.
-I have that I don't live close to that I have managed to stay very close to. But there are friends I. Um...My friend Odette lives back East, and she is not much for writing letters. So we talk on the phone at least once a week usually for, oh an hour at a time and we take turns calling. So I stay current with her, um... by talking.
-So how are your phone bills?
- Uh... My phone bills are high. Well, I consider it just like one of my living expenses.
- Uh huh.
- You know, like rent.
- Uh huh.
- And then there are several friends that I do write 'cause I love to write. And I love to get letters and it's...it's a cool thing 'cause I have...it's a concrete record of...um...yeah, you know, of what we were doing.
-You save...
- Yeah, I save all my letters.
- Do you reread them?
- You know, I don't. Um ...I don't on a regular basis, but there's something about ... throwing away a letter that, ah...l just can't do it.
-Yeah.
- And I've got quite a collection.
- So...um...some friends you telephone and others you write to?
- Oh, and e-mail.
-Aha.
- I had one friend who just wasn't, you know, just wasn't into writing letters, but she...she got online, and e-mail is her thing. And since I've gotten an e-mail address recently, I've discovered I've... l've heard from her like twice a week for the past two months, which...which is unprecedented. I've known her for a long time since, oh I'd say, 1980, I think.
- Aha.
- And we've always considered ourselves friends, but I haven't...um...l've kind of been in and out of touch with her and now I'm...l'm back in good touch with her 'cause she'll sit down and write me a letter on e-mail where she just couldn't do it on pen and paper. So that's great.
- Yeah.
- Yeah, I'm... I'm all for e-mail. I just think it's another way to keep in touch.
- Yeah. So in your view, what is it that good friends do for each other, Catherine?
-Well, I think friends... I feel like one thing I want my friends to do is to call me on things, you know, to let me know if I do something that upsets them...or...for whatever reason. I think that's one thing friends... you know, do for each other, and that's why sometimes friendship... um... can get prickly and hard...um...and you can fight but I've never... I've never felt fighting was bad. It's just showing that you care.
- Um hum.
-but other things. I think friends...um...provide comfort and support and adventure, and jokes, especially with old friends.
-Jokes!
- Yes, you share jokes that you've created together, that you've understood, and all you have to do is say one word and the other person can go off into peals of laughter and that's... that's pretty...um
-It's powerful.
- Yeah, yeah, it is. And it's a great way to mark time, I think; to realize that you've actually accrued this common …
- History.
- Yeah, so it… it's kind of like I think of friends as the family that we get to choose, and that's… that's why friendship is such a wonderful thing.
Summary of Part 1
Catherine and her friend have known each other for several years. They initially met during a job interview, and their friendship began when Catherine asked for help giving her cat, Sophie, a flea bath. Despite the initial awkwardness, it turned out to be a fun experience. Catherine values shared interests as a basis for friendships, whether at work, school, or elsewhere. She believes having a similar work ethic is crucial for building strong connections. The conversation also touches on how Catherine and her friend Odette became close friends—they initially thought each other was too cool to approach but eventually connected through a study group.
Summary of Part 2
The conversation between Catherine and her friend touches on the challenges of maintaining long-distance friendships. Catherine emphasizes the importance of staying current with friends, even when separated by distance. She shares that she talks on the phone with her friend Odette once a week, and they take turns calling. Catherine also values written communication, saving letters from friends. Interestingly, she has found that email has helped her reconnect with an old friend who wasn’t into writing letters. Catherine believes that good friends call each other out when needed, provide comfort and support, and share inside jokes. To her, friends are like chosen family, and friendship is a wonderful thing indeed!
Homework:
Enhancing Your Vocabulary => Page 25✍Homework:
Enhancing Your Vocabulary (Page 25)Session 3
Workbook Unit One
EXERCISE A1. c
2. a
3. d
4. b
5. a
6. b
7. d
8. c
EXERCISE B
1. monotonous
2. prompted
3. evolved
4. unanimous
5. backlash
6. optimism
7. emboldened
8. traumatic
EXERCISE C
1. promising
2. mass
3. unshakable
4. exclusive
5. path
6. plucked
7. hold
8. foreseeable
EXERCISE D
1. resistance
2. irresistible
3. spiritual
4. spirits
5. discriminatory
6. discrimination
7. negotiation
8. negotiators
EXERCISE E
1. to
2. of
3. to
4. with
5. to
6. of
7. on
8. with
Unit 1: Language Focus 2 (PDF)
EXERCISE F
1. John recommended that Bill see an oculist as soon as possible.
2. She insists that he talk to the principal right away.
3. She begged that her son not be sent to prison.
4. He insists that they not lose their hope so easily.
5. She requested that we lower our voices in the library.
6. He advised that the figures be checked again.
7. She suggested that he try the house special.
8. He proposed that they ban traffic from the town center.
Unit 1: Language Focus 3 (PDF)
EXERCISE G
1. easier͢͢͢͢͢͢͢͢ ͢͢͢͢͢͢͢͢ more easily
2. badly ͢͢͢͢͢͢͢͢ bad
3. best ͢͢͢͢͢͢͢͢ better
4. more͢͢͢͢͢͢͢͢ ͢͢͢͢͢͢͢͢ the most
5. good ͢͢͢͢͢͢͢͢ well
6. all ready ͢͢͢͢͢͢͢͢ already
7. alright ͢͢͢͢͢͢͢͢ ͢͢͢͢͢͢͢͢ all right
8. only she ͢͢͢͢͢͢͢͢ she only
*Real is sometimes an adverb, e.g.: I'm real (AmE very) sorry!
Mini Listening of Unit 1
TRANSCRIPT FOR MINI-LISTENING (TIME: 2' 58")
Professor: Good morning, everyone. Today I'm going to talk about a famous masterpiece of Islamic architecture. This building is called the Blue Mosque. Does anyone know where the Blue Mosque is?
Student 1: Isn't it in Turkey?
Professor: That's right. It's in the oldest part of Istanbul. Do you know who built the mosque? ....No? Well, it was built by Sultan Ahmet the First. He built it in the early 1600s, between 1609 and 1616. He told his architects to build the most magnificent building possible. So they did. They built the mosque with a spectacular large dome and several smaller domes, a courtyard, and six minarets. It is truly incredible. Remember, it was built 400 years ago. Obviously, they didn't have the technology that we have today. The mosque is nearly a square. It's covered with a large dome. The highest part of the dome is 140 feet high. That's 43 meters. Imagine how high that is. The dome sits on four columns. Around the main dome, there are four smaller domes. The courtyard has several fountains. People wash their hands, feet, face, and neck there before they pray. The steps in the courtyard are made of marble. The mosque has six minarets. And what's a minaret?
Student 2: It's a kind of tower, isn't it?
Professor: Yes. A minaret is a tall tower on a mosque. The Blue Mosque is the only mosque in Turkey with six minarets. And do you know why it's called the Blue Mosque?
Student 2: Because it's blue?
Professor: Well, sort of. The outside isn't blue. But the inside walls are covered with blue tiles. In the past, the walls were covered with blue paint. The blue paint wasn't always on the walls. So now they're taking off the blue paint. The interior walls have 20,000 handmade tiles! The tiles have beautiful decorations. And the walls also have verses from the Koran. There are no photographs or drawings of people or animals. Those aren't permitted. The interior of the mosque is really magnificent. The ceiling of the main dome is enormous. There are also 260 stained glass windows. These beautiful windows allow a lot of natural light to come in. Today, the ceiling has very large chandeliers. Many things are made from marble.
Student 1: Is this mosque still used?
Professor: Oh, yes. The mosque is 400 years old. But people still go there every day. You can visit, but they close the mosque five times a day for prayer.
1. Who was the Blue Mosque built by?
It was built by Sultan Ahmet.
2. When was the Blue Mosque built, and how old is it?
It was built in the early 1600s, between 1609 and 1616. It's 400 years old.
3. What was the purpose of building this mosque?
Sultan Ahmet wanted the most magnificent building possible—spectacular building so that everyone would admire it.
4. How many minarets does the Blue Mosque have?
It has six minarets.
5. How tall is the main dome of the mosque?
It's 140 feet (43 meters).
6. What are the fountains in the courtyard used for?
People wash their hands, feet, face, and neck there before they pray.
7. What are the inside walls covered with?
They are covered with blue tiles.
8. What isn't permitted inside the mosque?
Photographs or drawings of people or animals are not permitted inside the mosque.
✍Homework:
Workbook (Unit 1)Session 2
Unit 1: Reading
A & B => FARBOD HOSSEINIMANESHC => AMIRREZA VAZIFEHDOUST
D => MOHAMMADBEHRAD MOTAMEDI
E => KIA MORADIAN
F => KASRA NASIRI
G => MOHAMMADSADEGH SARBAZ
H => ALIAKBAR RAJABI
I => ALI RAFIEEASL
Maintaining Their Identity
Rebea Murtaza is a 17-year-old high school student who wears a teenager's uniform of blouse, jeans, and Birkenstock sandals but with a difference. A devout Muslim, Ms. Murtaza never goes out in public without her hijab: a scarf that covers her head and shoulders.
B
Last year, the Grade-I2 student decided she wanted to observe her hijab: the canon law of Islam that dictates that once a woman reaches puberty, every part of her body except her face, hands, and feet must be covered. Emotionally, Ms. Murtaza was prepared to cloak her body and lower her gaze when in the company of men. Still, the reaction from her peers in Grade 11 shocked her. "I was in the hallway and people would say, 'She’s a weirdo,' " said Ms. Murtaza, a student at Earl Haig Secondary School in the Metro Toronto municipality of North York. "It hurt. I don't like being thought of as a freak or different or weird."
C
Ms. Murtaza is among a small but growing number of young Muslim women in Toronto's Islamic community of 105,000 who have found the call of Islam and the commitment to wear hijab irresistible. According to Statistics Canada census information, in 1991 there were about 253,000 Muslims in Canada, with the majority (145,000) settled in Ontario. With more and more Muslim immigrants choosing Ontario as their new home (statistics show that last year 2,500 immigrants came from Somalia, 2,500 from Iran, 2,600 from Pakistan, and 2,000 from Iraq), young Muslims who grew up in Canada feel emboldened by the growing number of their co-religionists and are increasingly comfortable expressing their emerging identity.
D
"Wearing hijab is my way of saying I'm Muslim and Canadian," said Ms. Murtaza, who, with three classmates who are also new hijabis, persuaded school officials to designate a classroom where they could pray during school hours. "Being Canadian means making your own choices and choosing your own lifestyle. It's not about doing what your parents or peers want, but doing what you feel is right," she said. She explained that modesty is prescribed in two verses in the Koran. One says, "Say to the believing men that they should lower their gaze and guard their modesty: that will make for greater purity for them." In a later verse, the same instructions are directed toward Muslim women: "O, Prophet! Tell thy wives and daughters and the believing women that they should cast their outer garments over their persons when out of doors." Over the centuries, the concept of hijab—meaning literally "curtain," requiring both men and women to be modest and chaste—has evolved into the long flowing robes and headdresses worn by many Muslims today.
E
Yasmin Zine, 31, a master's student at the Ontario Institute for Studies in Education in Toronto, whose research thesis explores how immigrant women negotiate and reconstruct their identity when they land in a new culture, says she is increasingly encountering hijabis who are young and university educated and who have chosen to cover up after studying Islam extensively. "By rejecting Western norms and conventions that have dominated their lives. Muslim women are able to create a new identity. for themselves." said Mrs. Zinc. "They are fighting a culture that is not consistent with Islamic ideas, and are asking that they be judged by their spiritual, rather than physical characteristics." Mrs. Zinc said they are saying. "We realize there is a dominant culture in Canada, but we don't have to be part of it." At the same time, they have to contend with hostile stares and cruel comments from people who consider their dress an oddity.
F
Sajidah Kutty's life was a roller coaster ride from the day she started wearing hijab in Grade 6. When she came to school wrapped in a scarf and baggy, shapeless clothing, her friends, seeing her in the hallway, ignored her and walked by without a word. "I lost a lot of friends because of it," she said. "I came to expect more looks, more name-calling. Mostly Paki." Ms. Kutty. 22, now a mass communications and creative writing student at York University in Toronto, feels that today's hijabis definitely have it easier because there are more of them. "There's such an increase in it now," she said, gesturing toward the five women seated at a table with her in the basement of the Islamic Foundation in Scarborough. They are among the burgeoning number of young hijabis who choose to attend Friday-night study sessions at the mosque instead of partying with their peers.
G
Ms. Kutty attributes the increased interest in Islam and subsequent observance of hijab to the war in the Persian Gulf. She said young secular Muslims were shaken into self-examination by the backlash against Muslim fundamentalists. In looking at the source of discrimination, "We discovered our own faith. We discovered we were different, but it made us stronger. So we banded together." In doing so, these young Muslims have begun to analyze the Koran and to attend religious discussions. One discovery was that many of their parents' habits, which they thought were prompted by religious observance, are actually cultural in origin.
H
For instance, an Islamic marriage is made through a contract that is confirmed when the bride receives a marriage portion, called mahr from the groom. Mahr is for the bride's exclusive use in case her husband dies, or if they are divorced or there is an emergency. In India and Pakistan, the bride receives mahr but she is also expected to provide her jahez—which consists of the bride's clothing, jewelry, and other possessions, as well as gifts for the groom and his family. The tradition of the jahez is not Islamic, but is rooted in India, and more specifically Hindu culture. New hijabis reject the jahez because they feel it places a burden on the bride to shower the groom with expensive gifts.
I
Hina Khan, 20, a member of the Scarborough mosque's youth group, said that ultimately, she rejects Pakistani culture. "I have to follow the Islamic culture." "First-generation teenage Muslims and other members of the younger generation are more confident expressing their individuality than their immigrant parents were," said Maqbool Aziz, a professor of English at McMaster University in Hamilton. Ms. Khan said some of the fiercest reactions to hijab came from her parents—in particular her mother, who does not cover up. Her mother fears her daughter's beliefs will reduce her chances of a successful arranged marriage because her values will be interpreted as militant by prospective Pakistani suitors. Ms. Khan rejects the concept of a traditional arranged marriage, and firmly believes God will find her a husband. "If Allah has somebody for me, then I will get married." "Otherwise," she said, "it is not something I worry about."
Homework:
The Answers to the Questions Following the Reading of Unit 1 (Pages 14-17) => To be uploaded on the website eili.irThe summary of each Paragraph in the Reading of Unit 1 => To be presented in the class
Session 1
ENHANCING YOUR VOCABULARY
1.1. c
2. f
3. a
4. g
5. j
6. i
7. d
8. e
9. b
10. h
2.
1. traits
2. outlook
3. denial
4. traumatic
5. surmount
6. setback
7. determine
8. deal
9. rated
10. complications
The Listening of Unit 1
LISTENING TASK 1
1. What is optimism? How can you tell that someone is an optimist?Optimism is typically defined as the attitude of believing in and expecting positive results. Optimists see what is there, or that the glass is half full.
2. What is pessimism? How can you tell that someone is a pessimist?
Pessimism is the tendency to believe in negative outcomes. Pessimists see what's missing, or that the glass is half empty.
LISTENING TASK 2
1. T2. F (Optimists recover more quickly from surgery and have fewer complications.)
3. F (Pessimists tend not to take very good care of themselves. Optimists tend to be healthier.)
4. T
5. F (Optimists do feel painful emotions and work through traumatic experiences, but they are hopeful about the eventual result.)
6. F (The most common ways that researchers decide if you are an optimist or a pessimist are by studying your answers to certain questionnaires and by listening to your speech patterns.)
7. T
8. T
Page 9: 1.3 FOLLOW-UP
PAIR WORK1. h
2. c
3. f
4. g
5. b
6. a
7. e
8. d
Download the Student's Book & Workbook of Ad3 (Zipped)
Mohammad Rajabpur
Language Teacher, Computer Programmer, & Website Designer
Qualifications:
Master's Degree in Computational Linguistics from Sharif University of Technology
Master's Degree in English Language and Literature from Shahid Beheshti University
Contact Information:
Tel: 09900909701
Email: mr@anglophone.ir
Websites:
www.anglophone.ir
www.netnak.ir
www.pythonize.ir
Webpage of the Class:
www.anglophone.ir/classes/0321ad3
The Group of the Class on Telegram:
t.me/+eV0Y8Ef6KfFjNmY0
The Channel of Advanced 3 on Telegram:
https://t.me/mr_advanced3
The Calendar of the ILI in the Summer Term of 1403
