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Session 20

PROGRESS CHECK TWO

EXERCISE A
1. self-defense
2. self-discipline
3. self-catering
4. self-centered
5. self-service
6. self-contained
7. self-employed

EXERCISE B
1. √
2. x (restricted to means not open to anyone else; this information is not given in a)
3. x (contributions and achievements are not the same)
4. √
5. x (a growing body of evidence is not the same as all the evidence)
6. √
7. √

EXERCISE C
1. in
2. by
3. for
4. on
5. off
6. out of
7. into
8. through
9. on
10. up

EXERCISE D
1. a. verbally b. verbal c. verbalize
2. a. acquiescently b. acquiesced c. acquiescence
3. a. intuitions b. intuitively c. intuitive
4. a. smug b. smugness c. smugly
5. a. devastated b. devastated c. devastatingly
6. a. allegations b. alleged c. alleged
7. a. enforced b. enforcement c. enforceable

EXERCISE E
1. events (football matches and horse races)
2. responsibilities (answering the phone and dealing with computer queries)
3. activities (housework, gardening)
4. factors (exercise and diet)
5. trends (the move toward ready -made meals and the increasing popularity of snack foods)
6. functions (breathing and digestion)
7. benefits (physical fitness and social contacts)

EXERCISE F
1. trains
2. solution
3. model
4. scale
5. reaction
6. issues
7. collection

EXERCISE G
1. and
2. but
3. or
4. or
5. to
6. or
7. and

EXERCISE H
1. dead-end
2. low-key
3. full-scale
4. high-level
5. hard-core
6. sure-fire
7. split-second

Session 19

Workbook Unit Six

EXERCISE A
1. T
2. F
3. F
4. T
5. T
6. F
7. T
8. F

EXERCISE B
1. manifested
2. clamored
3. regain
4. literacy
5. manual
6. erode
7. aspect
8. usurp

EXERCISE C
1. compulsive
2. pessimistic
3. compile
4. usurp
5. controversial
6. bizarre
7. manipulate
8. mistreat

EXERCISE D
mistreatment
manifestation
compilation/compiler
digestion

erosive
acquiescent
manipulative
stimulating

1. digestion
2. manipulative
3. manifestation
4. compilation
5. stimulate
6. acquiescent
7. erodes
8. mistreatment

EXERCISE E
1. to
2. on
3. about
4. in/to
5. into
6. to
7. on (=on the rise)
8. of

Unit 6, Language Focus 2: "While" in Adverbial Clauses (PDF)

EXERCISE F
1. Contrast
2. Contrast
3. Time
4. Time
5. Contrast
6. Time
7. Time & contrast
8. Contrast

EXERCISE G
1. When a company fails to update its equipment, it often pays a price in the long run.
2. Women today have many more options open to them than ever before
3. Everybody knows his or her own strengths best.
4. All of the workers anticipate their summer vacation.
5. If the campers want to eat quickly, they should help themselves.
6. This sort of bathing suit looks ridiculous on me.
7. The application says you must pay a registration fee of 35 dollars.
8. The doctor said that those types of diseases are rare here.

Unit 6: Mini-Listening

Things you learn from reading
1. You learn practical things like vocabulary
2. You learn someone else's point of view.
3. You can see what it would be like to be a different person.
4. You can learn about different cultures.
5. You learn different styles of writing.
6. You can be inspired by the characters.
7. You learn to develop your imagination.
8. You learn facts about different subjects.

TRANSCRIPT FOR MINI-LISTENING (TIME: 1':40")

Junko: Well, you know, there are the practical things—you know, you learn a better vocabulary, and you learn more. well, actually, I think the best thing you learn from literature is you learn someone else's point of view. For instance, if I read a book that's from a male viewpoint, then I learn more about the male viewpoint. Male ideas, male opinions.

Andy: Yeah, yeah. And I think it's more than that. Like when you read, you become another person, and you can see what it would be like to be in that situation.

Junko: Hm-mmm.

Andy: You know, it's a way to, like, try out being different people.

Junko: Right! Or if you read a book about someone from a different country, then you learn all about their culture and how they think about things. And, what else? Let's see ... well guess you learn different writing styles. I mean, it's not something that you really look for, but, you know, you pick it up along the way.

Andy: Yeah, yeah, you know, sometimes I'm, I'm reading a certain type of poem, and I think, wow, I like that! You know, I want to try that.

Junko: Hm-mmm.

Junko: Oh, definitely. And, you know, you can also be influenced or inspired by characters in literature. Even though they're not real people, some characters are so well developed that, you know, you just want to have them as your friend.

Andy: Ok. What else? Um. What about reading as an escape?

Junko: Oh, definitely. And, you know, it's healthy every now and then to escape.

Andy: Yeah. You know, I .1 also think that reading, to a certain degree ... It trains your mind to, you know, imagine. And I think because you have to do that, you get more involved in it, in general I think that reading in most cases engages you more than, say a movie. You learn to imagine from a book, not a movie.

Junko: Well, that's true. And, you know, I think I've learned most of my facts and history from literature.

✍Homework:

Workbook (Unit 6)

Session 18

Unit 6, Reading

Reading the Screen

A
The debate surrounding literacy is one of the most charged in education. On the one hand, there is an army of people convinced that traditional skills of reading and writing are declining. On the other hand, a host of progressives protest that literacy is much more complicated than a simple technical mastery of reading and writing. This second position is supported by most of the relevant academic work over the past 20 years. These studies argue that literacy can only be understood in its social and technical context. In Renaissance England, for example, many more people could read than could write, and within reading there was a distinction between those who could read print and those who could manage the more difficult task of reading manuscript. An understanding of these earlier periods helps us understand today's "crisis in literacy" debate.

B
There does seem to be evidence that there has been an overall decline in some aspects of reading and writing—you only need to compare the tabloid newspapers of today with those of 50 years ago to see a clear decrease in vocabulary and simplification of syntax. But the picture is not uniform and doesn't readily demonstrate the simple distinction between literate and illiterate which had been considered adequate since the middle of the 19th century.

C
While reading a certain amount of writing is as crucial as it has ever been in industrial societies, it is doubtful whether a fully extended grasp of either is as necessary as it was 30 or 40 years ago. While print retains much of its authority as a source of topical information, television has increasingly usurped this role. The ability to write fluent letters has been undermined by the telephone, and research suggests that for many people the only use for writing, outside formal education, is the compilation of shopping lists.

D
The decision of some car manufacturers to issue their instructions to mechanics as a video pack rather than as a handbook might be taken to spell the end of any automatic link between industrialization and literacy. On the other hand, it is also the case that ever-increasing numbers of people make their living out of writing, which is better rewarded than ever before. Schools are generally seen as institutions where the book rules—film, television, and recorded sound have almost no place; but it is not clear that this opposition is appropriate. While you may not need to read and write to watch television, you certainly need to be able to read and write in order to make programs.

E
Those who work in the new media are anything but illiterate. The traditional oppositions between old and new media are inadequate for understanding the world which a young child now encounters. The computer has re-established a central place for the written word on the screen, which used to be entirely devoted to the image. There is even anecdotal evidence that children are mastering reading and writing in order to get on to the Internet. There is no reason why the new and old media cannot be integrated in schools to provide the skills to become economically productive and politically enfranchised.

F
Nevertheless, there is a crisis in literacy and it would be foolish to ignore it. To understand that literacy may be declining because it is less central to some aspects of everyday life is not the same as acquiescing in this state of affairs. The production of schoolwork with the new technologies could be a significant stimulus to literacy. How should these new technologies be introduced into the schools? It isn't enough to call for computers, camcorders, and edit suites in every classroom; unless they are properly integrated into the educational culture, they will stand unused. Evidence suggests that this is the fate of most information technology used in the classroom. Similarly, although media studies are now part of the national curriculum, and more and more students are now clamoring to take these courses, teachers remain uncertain about both methods and aims in this area.

G
This is not the teachers' fault. The entertainment and information industries must be drawn into a debate with the educational institutions to determine how best to blend these new technologies into the classroom.

H
Many people in our era are drawn to the pessimistic view that the new media are destroying old skills and eroding critical judgment. It may be true that past generations were more literate but—taking the pre-19th- century meaning of the term—this was true of only a small section of the population. The word literacy is a 19th-century coinage to describe the divorce of reading and writing from a full knowledge of literature. The education reforms of the 19th century produced reading and writing as skills separable from full participation in the cultural heritage.

I
The new media now point not only to a futuristic cyber-economy, but they also make our cultural past available to the whole nation. Most children's access to these treasures is initially through television. It is doubtful whether our literary heritage has ever been available to or sought out by more than about 5 percent of the population; it has certainly not been available to more than I0 percent. But the new media joined to the old, through the public service tradition of British broadcasting, now makes our literary tradition available to all.

📘 Comprehension Questions and Answers: Reading the Screen

Section A

Q1: What is the main debate surrounding literacy in education?
A1: Whether traditional reading and writing skills are declining versus literacy being more complex than technical mastery.
Q2: Which position is supported by most academic work over the past 20 years?
A2: That literacy must be understood in its social and technical context.
Q3: In Renaissance England, what was the difference between reading and writing skills?
A3: Many more people could read than write, and reading itself was divided between reading print and reading manuscript.
Q4: Why is understanding earlier periods of literacy important?
A4: It helps us understand today’s “crisis in literacy” debate.

Section B

Q5: What evidence suggests a decline in reading and writing?
A5: Tabloid newspapers today show decreased vocabulary and simplified syntax compared to 50 years ago.
Q6: Why is the picture of literacy decline not uniform?
A6: Because the distinction between literate and illiterate is no longer adequate or clear-cut.

Section C

Q7: Is reading and writing still crucial in industrial societies?
A7: Yes, but a fully extended grasp of both is less necessary than 30–40 years ago.
Q8: Which medium has usurped print’s role as a source of topical information?
A8: Television.
Q9: What has undermined the ability to write fluent letters?
A9: The telephone.
Q10: According to research, what is the main everyday use of writing outside formal education?
A10: Compiling shopping lists.

Section D

Q11: Why might car manufacturers’ use of video packs for mechanics be significant?
A11: It suggests the end of an automatic link between industrialization and literacy.
Q12: What counterpoint is given to the decline of literacy in industry?
A12: Increasing numbers of people make their living from writing, which is better rewarded than ever.
Q13: How are schools generally perceived in terms of media use?
A13: As institutions where books dominate, with little place for film, television, or recorded sound.
Q14: Why is reading and writing still necessary in relation to television?
A14: Because while you don’t need them to watch TV, you need them to produce programs.

Section E

Q15: Are workers in new media considered illiterate?
A15: No, they are anything but illiterate.
Q16: Why are traditional oppositions between old and new media inadequate?
A16: Because children now encounter a world where both are integrated.
Q17: What role has the computer re-established?
A17: A central place for the written word on the screen.
Q18: What anecdotal evidence exists about children and literacy?
A18: Children are mastering reading and writing to access the Internet.
Q19: What is suggested about integrating old and new media in schools?
A19: They can be combined to provide skills for economic productivity and political enfranchisement.

Section F

Q20: What does the author acknowledge despite new media’s role?
A20: There is still a crisis in literacy.
Q21: Why is recognizing literacy’s decline not the same as accepting it?
A21: Because acknowledging decline doesn’t mean we should acquiesce to it.
Q22: How could new technologies stimulate literacy?
A22: Through the production of schoolwork using them.
Q23: Why is simply providing technology in classrooms insufficient?
A23: Because without proper integration into educational culture, they remain unused.
Q24: What problem do teachers face with media studies?
A24: Uncertainty about methods and aims.

Section G

Q25: Who must join the debate about integrating new technologies into schools?
A25: The entertainment and information industries, alongside educational institutions.

Section H

Q26: What pessimistic view do many people hold about new media?
A26: That they destroy old skills and erode critical judgment.
Q27: Was literacy widespread in past generations?
A27: No, it was limited to a small section of the population.
Q28: When was the word “literacy” coined?
A28: In the 19th century.
Q29: What did 19th-century education reforms do to reading and writing?
A29: They separated them from full participation in cultural heritage.

Section I

Q30: What dual role do new media play today?
A30: They point to a futuristic cyber-economy and make cultural heritage available to the nation.
Q31: How do most children initially access cultural treasures?
A31: Through television.
Q32: Historically, what percentage of the population accessed literary heritage?
A32: No more than 5–10 percent.
Q33: How do new and old media together expand access to literary tradition?
A33: Through British broadcasting’s public service tradition, making it available to all.

📘 Vocabulary Notes by Paragraph

🅰 Paragraph A

charged (debate) – emotionally intense, controversial.
army of people – a large group strongly united in belief.
progressives – reform-minded people who support modern ideas.
technical mastery – complete skill in a practical technique (reading/writing).
social and technical context – the environment of society and technology in which literacy exists.
Renaissance England – historical period (14th–17th century) of cultural revival.
manuscript – handwritten text (before printing was common).
crisis in literacy – a perceived serious decline in reading/writing ability.

🅱 Paragraph B

overall decline – general reduction or worsening.
tabloid newspapers – popular papers with short, simplified, sensational stories.
vocabulary – the set of words used in language.
syntax – sentence structure and grammar rules.
uniform – consistent, the same everywhere.
literate vs. illiterate – literate = able to read/write; illiterate = unable to read/write.

🅲 Paragraph C

industrial societies – modern economies based on factories and machines.
fully extended grasp – deep, complete understanding.
authority (of print) – power, influence, or trustworthiness.
topical information – current, up-to-date news.
usurped – taken over or replaced.
undermined – weakened or reduced in importance.
compilation of shopping lists – putting together lists of items to buy (minimal writing use).

🅳 Paragraph D

video pack vs. handbook – video instructions replacing written manuals.
automatic link – natural or assumed connection.
industrialization – growth of industry and machine-based economy.
institutions where the book rules – schools dominated by traditional reading/writing.
opposition (between book and media) – contrast or conflict.
make programs – produce TV or media content.

🅴 Paragraph E

new media – modern communication technologies (TV, internet, computers).
illiterate – unable to read or write.
inadequate – not enough, insufficient.
re-established – restored to importance.
anecdotal evidence – informal, personal stories rather than scientific proof.
integrated – combined into a whole.
economically productive – able to contribute to the economy.
politically enfranchised – having the right to vote and participate in politics.

🅵 Paragraph F

crisis in literacy – serious decline in reading/writing ability.
acquiescing – accepting something without protest.
state of affairs – situation or condition.
stimulus to literacy – something that encourages reading/writing.
camcorders, edit suites – video recording and editing equipment.
integrated into educational culture – properly included in teaching methods.
national curriculum – official government-approved school program.
clamoring – demanding loudly or eagerly.
uncertain about methods and aims – not sure how to teach or what goals to pursue.

🅶 Paragraph G

entertainment and information industries – businesses producing media and knowledge.
drawn into a debate – involved in a discussion or argument.
blend technologies – mix different tools together effectively.

🅷 Paragraph H

pessimistic view – negative outlook, expecting decline.
eroding critical judgment – weakening the ability to think carefully.
coinage (of literacy) – a newly invented word.
divorce (of reading/writing from literature) – separation of basic skills from deeper cultural knowledge.
cultural heritage – traditions, literature, and knowledge passed down.

🅸 Paragraph I

futuristic cyber-economy – future economy based on computers and the internet.
cultural past / literary heritage – historical works of literature and culture.
treasures (of culture) – valuable works of art, literature, and tradition.
public service tradition (broadcasting) – media serving society by providing free, educational content.
available to all – accessible to everyone, not just elites.

Summary:
The text discusses the evolving debate around literacy, highlighting the decline in traditional reading and writing skills and the growing complexity of literacy, which now includes new media and technology. It compares historical and modern literacy, noting that while reading and writing remain important, their roles have changed with the rise of television and digital media. The text points out that while there is a perceived crisis in literacy, new technologies can be integrated into education to enhance literacy. It emphasizes the need for collaboration between educational institutions and the entertainment and information industries to effectively incorporate new media in schools. The text concludes that new media can democratize access to cultural heritage and literacy, blending traditional and modern skills for a comprehensive understanding of literacy in the digital age.

Exercises

EXERCISE A

A. b
B. a
C. a
D. b
E. b
F. b
G. a
H. a
I. b

EXERCISE B

EXERCISE C

1.

2.

✍Homework:

🗣️‍ The Summary of the Paragraphs in the Reading of Unit 6

📖 The Answers to the Questions on Pages 116-119

Session 17

Unit 6: ENHANCING YOUR VOCABULARY

1.
1. e
2. i
3. j
4. f
5. g
6. a
7. h
8. c
9. d
10. b

2.
1. plot
2. thesis
3. discrimination
4. undergraduate
5. slavery
6. help out
7. make it
8. book club
9. beloved
10. haunted

Unit 6: Listening

LISTENING TASK 1
1. c
2. b

LISTENING TASK 2
1. F (She won the Nobel Prize in 1993.)
2. T
3. F (Not all her books are about slavery, like Beloved, but they're all about the effects of history on individual people.)
4. F (Sethe escapes from Kentucky to the North, Ohio, with her child.)
5. T
6. F (Sethe killed her older daughter herself.)
7. T
8. F (The novel-suggests that Beloved is the spirit of Sethe's dead daughter.)
9. T
10. T

(TRANSCRIPT: 5':42")
Sherrie: Thanks for letting us have our book club meeting at your house, Kim.
Kim: No problem, Sherrie! I'm glad you could all make it. Coffee, anyone? Pablo!?
Pablo: Yes, please, Kim. Great choice, of book this month?
Kim: You liked it?
Pablo: Absolutely! I'd never read anything by Toni Morrison before. Actually, I'd never even heard of her. Who is she?
Sherrie: I'm surprised you don't know her Pablo, she won the Nobel Prize for literature in... let me see ... 1993.
Kim: I also know that she's the most famous African — American novelist. We use a lot of her books at the university where I teach. The students like writing about her That's how I discovered Morrison. I wrote my senior thesis about her — you know; the major essay you sometimes have to write at the end of an undergraduate degree.
Pablo: What did you write about, Kim?
Kim: Mostly about this book that we read, Beloved. But I was really interested in her Nobel Prize. It was an unusual choice for the committee — an African — American woman. But they felt Morrison had played an important role in writing the history of black Americans. Not all her books are about slavery, like Beloved but they're all about the effects of history on individual people. It's a powerful idea.
Sherrie: I see what you mean in Beloved. The main character, Sethe, is literally haunted by her history.
Pablo: That's a great way to say it, Sherrie. Do you mean that Sethe thinks she sees ghosts? That's why she is haunted?
Sherrie: Actually, I was a bit confused by the story. Can we perhaps talk about the plot first? Sethe is an escaped black slave, right?
Kim: Yes, that's right. She was a slave in Kentucky, and then she escaped to the North, to Ohio, with her child. The main plot of the book takes place in 1873 after the end of slavery in the south of the U.S.
Sherrie: Okay, but aren’t there really two stories in this book?
Kim: Yes, there are. The second story happened twenty years earlier, when Sethe was still a slave in Kentucky. That story describes how she escaped from her slave owner.
Sherrie: Got it. But I was still confused about how many children she has. Can one of you help me out?
Kim: She has four children in total: Two sons, Howard-and-Bulgar; a daughter, Denver, who She’s living with in the Ohio part of the story; and another daughter who was older than Denver, but died. She didn't just die, though, Sethe killed her.
Sherrie: Killed her own daughter? Oh, I remember now. After she first escaped, her owner tried to bring her and her children back as slaves. And to stop him from getting that one child, she actually killed her.
Kim: Exactly. But she hadn't given that daughter a name, and when she buried the baby, she just had the word "Beloved" written on the gravestone.
Pablo: So, who is the character called Beloved?
Sherrie: Wait, that's the mysterious girl who shows up outside Sethe's house in 1873?
Pablo: Yeah. Is she the ghost of the dead baby? You're the expert, what do you think?
Kim: I'm no expert! And Morrison doesn't really tell us. But the book suggests that Beloved is the spirit of the dead daughter. That's why Sethe tries to explain to her why she had to kill the baby.
Pablo: You could say that slavery killed the baby.
Sherrie: Is that what Morrison said?
Kim: Not exactly. You know that when the Nobel Prize is presented, the winner gives a speech. Well, Morrison's speech is brilliant. She says that language cannot fully describe something as awful as slavery. Sometimes, you need silence as-well; She argues that literature should ask questions, but it should not give easy answers. At least, that's what I understand from her Nobel Acceptance speech.
Sherrie: So, that's why we're never really sure if Beloved is Seethe's dead daughter, or if she's just a lost young woman. Sometimes, the book was so realistic, I could see the events. But then there were some episodes that felt like a dream. It was very powerful.
Kim: I agree but I had a problem with the book I wanted more description of America after slavery, after the Civil War. I wanted to know more about Seth's life in Ohio. It sounded too easy to me. I had many questions about the society and discrimination and race at that time.
Sherrie: I see what you mean. Morrison doesn't really say much about ordinary life in the 1870s. I think that's because the author wants to concentrate on the characters and their lives, not the world around them. We can't help feeling Sethe's pain.
Pablo: That's how I see it, too. Although Morrison said that language cannot fully express other people's pain, she can hint at it.
Kim: Okay, I can see that. Thanks So, what's next month's book?

Summary of the Discussion
In their book club meeting, Kim hosts Sherrie and Pablo, and they discuss Toni Morrison's novel "Beloved." Pablo, unfamiliar with Morrison, learns she won the Nobel Prize for literature in 1993. Kim explains that Morrison is renowned for exploring the history of black Americans and the effects of history on individuals, with "Beloved" being a prime example. The group delves into the plot, centered on Sethe, an escaped slave haunted by her past. They discuss the ambiguous character Beloved, who might be the ghost of Sethe's deceased daughter. The conversation also touches on the novel's blend of realistic and dreamlike elements, Morrison's Nobel speech, and the members' differing perspectives on the book's depiction of post-slavery America. Kim expresses a desire for more historical context, while Sherrie and Pablo appreciate the focus on character experiences.

Summary of the Novel
"Beloved" by Toni Morrison is a powerful novel set in post-Civil War America, focusing on the life of Sethe, an escaped slave haunted by her traumatic past. The story intertwines the present, where Sethe lives with her daughter Denver in Ohio, with flashbacks to her time as a slave in Kentucky and her subsequent escape. The narrative becomes more complex with the arrival of a mysterious young woman named Beloved, who embodies the spirit of Sethe's deceased daughter, whom Sethe killed to spare her from a life of enslavement. Morrison explores profound themes of slavery, memory, and identity, highlighting the enduring scars left by such a brutal history on individuals and their families. The novel is both a chilling ghost story and a poignant exploration of the psychological impact of slavery.

Make-Up Class

Day: Monday

Date: Azar 17

Time: 6:30 pm - 8:00 pm

✍Homework:

Enhancing Your Vocabulary (Pages 109 & 110)

Session 16

Workbook: Unit Five

EXERCISE A
1. c
2. d
3. a
4. a
5. c
6. b
7. b
8. d

EXERCISE B
1. bruise
2. abstain
3. crouched
4. vibes
5. onset
6. tackle
7. realm
8. hunch

EXERCISE C
1. narrow escape
2. abrupt departure
3. telltale signs
4. cognitive psychology
5. menacing clouds
6. acute pain
7. diagnostic tests
8. aberrant beliefs

EXERCISE D
1. abusive
2. preservative
3. perceptible
4. absorption
5. Adaptability
6. disclosure
7. diagnosis
8. skepticism

EXERCISE E
1. into
2. from
3. in
4. at
5. on
6. from
7. in
8. on

Unit 5, Language Focus 2

Adjective Clauses with “Which” Modifying the Whole Sentence

Example 1:
The low grade which the best student in the class scored surprised the teacher.
→ which the best student in the class scored = Essential Adjective Clause Modifying a Noun Phrase

Example 2:
The best student in the class scored a low grade, which surprised the teacher.
→ which surprised the teacher = Non-Essential Adjective Clause Modifying the Whole Sentence

An adjective clause with “which” that modifies the whole sentence is also known as a sentential clause. It provides additional information about the entire situation described in the main clause and is a type of non-essential (non-defining) adjective clause.

Points

In non-essential adjective clauses, we can’t use the relative pronoun that. We must use which.
Non-essential adjective clauses must be set off from the rest of the sentence with a comma or commas.

Sample Question

It snowed more than four meters in the mountainous areas …………. shocked the meteorologists.

a. that
b. , that
c. which
d. , which

The Right Answer: d

More Examples of Sentential Clauses

The committee approved the new educational policy, which was surprising to many.
She won the marathon, which nobody had expected.
The movie ended with a cliffhanger, which left everyone in the theater wanting more.
He donated his prize money to charity, which was a very generous act.
They arrived late to the party, which was unusual for them.

In each of these sentences, the clause introduced by “which” refers to the entire situation or action mentioned in the main clause, rather than a specific noun. This type of clause often expresses a reaction or a comment on the main statement.

Unit 5, Language Focus 2: Sentential Clauses (PDF)
EXERCISE F
1. The building which was damaged by the earthquake was later demolished by the wrecking crew.
2. Jerry decided to quit school, which was a great disappointment to his parents.
3. Few people attended last night's meeting, which was a pity since several important matters were decided on.
4. The aims which the society is pursuing are praiseworthy.
5. The pipeline which carries the town's water supplies has been severed.
6. Robert has handed in his resignation, which was the best thing he could do in the circumstances.
7. Anna and Mathew spent the whole time arguing, which bitterly annoyed everyone.
8. Lighting bonfires at this time of the year is a tradition which goes back to the 17th century.

Unit 5, Language Focus 3: Parallel/Non-Parallel Structures (PDF)
EXERCISE G
P 1. Doesn't change.
NP 2. Flour is used not only to bake cakes but also to make paste.
NP 3. Jamie hoped to fly to Columbus and to rent a car to use while she was there.
NP 4. Benjamin is the captain not only of the softball team but also of the baseball team.
NP 5. Charles gave thanks not only to his parents but also to his fellow students.
NP 6. The concept was loud, colorful, and crowded.
NP 7. Fruit grown either sheltered from sunlight or in a season of many rainy days will not have much vitamin C.
NP 8.A fanatic is neither moderate in his view not tolerant of other people's view.

❖❖❖

Mini-Listening: Unit Five

TRANSCRIPT FOR MINI-LISTENING (TIME: 2':40")

Lucia: I have this recurring dream. I'm back in high school, and in my dream, the school looks mostly the same as it did, but much bigger. The weird thing is that although I'm now twenty years old, I had to go back to high school and study with all these fifteen-year-olds. It's very embarrassing. No one seems to notice that I'm much older and shouldn't be there in the first place. But still, it's very uncomfortable. I keep thinking, "What am I doing here?" Well, I think it must be a couple of weeks into school, and I've lost my class schedule. I start walking through the halls trying to find the main office. I can't find it. No matter how far, how many hallways, I just can't find it. I know I'm late for class, and this really worries me. Finally, I wind up in my math class, but it's almost over—so I've missed most of it, and I don't know what the homework is, and I think I've missed an important test, or something. Basically, that's the dream. I think I have that dream when I'm worried or overwhelmed about something that is happening in my life at the time.

Rick: My name is Rick, and I sometimes have this dream, this bad dream. Really it's a nightmare. I'm in danger, but I'm not sure from what, and I can't move or scream or anything. I can feel something coming closer and closer to me, and, you know, it's really strange because usually in the dream I am exactly where I am in real life—like in my own bed in my bedroom— and everything is very realistic. The only part that is dreamlike is that I can't move. Sometimes I can't even open my eyes, or I can only open one eye. Usually I have to alert Someone, or possibly save someone, although the person often changes. Anyway, I can't do anything because I can't move. It's really terrifying. You know, I think the dream means that I'm feeling there's something in my life that I can't control, although. I SHOULD BE TO. Once I had the dream when one of my children was very sick, and I just felt completely helpless. I hate feeling that way.

Answer Key
Lucia
is back in high school; has lost her class schedule; can't find the main office; is late for class; doesn't know what homework she must do; misses an important test

She's worried or overwhelmed about something in her life.

Rick
is in danger but unable to move or scream; is in his own bed and senses something coming closer; needs to alert someone, but can't move

He's not in control of something (he once had a dream when one of his children was sick)

3.3 FOLLOW -UP

PAIR WORK

1.
1. view
2. sight
3. sight
4. view/sight
5. sight

2.
1. at first sight
2. in full view
3. came into view/sight
4. out of sight
5. At the sight

GROUP WORK

1.
1. clank
2. sizzle
3. crack
4. thud
5. screech
6. creak
7. pop
8. rustle
9. hiss
10. swish

2.
1. thud
2. sizzling
3. crack
4. screeched
5. creaked
6. popping
7. clanked
8. blare
9. hiss
10. clink

Homework:

Workbook (Unit 5)

Session 15

Assigned Paragraphs:

A & B: Mohammad Matin Bagherian
C & D: Hossein Sarbaz Hosseini
E & F: Amir Mahdi Khazainia
G & H: Ilyia Mohammadi
I & J: Seyed Parham Manavi
K: Mohammad Ayin Sayah

Unit 5, Reading

Intuition

A
In a large, crowded hospital in Zimbabwe, a 30-year-old woman was lying on a gurney about to be wheeled into the operating room for minor gynecological surgery, when Rebecca Bingham, M.D., happened to walk by. Although she'd never seen the patient before - and knew nothing of her medical history - the doctor had a sudden sense of alarm. "I felt I should check her heart,"- says Dr. Bingham. She put her stethoscope to the woman's chest, and heard a murmur - abnormal blood flow through the heart, a possible sign of mitral stenosis, a heart condition that can cause serious complications if the person is anesthetized. Bingham alerted the surgeons, who canceled the operation to further evaluate the patient. Tests confirmed that she did, in fact, have the dangerous condition. An amazed surgeon asked Dr. Bingham why she had suspected the disorder. The family practitioner replied that it was "just a hunch."

stenosis = narrowing of the blood vessels

B
Psychologists like Timothy D. Wilson, Ph.D., professor at the University of Virginia, and author of Strangers to Ourselves, believe such hunches are prompts from the adaptive unconscious. This is not the Freudian realm of repressed memories and primitive emotions. The adaptive unconscious is a mechanism in the brain that processes an ocean of sensory information, sorting it, inferring causes, judging people, and influencing feelings and behavior - all without our conscious mind being aware. These hidden powers of perception, are what allow people to "see the invisible." In Bingham's case, clues lay under the surface of her conscious mind. Experience working in Africa had taught her that mitral stenosis was more common there than in the United States. In addition, something about the woman had drawn the doctor to her.

prompt = reminder; hint; clue
realm = zone; area; domain

C
Like Dr. Bingham, most of us have had remarkably accurate intuitions that seem to spring from nowhere. We call these mysterious flashes of insight hunches, gut feelings, animal instinct, ESP, or even a sixth sense. Some people dismiss them as lucky guesses. But Dr. Klein, a cognitive psychologist from Fairborn, Ohio, once a skeptic himself, no longer dismisses the power of intuition. He has studied people who have to make rapid, do-or-die decisions, such as firefighters, intensive-care nurses, and soldiers.

spring from = originate from
insight = deep understanding
dismiss = reject
skeptic = doubtful; in doubt
rapid = fast

D
In one case, Klein interviewed a fire lieutenant who described a sixth sense that saved his life and the lives of his men. A hose crew was inside a house battling a kitchen fire. But each time they doused the flames, the fire roared back with greater fury. And the room was extraordinarily hot for such an apparently minor fire. The lieutenant sensed danger and ordered his team out of the house. As they reached the street, the kitchen floor collapsed. If they had been inside, they would have plunged into the basement where the main fire raged. Analyzing this episode, Klein realized that what the lieutenant called ESP was actually the subconscious processing of memory and physical clues. The blaze didn't match the firefighter's expectations. Flames weren't quelled: the room was too hot—not the pattern of a kitchen fire. It set off alarm bells in the lieutenant's unconscious.

lieutenant = a middle-ranking officer
hose = a tube for carrying water
douse = put out; control
extraordinarily = unusually; abnormally
collapse = fall down
plunge = fall
blaze = fire; flame
quell = bring under control

E
Klein has heard hundreds of similar stories. Pilots, paramedics, nurses, and others reported that in many emergency situations they did not stop to weigh options or make conscious decisions. They leaped into action, following their gut instincts. But how could they tell if they were making the right move? "Intuition is actually a two-step linking and checking process. First, we rapidly sort memories, looking for a familiar pattern to guide us. Then as we follow the plan that worked in an earlier similar situation, our unconscious mind is vigilant for anything odd or unexpected," Klein explains. "We're constantly reading ourselves, checking for emotional or physical reactions, such as an uneasy feeling or increase in heart rate, that say, 'Watch out, you may be getting into trouble."'

paramedic = ambulance driver
vigilant = watchful
odd = strange; weird; unusual

F
Even when not in emergency mode, our internal radar is on alert for patterns that signal threat to ourselves or those we love. Leah Ingram's daughter, Annie, was a little tomboy who loved to roughhouse. It wasn't unusual for her to come home with cuts and bruises after playing with friends. But something about the five-year-old's recent behavior didn't feel right to her mother. One morning Annie complained that her stomach hurt, and she was too sick to go to school. "Normally, she loves school so much she'd go even on Saturday and Sunday, so my gut told me something was wrong," says Ingram. She sat Annie down for a talk. "I found out that a girl was bullying her." The bruises were not from play. Ingram called Annie's teacher, and the problem was resolved. Luckily, moms like Ingram are sensitive to the language of "gut communication."

tomboy = a girl who behaves like a boy
roughhouse = argue loudly

G
In fact, the term is more than a convenient figure of speech. A study by University of Iowa College of Medicine researchers revealed that our bodies are smarter than we think since one of the ways our intuition warns us of trouble is through physical sensations. The researchers lent volunteers $2,000 (in play money) and asked them to turn over cards from four decks, marked with sums the person had won or lost. Two of the decks offered larger wins and losses, but ultimately left players in the red, while the other two had smaller rewards and penalties, but resulted in a profit over time. After playing about 10 cards from one of the losing decks, subjects who were hooked up to skin sensors like those on a lie detector started getting bad vibes. By the time they'd played 50 cards, they began to avoid those decks, even though they couldn't explain why. But their skin was reacting with nonconscious signals, indicating that they sensed certain decks were losers. Yet it wasn't until they'd played an average of 80 cards that they could verbalize what their skin and subconscious mind knew. People with damage to the brain's prefrontal cortex—who were also part of this study—didn't have telltale skin changes and kept picking from bad decks even after they knew they were risky, suggesting that this region of the brain may be where our "gut" knowledge really originates.

term = word
figure of speech = literary device
deck = a group of cards
in the red = in debt
profit = financial gain
verbalize = put something into words
telltale = revealing

H
Learning to listen to your body's cues can have surprising payoffs. An unusual investment approach has helped a fund manager make billions: His back tells him when it's time to sell by acting up. "I used the onset of acute pain as a signal there was something wrong in my portfolio," he once explained. "I rely a great deal on animal instincts." What the financier's back might be reacting to is shifting market patterns that the intuitive part of his brain has absorbed. And how's his back doing? He had a few setbacks in 2000 when his hedge fund, along with many others, took a beating on high-tech stocks.

cue = prompt; clue; hint
payoff = reward
onset = beginning
acute = intense
financier = a person who is active in financial markets

I
Our sixth sense can also detect when a situation isn't as menacing as it seems. John Yarbrough was on patrol for the Los Angeles County Sheriff's Department when he pulled over a car for a routine traffic stop. As he approached the car, the teenage driver stepped out with a gun in his hand. "We were about six feet apart and I had a split second to judge his intentions. Logically, I should have shot him, but for some reason, I didn't." The officer's hunch was right: After a brief face-off, the youth dropped his weapon and surrendered peacefully.

menacing = threatening
face-off = an argument or a fight

J
Years later, Yarbrough, who now works as a criminal profiler, learned why he held his fire when self-preservation told him to shoot. While participating in a study conducted by Paul Ekman, Ph.D., author of Emotions Revealed, Yarbrough discovered that he had a gift for reading faces. This ability, which all of us have to some degree, stems from spotting "microexpressions." "These very intense bursts of emotion only last a quarter of a second but signal a person's true feelings even if he's trying to hide them." says Ekman. "If you distrust someone who is trying to sell you a house, it could be because when he said the roof didn't leak, you saw a microexpression of smugness at fooling you, or fear of being caught in a lie." While microexpressions and pattern recognition don't explain every hunch—some really do seem uncanny—scientists have given us reasons to trust our intuitions.

smugness = complacency, self-satisfaction
uncanny = unpleasant

K
Dr. Bingham thinks so: Her hunches have resulted in some amazing diagnoses, including detecting lung cancer in a patient who came in for a routine physical. "Though this woman didn't have obvious symptoms, I thought I ought to check her out with a chest X-ray." Bingham ordered a chest X-ray, which showed a very small, still treatable tumor. "Now I tell medical students that if they ever get a feeling that something is wrong with a patient, they should listen because it might save a life."

physical = medical examination

Summary:
The article explores the concept of intuition, emphasizing its role in critical decision-making through various real-life examples. It begins with Dr. Rebecca Bingham, who sensed a patient's heart condition despite lacking prior knowledge, potentially saving her life. Psychologists argue these hunches stem from the adaptive unconscious, which processes information beyond our awareness. Examples include a fire lieutenant whose intuition saved his crew and Leah Ingram, whose gut feeling uncovered her daughter's bullying. Studies suggest intuition manifests as physical sensations, aiding decisions in high-stakes environments. Ultimately, the article underscores the significant, often subconscious, role of intuition in our lives.