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Q: Skills for Success Second Edition Listening and Speaking Level 2 Prototype Part 2: Focus on Unit Openers


Behavioral Sciences

2 emphatic word stress using figurative voice


passive voice

negative prefixes


organizing notes

making inferences




How can colors be useful?

2. Felix says that colors can affect people's feelings or moods. What examples can you think of?

1. Sophy and Yuna talk about using colors as symbols or for organizing things. What examples do they give? What other examples can you think of?

these questions.

Listen to The Q Classroom online. Then answer A






Develop a narrative incorporating figurative language that chronologically details an incident of language loss or an inability to communicate.


Go online to discuss the Unit Question with your classmates.

3. Look at the photo. Why do you think the snake is this color?

2. Imagine you want to paint your house. What color do you choose? Why?

1. Why can wearing dark clothes at night be dangerous? Why do traffic police in some countries sometimes wear orange?

Discuss these questions in a small group. B

Think about animals you see around you every day, such as birds, mice, or D cats. Then complete the questionnaire. Compare answers with a partner.

PREVIEW THE UNIT Look at the photo. The man is wearing a special kind of clothing called E camouflage. It has the same colors as the forest. Why is this clothing useful for his job?

An animal photographer


UNIT 2  |  How can colors be useful?

Note-taking Skill

Organizing notes When you take notes, it is important to organize the notes on the page. Organizing notes prepares the listener to collect new information. If possible, prepare a page for note-taking before the listening begins. Write the topic or title at the top of the page. As you listen, make sure to write down the key words and details. Sometimes a speaker says something like, “Today we’re going to talk about three uses of color.” This tells you that there are three main points to the listening. This is a clue to write the numbers 1, 2, and 3 on the page. Leave space after each number to write notes. Read this sample from a listening titled, “Hidden Animals”: Some animals use their shape and color as camouflage. Camouflage blends into the surroundings, making it difficult to see. Today, we are going to talk about three ways that animals use camouflage as protection.

Look at the note page below. Notice the key words on the page and the numbers 1, 2, and 3.

Hidden Animals animals / color / shape / camouflage 1. 2. 3.

A. Go online to listen to the beginning of a presentation that compares how people and animals use color. On a separate sheet of paper, prepare a page for taking notes.

B. Compare your page for taking notes with a partner. ONLINE.

C. Go online for more practice with word stress.

|  Listening and Speaking



You are going to listen to a nature program about the ways animals use color. Gather information and ideas for your Unit Assignment as you listen to the program.

PREVIEW THE LISTENING A.  VOCABULARY   Here are some words from Listening 1. Read the

sentences. Circle the answer that best matches the meaning of each bold word.

1. Animals hide when danger is near. They come out when it’s safe. a. go to a place where no one can see them b. come out and look around c. make loud noises 2. Listen to that bird. I think it’s giving the other birds a warning that there’s a cat nearby. a. a call that means hunger b. a call that means “Help!” c. a call that means danger 3. Don’t let the children touch that. It is rat poison. a. something that has a very bad taste b. something that is dangerous to touch or eat c. something that only animals can eat 4. This hand cream makes your skin soft and beautiful. a. hair on the head b. shoes and clothing c. outer covering of your body 5. Some large birds have wings that are more than six feet across. a. body parts used to walk b. body parts used to fly c. body parts used to eat or catch food 6. Most pets can’t survive in the wild. They need people to take care of them. a. stay alive b. find friends c. find homes 28

UNIT 2  |  How can colors be useful?

7. Lions are dangerous predators. a. animals that live in a group b. animals that live by themselves c. animals that kill and eat other animals 8. We didn’t enjoy the picnic because there were too many insects around. a. animals like ants or mosquitoes b. animals similar to cats or dogs c. animals similar to birds ONLINE.

B. Go online for more practice with the vocabulary. C.  PREVIEW   You are going to listen to part of a nature program about ways animals use color. With a partner, discuss these questions.

1. Look at photos 1 and 2. Why is it difficult to see the animals in these photos? 2. Look at photo 3. Is it easy or difficult to see the frog? 3. Why do you think the animals have these colors?




A false-leaf katydid

A cryptic frog

A blue poison dart frog

WORK WITH THE LISTENING A.  LISTEN AND TAKE NOTES   Go online to isten to the first part of the presentation. Prepare a page for taking notes.

B. Listen to the whole presentation and use the page you prepared to take notes. Remember to write only important words and not to stop listening.

|  Listening and Speaking


C. Complete the chart with the words in the box. all over the world Madagascar South America

blue brown green

False leaf katydid

to give a warning camouflage in green leafy areas camouflage on the forest floor Cryptic Frog

Poison dart frog

Location Appearance Use of Color

D. Read the sentences. Then listen again. Circle the answer that best completes each statement.

1. The false-leaf katydid’s a. eyes b. wings c. legs

look just like leaves.

2. The katydid gets its name from a. a girl named Katy b. the way it looks c. a sound it makes


3. The colors of the cryptic frog match the leaves and a. rocks b. insects c. flowers 4. The blue poison dart frog has enough poison to kill a. one person b. five people c. ten people 5. Poison dart frogs live in the rain forests of a. South America b. South Africa c. North America

on the forest floor.



E. Work with a group. Complete the paragraph about the katydid.

Then go online to listen to the paragraph and check your answers.

One of those (1) (2) 30

UNIT 2  |  How can colors be useful?

is really not a leaf. It’s an . It’s a false-leaf katydid and it is sitting

on a (3)

. Look carefully. You can see its (4) and its head. The (5)

like leaves. Katydids are (6)

look just insects all over the world.

F. Work with a partner. Take turns asking and answering the questions. Use your own words.

1. What does the word camouflage mean? 2. Why do animals use camouflage? Give an example from the listening or from your own experience. 3. How does the poison dart frog use color? How is it different from the cryptic frog?

G. Read the descriptions of these animals. Do you think they use color

for camouflage or as a warning? Write C (camouflage) or W (warning). Compare answers with a partner.

[insert art: Q2e_LS2_ U2_10]

[insert art: Q2e_LS2_ U2_11]

[insert art: Q2e_LS2_ U2_12]

[insert art: Q2e_LS2_ U2_13]

1. Monarch butterflies are bright orange. Their wings have a terrible taste. 2. Zebras are African animals in the horse family. They have black and white stripes. You often find them standing in the tall grass. 3. The coral snake lives in forests. It has red, yellow, and black stripes. 4. The arctic fox has brown or gray fur in the summer, but in winter its fur changes to white.


SAY WHAT YOU THINK Discuss the questions in a group.

1. Think about the animals in Activity D on page 30. Do these animals use color for camouflage or as a warning? Explain. 2. Most large predators, like lions, are not brightly colored. Why do you think this is? 3. What are some ways people use color as camouflage or as a sign of danger? |  Listening and Speaking


Listening Skill

Understanding cause and effect A cause is the action that makes something happen. An effect is what happens as a result. In a sentence, the cause can come before the effect or after it. Connecting words like so and because show a cause or an effect. Listen for them carefully. So shows an effect. Because shows a cause. Pollution was a poison to the frogs, so the frogs in the pond died. cause


The frogs survived because their camouflage matched the leaves. effect


A. Go online to listen to these statements about the nature program

you heard in Listening 1. Circle the cause in each statement. Underline the effect.

1. Katydids are hard to see because of their green color. 2. Predators can’t see the katydids, so the katydids stay safe. 3. It’s hard to see the cryptic frog because it uses camouflage. 4. The cryptic frog is the same color as the leaves, so you can’t see it very well. 5. The blue poison dart frog is bright blue so you can see it easily. 6. Dart frogs are dangerous because their skin contains a strong poison.

B. Listen to the scientist talk about Australian bowerbirds. Match each cause with the correct effect.

Cause 1. The satin bowerbird decorates its bower with blue things.

Effect a. The bower looks nice.

2. The bowerbird doesn’t like red. b. Predators cannot find the nest easily. A male bowerbird and its bower ONLINE.


3. The female builds a nest in a tree. c. The bowerbird removes the red thing.

C. Go online for more practice with understanding cause and effect.

UNIT 2  |  How can colors be useful?


You are going to listen to a class presentation about how different architects use color in their work. Gather information and ideas for your Unit Assignment as you listen to the presentation.

PREVIEW THE LISTENING A  VOCABULARY   Here are some words from Listening 2. Read the

paragraph. Then write each bold word next to the correct definition.

Building My Dream House Like most people, I have a dream home. I want to build my home in the country, not the city. I want to get away from urban life. I even drew pictures of the house. Of course I’m not a real architect, so my drawings are not perfect. I want to use natural materials in the home, like wood and stone, not blocks of concrete. I know exactly where I want to build it. The site is on a lake in the mountains. I want to paint the house brown and green

Vocabulary Skill Review

On page 16 in Unit 1, you learned about collocations with verbs and nouns. In the paragraph, what verbs are used with the nouns pictures and money?

to blend in with the trees around it, not stand out. I want the house to be round, not square, because a circle is a more natural shape. The high roof of the house can be gray. Gray matches the color of the rocks in the mountain. The road to the house isn’t straight. It follows an old, curving walking path. Some of my friends don’t like my idea. They advise me not to waste money on the house, but some day I am going to build my dream house.


(phr. v.) to look different from the things around


(phr. v.) to look like the things around


(n.) a hard, man-made building material


(v.) to be the same color as something else


(n.) the top of a house


(n.) the form of something, such as a circle or square


(n.) a place or location


(adj.) in a direct line, not curved


(adj.) related to the city, not the country


(v.) to tell someone what you think he or she should do |  Listening and Speaking



B Go online for more practice with the vocabulary. C  PREVIEW   You are going to listen to a class presentation about how

different architects use color in their work. The presentation includes photographs of the architects’ work. Look at the two pictures from the presentation. How are the colors different? Discuss with a partner.

Great Bamboo Wall House

Hundertwasser House

WORK WITH THE LISTENING A.  LISTEN AND TAKE NOTES   Go online and isten to the first part of the presentation. Prepare a page for taking notes. See the sample below. 1. Kengo

– Japan

2. Friedensreich Hundertwasser –

B. Listen to the whole presentation and use the prepared page to take notes. Remember to write only important words and not to stop listening.


UNIT 2  |  How can colors be useful?

C. The introduction tells you what you are going to hear. Match the names with the correct information. Then listen to the introduction again and check your answers.

Tip for Success When you hear new information, think of examples and experiences from your life. This helps you understand and apply new information.

1. Michio Osawa

a. Austrian architect

2. Friedensreich Hundertwasser

b. First speaker from panel

3. Kengo Kuma

c. Second speaker from panel

4. Olga Perez

d. Japanese architect

D. Complete the summaries with the words and phrases in the boxes. Use your notes to help you. Listen again, if necessary. Part 1: architects country

materials and colors blend in

to look natural

The presentation is about the work of two different



Kengo Kuma and Friedensreich Hundertwasser. Both architects want their buildings

. Kuma often builds in the . He makes his buildings

the environment. He does this with the

with he chooses.

Part 2: Bright colors Straight lines

Different Apartment


Hundertwasser builds most of his buildings in the and he uses a lot of


— not gray or black. He uses natural

shapes and almost no

. He wants every home to be , even if it is part of an


|  Listening and Speaking


E. Work with a partner. Complete the chart with information about the two architects’ buildings. Then listen again and check your answers. Great Bamboo Wall House

Hundertwasser House

Location Typical colors Style

F. Circle the answer that best completes each statement. 1. Kengo Kuma studied architecture in a. Japan and China b. Japan and New York c. China and New York


2. Kengo Kuma’s buildings in Tokyo were made of a. wood b. paper c. concrete 3. His Tokyo buildings were usually a. green b. gray c. brown



4. Hundertwasser planted trees . a. only on the roofs of his buildings b. only inside his buildings c. on the roofs and inside the buildings 5. Hundertwasser said that the “usual” apartment buildings (not his) made him think of . a. prisons b. nature c. factories 6. He called the people who lived in those buildings a. green people b. gray people c. blue people


UNIT 2  |  How can colors be useful?


G. Mark these statements T (true) or F (false). Then write a sentence to explain why. Use information from Listening 2 to support your answers.

1. For Kengo Kuma the location of a building was not important for the design.

2. The Great Bamboo Wall House blends in with the mountains around it.

3. Hundertwasser believed that buildings in the city should be connected to nature.

4. Hundertwasser didn’t allow people in his building to change the colors.



H. Go online to listen to What Color is Your Car and check your comprehension.

SAY WHAT YOU THINK A. Discuss the questions in a group. 1. Which house do you prefer—the Great Bamboo Wall House or Hundertwasser House? Why? 2. What does your dream house look like?

B. Go online to watch the video about how corporations use color. Then check your comprehension.

update: to make something new consistent: always behaving the same faded: a color that is less bright right on: correct, accurate corporately: relating to corporations



C. Think about the video, Listening 1, and Listening 2 as you discuss the questions.

1. How can you compare the way animals use color with the way the architects use color? 2. What color does your favorite sports team wear? Imagine you work for the one in the video. Would you change the athletes’ uniform colors? |  Listening and Speaking


Vocabulary Skill

Word families: nouns and verbs Some words can be used as a noun or a verb. To know if a word is a noun or a verb, you have to look at the words around it. There are pictures of the architect’s work on the Internet. (noun) The men work at the building site every day. (verb)

A word is probably a noun if it comes after . . . • an article (a, an, or the). • an adjective. • a number. • the words this, that, these, or those. A word may be a verb if it comes after . . . • a pronoun such as it or they. • a time word such as sometimes or never. • a helping verb such as do, does, can, will, or should.

A. Look at the bold word in each sentence. Write N (noun) or V (verb). V 1. We can camouflage this birdhouse. We can paint it the same color as the tree.

2. An owl is a bird that flies at night. It calls, “Hoo, hoo, hoo.” It sounds like it’s asking, “Who? Who? Who?” 3. The poison of that insect is very strong, but it can’t kill a person. 4. There are many different sounds in the forest at night. 5. That architect blends natural materials and concrete. 6. Both of these shirts are blue, but the colors don’t match. This one is darker. 7. The color green is actually a blend of blue and yellow. 8. That liquid is dangerous. It can poison people and animals.


UNIT 2  |  How can colors be useful?

B. Complete each sentence with the correct word from the box. Then write N (noun) or V (verb).

camouflage  change  fight  match  poison  sound

1. When these birds are young, they are brown and white. When they become adults, their colors Tip for Success

Write new vocabulary in a list. Write a definition for each word. Review the vocabulary list every day.

to black and orange. V


2. When catbirds sing, the

is like cats meowing.

3. Bowerbirds sometimes

other birds for building

materials. 4. They’re trying to

the buildings by painting them

brown and green. 5. Is the red in these shoes a good

with the red in my

jacket? 6. Can the skin of the dart frog

me if I touch it?

A blue poison dart frog


C. Go online for more practice with word families.

|  Listening and Speaking


SPEAKING At the end of this unit, you will design a house or an apartment building. In order to describe the design to group members, you will need to give examples.



There’s and it’s There’s (There is) is for things that are being mentioned for the first time. There’s a bookstore on campus. There’s a software program called Camouflage. It hides your files so others can’t find them. There’s a tree on the roof of that building!

The pronoun it in the expression it’s (it is) refers to something we already know. The dart frog is bright blue. Predators know that it’s dangerous. He lives in a new apartment building. It’s like a big gray box.

A. Complete the paragraph with there’s and it’s. There are many different animals in the park. a bright red bird in a tree. Nearby brown, not red. flower,

a similar bird, but


they also know that


a female cardinal. On a

5 6


a male cardinal.




a beautiful orange and black butterfly. a monarch butterfly. Predators can see it easily. But 8

a dangerous insect. Its wings have

a terrible taste. Its color is a warning to predators.

B. Work with a partner. Imagine that you are in a place in your city. Describe what you see, using there’s and it’s. Take turns.

A: There’s a restaurant on the corner. I think it’s an Italian restaurant. B: There’s a new exhibition at the museum. It’s about the first trip to the moon. ONLINE.

C. Go online for more practice with there’s and it’s. D. Go online for the grammar expansion.


UNIT 2  |  How can colors be useful?


Schwa in unstressed syllables The schwa sound is the most common vowel sound in English. It is the same sound speakers make when they pause and say Uh. It is a very relaxed sound. Unstressed syllables often use the schwa. In dictionaries the pronunciation of the schwa is usually shown with the symbol /ә/. The word banana is a good example of the schwa. The first and last syllables have the schwa. Note that the stressed syllable /næ/ is longer than the other syllables. /b@  ’n& n@/

The underlined syllables in these words also use the schwa. These are all unstressed syllables. Remember that any vowel can have the schwa sound. a-ni-mal   poi-son   sur-vive   pre-da-tor   for-est

The schwa is common in unstressed syllables, but it is sometimes used in stressed syllables. hun-gry   mo-ney

A. Listen and write the words. There is one unstressed syllable with

the schwa sound in each word. Circle the syllable that contains the schwa sound.










B. Listen again. Then practice with a partner. Take turns saying the words. C. Listen to these pairs of words. Which word has the schwa sound in the underlined syllable? Circle your answers.

1. contain


2. mention apartment 3. answer


4. program


5. material


|  Listening and Speaking


D. Work with a partner. Underline all the syllables with the schwa sound. Then take turns reading the sentences.

1. Concrete contains a mix of sand, cement, and water. 2. Is there an apartment for rent on State Street? 3. We need to find another answer to the problem. 4. There’s a special program to protect the city’s water. ONLINE.

Speaking Skill

E. Go online for more practice with the schwa in unstressed syllables.

Asking for and giving examples When you explain something, give examples to help the listener understand your ideas. When you don’t understand something a speaker says, ask for an example. Giving an example:

Asking for an example:

For example, . . . For instance, . . . Here’s an example.

Can you give me an example? Do you have any examples?

A. Go online to listen to the excerpts from the listening texts in this

unit. How do the speakers introduce or ask for examples? Write the expressions they use.

B. Work with a partner. Choose one of the topics below. Tell your partner about the topic. Take turns asking for and giving examples.

1. The best colors for the rooms of a house 2. Why I love the colors of the desert (or the mountains, the beach, etc.) 3. My favorite colors to wear ONLINE.


C. Go online to practice asking for and giving examples.

UNIT 2  |  How can colors be useful?

Unit Assignment

Present a building design

In this section, you are going to design a house or an apartment building. As you prepare your design, think about the Unit Question, “How can colors be useful?” and refer to the Self-Assessment checklist on page 44. Use information from Listening 1, Listening 2, the video, and your work in this unit to support your presentation.







Go online for alternate Unit Assignments.

CONSIDER THE IDEAS Look at the photos. Then discuss the questions in a group.

1. Which building do you like the most? Why? 2. Which building do you like the least? Why? 3. Do you like buildings that blend into their environments or buildings that are unusual? Explain.

PREPARE AND SPEAK A.  GATHER IDEAS   Work with a group. You are going to design a building. Complete the steps.

|  Listening and Speaking


1. Decide the type of building. Is it an apartment building or a house? 2. Choose a location for the building. Our building is in a . a. desert area: dry without many green plants b. forest area: green with a lot of trees c. large city: downtown with a lot of people and buildings d. large city: quiet street near the edge of the city e. beach town: near the ocean

B.  ORGANIZE IDEAS   Discuss with your group what the building looks like from the outside. Then write an outline using the categories below.

• Building type • Location • Materials (concrete, wood, glass, metal, etc.) • Outside colors • Plan (how big, how many floors, how many rooms, etc.) • Does it blend in with the environment or draw attention by being unusual?

C.  SPEAK   Present your building design to another group. Refer to the Self-Assessment checklist below before you begin.

1. Use your outline from Activity B to help you. 2. Make sure that each person in the group takes part in the presentation. 3. Give examples to help your audience understand more.

CHECK AND REFLECT A.  CHECK   Think about the Unit Assignment as you complete the Self-Assessment checklist.



I was able to speak easily about the topic.

My partner, group, class understood me.

I used there’s and it’s.

I used vocabulary from the unit.

I asked for and gave examples.

I used the schwa in unstressed syllables.

UNIT 2  |  How can colors be useful?


B.  REFLECT   Discuss these questions with a partner. What is something new you learned in this unit? Look back at the Unit Question. Is your answer different now than when you started this unit? If yes, how is it different? Why?

TRACK YOUR SUCCESS Circle the words you learned in this unit. Nouns

concrete  insect  pattern  poison  predator roof  shape  site  sound 

surroundings  warning  wing 

survive  work 


straight  urban 

advise  change  fight  hide  match 


Phrasal Verbs

blend in stand out

  Oxford 3000™ words   Academic Word List Check (✓) the skills you learned. If you need more work on a skill, refer to the page(s) in parentheses. NOTE TAKING LISTENING VOCABULARY GRAMMAR PRONUNCIATION SPEAKING LEARNING OUTCOME

I can organize my notes. (p. 27) I can understand cause and effect. (p. 32) I can use nouns and verbs. (p. 38) I can use there’s and it’s. (p. 40) I can use the schwa in unstressed syllables. (p. 41) I can ask for and give examples. (p. 42) I can describe key aspects of a building in a group presentation.

|  Listening and Speaking


Design proto part 2