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OXFORD UNIVERSITY PRESS SAMPLE Prepublished Pages Confidential

Sample A1 Listening and Speaking Level 2


SAMPLE A1

Page 1

ORGANIZING NOTES When you take notes, it is important to organize the notes on the page. First write the topic at the top of the page. Do this before the class begins, if you can. Sometimes an instructor says something like, "Today we're going to talk about three uses of color." This tells you that there are three main points to listen for. If this happens, write the numbers 1, 2, 3 on the page. Leave space after each number to write notes. Read this extract from Listening 1: "The Colors of Nature." Then look at the student's note page below. Notice that the student wrote a few key words about the topic at the top of the page. [Listening Audio] Colors in nature have many different uses. Many animals use color to help them survive. Today we are going to look at two ways that animals do this.

animals / color / survive 1.

2.

A. 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 notes with a partner.


SAMPLE A1

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Building with Color

WORKING WITH THE VOCABULARY Read the paragraph. The words in bold are from Listening 2. 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 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 someday I am going to build my dream house.

1.

2. 3. 4. 5. 6.

7. 8. 9. 10.


SAMPLE A1

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PREVIEW LISTENING 2 Building with Color

Photo 1

Photo 2

LISTEN AND TAKE NOTES A. Listen to the first part of the presentation. On a separate sheet of paper, prepare a page for taking notes.

B. Now listen to the whole presentation and take notes. Remember to write only important words and not to stop listening.


SAMPLE A1

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WORK WITH THE LISTENING A. Complete the summaries with the words and phrases in the boxes. Use your notes to help you. Listen again, if necessary. Part 1:

architects

B. Work with a partner. Complete the chart with information about the two architects' buildings. Then listen again and check your answers.

TIP for Success

Great Bamboo Wall House Location (country) Year built Typical colors Materials

Hundertwasser House


SAMPLE A1

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C. 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.

SAY WHAT YOU THINK Think about Listening 2. Discuss the questions in a group. 1. 2.

B. Before you watch the video, discuss the questions in a group.

C. Go online to watch the video about how corporations use color. Then check your comprehension in the online activity. Words you will hear in the video: update: to make something more modern consistent: always behaving in the same way faded: a color that is paler or less bright than it originally was right on: correct, accurate corporately: relating to corporations Think about the video, Listening 1, and Listening 2 as you discuss the questions.

1. 2.


SAMPLE A1

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Q Listening and Speaking Level 2 Unit 2: Color Q Listening & Speaking 2: Unit 2 Audio Transcript Page 1 – Note-taking Skill – A. Teacher: We've heard a lot about how animals use color. For example, they use color as camouflage to protect themselves. And they also use color to warn other animals of dangers and even to help them find a mate. Now we're going to see three examples of how humans use color in similar ways. First, people often use color as camouflage. .. . (Fade out)

Page 3 – Listen and Take Notes – A. Moderator:

Today we’re going to hear a panel presentation on the uses of color in

architecture. First two panel members will speak about the work of two different architects and who they use color in their work. The first speaker is Michio Osawa, and he will talk about the work of the Japanese architect Kengo Kuma. Next Olga Perez will tell us about the work of the Austrain architect Friedensreich Hundertwasser. That’s a rather long and difficult name! Let me write both names on the board.

Page 3 – Listen and Take Notes – B. Moderator:

Today we’re going to hear a panel presentation on the uses of color in architecture.

First two panel members will speak about the work of two different architects and who they use color in their work. The first speaker is Michio Osawa, and he will talk about the work of the Japanese architect Kengo Kuma. Next Olga Perez will tell us about the work of the Austrain architect Friedensreich Hundertwasser. That’s a rather long and difficult name! Let me write both names on the board. Here is Michio Osawa on Kengo Kuma… Michio Osawa: When Kuma first started working as an architect, he thought that concrete was the only building material. At that time, he worked mostly in Tokyo. His buildings were the usual gray of a lot of urban architecture today.


SAMPLE A1

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Now he often works in the country. He wants his buildings to blend in with the environment, not stand out. He prefers natural materials, for example, wood, bamboo, earth, and even paper. The colors of these materials match the colors of the surroundings. You can see this in this photo of Kuma’s Great Bamboo Wall House near Beijing in China. The colors of the house are brown, green, and gray. With these colors the house looks like it is part of the mountain. Kuma advises architects to go to the site of the building when they are making the plans. For him, it’s all about fitting the building into the place. Moderator:

Now Olga Perez is going to tell us about the work of the Austrian architect

Friedensreich Hundertwasser. Olga Perez:

Thanks. Well, Kuma and Hundertwasser are very different. Kuma’s buildings blend

in with what’s around them, but Hundertwasser’s stand out—they almost shout, “Look at me!” His buildings are full of bright colors. But Hundertwasser also believed that architecture should relate to nature. He said, “Everything under the sky belongs to nature.” Hundertwasser used natural shapes in his buildings. In fact, he used very few straight lines. He said, “There are no straight lines in nature.” For example, look at the picture of Hundertwasserhaus in Vienna, Austria. You can see the many bright colors. Notice also that lines are not straight. The building also has grass and trees growing on the roof. For Hundertwasser, the usual city apartment buildings, all made with straight lines and all the same color, looked like prisons. He described the people who lived in the buildings as “gray people”—all the same boring color. Hundertwasser believed that everyone who lived ina building should be able to say, “I live here, and I am different from everyone else.” Moderator:

Can you give us an example?

Olga P.:

Of course. Here’s an example. He thought that each person should be able to reach

out a window and paint their part of the wall a different color. Now that’s a pretty unusual idea! Moderator:

Very interesting, Olga. Now let’s hear from…


SAMPLE A1

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Q Listening & Speaking 2: Unit 2 Video Transcript

Color Branding Herbert:

Color defines an image of a company. It's the single most important ingredient that will let a company update1 their image or their collections.

Reporter:

Lisa Herbert is Executive Vice President at Pantone, the company that defines the color standard for most of the world's corporations.

Reporter:

Whether it's UPS brown or Home Depot orange, companies use color to connect with consumers, and it’s Pantone's job to keep it consistent.2

Herbert:

If you see a product on a shelf and that color appears faded3 or not true to the original color, you're going to think that that's an older product and, therefore, it's not going to sell.

Reporter:

Helping clients select their defining shade is Pantone's very own color guru.

Eiseman:

It's extremely important for companies to get the color right on.4

Reporter:

Leatrice Eiseman is a color psychologist and author of several books about using and communicating with color.

Eiseman:

Blue is a color that we see used corporately5 a lot and, of course, blue says to most people it's something very dependable, very trustworthy. Why is that? It's because in the human mind, we always connect blue with the color of the sky on a good day.

Reporter:

But how would we feel if the everyday colors of our lives were not the same? If a red traffic light no longer meant stop? If a New York City taxi cab suddenly wasn't yellow? What does yellow do for us? Why do we like yellow cabs?

Eiseman:

Well, in addition to it being a high visibility color, which is important, and a safety color, it's also a friendly color. It's a color that says, "Look at me. Pay attention to me."

update: to make something more modern consistent: always behaving in the same way 3 faded: a color that is paler or less bright than it originally was 4 right on: correct, accurate 5 corporately: relating to corporations 1 2


OXFORD UNIVERSITY PRESS SAMPLE Prepublished Pages Confidential

Sample A2 Listening and Speaking Level 5


SAMPLE A2

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LISTENING 2

The Story of My Life

VOCABULARY PREVIEW Look at these words from Listening 2. Read the words and check (√) the ones you know. Use a dictionary to look up the words you don’t know. With a partner, use the new vocabulary to discuss what you think you will learn about Helen Keller's life.

adequate (adj.) fragment (n.) gesticulate (v.) imitate (v.) incident (n.) intense (adj.) invariably (adv.) outburst (n.) persist (v.) reveal (v.) sentiment (n.) tangible (adj.)


1. SAMPLE A2 (continued.)

PREVIEW LISTENING 2 The Story of My Life

Track 13

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You are going to listen to an excerpt from an audiobook of Helen Keller’s autobiography, The Story of My Life. Helen Keller (1880–1968) lost her sight and her hearing from an illness when she was 19 months old. She learned to communicate through hard work with her teacher, Anne Sullivan. In what ways do you predict a child who lost her sight and hearing at such a young age would try to communicate? Write your ideas and then share them with the class.

LISTEN AND TAKE NOTES LEARNING OUTCOMES | Listen to gather information for your unit assignment.

A. The part of Helen Keller's story that you will hear is about the time she met her teacher, Anne Sullivan. Draw a simple timeline divided into BEFORE and AFTER Helen met her teacher. Write key words under the correct heading as you listen to the audiobook excerpt. Compare your notes with a partner. B. Compare your timeline to the one on page XX. Read these descriptions of Helen Keller’s emotions during periods of her childhood. Use your notes to write the letter of each description under the correct time in Helen Keller's life. Check your answers with a partner.

a. Helen could make finger signs to spell many words but became impatient because she didn’t understand how the actions connected with the words. b. Helen used her hands, touched every object, and felt protected by her mother who understood her crude signs to communicate. c. Helen’s desire to communicate grew so strong that she was often angry and had passionate outbursts. d. Helen began to grow confident as she explored with her hands and learned the names and uses for objects. e. Helen understood what was going on about her and could imitate actions, but she felt different from others.


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Sample A2 (continued.)

WORK WITH THE VOCABULARY Here are some words from Listening 2. Read the sentences. Circle the answer that best matches the meaning of each bold word.

1. Children learn to speak by imitating words and trying to sound like adults. a. duplicating b. ignoring 2. When we were trying to use our hands to communicate without language, we found that the way we gesticulated did not always get the message across. a. made signs b. complained loudly 3. There were many incidents that showed the child’s frustration with learning the language, even though she never said anything directly. a. accidents b. events 4. The experience was so intense that it caused the woman to cry. a. powerful

b. unexpected

5. If you don't feel your language skills are adequate for that job, then you should not apply! a. sufficient b. not enough 6. Those who are bilingual invariably get jobs more easily and are grateful to their parents for making them learn a second language. a. occasionally b. consistently 7. These passionate outbursts helped the little boy get his way because no one could ignore the noise he made. a. quick explosion of feeling b. loud sad songs 8. Without tangible evidence to support their theory, the researchers didn’t feel confident publishing their study. a. popular; widely accepted b. clearly visible or concrete


SAMPLE A2 (continued.)

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9. The answer to the mystery was not revealed until the last few pages of the book. a. explained; shown b. hidden; unknown 10. If that annoying sound persists, I will have to complain to the neighbors. I can’t sleep! a. fades away b. keeps up 11. Because the stroke victim had lost some of her vision, she could only make out fragments of the picture and had to connect the pieces in her mind. a. little pieces b. soft colors 12. There was no strong sentiment visible in the man’s face, no anger or sorrow. a. line b. emotion

WORK WITH THE LISTENING A. Circle the best answer to these questions. 1. What is one point Helen Keller would probably NOT agree with? a. Children who are deaf and blind can learn to communicate effectively. b. Children who are deaf and blind are forever locked in a world of silence. c. Children who are deaf and blind should be encouraged to face their challenges. d. Children who are deaf and blind need special teachers to acquire language skills.

2. What can you infer from Keller's words, "...the more I handled things and learned their names and uses, the more joyous and confident grew my sense of kinship with the rest of the world"? a. Learning how to use things made Keller happier . b. Without words Keller felt separate from the world. c. Confidence is not possible without language. d. Her family was happy that Keller understood the names for things.


OXFORD UNIVERSITY PRESS SAMPLE Prepublished Pages Confidential

Sample B Reading and Writing Level 3


SAMPLE B

Page 13

In this assignment, you are going to write two paragraphs. In the first paragraph, you will write a summary of Reading 2. In the second paragraph, you will write your personal response about the author’s decision and experience of living without TV. As you prepare your paragraphs, think about the Unit Question, “How has technology affected your life?” Use information from Readings 1 and 2, the video, and your work in this unit to support your ideas. For alternate unit assignments, see page XX.

PLAN AND WRITE A.

  Follow these steps to help you gather your ideas.

1. For your summary paragraph, write the main idea of Reading 2 below in your own words. Main Idea: ____________________________________________________ 2. For your personal response paragraph, write your thoughts about the decisions the author made and his experiences in your notebook. Think about these questions as you write: Are there decisions he made that you agree or disagree with? Did anything in the reading surprise you?

B.

  Follow these steps to plan your paragraphs.

1. For your summary paragraph, look the sentences you wrote in Activity D on p. XX. Cross out any details that do not support the main idea. Cross out any information that expresses your opinion. 2. Go online to complete the outline for your summary paragraph.


SAMPLE B

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3. For your personal response paragraph, look at the sentences you wrote in Activity E on p. XX. Circle your best ideas.

4. Go online to complete the outline for your personal response paragraph.

C. Go online and complete the Editing Activity. Review the models of a summary paragraph and personal response paragraph. Before writing your own paragraphs, edit the common mistakes in the sample paragraphs and complete the activity.

D.

  Use your PLAN notes to write your paragraphs.

1. Write your summary paragraph first. Then write your personal response paragraph. 2. Look at the Self-Assessment checklist on page 15 to guide your writing.

REVISE A. Read your partner’s paragraphs. Then go online and use the Peer Review worksheet to check your partner’s work. Discuss the review with your partner.

B.

Based on your partner’s review, revise and rewrite your paragraphs.


SAMPLE B

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EDIT A. Complete the Self-Assessment checklist as you prepare to write the final draft of your paragraphs.

B. Be prepared to hand in your work or discuss it in class.


SAMPLE B

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Q Online Content – Plan and Write Activity B2 – Summary Paragraph (Student book page 13)

Write an outline for your summary paragraph. a. Topic Sentence:

Write the important details from your summary. b. Supporting Details: 1.

2.

3.

4.

5.


SAMPLE B

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Q Online Content – Plan and Write Activity B4 – Personal Response Paragraph (Student book page 14)

Write a topic sentence that clearly expresses your opinion about Reading 2. a. Topic Sentence:

b. Supporting Details: 1. Decisions I agree or disagree with a.

b.

2. Reasons why I agree or disagree a.

b.

c. Concluding Sentence: Write a concluding sentence that restates your opinion.


SAMPLE B

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Q Online Content – Plan and Write Activity C (Student book page 14)

Read the student’s summary and personal response paragraphs about Reading 1 below. Use the questions below to help the student edit and revise the paragraphs. If driverless cars are available to consumers in the future they will change how people drive. A lot of current technology used in modern cars is also in driverless cars, like GPS, and there are cameras and sensors. However, driverless cars use GPS and sensors to help them navigate themselves and sense turns and stops. According to car makers, they will be safer and more fuel-efficient than traditional cars. Despite this, they have some disadvantages. They might have trouble dealing with unusual situations that only humans can react to, in an accident, people might not know who should be responsible. In time, driverless cars may be the new future of driving, but not without the support of consumers. As a consumer, I think driverless cars do have a lot of advantages. One reason is because I like the idea of being able to have more freedom when I drive. I sometimes text my friends when I drive, which is not safe. With a driverless car, I can send texts email, and make phone calls whenever I am behind the wheel. Also, I get lost often when I drive, so having a car that knows where to go is a real advantage. Finally, I like the idea of saving money on gas, gasoline is going to get more and more expensive in the future, so a fuel-efficient car is going to be very important. I will feel less worried and with less stress in a driverless car because I can focus on other things and not worry about driving anymore.

1. Replace some of the writer’s words with synonyms. Use these words from the unit: benefit, eventually, limitations, manufacturers, rare 2. Two sentences have structures that are not parallel. Find and correct them. 3. There are three punctuation mistakes. Find and correct them.


SAMPLE B Q Online Content – Revise Activity A – Peer Review Worksheet (Student book page 14)

Unit 4: Write a Summary and Personal Response Date: Writer (your partner’s name): Peer Editor (your name): Title:

1. Where does the writer introduce the main idea of the text? What is it?

2. How does the writer’s summary properly outline the reading?

3. How does the writer support main points with details? Underline examples.

4. What synonyms does the writer use to restate ideas from the reading?

5. What did the writer do well? Give examples.

6. What two suggestions would you give to the writer for how to improve their writing?

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Sample Pages